Search results

1

Poradnictwo karier w sektorze szkolnictwa zawodowego – refleksje – dylematy – pytania

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Piorunek M.

Kultura-Społeczeństwo-Edukacja

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2016

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vol. 10

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issue 2

43-58

EN

The text brings closer the career (vocational) guidance issues in the context of the vocational education specificity. Liquid modernity, with multidirectional changes occurring at a great speed, and growing requirements of the competitive labour market have become fertile soil for the growth of all sorts of guidance services, i.e. activities that concern the entire human life and treat individuals in a holistic way. Being one of them, the career guidance has travelled a long way undergoing a paradigmatic change of its objectives and tasks and of other aspects, i.e. how a relation with a client starts or what methods are applied. Vocational school students are one of those groups where career structuring is in demand. Being a weak link in Poland’s education system before the economic and political system transformations of 1989, after this date the group actually has started drifting, losing to the growing educational aspirations and the boom of secondary education that opened the door to increasingly popular higher education. Current efforts to restore vocational education need to be coupled with career guidance services that are provided professionally to the present and future vocational school students. Assumptions of these career guidance activities do not seem to differ basically from the general assumptions applied in the holistic guidance, which does not mean that a search for methods suited to this group of young people should be discontinued.

2

Zaufanie interpersonalne w środowisku pracy. Analiza teoretyczna

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Piorunek M.

Rocznik Pedagogiczny

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2020

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vol. 42

55-72

EN

The paper Interpersonal Trust in the Working Environment. A Theoretical Analysis describes the phenomenon of trust in social relations, provides definitions and types of trust, explains the con- ditions necessary for the development of trust, and discusses the relational and personality-related aspects of trust. It also reviews the interdisciplinary literature on the subject of trust, providing a multidimensional description of trust in the workplace, in organizations. Vertical and horizontal trust in organizations is described. Presenting some trust-building models in businesses, the paper selectively describes the consequences resulting from trust vs a lack of trust in the working envi- ronment. It identifies the culture of trust and employee empowerment as desired models promoting the development of workplace relations and addresses some controversies that disrupt the functional adaptation of employees to the reality of knowledge-based organizations in the post-modern social reality.

3

By(wa)ć mentorem czyli o dylematach i pułapkach mentoringu

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Piorunek M.

Studia Edukacyjne

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2016

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issue 41

7-20

EN

Mentoring is regarded as a method of comprehensive development of a protégé’s potential, which required a steady approach, regular contact and collaboration with the mentor. A non-directive interaction between the master and protégé, mentoring is a relation that involves inspiration, stimulation and leadership. At its foundation lies a belief that it is possible to have impact on other individuals in their zones of proximal development (Vygotsky) based on the skill (art) of bringing out protégé’s strong assets (Seligman) within joint involvement episodes (Schaffer). A mentor is expected to motivate and encourage her protégé to be active as well as to develop an honest, open and friendly collaboration environment that is based on mutual respect. As a work and joint involvement method, mentoring is endorsed in education, labour market institutions, learning organisations (Senge). The concept of a mentor is linked to those of a master, authority, important person, example to follow, leader, and to some extent those of a teacher. To what extent this mentor - protégé relation can be formalised? Is it, as claimed by critical pedagogy, a component of pastoral power where the protégé is required to give herself up and surrender her development to the hands of the leader, i.e. a pastor, mentor (Foucault)? Is a teacher (occasionally) a mentor? These selected dilemmas, questions and doubts about the mentoring concept are raised in this text.

4

Poczucie koherencji w konstruowaniu kariery (kontekst całożyciowego rozwoju jednostki)

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Piorunek M.

Studia Edukacyjne

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2016

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issue 40

21-38

EN

The text The Sense of Coherence in Career Structuring (a Context of Lifelong Development of an Individual) describes the salutogenetic concepts of health and sense of coherence by A. Antonovsky that serve as an inspiration for reflections about the structuring of an individual’s vocational career. The Sense of Coherence (SOC) is a global orientation that expresses the extent to which one has an enduring and dynamic feeling of confidence that: – stimuli coming throughout one’s lifetime from the internal and external environments are structured, predictable and explainable (the sense of comprehensibility – a cognitive component); – resources are at one’s disposal which are adequate to meet the demands posed by these stimuli (the sense of manageability – a cognitive-instrumental component); – these demands are challenges that are worth investing effort and engagement (the sense of meaningfulness – an emotional-motivational component); The essay presents a hypothesis that the Sense of Coherence, as it develops over one’s lifetime, may foster an effective structuring (planning and realisation) of one's vocational career. A bi-directional relation exists between the structuring of one’s high and stable sense of coherence and the development of the biographical thinking and shaping of one’s biographical competence. These competencies can be developed in the process of upbringing and education and fostered by vocational guidance, especially in its non-directive dimension (coaching, tutoring).

