Search results - CEJSH

1

PODNOSZENIE KWALIFIKACJI ZAWODOWYCH PRZEZ PRACOWNIKÓW NA TLE NOWYCH REGULACJI PRAWNYCH

100%

Sas-Badowska M.

Problemy Profesjologii

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2013

|

issue 2

103-112

PL

Zgodnie z nowymi uregulowaniami prawnymi przez podnoszenie kwalifikacji zawodowych rozumie się zdobywanie lub uzupełnianie wiedzy i umiejętności przez pracownika, z inicjatywy pracodawcy lub za jego zgodą. Wiedza i umiejętności, które pracownik nabywa w ramach podnoszenia kwalifikacji zawodowych mogą być związane z rodzajem wykonywanej pracy lub zajmowanego stanowiska jak również dotyczyć szeroko rozumianej wiedzy ogólnej. Wszystkie prawa i obowiązki z tytułu podnoszenia kwalifikacji zawodowych strony stosunku pracy powinny określić w umowie szkoleniowej.

EN

According to the new legal regulations the professional development is understood as the acquisition or development of knowledge and skills of the employee, with the employer’s initiative or with his consent. The knowledge and skills that an employee acquires from the professional development may be related to the type of the performed work or held position as well as the widely understood general knowledge. All the rights and obligations arising from the professional development should be specified in the training contract by the parties of the employment contract.

2

Prospects of professional development of teachers in light of current changes in the education system

100%

Pituła B., Grzyb B.

Przegląd Pedagogiczny

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2019

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issue 2

121-133

EN

This article is an attempt at a more profound reflection upon the conditions of professional development of teachers in Poland in the context of the currently ongoing education reforms. It discusses both the opportunities and threats concerning professional development that result from formal changes and the so-called by-products of professional activity/being an educator.

3

Planned changes in Polish development system for schools and teachers

100%

Kołodziejczyk J.

Zarządzanie Publiczne

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2012

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issue 4(20)

59–71

EN

Paper describes a current condition of the system of improving teachers in Poland and changes planned. Analysis of the system structure of improving and the scope and aims of institutions supporting improving the functioning of schools and teachers were included in the first part of the text. In the second part planned changes including both organizational new solutions integrating all sorts institutions of a system of improving both supporting schools and teachers and the change in the way of conducting improving based on the process-based approach were described.

4

Rozwój profesjonalny dyrektora szkoły – przesłanki dla rozwiązań instytucjonalnych

87%

Rosalska M.

Studia Edukacyjne

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2016

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issue 42

205-216

EN

The goal of this article is to reflect on the relationship between theoretical assertions of leadership in education and practical solutions for the education of human resources in the management of education. There are being analyzed proposals for institutional development opportunities that determine the effective performance of tasks, both managerial and leadership ones, assigned to the school principal. To this end, the current forms of professional development offered to school principals and the theoretical underpinnings of the system for promoting the professional development of school community leaders are presented.

5

The Learning Community’s Program – a Fresh Approach to the Single Teacher

87%

Cohen-Brenner D.

Studia Edukacyjne

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2017

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issue 45

403-412

PL

Promoting physics studies depends highly on the teacher’s instruction quality. This paper re-examines the influence of participation in a learning community on the teacher’s professional development. As an outcome, improving his students’ physics learning abilities, in light of theories on the process of change, is obtained thanks to the teacher participating the progra Daphne Cohen Brenner is a physics teacher and district instructor in Israel, leading a professional learning community. The article is based on the Ph.D. thesis written at AMU University in the framework of doctoral studies in education.

6

Importance of supervision in professional development of social workers supporting homeless people

80%

Szymanowska J.

Praca Socjalna

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2020

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vol. 35(1)

104-116

EN

The article presents the definitions and functions of supervision significant in the area of social work as well as its individual and institutional benefits. It also presents the results of a pilot study concerning the importance of the instrument of supervision in professional development of social workers. The study showed that the respondents most often participated in sessions providing emotional support, and less often in the sessions offering specialist knowledge. The way of carrying out the supervision was convergent with the current needs of the respondents; however, participating in supervision did not have much influence on making professional decisions or their quality.

7

Troska o własny rozwój zawodowy podstawą budowania kariery zawodowej

80%

Plewka C.

