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  1. 2 Krakowskie Studia Małopolskie

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  1. 2 Zacłona Z.

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  2. 1 2005

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Polskie Uniwersytety Trzeciego Wieku w Europejskim Roku Aktywności Osób Starszych i Solidarności Międzypokoleniowej

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Zacłona Z.
Krakowskie Studia Małopolskie
|
2012
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vol. 17
79-97
EN
Education of the XXI century ought to be perceived as a lifelong process. Lifelong learning has become the foundation of human knowledge, performance, ability to exist in the society as well as creation of one’s ego and one’s existence. Awareness of the aging European population gave rise to discussions concerning the issue of education and activity of elderly people. The European Committee has declared 2012 the European Year for Active Ageing and Solidarity between Generations. Consequently, it values the potential of mature and elderly people as well as opens up to their needs. The Senate of the Republic of Poland highlighted the importance of senior education for the country and 2012 was proclaimed the Year of University of the Third Age. Plenty of UTA students, rich and varied offer of educational – activating classes as well as launched initiatives prove that late maturity might be a period of active lifestyle serving as a springboard for high quality of life and preventing exclusion from the society.
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Refleksja pedagogiczna nauczycieli a praktyka szkolna

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Zacłona Z.
Krakowskie Studia Małopolskie
|
2005
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vol. 9
45-54
EN
A teacher in contemporary school should be the creative subject of his activities who shuns stereotypes and looks for new paths and methods in education. One should have sensitive and reflective nature in order to plan one's own development, find creative solutions and foresee the effects of pedagogical activities. A teacher should be, for one, a reflective practitioner since his professional development is closely connected with the pedagogical reflection. School routine shows that many teachers know little about reflection and do not appreciate it before, during and after their pedagogical work. It is a disturbing phenomenon since reflection gives a teacher a chance to understand his/her actions, helps to control his/her development and enriches his/her knowledge on teaching and upbringing which helps to make valid and wise choices. It is important to focus on reflective thinking in teachers education and professional development and to create conditions for everyday, purposeful and planned reflection in pedagogical practice.
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