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'Upbringing’ in the paradigm of social constructivism

100%
Dryll E.
Psychologia Wychowawcza
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2019
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vol. 58(16)
49-59
EN
The article contains a proposal for a theoretical model of the phenomenon of ‘upbringing’ embedded in the paradigm of social constructivism. The concepts of this model refer to the common world of adult’s and child’s lives. The model consists of both the content of culture, in which this world is immersed, and the reality of the microsystem (family, dyad) created by participation and dialogue. In the educational dialogue, an inexperienced partner is introduced into the system of meanings used by an adult. Educational relationship is not symmetrical. Instead, it is complementary because of a stable, emotionally saturated relationship between a child and a person acting as an educator (most often a parent). Complementarity is expressed in different roles due to the distribution of responsibility, which determines different responsibilities and rights of each person. Control is implemented through a mechanism of self-realizing expectations that adults have towards their children. The description of the phenomenon of upbringing in the current of social constructivism examines relationships between two persons from the above-individualistic perspective. This is the most significant advantage of the proposed approach.
2
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Funkce učitelských otázek ve výukové komunikaci na druhém stupni základní školy

100%
Švaříček R.
Studia paedagogica
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2011
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issue 1
9-46
EN
This paper presents the results of an investigation of the function of teacher questioning in selected humanities subjects at the lower secondary school. The data set comprises video recordings of 32 taught lessons which are analysed using both quantative and qualitative procedures. The main aim of the research was to establish the functions performed by teacher questioning in educational communication. Further we were interested in the kinds of questions teachers use in selected subjects, how teachers use open and closed questions, and how questions differ in terms of the cognitive demand factor. The first part of the paper specifies what teacher questioning is, describes types of questions, and indicates their frequency in the lessons observed. In the second part of the paper we describe teacher questions in respect of their function in educational communication. Four types of educational sequences (reproduction, memorizing, discussion and production) are analysed in detail; by means of these sequences the effects are shown of the following: the use of closed and open questions with a lower cognitive demand factor, the absence of questions with a lower and higher cognitive demand factor, pauses in educational dialogue. In the conclusion we summarize the impact of teacher questioning on educational communication and formulate rules for the putting of teacher questions in respect of pupils’ cognitive work.
3
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INTERACTION OF SUBJECTS OF THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL: RESULTS OF EXPERIMENTAL RESEARCH

86%
FOMIN K., OLENA B.
Scientific Bulletin of Chełm - Section of Pedagogy
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2020
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issue 1
29-39
EN
Inthis the essence of the problem of organizing interaction of the subjects of the educational process. A review of scientific sources on the research problem is done. Based on empirical research, the results of studying the readiness of primary school teachers to organize interaction in the classroom are presented. The analysis of the survey, in which Ivano-Frankivsk region (Ukraine) teachers participated, was carried out. The subject of the study was to determine the concept of "dialogic interaction", the use of this method in primary school, as well as teachers' difficulties in organizing interactive learning in the classroom: insufficient methodological support, the gap between theoretical knowledge and challenges of school practice. 48.2% of teachers use interaction every day or at each lesson to intensify students' learning activities, to stimulate their cognitive interests, to establish cooperation and co-creation. There are also respondents who do not practice or use this technique very rarely. It was found that some respondents (almost 55%) will have difficulty in organizing interactive interaction in the educational process; 25% - indicated some difficulties using these methods in primary school, 20% - have no difficulty organizing an educational dialogue with students in class.
4
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Wychowanie dialogowe ku wartościom w rodzinie jako pomoc w twórczym zaangażowaniu człowieka w nauczaniu Jana Pawła II

86%
Buczek W.
Rozprawy Społeczne
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2015
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vol. 9
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issue 4
16-22
PL
Rodzina jest pierwszym i najważniejszym środowiskiem, w którym dokonuje się rozwój osobowości dziecka. Rodzina stanowi jedną z najważniejszych wartości społecznych i kulturalnych. W nurt chrześcijańskiej wizji człowieka i humanizmu integralnego wpisuje się koncepcja pedagogiczna jednego z przedstawicieli myśli pedagogicznej, twórcy koncepcji pedagogiki personalno-egzystencjalnej znanej jako pedagogika dialogu – ks. Janusza Tarnowskiego. Wychowanie w nauczaniu Jana Pawła II uważanego za „papieża dialogu” jest mocno osadzone w przestrzeni uniwersalnych wartości prawdy, dobra i piękna, aby mogło się kształtować człowieczeństwo wychowanka, o którym pisze autor koncepcji pedagogiki dialogu.
5
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Sprawozdanie z realizacji projektu ,,Bezpieczna i przyjazna szkoła priorytetem działań samorządu uczniowskiego i nauczycieli" oraz kongresu podsumowującego projekt

