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Le coaching trouvera-t-il sa place dans le développement des compétences créatives des enseignants du FLE en Pologne ?

100%
Blachowska-Szmigiel M.
Studia Romanica Posnaniensia
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2014
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vol. 41
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issue 3
3-15
EN
The teaching profession, including the language teaching profession, requires that teachers should constantly enhance their professional competences. Among those competences, the creative ones occupy a fixed position. In this paper, I am going to consider the possibility of optimizing their development by the use of coaching. In spite of controversies aroused by this work method, it can offer a signifi cant support in developing the creative competences of French language teachers.
2
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The Innovative Early Childhood Education Teacher – A Summary of Own Research

92%
Szkolak A.
Multidisciplinary Journal of School Education
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2016
|
issue 9
89-100
EN
Content of article by Anna Szkolak The Innovative Early Childhood Education Teacher – A Summary of Own Research is related with the debate on the Polish teacher condition in the situation of the system transformation, changes in the Polish school. The particular role in this process is ascribed to an early childhood education teacher and his or her creative competences. A creative teacher is undoubtedly a teacher with great imaginativeness and inspiration, open to the ideas of others, constantly deepening his knowledge and improving his professional qualifications. Constantly faced with new educational situations, the teacher has to make sure his work is not conventional or formalized but instead requires continuous searching for and creating new solutions. Pedagogical innovation is a characteristic feature of a creative teacher. Empirical research include early childhood teachers in town environment. Their professionalism was valued on the basis of self-assessment. The research results gave the empirical material proving the fact that early childhood education teachers present a good level of creative competences. The end of article is statement, there is no one right way for helping young children achieve their creative potential. Teachers will need to continue to experiment and test alternatives to see what is effective in their situation.
3
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Kompetencja twórcza tłumacza. O potrzebie kształcenia kreatywnego myślenia i pisania

92%
Brożyna-Reczko M.
Między Oryginałem a Przekładem
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2017
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vol. 38
11-33
EN
The article presents an overview of the most significant findings related to creative activities in psychology and related fields. In the description, four dimensions: creative product, process, person and environment/press have been included. The presented aspects have been implemented in the translation-related research and in the field of translator education. The following research questions have been mainly discussed: What is the role of creativity in translation? How to develop students’ creativity? The theoretical part of the article is followed by an overview of creativity techniques such as paraphrasing, transformation and designing (de)compositional plan.
4
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O potrzebie doskonalenia kompetencji kreatywnych animatorów edukacji nieformalnej. Zarys problemu

70%
Karwalajtys U., Pasterniak-Kobyłecka E.
Dyskursy Młodych Andragogów / Adult Education Discourses
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2019
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vol. 20
373-382
PL
Coraz częściej wskazuje się, że sukces w życiu zawodowym zależy od kreatywności podmiotu, który potrafi tworzyć niepowtarzalne, zaskakujące rozwiązania standardowych i niestandardowych problemów. Współczesna teoria kształcenia oddala się od stanowiska, które kojarzone jest jedynie z przekazywaniem i zdobywaniem wiedzy. W prezentowanym tekście podjęto próbę ukazania możliwości doskonalenia i wykorzystania kompetencji kreacyjnych animatorów pracujących w różnych placówkach. Przedstawiono założenia edukacji formalnej i nieformalnej. Zdefiniowano pojęcia animacji, animatora, kompetencji, kompetencji kreacyjnych. Ustalono niektóre pożądane cechy animatorów podejmujących działania edukacyjne w centrach nauki. Są to osoby, które stwarzają podopiecznym warunki sprzyjające rozwojowi twórczego myślenia oraz zainteresowań nauką. Niezwykle istotne jest nieustanne podwyższanie przez nich kwalifikacji.
EN
It is more and more frequently indicated that professional success depends upon one’s ability to create unique and amazing solutions to standard as well as non-standard problems. The contemporary theory of education is gradually moving away from the knowledge-transmitting and knowledge-gaining approach. This paper attempts to show the opportunities for improving and benefiting from creative competences of entertainers employed in various institutions. The author presents formal and informal education assumptions which were followed by the definitions of entertainment in education, entertainer and creative competences. Some of the desired features of entertainers undertaking educational activities in learning centers were identified. The picture that emerges from these characteristics highlights entertainers as individuals who create conditions conducive to their pupils’ creative thinking and engagement with learning. Finally, the importance of improving their professional quality was underlined.
5
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Wykorzystywanie technologii informatycznych w rozwijaniu kompetencji twórczych studentów

58%
Długosz A., Koziorowska A.
Dydaktyka informatyki
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2019
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vol. 14
89-99
PL
Kreatywność studentów to umiejętność tworzenia i zmieniania otaczającej rzeczywistości. Na Uniwersytecie Rzeszowskim jest ona rozwijana w ramach innowacyjnego laboratorium i-Lab2. W artykule opisano założenia organizacyjne i metodologiczne laboratorium oraz przedstawiono wyniki sesji przeprowadzonych ze studentami. Nasze doświadczenia pokazują, że zastosowanie technologii informacyjnych w procesie nauczania przyczynia się do rozwoju innowacyjności i kreatywności uczestników sesji, którzy pracują nad problemem, począwszy od administrowania istniejącymi rozwiązaniami, a skończywszy na dodawaniu czegoś nowego. Sesje w i-Lab2 sprzy-jają pracy w grupach i integracji.
EN
Creativity of students is the ability to create and change the surrounding reality. At the Univer-sity of Rzeszów (Poland), it is being developed as part of the innovative i-Lab2 laboratory. The article describes the organizational and methodological assumptions of the laboratory and presents the results of the sessions carried out with the students. Our experience shows that the use of in-formation technology in the teaching process contributes to the development of innovation and creativity of session participants who work on the problem, from administering existing solutions to adding something new. Sessions in i-Lab2 support group work and integration.
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