Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Wymiary u/formowania kompetencji komunikacyjnych nauczycieli – refleksja nad edukacją

100%
Malinowska J.
Przegląd Pedagogiczny
|
2010
|
issue 2
74-85
PL
Wyniki badań w zakresie jakości kompetencji komunikacyjnych nauczycieli oraz analiza ich uwarunkowań w odniesieniu do założeń konstruktywizmu, interakcyjnej teorii komunikacji oraz teorii socjologii wiedzy, stanowią punkt wyjścia do refleksji nad edukacją nauczycieli. Tekst jest rozwinięciem tezy, że rozdźwięk między wiedzą o edukacji a praktyką edukacyjną, wyraża się w niskiej jakości kompetencjach komunikacyjnych nauczycieli i wynika z zachwiania równowagi pomiędzy możliwościami zdobywania przez kandydatów na nauczycieli doświadczeń bezpośrednich i pośrednich. Budują one świadomość nauczycielską, na którą składa się wiedza (co wiem) i styl poznawczy (jak wiem). Kompetencje komunikacyjne mogą uformować się tylko podczas przenikania się obu rodzajów doświadczeń w toku własnej edukacji nauczycieli. Edukacja nauczycieli, podczas której można mówić o procesie u/formowania kompetencji komunikacyjnych, zachodzi w dwóch wymiarach: formalnym i biograficznym. Pierwszy wyraża się w treściach zawartych w programach kształcenia, drugi wymiar stanowią osobiste doświadczenia uczących się. W artykule zawarte zostały propozycje zmian w podejściu do edukacji nauczycieli, uwzględniające włączenie wymiaru biograficznego w proces stawania się nauczycielem.
2

COUNSELORS FOR ADULTS ON CREATING RELATIONS WITH COUNSELEES (Doradcy osób doroslych o konstruowaniu relacji poradniczej)

100%
Malinowska J.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2011
|
vol. 12
151-168
EN
The paper discusses building counselling relationship and counsellors' problems in dealing with their adult counselees. The authoress draws attention to the act of establishing relationships in counselling situations. She remarks that space in this relation is imbued with thoughts, feelings, emotions, choices and the way the both sides perceive themselves and each other. The resulting findings are confronted with counsellors' statements, which is supposed to help to refer to their daily practice. The counsellors point out that the establishment of the counsellor-counselee relations is as important as solving the problem itself. The following part discusses building counselling relationship and the role a counsellor plays in this process. The authoress has observed that, already at the preparatory stage, the counsellor has enough self-consciousness to take into consideration the unpredictability of the counselling situation. It is important that, while engaging in building the relationship, the counsellor creates a sense of security and confidence. The next part of the paper is devoted to the ways of participating in building the said relations. The authoress draws attention to such aspects as the counselee's ability to listen, active participation in communication enabling to get to know each other, understanding one another and providing help. Indeed, the first step of establishing a proper contact may be inviting other person to an honest discussion. The authoress also points out the issues that may hinder the development of the relation. Even the best interpersonal skills, deep commitment and a whole range of techniques designed to help may fail. The counsellors' statements reveal that there occur situations in which counsellors are helpless. In conclusion, the authoress cites the counsellors' reflections on the benefits of building the relations, reminding that reflectivity is an extremely important feature that allows counsellors to navigate the multiple levels of human existence. This is a quality that can be acquired by participating in interpersonal relations, establishing and sustaining of which is the main pivot of life, where its wisdom lies.
3
Publication available in full text mode
Content available

Studiowanie - czas na rozwijanie postawy przedsiębiorczej nauczycieli dziecka młodszego? Analiza porównawcza programów kształcenia w zakresie przedsiębiorczości na polskim i fińskim uniwersytecie

63%
Kondracka-Szala M., Malinowska J.
e-mentor
|
2016
|
issue 3 (65)
4-14
EN
In the article, the authors refer to the entrepreneurial mindset which is understood as a set of personal characteristics of humans that, regardless of one's work title and duties, allow for active participation and production of changes in the socio-economic life. The causes of the low level of Poles' entrepreneurship may be sought in the approach to the education of children and young people who are taught through imitation (imitative learning) from the very beginning of their education, reproducing schemes and having very little opportunities to shape/develop/improve entrepreneurial attitudes. In order for the changes in education to take effect, teachers should have an entrepreneurial mindset and ability to develop this attitude in children. The authors briefly present the organization of education for entrepreneurship in Poland and Finland with regard to the European regulations in this area. The question of how entrepreneurship is understood and whether studying (the process of becoming a teacher) favors development/improvement of teachers' entrepreneurial mindset are raised. To answer those questions, the authors performed comparative analysis of entrepreneurship education curricula for students, aiming to become pre and primary school teachers, studying at two selected universities - Adam Mickiewicz University in Poznan/Poland and the Kajaani University in Oulu/Finland.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.