What about this change? – opinions of teachers of early school education about school reading

Abstract

Introduction: The text presents the results of a diagnostic survey conducted in the first quarter of 2022 among teachers of early childhood education. It was conducted in order to collect teachers' opinions on the change made in the reading list, effective from 01/09/2021. The text is set in an interpretative paradigm, in the spirit of critical and creative education focused on the subjectivity of participants in the educational process, that perceives teaching as a creative process. I base the theoretical assumptions on such key categories as change in education (Klus-Stańska), open and closed school culture changes (Zamorska, Krzychała), invisible change (Bober), apparent change (Dudzikowa), I draw attention to the importance of teachers' participatory participation in the change as well as emphasizing the reading from the perspective of the text of culture, the medium and the linguistic transmitter of the world image. Research Aim: Interviews with teachers present the position of early school education teachers towards the change made, their orientation in the latest reading offer addressed to the child, their beliefs, needs and possibilities of its implementation. Method: The data collection method used was a diagnostic survey. The technique used was a qualitative in-depth interview, partially structured, focused on the problem of the perceived change in reading and the organization of work with reading. The study included 17 teachers of early childhood education from 17 primary schools in the Białystok town. Conclusion: The results of the survey are aimed at drawing attention to the problem of shaping educational policy in the above-mentioned scope.