Między kompetencjami a niepewnością - samoocena przygotowania do zawodu nauczyciela w narracjach studentów pedgogiki

The article addresses the issue of self-assessment of teacher preparation based on the narratives of students enrolled in teacher education programs. The aim of the study was to identify declared competencies, perceived deficits, and concerns associated with entering the teaching profession in the context of contemporary educational challenges. A qualitative research approach was employed using narrative interviews. The study included 127 students who intended to pursue a teaching career. Thematic analysis revealed five main categories: fears related to entering the profession, insufficient practical preparation, societal expectations, motivations for becoming a teacher, and key personal competencies. The findings highlight the need to strengthen the practical component of teacher education and to develop soft, emotional, and reflective competencies.