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1

Wzajemność w uczeniu się

100%

Groenwald M.

Kwartalnik Pedagogiczny

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2019

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vol. 64(1(251))

85-98

PL

The paper aims to reconstruct the concept of mutuality as a moral value in learning and to recognise meanings assigned to it by students of pedagogy. Showing the phenomenon of learning from the perspective of didactic paradigms – transformative, interpretative-constructive, and objective – makes it possible to observe a variety of forms and motifs of reciprocation in learning and to distinguish its several types as mutuality: general, balanced, forced, and absent. An analysis of 71 short essays describing instances of mutuality experienced by students in learning enables recognition of moral meanings assigned to it. To specify them, the following concepts of gratitude are introduced: altruistic, loyalty-grounded, enslaved, and atrophied. It follows from the analysis that the experiencing of transmission-based education in Polish schools hampers or precludes building up mutuality in learning.

2

Dydaktyki stabilne, pogranicze oraz in statu nascendi. Rozważania o książce Doroty Klus-Stańskiej: Paradygmaty dydaktyki. Myśleć teorią o praktyce

100%

Szyling G.

Kwartalnik Pedagogiczny

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2019

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vol. 64(1(251))

127-138

PL

The key aim of the paper is to present a scientific review of Dorota Klus-Stańska’s book, Paradygmaty dydaktyki. Myśleć teorią o praktyce. The conducted analysis was subjected to unravelling these substantive and structural aspects of the textbook which reinvigorate the understanding of didactics as a scientific discipline, violate the matrices-based typologies and knock the reader out of automatisms. Conclusions from the analysis provided substantiation for proposing a classification of didactics reaching beyond their paradigmatic assignment, yet not discordant with it. Taking advantage of the relationship of particular types of didactics with their (a) paradigmatic assignment and (b) educational practice, the author distinguished stable, borderline and in statu nascendi didactics, posing at the end a question as to them being open to interparadigmatic translation.

3

Teacher’s Expertise in the Context of Didactic Paradigms’ Multifariousness

75%

Gałecka J.

Kultura i Edukacja

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2020

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issue 4(130)

80-93

EN

Many professions have some identified features or performance rules that are considered characteristic of an expert. However the standards and expectations regarding teachers’ work might not have been clear to the majority of the teachers. The attributes that are demanded or expected from teachers are very diversified and span many fields of expertise. One of the reasons behind it may be the co-existence of multiple paradigms in the social sciences. Those paradigms cannot be applied simultaneously since the disparities between them are often insurmountable. Yet they define the role of a teacher and hence are crucial to the assertion of expertise in teaching. Therefore I come to the conclusion that understanding paradigms and their consequences for the role of a teacher may provide the necessary criteria of performance and a path to becoming an expert teacher. Without the knowledge and understanding of the basic concepts and the meaning of what it is that the teacher is trying to achieve through their performance, the teacher will not be able to work deliberately on their development or to critically reflect on it.

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2 Kwartalnik Pedagogiczny

1 Kultura i Edukacja

1 Gałecka J.

1 Groenwald M.

1 Szyling G.

1 2020

2 2019

Wzajemność w uczeniu się

Dydaktyki stabilne, pogranicze oraz in statu nascendi. Rozważania o książce Doroty Klus-Stańskiej: Paradygmaty dydaktyki. Myśleć teorią o praktyce

Teacher’s Expertise in the Context of Didactic Paradigms’ Multifariousness