5

The Youth as the Clients of Career Guidance: Selected Studies of Polish Adolescents

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Piorunek M.

The New Educational Review

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2006

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vol. 9

11-25

EN

This study attempts to find an answer to the question of how adolescents handle their educational and vocational career planning process in the context of cultural and economic transformations. It becomes particularly important to know how to knowingly shape one’s own vocational biography in the market environment characterized by competitiveness and a high unemployment rate. A diagnostic questionnaire method was applied in the research. A statistical analysis of the research results demonstrated three groups of young people that handle their career planning in diverse ways: one applying perspective strategies, one preferring strategies that focus on the present only and one group including people who gave up their planning of the future either following a conscious choice or due to practical helplessness. Each group requires different forms of counselling and educational support in shaping their vocational biographies and has different requirements towards vocational counselling. The counselling activities, as demonstrated by the research results, require increasingly more psychological and educational skills, significantly exceeding a narrowly defined professional orientation.

6

Kariery zawodowe w dobie transformacji kulturowych (socjopedagogiczna perspektywa oglądu)

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Piorunek M.

Polityka Społeczna

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2014

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vol. 41

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issue 3(480) ROZWÓJ ZAWODOWY W PROCESIE PRACY

25-29

PL

Artykuł koncentruje się na ukazaniu specyfiki karier zawodowych Polaków, które są efektem procesów globalizacji i przemian kulturowych, a także transformacji ustrojowo-gospodarczych, dla których cezurę czasową stanowił 1989 r. W artykule selektywnie zanalizowano realia społeczno-kulturowe definiujące perspektywę personalnego postrzegania rzeczywistości rynkowej. Wskazano na zróżnicowane (dotąd obecne i nowe) wzorce karier zawodowych charakterystyczne dla osób funkcjonujących obecnie na rynku pracy. Przy tym karierę traktowano jako konstrukt temporalny, odnoszący się do przebiegu zindywidualizowanego doświadczenia, na które nie nakładano zobiektywizowanych kategorii oceny, nie zaś, jak to ma miejsce w potocznym odbiorze – jako hierarchię uzyskiwanych pozycji zawodowych w biegu życia. Odwołano się także do potencjalnej roli poradnictwa zawodowego (poradnictwa kariery) w procesie konstruowania przez jednostkę kształtu swojej kariery.

EN

Vocational careers at the time of cultural transformations (a social and pedagogical review perspective) focuses on presenting the specific features of vocational careers among Poles that are an outcome of globalisation and cultural transformations, combined with the system and economic transformations for which 1989 was a turning point. It selectively analyses the social and cultural reality that defines a perspective of personal perception of the market reality. The article identifies various (existing and new) vocational career patterns that are specific for people currently active in the labour market. In the article, the career is viewed as a temporal construct that concerns an individual experience to which no objective evaluation criteria were applied; it is not a hierarchy of vocational positions acquired during the course of one’s life – as this concept is popularly understood. References are also made to a potential role of vocational guidance (career guidance) during the structuring by individuals of their career forms.

7

Młodzież o karierze – postrzeganie kariery na etapie adolescencji i wczesnej dorosłości

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Piorunek M.

