Í þessari grein er fjallað um raunfærnimat í leikskólakennarafræði við Háskóla Íslands sem byggir á norrænni fyrirmynd. Umfjöllunin er afmörkuð við þróun matsgagna og aðferða í matssamtali í raunfærnimatinu til að meta þá þekkingu og hæfni sem nemendur hafa öðlast í starfi í leikskóla út frá hæfniviðmiðum þeirra námskeiða sem voru til mats. Í greininni er sjónum beint að þeim matsgögnum og aðferðum sem stuðst var við í matssamtölunum ásamt upplifun nemenda og matsaðila af þeim. Meginmarkmið raunfærnimats er að einstaklingur fái viðurkennda þá reynslu sem hann hefur öðlast utan veggja skóla þannig að hann þurfi ekki að sækja nám í því sem hann þegar kann. Raunfærnin ætti í kjölfar mats að leiða til styttingar á námi. Fjögur grunnhugtök tengjast raunfærnimati; ferilmappa, skimunarlisti, sjálfsmatslisti og matssamtöl. Stuðst var við fjölbreyttar aðferðir í matssamtölum sem tóku mið af hæfniviðmiðum, kennslu og verkefnum námskeiðanna sem voru til raunfærnimats. Helstu niðurstöður rannsóknarinnar sýna að nemendum fannst matssamtölin krefjandi. Þeim fannst undirbúningur fyrir samtölin góður og töluðu um að allir sem að ferlinu komu hefðu verið hjálpsamir og hvetjandi. Nemendum fannst matsaðilar taka sér góðan tíma til að hlusta á sig í samtalinu. Að mati matsaðila sýndu samtölin vel þá þekkingu og hæfni sem nemendur höfðu öðlast í starfi. Niðurstöðurnar styðja við þá hugmynd að mikilvægt sé að gefa ófaglærðu starfsfólki leikskóla tækifæri til þess að fá reynslu sína og þekkingu metna til styttingar á leikskólakennaranámi.
The aim of the study was to develop a method to assess the knowledge and skills that preschool teacher students gain by working in preschool. The method is based on the learning outcomes of courses in the undergraduate program of preschool teacher education at the University of Iceland School of Education. According to the European Union Council, all countries in the union should implemented validation of informal learning at all school levels before 2018. Moreover, it is urgent to find ways to increase the level of educators’ education in Icelandic preschools; validation of informal learning can be part of that campaign since many educators do not have any education related to early childhood education, although some have some experience and have gained informal education and experience through their work. Validation of informal learning has been ongoing for some years in Iceland at the upper secondary school level; however, the project partly reported here is the first at a university level in Iceland. Ideas behind lifelong learning are highlighted in the study, where both formal and informal learning is accepted. Informal learning is related to the experience one gets from daily life and communication with others. Four key concepts are crucial for validation of informal learning: portfolio, screening list, self-evaluation list, and assessment interviews. The validation process then consists of four steps. First, the process is introduced to possible participants. Second, data collection about informal learning and experience then starts. Third, those who are qualified are interviewed in accordance with the learning outcomes that are in focus. Fourth, the students are given certification of the qualification and registration of the university units, showing they have passed the course under evaluation. This article focuses on the method used in the assessment interviews and on the students’ and evaluators’ experiences of these interviews. The main aim of a validation of informal learning is that a person gets an experience he/she has gained outside the university recognized so he/she does not have to study what he/she already knows. Following the assessment, the valuation should lead to shortening the studies, while at the same time ensuring that the importance and quality of the studies are not reduced. Varied methods were used in the assessment interviews, which were in line with the learning outcomes, teaching methods, and assessments of the courses included in the valuation process. University teachers took part in finding the best methods in accordance with their teaching methods and assessments in the courses, in collaboration with the evaluators. For example, students were asked to bring plans for collaboration with parents and colleagues and to show some of the projects they had worked on in the preschool that were related to art or music. They were also asked to watch videos about difficult communications with parents or colleagues, read about critical incidents in between children, reflect on these, and so on. The main findings of the study show that the students who took part in the RPL found the assessment interviews challenging. They were satisfied with the preparation for the interviews and mentioned that everyone who took part in the whole validation process had been supportive and encouraging. The students found that the evaluators took time and were focused on listening to them in the interview. According to the evaluators, the interviews were a good way of showing the knowledge and skills the students had gained in their work in preschools. The findings support the idea about the importance of giving those who are working in preschools without preschool teacher education an opportunity to get their experience and knowledge validated to shorten the preschool teachers’ studies.