72%
Czerwińska A.
Zeszyty Naukowe Wyższej Szkoły Gospodarki, seria Edukacja - Rodzina - Społeczeństwo
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2017
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issue 2
429-434
EN
This text is the report about the implementation of the project “Safe and friendly school as a priority for the student council and for teachers” and about congress summarizing the project. It describes the activities undertaken within the framework of the project, its main objectives and the main theoretical threads taken into consideration during the summarizing congress.
PL
Tekst jest sprawozdaniem z realizacji projektu „Bezpieczna i przyjazna szkoła priorytetem działań samorządu uczniowskiego i nauczycieli” oraz kongresu podsumowującego projekt. Opisuje działania podjęte w ramach projektu, jego główne założenia oraz główne wątki teoretyczne podjęte w trakcie kongresu podsumowującego.
6
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Przed maturą – język polski online

72%
Gajak-Toczek M.
Kultura i Wychowanie
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2021
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vol. 19
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issue 1
9-24
EN
In the article Before the final secondary school exam – Polish Language Online, the author considers the problems faced by teachers teaching in secondary schools under the new conditions created by the Covid-19 pandemic. The problems relate to the possibility of conducting educational dialogue, maintaining the subjectivity of partners in the educational process, and the resources used by Polish language teachers to enable students not only to implement the current material, but also to prepare for the final secondary school exam. Teachers overcame the difficulties that accompanied their daily work by taking actions that created strategies which facilitated the recapitulation of the material.
PL
Autorka w artykule Przed maturą – język polski online rozważa problemy, jakie napotkali nauczyciele szkół średnich, uczący w klasach maturalnych w nowych warunkach, które stworzyła pandemia Covid-19. Dotyczą one możliwości prowadzenia dialogu edukacyjnego, zachowania podmiotowości partnerów procesu edukacyjnego, środków, po które sięgali poloniści, by umożliwić uczniom nie tylko realizację bieżącego materiału, lecz także przygotowanie się do egzaminu kończącego szkołę średnią. Trudności, które towarzyszyły im w codziennej pracy przezwyciężali podejmując działania, które tworzyły strategie ułatwiające rekapitulację materiału.
7
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Dialog i jego konteksty społeczno-edukacyjne

58%
Winiarski M.
Warmińsko-Mazurski Kwartalnik Naukowy, Nauki Społeczne
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2015
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issue 2
29-45
PL
Dialog, będąc postacią relacji międzyludzkich, zajmuje szczególne miejsce w życiu ludzkim, społecznym, funkcjonowaniu człowieka, różnych zbiorowości ludzkich, wspólnot, instytucji. Strukturę dialogu konstytuują takie komponenty, jak: rozmowa, komunikacja międzyludzka; wzajemne otwarcie się podmiotów; rozumienie, zrozumienie rozmówcy; zbliżenie społeczno-emocjonalne; wzajemne wspomaganie się podmiotów. W tekście wyeksponowano znaczenie dialogu w procesie współpracy rodziców i nauczycieli oraz budowania poczucia bez- pieczeństwa w środowisku życia. Relacjom tych zmiennych (dialog – współpraca, dialog – poczucie bezpieczeństwa) nadaje się tutaj charakter układu synergetycznego.
EN
The dialogue as the basic form of interpersonal relations is of fundamental significance in the life of the individual and the complexity of society, is an indispensable necessity for the proper functioning of the single human being, formal and informal groups, societies and institutions. The components constituting the structure of a dialogue can be classified as follows: a)conversation, inter-personal communication; b) the mutual opening-up of the dialogue-partners; c) mutual understanding of the interlocutors; d) social and emotional rapprochement; e) mutual assistance of the conversation-partners. This paper discusses the role of the dialogue in the cooperation process parents-teachers and its importance in the development of the sense of security within the settings of life. It is assumed that the relations between these variables (dialogue- cooperation; dialogue- sense of security) underlie the same rules as components of a self-organizing (synergetic) system.
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