Lubelski Rocznik Pedagogiczny

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2021

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vol. 40

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issue 2

EN

Abstract IntroductionResearch and observations highlight the multiplicity of career patterns in the culture of postmodern societies. This phenomenon is inextricably linked to the emergence of a new, opaque social order in which the socio-cultural situation forces the abandonment of the linear narrative of life.Research objectivesThe primary aim of the research was to characterize and describe the perceptions, views, evaluations and attitudes of young people regarding the postmodern career construct. They have been captured at two stages immediately preceding the transition:- from middle school education to high school and technical schools (15-16 year olds, sample size 179 respondents) and- from higher education to the labour market (age range of respondents 20-30 years, sample size 223 respondents).Research method As part of the diagnostic survey the author's original questionnaire Career in Postmodern Reality has been applied. Only open-ended questions included within have been used, which allowed the respondents to speak freely, and then the answers were analyzed qualitatively. ResultsThe ways of perceiving and defining a career and associations connected with it were presented. Also categories of people who, according to youth at the stage of adolescence and early adulthood, successfully pursue careers, as well as catalysts and inhibitors of careers mentioned in the statements of young people were discussed.ConclusionsA review of the respondents' narratives leads to the following insights, among others. For them, career means the following:the need for achievements and successes, which are defined by others; the pattern of a career related to promotion, prestige and material gratification is most often evoked;the need to make it public, to appear in the media world, in virtual space;popularity and fame as an important component of a desired career;the inability to defer gratification in the professional sphere;perceiving dissonances in career development: on the one hand, valuing activity, creativity as catalysts for success, on the other hand, conformism, using patronage, connections;attributing the responsibility for failures and difficulties in career development to the outside.

PL

Abstrakt WprowadzenieBadania i obserwacje uwidaczniają wielość wzorców karier w kulturze ponowoczesnych społeczeństw. Jest to zjawisko nierozerwalnie związane z pojawieniem się nowego, nieprzejrzystego ładu społecznego, w którym sytuacja społeczno-kulturowa wymusza rezygnację z liniowej narracji życia.Cele badańZasadniczym celem badań było scharakteryzowanie i deskrypcja wyobrażeń, poglądów, ocen i nastawień młodzieży odnośnie do ponowoczesnego konstruktu kariery. Przy czym są one uchwycone na dwóch etapach bezpośrednio poprzedzających tranzycję:- z edukacji gimnazjalnej do szkół licealnych i techników (15-16 latkowie – wielkość próby – 179 respondentów) oraz- z edukacji wyższej na rynek pracy (przedział wiekowy badanych 20-30 lat – wielkość próby - 223 respondentów).Metoda badańW ramach sondażu diagnostycznego zastosowano autorski kwestionariusz Kariera w ponowoczesnej rzeczywistości. W jego ramach wykorzystano tylko pytania otwarte, umożliwiające swobodne, wypowiedzi badanych, które następnie poddano analizie jakościowej.WynikiZaprezentowano sposoby postrzegania i definiowania kariery, asocjacje z nią związane, kategorie osób, które zdaniem młodych na etapie adolescencji i wczesnej dorosłości pomyślnie realizują karierę zawodową, katalizatory i inhibitory karier zawodowych przywoływane w wypowiedziach młodzieży.WnioskiPrzegląd narracji badanych prowadzi między innymi do następujących spostrzeżeń. Kariera oznacza dla nich:konieczność osiągnięć i sukcesów, które definiowane są przez innych, wzorzec kariery związanej z awansem, prestiżem i gratyfikacjami materialnymi jest najczęściej przywoływany;konieczność jej upublicznienia, zaistnienia w świecie medialnym, w przestrzeni wirtualnej;popularność i sławę jako istotny komponent pożądanej kariery;nieumiejętność odraczania gratyfikacji w sferze zawodowej;dostrzeganie dysonansów w rozwoju kariery: z jednej strony - docenianie aktywności, kreatywności, jako katalizatorów sukcesu, z drugiej zaś –konformizmu, korzystania z protekcji, koneksji;atrybucję odpowiedzialności za porażki i trudności w rozwoju kariery na zewnątrz.

8

Education and the Labour Market: Future Scenarios and the Need for Counselling

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Piorunek M.

Studia Poradoznawcze

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2022

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vol. 11

EN

This paper depicts future scenarios for the labour market (e.g. Jobs are for Robots; Hollywood Work Mode; Always under Control; Social Workers for the Planet and Nature; Unending Employee) and education (Hyper-personalised Education; Technologised Humanism; Reactive Adaptation; Inclusive Innovation) developed by the Infuture Institute founded by Natalia Hatalska in collaboration with the Da Vinci College, Poznań. The scenarios envisage change tendencies that are likely to emerge over the coming twenty-five years. Regardless of their predictive effectiveness, the scenarios may become a starting point for reflection on future challenges for individuals and the planet. Individual challenges involve an array of difficult/crisis situations that people experience as they construct and pursue their educational and work careers. The paper addresses some of these obstacles and argues that the demand for various helping and counselling interventions is likely to grow as a result of the acceleration and unpredictability of social changes.

