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Tutoring, coaching i mentoring w polskiej szkole? Między chaosem a autentyczną potrzebą

100%
Sarnat-Ciastko A.
Podstawy Edukacji
|
2015
|
vol. 8
141-152
EN
By analyzing the literature, its own research on presence of the tutoring, as well as coaching and mentoring in polish schools the author of this paper want to explain the differences between these methods. Similarity of these strange-sounding notions seems to form a confusion (chaos), which can have negative consequences in the native educational system. A confusion, that is largely follows from noticeable saturation/supersaturation the presence of these methods in recent years. The following presentation is therefore intended to make a description of these different forms of individual work and also attempt to identify which of them and in what areas of school practice are worth of use. This paper is also a contribution to further discussion and future research.
PL
Poprzez analizę literatury, zrealizowane własne prace badawcze poświęcone obecności w polskiej szkole tutoringu, jak również coachingu i mentoringu, autorka niniejszego artykułu pragnie dokonać wyjaśnień pozwalających rozróżnić wymienione metody. Podobieństwo tych obco brzmiących pojęć wydaje się wywoływać zamieszanie (chaos), które może mieć negatywne konsekwencje w rodzimym systemie oświaty. Zamieszanie, które w dużej mierze wynika z wyraźnego nasycenia/przesycenia obecności tych metod w ostatnich latach. Poniższa prezentacja ma zatem na celu dokonać opisu tych różnych form pracy indywidualnej, a także podjęcie próby określenia, które z nich, i w jakich przestrzeniach szkolnej praktyki, warte są zastosowania. Tekst jest jednocześnie przyczynkiem do dalszych dyskusji i planowanych badań.
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Umgang mit Heterogenität im (Fremdsprachen-)Unterricht – Rahmenbedingungen im polnischen Bildungssystem

80%
Jaroszewska A.
Neofilolog
|
2022
|
issue 58/2
179-192
EN
The aim of the article is to discuss the main Polish educational legislation aimed at promoting diversity and individualization in the the process of schooling. The focus is on dealing with heterogeneity, which has become frequent in Polish schools and kindergartens. This includes various aspects concerning differentiation in children and young people, such as individual developmentental characteristics, gender, socio-cultural environment, special educational needs or giftedness. Heterogeneity requires individualization of the educational process, which also applies to the teaching of foreign languages. This poses a challenge for many teachers, including foreign language teachers. In many respects Polish legislation regulates how to deal with heterogeneity and individualization in the educational context.
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