Edukacja Humanistyczna

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2022

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issue 2

121-134

PL

Kariera zawodowa we współczesnej rzeczywistości społecznej i zawodowej nabiera coraz większego znaczenia. Jest ona pochodną dwóch najistotniejszych sfer życia, którymi bez wątpienia są aktywność edukacyjna i zawodowa jednostki. Są to te aktywności, które w życiu każdej jednostki zajmują największą część ich życia. Tym samym ich kariera zawodowa zależeć będzie w dużym stopniu od umiejętności kierowania własnym rozwojem zawodowym. Ważne zatem jest żeby wiedzieć i rozumieć czym jest ów rozwój zawodowy i jakie są czynniki od, których zależny jest zarówno przebieg, jak i poziom tego rozwoju, a także własna droga do kariery zawodowej. Artykuł ten tworzą dwie części. Pierwsza jest swoistego rodzaju tłem teoretycznym dotyczącym istoty rozwoju zawodowego i kariery zawodowej jednostki. Natomiast druga zawiera dane dotyczące tej problematyki, uzyskane od studentów WSH TWP w czasie przeprowadzonych badań jakościowych. Zawiera również analizy jakościowe zgromadzonych danych.

EN

A professional career in contemporary social and professional reality is gaining more and more importance. It is a derivative of the two most important spheres of life, which are undoubtedly the educational and professional activity of an individual. These are the activities that occupy the largest part of each individual's life. Their professional career will largely depend on the ability to manage their own professional development. Therefore it is important to know and understand what this professional development is and what are the factors on which both the course and level of this development depend, as well as your own path to a professional career. This article consists of two parts. The first is a kind of theoretical background concerning the essence of an individual's professional development and career. The second one contains data on this subject, obtained during the qualitative research from students of WSH TWP. It also includes qualitative analyzes of the collected data.

8

Teacher’s Competences – Prospects for Development and Professional Training

80%

Jaszczyszyn E., Cichocki A.

Journal of Preschool and Elementary School Education

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2015

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issue 7

13-30

EN

After brief remarks related to the current discourse present in the professional literature on the perspective of the development of competences and professional improvement, this text focuses on ideas which have important implications for their perspective of development and the assessment of the process of professional improvement of teachers, namely (a) building teachers’ professionalism, especially for those who are trapped in an increasingly formalized system, based on documents, content of teachers training courses and then in a rigid career path and (b) defining and assessing the standards of the professional development process. The text ends with the thesis that the most valuable resources available in each school are the teachers, that there is an urgent need to remodel the current system and to concentrate on strengthening the potential present in the idea of the professionalization of teachers (and their assessment) in terms of teaching standards (related to what they should know and be able to do).

9

Effects and Impacts of Postsecondary Online Teaching Faculty Members’ Participation in Professional Development Activities

80%

McCracken H.

e-mentor

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2013

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issue 2 (49)

83-94

EN

Participation in professional development activities contributes to both effectiveness and productivity among postsecondary faculty members, as well as enables them to assist institutions to sustain the means to continuously innovate, for example, as they integrate emerging technologies in curricula and instruction. A broad continuum of program alternatives combines to facilitate a high level of interaction, communication, and information sharing, providing variety and enabling personalization that supports a range of professional goals and needs. The research study discussed in this article solicited participation from an elite population of postsecondary faculty members teaching online courses to respond to the following general research question, „To what degree does participation in professional development activities impact your teaching and/or professional practice in the postsecondary educational environment in which you are employed?”. The context for this exploration focused on professional experiences teaching online in postsecondary institutions with which participants were sufficiently familiar to be able to effectively respond.

10

Professional Development of Older Employees in Small and Medium Enterprises

80%

Trochimiuk R.

Management and Business Administration. Central Europe

|

2015

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issue 1

79-94

EN

Purpose: The aim of the paper is to present and assess professional development opportunities for older employees in SME. Methodology: In the process of desk research, the author has discerned a number of characteristics of training activities conducted by SMEs. The management of older employees’ professional development is discussed on the basis of selected research findings, i.a. CATI and CAPI surveys conducted in the framework of the “Comprehensive program of activation of people aged 50+” project carried out by the Department of Human Resource Management at Kozminski University in 2010–2012. Findings: The first part of the paper discusses the specificity of training measures undertaken in SMEs. According to a large body research results available, these include: informality, reactivity, short-term perspective, focus on solving current problems, “learning by doing”, focus on the development of specific skills and organizational knowledge, lack of professional organization of trainings. The core part of the paper focuses on the management of professional development of older employees in SMEs. The majority of surveyed firms have declared providing their older and younger employees with the same access to training. However, it does not always mean training is organised, or that employees aged 50+ participate in it. Moreover, the survey has proven the existence of significant differences in assessments and opinions among entrepreneurs and employees. Originality/value: This paper discusses professional development of older SME employees, which is a relatively new problem; it is based on an extensive body of research. Managing professional development of older workers is one of the most important challenges faced by SMEs in the twenty first century and it shall require extensive and thorough research in the future.

11

FLIPPED ESL TEACHER PROFESSIONAL DEVELOPMENT: EMBRACING CHANGE TO REMAIN RELEVANT

80%

Razak R. A., Kaur D., Halili S. H., Ramlan Z.