PL

Celem artykułu jest scharakteryzowanie scenariuszy rynku pracy przyszłości, opracowanych przez Infuture Institute Natalii Hatalskiej (np. Jobs are for robots; Hollywood work mode; Always under control; Social workers for planet and nature; Unending Employee) oraz scenariuszy edukacji przyszłości (Hyperpersonalised education; Technologised humanism; Reactive adaptation; Inclusive innovation), powstałych także w Infuture Institute Natalii Hatalskiej we współpracy z Collegium Da Vinci w Poznaniu. Wskazują one na zasadnicze tendencje zmian przewidywanych w nadchodzącym ćwierćwieczu. Niezależnie od skuteczności predykcyjnej tych scenariuszy mogą się one stać podstawą refleksji dotyczących wyzwań przyszłości w kontekście globalnym i jednostkowym. Ten ostatni wymiar wiąże się z szeregiem sytuacji trudnych/kryzysowych w konstruowaniu i przebiegu karier edukacyjno--zawodowych ludzi, z których wybrane wskazano w tekście. Deskrypcji dokonano w oparciu o metodę desk research. Prowadzone analizy prowadzą do wniosku o rosnącym zapotrzebowaniu na różnego rodzaju pomoc i poradnictwo, co uwarunkowane jest dynamizacją zmian społecznych i ich nieprzewidywalnością.

9

Zaufanie interpersonalne jako komponent relacji edukacyjnych i pomocowych

100%

Piorunek M.

Studia Edukacyjne

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2018

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issue 49

41-53

EN

The category of trust has been considered in numerous philosophical, sociological, psychological, economic, legal, and educational deliberations. The issue of whether trust occurs in or is absent from human relationships has been widely discussed in the social discourse and has been a component of social capital of organisations.This paper reviews interdisciplinary literature to characterise and describe the phenomenon, identifying its dimensions, types, and patterns. It focuses on interpersonal trust as a factor characterising the functioning in organisations, also with reference to educational institutions. The author also identifiestrust in the context of helping relationships in which it is a component of the contractforming process between those who provide and those who use help, of establishing and developing relationships.

10

Kariery zawodowe doby transformacji kulturowych. Pytania o poradnictwo

100%

Piorunek M.

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

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2013

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vol. 26

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issue 1-2

EN

The article focuses on presenting the specific features of vocational careers among Poles that are an outcome of globalisation and cultural transformations, combined with the system and economic transformations for which 1989 was a turning point. It selectively analyses the social and cultural reality that defines a perspective of personal perception of the market reality. The article identifies various (existing and new) vocational career patterns that are specific for people currently active in the labour market. References are also made to a potential role of vocational guidance (career guidance) during the structuring by individuals of their careers. There were emphasised the dilemmas of the vocational guidance theory and practice that are related to the specificity of “unstable” modernity where questions are asked about career sense and planning possibilities, how much assistance should be provided to have one’s career accomplished, or whether various assistance forms (e.g. coaching, mentoring, counselling) are necessary and effective.

PL

Tekst artykułu koncentruje się na ukazaniu specyfiki karier zawodowych Polaków, będącychefektem procesów globalizacji i przemian kulturowych, a także transformacji ustrojowo-gospodarczych,dla których cezurę czasową stanowił rok 1989. W artykule selektywnie zanalizowano realiaspołeczno-kulturowe definiujące perspektywę personalnego postrzegania rzeczywistości rynkowej.Wskazano na zróżnicowane (dotąd obecne i nowe) wzorce karier zawodowych charakterystycznedla osób funkcjonujących obecnie na rynku pracy. Odwołano się także do potencjalnej roli poradnictwazawodowego (poradnictwa kariery) w procesie konstruowania przez jednostkę kształtu swojejkariery. Wyeksponowano wątek dotyczący dylematów teorii i praktyki tego poradnictwa związanychze specyfiką „płynnej” nowoczesności, w której rodzą się pytania o sens i możliwości planowaniakariery, zakres pomocy w jej realizacji, wreszcie o konieczność zastosowania i efektywnośćzróżnicowanych form tego pomagania (np. coaching, mentoring, poradnictwo).

