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1

ABOUT SOCIAL LEARNING IN SUMMER SCHOOL FOR YOUNG RESEARCHERS ON ADULT EDUCATION (O spolecznym uczeniu sie w Letniej Szkole Mlodych Andragogów)

100%
Czubak-Koch M.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2009
|
vol. 10
107-115
EN
The article presents its authoress' autobiographic experiences and reflections related to social learning in the Summer School for Young Researchers on Adult Education. The analysis is based on the following social theories of learning: A. Bandura's social learning theory, E. Wenger's concept of communities of practice, and R. Zajonc's notion of social facilitation. Basing on these theories and personal experiences the authoress discusses the way in which the annual meetings of young researchers facilitate the process of creating one's professional identity, that is how the researchers learn to enter the world of academic community. The authoress shows that social interactions between participants, their common problems and interests, as well as opportunities to observe how other participants behave create learning situations. Acting within one area and learning through observation make it possible to acquire knowledge about established norms and values in the community we belong to. New models of reactions and behaviors are acquired by either direct experience or observation. She believes that this particular way of learning is fostered during the annual meetings at the Summer School for Young Researchers on Adult Education.
2

LEARNING BY DOING IN THE WORKPLACE ENVIRONMENT AS A MANIFESTATION OF PERIPHERAL PARTICIPATION

100%
Czubak-Koch M.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2008
|
vol. 9
43-49
EN
The authoress discusses various methods of learning in the workplace. Special attention is paid to those aspects of learning in the workplace which are realized through learning by doing. The primary focus is put on identifying similarities in the perception of this form of learning in two disparate theoretical fields, namely the theory of management and enterprise on the one hand and adult education on the other. On the basis of the theory of situational learning the authoress assumes the hypothesis that adults learn through interaction with others in a specific social environment. Learning by doing is strictly related to the concept of 'peripheral participation' which assumes that novices gain new abilities in various dimensions of the social practice. The very process of learning is not limited to the acquisition of technical skills, but above all involves the search for one's identity, the ability to solve issues involving the conflict of interests and introduction of improvements. The researchers observing the process of human resources management and learning organization principles stress the importance of learning by doing, in result of which participants not only discover and correct their mistakes, but additionally are capable of resolving organization-related conflicts and introduce innovations or improvements. Know-how is transmitted in organizations not only by means of training, but above all the training process is carried out in informal conditions by observing more experienced employees. The observations presented, drawn also from theoretical approaches, stress the significance of social interaction in the work environment and indicate at the inextricable link between knowledge and human activity.
3

IN MAZE OF SYMBOLS AND MEANINGS - ON LEARNING ROPES (W labiryncie symboli i znaczen - o uczeniu sie miejsca pracy)

100%
Czubak-Koch M.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2011
|
vol. 12
25-37
EN
The paper discusses learning social-cultural competencies during the first days at a new workplace. The authoress focuses on the employee's problems that stem from getting to know and adopting to a new cultural space. As the result of the research, conducted with the ethnography of an organization method and the participant-observation technique, the authoress has distinguished three areas of learning, characteristic of this period, referred to as: basic rules of getting around, building relationships, gradation of assignments. Learning at this stage concerns recognizing a group of cultural symbols; it is learning about building relationships and affiliating with other people. By observing fellow workers a novice gets to know which behaviours are most desired within a company and which competencies he or she is required to possess. Learning about the culture is something that the individual is not made aware of. It is perceived in an emotional dimension as a natural process of familiarizing oneself with the environment. In spite of the fact that new workers are not being made aware of this process, it enables them to understand many situations occurring in everyday socio-professional life, i.e. specific strategies of completing assignments, solving problems and understanding informal systems.
4

LEARNING EMPLOYEE'S ROLE AS WAY OF ACQUIRING SOCIAL PROFESSIONAL COMPETENCE (Uczenie sie roli pracowniczej - nabywaniem spolecznych kompetencji zawodowych)

100%
Czubak-Koch M.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2010
|
vol. 11
53-64
EN
The article discusses learning the employee's role in working environment. By referring to theoretical and conceptual frames, the authoress is trying to answer the following question: why is it so important to submit to the role - in other words, to learn it - in a working environment. The description of a role learning process is mostly based on the 'role sequence model', proposed by Daniel Katz and Robert Kahn. In this model, the process of transmitting the role is considered continuous and recurrent, where an individual is being informed which kinds of behaviour connected with the role are acceptable and which ones have to be corrected. The organizational basis of this approach involves activities understood as interactions between people. Interactions cause activities to penetrate each other and make participants relate their actions to those undertaken by others and vice versa. The role sequence model is based on four concepts: expectations about the role, the role being transmitted, the role being received and various role-related kinds of behaviour. The authoress also focuses on problems and difficulties in a role learning process, which result from ambiguity and excess of obligations relating to the role or from the so-called 'clashes of roles'. Some of these obligations might seem difficult for somebody who wishes to fulfill them, whereas others might be attractive. It depends on one's habits and the ability to reconcile his or her own opinions with others' opinions, and on their ability to choose between different alternatives.
5
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Między uniwersytetem a światem pracy. Tranzycje w narracjach studentów polskich i hiszpańskich

51%
Czubak-Koch M., González Monteagudo J., Nizińska A., Padilla-Carmona T.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2017
|
vol. 18
9-18
PL
W niniejszym artykule autorzy prezentują pewną część badań prowadzonych w ramach europejskiego projektu badawczego EMPLOY – Enhancing the employability of non-traditional students in HE (Wzmacnianie zatrudnialności studentów nietradycyjnych). Projekt promuje wzmacnianie zatrudnialności (employability) studentów nietradycyjnych przez poprawę skuteczności przechodzenia (tranzycji) ze świata uczelni wyższej na rynek pracy. W artykule zostały przedstawione wyniki cząstkowe badań narracyjnych z uwzględnieniem perspektywy nietradycyjnych studentów hiszpańskich i polskich, zapre-zentowanej w ujęciu komparatystycznym. Autorzy, w interpretacjach uzyskanych wyników badań, wykorzystali głównie koncepcje tranzycji w uczeniu się przez całe życie. W tranzycje zarówno hiszpańskich, jak i polskich studentów nietradycyjnych wpisane są próby pragmatycznego oceniania możliwości i zasobów środowiska w aspekcie przyszłej pracy zawodowej. Są one pewnym wypracowanym schematem działań i indywidualnych ścieżek zgodnie z systemem oczekiwań o charakterze normatywnym. Wyniki badań wskazują, że tranzycje to nie tylko przemieszczanie się pomiędzy różnymi kontekstami instytucjonalnymi i środowiskami uczenia się, ale w dużej mierze jest to ‘stawanie się’ (kimś), a zatem czynniki jednostkowe i sprawstwo mają tu równie duże znaczenie, co zewnętrzne struktury społeczne.
EN
The authors of this article present a part of the study done under the project research EMPLOY which advocates fostering employability of non-traditional students through improving the effectiveness of transition from university to labor market. The article presents partial findings of narrative surveys taking into account the perspective of non-traditional Spanish and Polish students in a comparative manner. The authors while interpreting the findings used mainly the concept of transition in lifelong learning. In the transition of both Spanish and Polish non-traditional students one can identify the attempts to assess pragmatically opportunities and resources of the environment with regard to future employment. These are a certain modus operandi and individual paths based on the expectation system of normative nature. The findings indicate that transitions do not exclusively refer to relocation between dif-ferent institutional contexts and learning environments but largely they mean ‘becoming’ (someone), therefore individual factors and perpetration play as important role as external social structures.
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