Teaching English with Technology

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2016

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vol. 16

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issue 3

85-102

EN

Many traditional professional development programs that are initiated to equip ESL teachers with knowledge and skills have been futile for numerous reasons. This paper addresses a gap in the recent research of ESL teachers’ professional development. Literature has revealed many shortcomings of the traditional and online professional development programs that are widely conducted; thus, an implementation framework of flipped professional development program is proposed in this paper, based on Malaysian educational practices. Integrated theories of Zone Proximal Teacher Development (ZPTD) and revised Bloom’s Taxonomy are adapted in designing the Flipped Teacher Professional Development (FiT-PD). The implementation of the FiT-PD program is conducted in the four Train-to-Learn (TL) stages; remembering and understanding (TL-1) conducted in face-to face mode, applying and analysis (TL-2) conducted via online, evaluation (TL-3) conducted in face-to-face mode and finally creating (TL-4) conducted via online. Thus, the paper recommends an implementation framework of flipped teacher professional development. The recommendations assist educational policymakers to strategize better planning and organize flipped professional teacher professional development (Fit-PD) for ESL teachers.

12

Professional Development of SME Sector Employees and the Challenges of Economy 4.0

80%

Myjak T.

Annales Universitatis Mariae Curie-Skłodowska, sectio H – Oeconomia

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2021

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vol. 55

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issue 2

65-73

EN

Theoretical background: Employee development is particularly important in the context of ongoing internal changes and the external environment.Purpose of the article: The understanding of what the professional development of employees in an organization is, what instruments support professional development and what challenges for the development of employees of enterprise economy 4.0 brings for the SME sector.Research methods: The article uses a quantitative approach. The survey was conducted on a sample of 101 firms from Poland. Data were collected through a questionnaire.Main findings: In the surveyed enterprises, predominates a typical approach to the issue of professional development of employees and there is no need for a radical departure from classic solutions in favor of using other (innovative) instruments of professional development.

13

The development of functional competence of the teacher to the level of modern requirements

80%

Kulbaeva B., Kibataeva N., Mustayapova A.

Intercultural Communication

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2017

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issue 3

75-92

EN

The purpose: to make attempt to answer the questions connected with the analysis, understanding different interpretations of the conceptual apparatus on the problem of "functional competence" and radical change of professional consciousness of the teacher. Research methods. In the course of experimental work conducted at the Institute, the various methods of analysis, collection, systematization of material: observation, interview, discussion, questioning, testing were used. The paper discusses modern requirements to professional activity of the teacher and the ways of formation of its functional competence in the transition to a model of education focused on result. The degree of proficiency in the functional competence of teachers is directly related to the successful activities of the student, the development of key competencies. One of the key competencies is the state's demand for the quality of the high school graduate's personality in the form of educational outcomes. The main functional qualities of a person in solving a strategically important task for the country are initiative, the ability to think creatively and to identify non-standard solutions, the ability to determine the professional path, the willingness to learn throughout life. All available functional skills are formed in intercultural communication in the conditions of the school. Results: The appropriate methodological recommendations were developed, training manuals were issued; the experience of creatively working teachers was summed up, measures were taken to improve the content of the program of courses "Development of functional skill (reading, mathematical, natural-science) for students in the framework of an international PISA study".

14

Crossing the frontiers. Peer coaching and self-managing in the process of the professional development in multicultural environment

80%

Mazurkiewicz G., Fischer J. M.

Journal of Intercultural Management

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2013

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vol. 5

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issue 3

49-61

EN

Our effort focuses on the development of a process of cross-cultural peer coaching through which we have sought to grow as reflective practitioners and strengthen authentic conversations between two individuals, from Poland and the United States. By building a theoretical framework around peer coaching, intercultural interaction, and auto-ethnography we have worked to make explicit our development as educators working to enrich the process of the organizational learning and to make education more open, democratic and human. As Kottler [1997] claims, it is possible to find stages that a tourist goes through during the process of recognizing and knowing another culture that was used to mirror the sensation of the professional growth. The findings shed light on how peer coaching might be strengthened, as well as the development of an observation protocol to structure such reflective and, ultimately, life changing work.

15

ПІДГОТОВКА ТА ПРОФЕСІЙНИЙ РОЗВИТОК УЧИТЕЛЯПОЧАТКОВИХ КЛАСІВ НА ШЛЯХУ ДО НОВОЇ ШКОЛИ

80%

Кравцова І.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 8(72)