11

Rola nauczyciela-wychowawcy we wspieraniu ucznia

100%

Piorunek M.

Roczniki Pedagogiczne

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2022

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vol. 14

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issue 2

79-96

EN

In the article focuses on non-didactic functions carried out by a teacher and the teacher’s role in supporting, helping, and counselling their students. Teachers differ from each other in terms of the level and characteristics of the competences they utilise to provide help and counselling, the evaluation of these strategies in education, as well as their willingness to actively engage in such relationships, and the responsiveness to the needs for help and support expressed by their students. This paper describes a helping relationship between a teacher and a student. It presents the functioning of a form teacher as a person who potentially maintains the most frequent and least formalized contact with a student and examines the form teacher’s role in the processes of supporting students. To this end, the paper refers to the selected results of the sampling studies conducted to explore perception by adolescents of their form teachers as individuals providing support. The form teacher’s role was also identified at each stage of the three-level psychological and pedagogical support model (school counselling) that begins with identifying a problem faced by a student, proceeds to a psychological and pedagogical intervention, and ends with helping a student consolidate and preserve the changes that already started developing in him/her.

PL

W artykule skupiono się na ukazaniu pozadydaktycznych funkcji nauczyciela i jego roli we wspieraniu, pomaganiu i doradzaniu uczniowi. Nauczyciele różnią się między sobą zarówno poziomem i charakterystyką posiadanych kompetencji wykorzystywanych w procesach pomocowych i doradczych, oceną roli tych działań w edukacji, jak i gotowością do aktywnego wchodzenia w takie relacje oraz responsywnością na zgłaszane przez uczniów zapotrzebowanie w tym obszarze. Przedstawiono charakterystykę relacji pomocowej nauczyciel–uczeń. Dokonano charakterystyki funkcjonowania nauczyciela-wychowawcy, jako osoby mającej potencjalnie najczęstszy i mniej sformalizowany kontakt z uczniem oraz jego roli w procesach wspierania. W tym celu powołano się wybiórczo na wyniki badań sondażowych adolescentów odnośnie do postrzegania przez nich nauczycieli-wychowawców jako osób wspierających. Wskazano także na rolę wychowawcy na poszczególnych etapach w trójstopniowym modelu pomocy psychopedagogicznej – doradztwa w szkole, obejmującym proces rozpoznania problemu uczniowskiego, interwencję psychopedagogiczną i pomoc uczniowi w konsolidacji i utrwalaniu dokonujących się w nim zmian.

12

Praca poza granicami kraju w doświadczeniach edukacyjno-zawodowych jednostki (na przykładzie polskich całodobowych opiekunek/opiekunów osób starszych w Niemczech). Wybrane wyniki badań sondażowych

100%

Piorunek M.

Edukacja Międzykulturowa

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2023

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vol. 20

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issue 1

104-117

PL

Przykładem zatrudnienia wymagającego mobilności na rynku, rodzącego się z aktualnych potrzeb społecznych, jest praca w charakterze całodobowego opiekuna osób starszych w ich rodzinach. To efekt rosnącego zapotrzebowania na opiekę nad seniorami, co podyktowane jest zmianami demograficznymi i starzeniem się społeczeństw wysoko rozwiniętych. To praca, której szczególnie często podejmują się na terenie Niemiec obcokrajowcy, w tym Polacy. Niemcy jako państwo sąsiadujące, funkcjonujące w ramach tego samego kręgu kulturowego, staje się dla wielu Polaków potencjalnym rynkiem pracy, a tym samym terenem rozwoju edukacyjno-zawodowego. W ramach bilateralnych badań sondażowych poszukiwano odpowiedzi na pytania o doświadczenia respondentów zatrudnionych w charakterze całodobowych opiekunów osób starszych w rodzinach niemieckich, o ich dotychczasową drogę edukacyjno-zawodową, motywacje, opinie, oceny i nastawienia z nią związane. Próba badawcza liczyła 119 osób. Wyniki badań wskazują, że praca opiekuna jest dla badanych przede wszystkim z jednej strony – źródłem dochodu i ucieczką przed niekorzystną sytuacją materialną w kraju, z drugiej zaś – wyzwaniem, dzięki któremu mogą udowodnić swoją wartość i zaspokoić potrzebę bycia użytecznym. Jej wykonywanie uczy i rozwija kompetencje interpersonalne (relacje z różnymi osobami, cierpliwość, pokora) i intrapsychiczne (refleksja nad przemijaniem, starością, radzenie sobie ze śmiercią innych), a najbardziej dokuczliwa jest dla badanych rozłąka z rodziną.

