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1
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Metodyka jako praktyka kulturowa (archetypowa). Ku źródłom zmiany w dydaktyce

100%
Kruk J.
Problemy Wczesnej Edukacji
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2015
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vol. 28
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issue 1
9-20
EN
This article is an introduction to the discussion on the essence of teaching methodology and the changes in its forms in contemporary culture. Two approaches to methodology are proposed: as a socially collective praxis, often unconsciously drawing on cultural practices, and as a so-called expert methodology – a collection of patterns of proper execution, which are a manifestation of the power/knowledge relation in the fi eld of education. Psychology and cognitive science reports confi rm that expert methodology is now losing its theoretical justifi cation. The adoption of the concept of cultural (archetypal) methodology gives a chance of a deeper change in the practice of education, whose avant-garde are the concepts of the “reversed class” and of learning as a “dispersed” study, which consists of: equipment, material environment, and network interactions.
2
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Pracownia wczesnej edukacji jako środowisko uczące. Rekonstrukcja teoretyczna i uwagi praktyczne

100%
Kruk J.
Problemy Wczesnej Edukacji
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2018
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vol. 42
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issue 3
86-93
EN
The paper pertains to the reconstruction of theoretical assumptions related to the education proces of early education teachers with the use of learning environment. It is a proposition of reshaping the current preparatory schedule for teachers working with children from its traditional form into a formula based on laboratory work. Among various topics the article discusses theoretical grounds for the early education workshop derived from the concept of the learning environment. It also attempts to define the discussed terms in the cultural context. The article closes with a section devoted to practical recommendations worth taking into account when establishing the workshop.
3
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Warsztat pracy nauczyciela wczesnej edukacji a jego świadomość zawodowa

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Kruk J.
Forum Oświatowe
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2015
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vol. 27
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issue 2(54)
155-168
EN
This article reflects the issues of an early education teacher`s workshop as significant but underestimated component of professional awareness. It presents the Lab of Early Education as the exemplar of work, where the teachers collaborate with students and can reach professional awareness and pedagogic autonomy.
PL
W artykule poruszono problematykę warsztatu pracy nauczyciela jako znaczącego, lecz niedocenianego elementu jego tożsamości zawodowej. Na przykładzie Laboratorium Wczesnej Edukacji zaprezentowano model pracy, w trakcie której nauczyciel może uzyskać poczucie samoświadomości i autonomii pedagogicznej. Warsztat pracy został opisany jako rodzaj przestrzeni, w której działają nauczyciel i jego uczniowie.
4
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Uczenie się w środowisku i dla środowiska jako wymóg współczesności

100%
Kruk J.
Problemy Wczesnej Edukacji
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2020
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vol. 50
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issue 3
EN
The article discusses the methods of defining and describing the processes of learning in what is generally acknowledged as the learning environment. In the contemporary pedagogical discourse the category of the “learning environment” (formerly associated with the surroundings of school and the classroom) is always expanding and acquiring new meanings, in the wake of ecological changes and the virtualisation of contemporary culture. The “learning environment” becomes a part of the ongoing descholarisation, which manifests itself, for example, in the “open space” movement, outdoor education or “Gesamtschule”, the trends related to the transfer of education outside of school. In the last part of the text, a postulate is formed to include a “learning for the environment” category to the pedagogical theory and practice. This stems from the need to deepen the social sensitivity of the threat of degradation of the entire ecosystem in which we live today.
5
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Laboratorium Wczesnej Edukacji jako przykład „paradygmatu” metodyki interaktywnej

63%
Kruk J., Zdanowicz-Kucharczyk K.
Problemy Wczesnej Edukacji
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2013
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vol. 9
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issue 3(22)
6-16
EN
The text contains a realization example in the field of early childhood education methodology which aims to show the possibilities of interactive teaching application guidelines at an early stage of education for teachers and students. Indicating a need for such solutions is often signaled by those teachers who, rather than looking for pre-defined scenarios and clear directions, are interested in the confirmation of their own pedagogical intuition and of theoretical support for their work. Interactive methodology can thus meet the expectations of those teachers who are not discouraged by the initial difficulties and prefer to go their own path. The article is a presentation of the theoretical and methodological assumptions of the research project, which is the source of the described concepts.
6
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Problematyka relacji osobowych w ujęciu Janusza Korczaka w odniesieniu do wychowawców i nauczycieli. Rekonstrukcja teoretyczno-empiryczna

63%
Kruk J., Pałka-Pilecka M.
Problemy Wczesnej Edukacji
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2019
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vol. 46
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issue 3
58-69
EN
Janusz Korczak’s works and pedagogical activities can be perceived on different levels. This text is a proposal of the analysis of Korczak’s achievements in the context of building personal relation-ships in the process of educating with respect to alumni and teachers-educators. In Conclusions the created reconstruction of the way Janusz Korczak understood mutual relations was interpreted in the context of the idea of dialogical personalism. It is a theoretical and empirical article based on Korczak’s works, the materials collected during a visit to Korczakianum. The method applied in this reconstruction was the fusion of the analysis of selected works and the open interview with the managers of this research lab.
7
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Sprawozdanie z Ogólnopolskiej Konferencji Naukowo-Metodycznej „Współczesne problemy kształcenia. Idee – teorie – metodyki”. Elbląska Uczelnia Humanistyczno-Ekonomiczna, 20 maja 2014 r

63%
Kruk J., Zamojski P.
Problemy Wczesnej Edukacji
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2015
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vol. 28
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issue 1
167-169
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