Comprehensive Assessment of Developmental Stages of Subjectivity Formation Test - the question form

I do it the same way as other teachers, without thinking about it.

I always make an effort to carry out the instructions to a high standard.

I do it the same way as other teachers, but I ask my supervisor to check whether I made any mistakes.

I notice mistakes in how other teachers carry out the instructions and suggest ways to correct them.

I review the possible ways to carry out the instructions.

I think about how to use the new instructions to improve my work.

I think about how to make it vivid, engaging, and creative.

I do not give it much thought and do it using an algorithm I have already developed.

I will ask a colleague who has worked on this topic for materials.

I will prepare a preliminary draft and show it to a more experienced colleague.

I will plan it independently in accordance with current lesson requirements.

I will review existing plans, note past mistakes and areas that were insufficiently developed, and take these into account when planning again.

I will review documents that colleagues have prepared for the same purpose.

I will prepare the documents and ask a more experienced colleague to review them.

I am well familiar with the requirements and prepare the documents with them in mind.

I think about how I am improving my professional skills and can confirm this with objective results.

I prepare my own documents and help colleagues undergoing certification avoid mistakes.

I will use someone else’s documents as a template and prepare my own.

I will prepare my presentation (a workshop, etc.) and ask a more experienced colleague to check that it is done correctly.

I know how to do this; it is a familiar activity for me.

I use this opportunity to present my achievements and experience, which I am ready to share with colleagues.

I will prepare a good presentation in line with the purpose of the event; I am good at this.

I will look at how others do it and do it by analogy.

At such events, I prefer to observe and listen to what others say.

I will use a method for handling similar problems that has worked for me in the past.

I will look for the best way to resolve this specific problem, tailored as much as possible to these particular children (their age, personal characteristics, etc.).

I will follow the advice of respected colleagues.

I will observe how other teachers handle similar problems.

I will carefully analyze what happened, consult specialized literature, and seek help from relevant specialists.

I will need colleagues' help to analyze the situation, first and foremost my own mistakes.

I identify my areas of competence and understand that I can provide methodological support to colleagues.

I will first observe how others do it.

I assess the prospects and new opportunities; any changes are an opportunity for renewal and development.

I will follow the existing methodological guidelines.

I will make changes to my work and ask colleagues to evaluate my experience.

I think my competence will enable me to meet the requirements.

I will try in my work to replicate (or try out) what I became familiar with.

I will certainly use the knowledge I gained to achieve high results in my work.

I will analyze my work and my colleagues’ work in terms of how well it aligns with current requirements.

I will use what seemed easy and interesting to apply.

New knowledge always gives a creative impulse to update familiar teaching practices and to generate ideas and projects.

I will consider whether what I saw and heard was useful or not useful.

I would look for new methods, techniques, or approaches to increase students’ motivation and the quality of their learning.

I would act in accordance with the teaching methodology.

I would plan my work with the class so that I can find time to revisit the topic.

I would conduct a thorough analysis of errors and their possible causes (students’ abilities, the textbook content, teaching methods).

I would ask permission to review the lesson notes of more experienced colleagues.

I would observe lessons taught by more experienced colleagues; this would help me see my own mistakes.

I independently choose activities in line with my professional interests.

I use innovative work as an opportunity for my own development.

I am interested in working together and hope for support from more experienced colleagues.

I first need to observe how others work.

I can describe our strengths, objectively assess our capabilities, and propose criteria for achieving the desired outcome.

I will join in the shared work and do what is clear to me.

I will consult more experienced colleagues and ask them to review and refine my ideas.

I am ready to provide methodological support to colleagues in organizing project-based activities in class.

To begin with, I want to see how others do it.

I plan project-based activities and, together with the students, look for topics that are interesting and appropriate for their age and the subject area.

I offer students projects whose content and method of organization I am already familiar with.

I use project-based activities in class as an opportunity for my own creative development, the development of my teaching competencies, and the development of students' creative cognitive activity.