EN

As a response to social needs, the job of a round-the-clock live-in caregiver for the elderly is a type of employment that requires mobility in the demanding labour market. The cause for this has been a rapidly growing demand for senior care. In the German market, caregiver’s work is particularly often carried out by migrant workers, including Polish nationals. As a Poland’s close neighbour sharing broadly the same cultural background, Germany has become for many Poles a potential labour market. A bilateral survey was carried out to identify experiences, earlier educational and occupational paths, motivations, opinions, evaluations, and attitudes of respondents employed as migrant live-in caregivers in German households. The sample consisted of 119 individuals. The survey results demonstrate that the respondents view their occupation as caregivers as, on the one hand, a source of income and an escape from financial hardship and, on the other hand, a challenge that allowed them to prove their value and satisfy the need to be useful. Working as caregivers, they learn and develop their interpersonal skills (relations with other people, patience, humbleness) and intramental skills (reflections on the transience of human life, the old age, handling the death and loss).

13

Career in the narratives of early adolescents

100%

Piorunek M.

Kultura-Społeczeństwo-Edukacja

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2017

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vol. 11

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issue 1

37-49

EN

IIn the paper “Career in the narratives of early adolescents” I set out to describe the selected aspects of constructing an identity during adolescence in the context of prospective professional development among young individuals, who seek to define their future selves. The paper also outlines the social and cultural context of constructing a career, which should potentially be addressed by young individuals long before they enter the labour market. The paper also describes the selected findings of my own concerning career narratives constructed by early adolescents, descriptions of selected career aspects provided by middle school students, and their personal predictions and plans on their prospective life as professionals.

14

Stadialność rozwoju zawodowego człowieka. Odniesienia empiryczne

100%

Piorunek M.

Studia Edukacyjne

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2019

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issue 53

7-25

EN

The paper “Stadialność rozwoju zawodowego człowieka. Odniesienia empiryczne” [Career Development Stages. Empirical References] refers to Donald Super’s classic career development theory that emphasizes the life-long and sequential nature of the process. D. Super defined five career development stages, i.e. growth, exploration, establishment and stabilization, maintenance (consolidation) of one’s professional position, and decline. Though, generally, the division of the career development into stages and the related sequential modern career model are still relevant, D. Super’s time frames have changed, career development stages are being modified, and their constituents are in the process of diffusion. With the linear career narrative being challenged, the long adulthood is when the major changes occur, i.e. frequently career commitment cycles break and end more quickly, and day often repeatedly reemerge over one’s vocational life, while individuals, due to the de-standardization of the career development, are made to tailor their careers in response to their dynamically changing personal needs and current labor market demands. The selected theses and conclusions presented in this paper and drawn from studies conducted following various methodological strategies over a number of years, describe the regularities observed in the subsequent career development stages, extending from childhood, through adolescence to the adulthood phases. The paper identifies selected patterns of developing dream “career projects” in childhood, career planning strategies in adolescence, perception of the post-modern career paradigm in early adulthood, and the main career patterns pursued in middle adulthood. These patterns and regularities illustrate the specific features of the individual’s career development stages.

15

Kompetencje społeczne nauczycieli – diagnoza i pomocowe implikacje

63%

Piorunek M., Werner I.

Studia Edukacyjne

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2017

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issue 44

121-142

EN

The paper focuses on the diagnosis of the social competencies of the lower secondary school teachers and among students preparing for the teaching profession. The study used the Social Competencies Profile (PROKOS), which measures social competencies in five specific areas: assertiveness, cooperation, social mindedness, resourcefulness, and community awareness. Surprisingly, students exhibit higher levels of assertiveness and cooperation competencies than teachers. In the group of teachers, statistically significant differences were found between men and women at the level of all the competencies diagnosed. Professional advancement and teacher training did not produce different results. This shows that the level of social competence of teachers is unsatisfactory, especially as regards their ability to support young people.

16

Psychospołeczne czynniki ryzyka w środowisku pracy. Rekomendacje dla praktyki poradniczej

63%

Piorunek M., Werner I.