150-158

EN

The central link of any education system can be considered training of pedagogical staff, the quality and level of which determine the prospects for the development of education in the country. Reforming education in Ukraine is part of the process of adapting the national educational system of changes that have taken place in the last two decades in European countries and is related to the recognition of the importance of knowledge as a driver of social welfare and progress. Therefore, the issue of ensuring equal access not only to education, but to quality education, is key to the development of not only the educational sector, but the entire society as well. Inconditionsofnation-buildinginthecountry, theideasofthesocialideal, theconditionsoflife-formationandself-realization, andhencethewaysofdevelopingandimprovingthesystemofnationaleducation, arethekey. Educationitself, as a socialinstitution, isresponsiblefortheprofessionallevelofthepersonnelofthespiritual, industrialandmanagerial spheresofallmoderncountries. Educationthroughscienceandrelatedproductionandthelatesttechnologyaffectseconomicdevelopmentofthepostindustrialsocietyas a whole. Realizingthedecisiveinfluenceofeducationonalllife-givingsocialprocesses, developedcountriesseektodevelopitinaccordancewiththerequirementsoftime. Theroleofpostgraduateeducation, asanindependentpartoftheeducationalpsychologicalandpedagogicalprocess, hasincreased inconditionsofmarkettransformationsofUkrainiansociety. The purpose of the article is to reveal the role of training and professional development of primary school teachers in the context of the implementation of the concept of the “New Ukrainian School”. It is concluded that the request of the society on the results of school education, the current conditions of professional activity of the primary school teacher, connected with the diversity of educational systems, the variability of the content of primary education and the technical and technological provision of the educational process, the expansion of opportunities for information technology for students and the need to predict the results of professional activity – all this leads to the identification of directions for updating the content and nature of the preparation of the future teacher of primary school

16

La reflexión en el desarrollo profesional del profesor de ELE

80%

González Argüello M. V., Montmany Molina B.

Studia Iberystyczne

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2013

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vol. 12

221-232

EN

Class journals, portfolios and observing classes are tools that can help language teachers to systematize their reflection on their own practice. Teacher Trainers need to be conversant with these tools and their use in order to enable and enhance a teacher’s professional development. Starting such reflective practice processes brings many advantages to the language teachers enhancing motivation, professional and personal interest.

17

Zmiany w rozwoju profesjonalnym nauczyciela implikacją edukacji akademickiej

80%

Parzęcki R.

Pedagogika Szkoły Wyższej

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2011

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issue 2

27-40

EN

Teacher professional development is a process, which is conditioned by the ability and willingness to continuously improve the level of theoretical and practical knowledge. According to the author there is now general agreement that the specificity and distinctiveness of the profession of teacher lies in the fact that he or she has never finished forming, found a finite structures at a given stage of development, while it is still in statu nascendi. To effectively plan and manage his or hers professional development one should focus on selfimprovement, self-education and self-development. A change in the teacher, which is the necessary condition for effective development is complex, unpredictable and dependents on experience, willingness, ability and social conditions and institutional support. Teachers must be perceived and perceive themselves as persons who play a major role in the class and whose beliefs should have a big impact on the development of students. Teachers are not only the objects of changes in education policy, but also their initiators. This authentic allies of students’ interests, through professional reflection, actively engage and seek solutions.

18

School-Based Mentoring for Professional Development of Inclusive School Teachers

80%

Bērziņa Ž.

Journal of Teacher Education for Sustainability

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2011

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vol. 13

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issue 1

72-83

EN

Because of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.

19

Akredytacja ACCA a rozwój zawodowy specjalistów rachunkowości i finansów w Polsce

80%

Zarzycka E., Krasodomska J., Biernacki M.

e-mentor

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2018

|

issue 3 (75)

48-55

EN

Organizations certifying professions in the area of accounting and finance play an essential role in shaping and strengthening the professional status of its practitioners. Universities in Poland recognized the importance of international qualifications and established active cooperation with the Asociation of Chartered Certified Accountant (ACCA) to accredit accounting and finance programs. The presented study aims to answer whether ACCA accreditation affects the professional development of accounting and finance specialists in Poland. Its role was also to identify factors that contribute to increasing the professional development of accounting and finance specialists in connection with the accreditation of study programs. To achieve these goals a questionnaire survey was conducted among students from three selected accredited universities in Poland. The analysis of the results obtained was carried out by the use of descriptive statistics and multiple regression. According to students' opinions, the employers' interest in graduates of accredited courses positively influences their career development. In addition to the interest of employers' mentioned above, surveyed women also indicated a higher quality of education in accredited courses, while men stressed the greater prestige of studies as a factor contributing to the development of their professional career. The results of this study are a valuable contribution to the discussion on professional development as well as the impact of accreditation institutions on the training of accounting and finance specialists.

20

Perspectives on English teacher development in rural primary schools in China

80%

Ping W.

Journal of Pedagogy

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2013

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vol. 4

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issue 2

208-219

EN

Questionnaires are used to examine Chinese rural primary school English teachers’ needs and challenges and perceptions in the implementation of Standards for Teachers of English in Primary Schools as professional development in rural school contexts in China. A total of 300 teachers participated in the research. Their feedback illustrates that there are serious problems with the current training model and that teachers have a very high expectation of being involved in the Professional Graduate Certificate in Education.

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