Studia Edukacyjne

|

2018

|

issue 48

45-64

EN

The article presents the psychosocial hazards of the work environment resulting from the interaction between the content of work, organization and management of work processes, and its environmental determinants as well as competences and needs of those who provide work. Selected groups of psychosocial hazards were presented resulting, among others, from the task design, workpace and workload, decision latitude and control, culture and organizational function, interpersonal relations in the workplace, the specifics of career progression, and the home-work interface. The context of the proposed considerations is the phenomenon of work-related stress, thus selected work-related stress models were presented. It is quite well established that stress can contribute to the deterioration of the psychosocial, physiological and health functioning of employees. Finally, recommendations for education and counseling were presented, the effect of which could be to counteract the negative effects of psychosocial risks at work.

17

V Ogólnopolska Konferencja Naukowa Pomoc – wsparcie społeczne – poradnictwo Między teorią a praktyką wspierania jednostki w życiu osobistym, edukacji i pracy

51%

Piorunek M., Nawój-Połoczańska J., Dolata D.

Szkoła - Zawód - Praca

|

2020

|

issue 19

351-353

18

Gedanken zum Hochschulwesen in Polen. Veränderungen – Streitpunkte – Wertungen. Teil 2

51%

Grzywacz M., Piorunek M., Miłkowska G., Sałaciński L.

Kultura-Społeczeństwo-Edukacja

|

2018

|

vol. 13

|

issue 1

9-30

DE

This report is a part of the outcome of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” realised in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department Erziehungswissenschaft and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was realised jointly by representatives of academic centres from Germany, Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives in the higher education organisation in individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, in particular the problems of education of teachers at the university level was discussed. The following text is an outcome of the contribution of Polish group engaged in the project realisation. The report will be presented in two parts. The first part is focused on the macro-social context of transformations in the higher education system in Poland. Realisation of selected aspects of Bologna Process directives is described and supplemented with empirical comments. The second part is concerned with selected aspects of university level education of teachers, followed by a polemic against the assumptions and realisation of the target transformations of higher education system.

19

Thoughts on the higher education system in Poland. Changes – issues – evaluation. Part 1

51%

Grzywacz M., Miłkowska G., Piorunek M., Sałaciński L.

Kultura-Społeczeństwo-Edukacja

|

2017

|

vol. 11

|

issue 1

119-137

EN

This report is a part of the results of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” conducted in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department of Education Science, and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was conducted jointly by representatives of academic centres from Germany, the Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives into the higher education systems of the individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, discussed was in particular the problems of education of teachers at the university level. The following text is the result of the contribution of the Polish group participating in the project. The report will be presented in two parts. The first part is focused on the macro-societal context of transformations in the higher education system in Poland. The implementation of selected aspects of Bologna Process directives is described and supplemented by empirical comments. The second part deals with selected aspects of university level education of teachers, followed by a polemic against the assumptions and execution of the target transformations of higher education system.

20

Construction and validation of the Areas of Academic Life Scale to measure organizational risk factors for student burnout

51%

Chirkowska-Smolak T., Piorunek M., Garbacik Ż.

International Journal of Occupational Medicine and Environmental Health

|

2023

|

vol. 36

|

issue 6

798-811

EN

Objectives Academic burnout poses a challenge to the educational process. Higher education institutions have responsibilities similar to the ones of management in business settings. These institutions are responsible for creating conditions conducive to development and, as such, may be interested in verifying the presence of student burnout and pinpointing its causes. The purpose of this study was to answer these needs and develop a scale to measure the effect of organizational factors that may predict student burnout. Material and Methods This paper reports the results of a study conducted on a sample of Polish students (N = 659) to construct and validate a multidimensional measure of organizational factors impacting academic burnout, focusing on students. For background purposes and as a starting point, the authors used the concept of the areas of worklife by Ch. Maslach and M. Leiter, who identified 6 areas of the work environment that affect the relationships people develop with their work, i.e., workload, control, reward, community, fairness, and values. Results The authors assessed the factor structure, reliability, and construct validity and performed confirmatory factor analysis of the new scale to measure 6 areas of academic life. Given the results of this study, the scale can be recommended as an adequate tool to measure organizational (academic) factors of burnout in students. Conclusions The authors have validated the final scale, which can be used to advance the understanding of the academic burnout phenomenon.

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