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1

ФОРМУВАННЯ ПРОФЕСІЙНОЇ МАЙСТЕРНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ФІЗИЧНОЇ КУЛЬТУРИ

100%
Прокопова Л., Гученко А., Гвоздецька С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 9(53)
32-38
EN
On the basis of analysis of the methodological literature and researches the authors reveal professional skills that provides readiness of students of educational-scientific department of physical culture to professional activity. As a research problem, it appeared in XIX century. Researchers in the sphere of pedagogics interpreted this problem as a higher level of teacher training activity, it is determined as “synthesis of scientific knowledge, abilities and skills of methodological art and personal qualities of the teacher” that provides high level of personal organization of a teacher training activity. In article there are given maintains, structure and intercommunications of basic components of professional mastery of physical training teachers: pedagogical orientation, knowledge, abilities, professional qualities and their integral description. Dependence of components is on the one level with professional skills of future teachers. Pedagogical situations are good developed, business games, multimedia presentations and short films, all these made basis of teachers’ professional skills at the universities. To conduct research, we created a control group (CG) and experimental (EG) group. Classes with students in the control group were held using the traditional method of teaching. In the experimental group in the study of academic disciplines and during the students’ pedagogical practice the created by authors’ methodology of formation of professional skills of a future physical culture teacher was used. The essence of a technique consisted in the development and implementation of case studies, presentations and short films, creative execution of independent tasks, modeling of fragments of educational activities, business training games, which are the “tools” of development of theoretical and practical thinking of a specialist, able to analyze complex conditions of pedagogical activity, to put and to solve new for future specialists professional tasks. Consequently the method of forming professional skills appeared to be effective. We considered the complex of study methods with a graduate transmission. The method allows to acquire work experience, deeper realization of social setting of teachers. In future we plan to research last structural component of the personality of the teacher and orientation of his activity. The pedagogical orientation determines a conduct, attitude to profession, firstly to a child.
2
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Developing Skills Regarding Empowerment as the Basis for Assisting Socially Excluded People

100%
Borzucka-Sitkiewicz K., Kowalczewska-Grabowska K., Geerts L., Pollefait R.
The New Educational Review
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2022
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vol. 70
23-33
EN
The social assistance system faces challenges related to the emergence of new problems (e.g., migration processes, military conflicts). The ACTTE project was prepared in response to these needs. It is based on the Empowerment concept, which emphasises the social strengthening and restoration of people’s total possible participation. One of the project’s tasks was to conduct research. Its methodology was based on the action research concept. As part of the research, interviews were conducted. Data were collected on participants’ experiences gained during the training and utilising the acquired knowledge and skills in professional practice. The results are presented in the article.
3
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Structure of Soft Skills of Future Social Workers

88%
Mandro L.
Viae Educationis
|
2023
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issue 1
20-25
EN
The article is dedicated to the research of soft skills structural units and their formation of future social workers, as well as the issue of their professional growth and development. Professional skills consist of specific knowledge and abilities important for performing a particular job and that can be mostly identified, evaluated and measured. Until now, there was a perception that hard or functional-technical skills were the only skills needed for career growth and development. However, a study carried out at Harvard University shows that 80% of career achievements are determined by soft (social and communication) skills and only 20% by functional and technical skills. Since the labor market currently requires diverse professionals, higher education institutions face new challenges. One of these challenges is to create pedagogical conditions for the development of soft skills, including those of future social workers. The professional competence of a social worker involves three groups of skills, namely hard skills, soft skills and meta skills. We suppose that the mechanism of their formation in the conditions of professional training should be focused on the development of all components of soft skills, and their development provides the necessary professional qualities, the implementation of abilities, and the realization of values in social work. In accordance with the characteristics of future social workers in the development of «soft skills», its characteristic features and peculiarities are clarified, including: creating an informal environment for the formation of social leadership in higher educational institutions; filling the educational program with options for «soft skills», activities aimed at increasing the practice-oriented training of future specialists, the use of active and interactive techniques, forms, methods and means of developing the «soft skills» of social workers. The results of the study include the definition of the concept of «soft skills», the identification of their general characteristics, the outlining of groups of soft skills, and the description of their main components. It was found that the most in-demand flexible competencies are: teamwork, critical thinking, leadership, creativity, meeting deadlines, responsibility and discipline, as well as communication skills, emotional stability, ability to work in stressful situations, adaptability to a new team or working conditions, conflict resolution, critical and creative thinking, public speaking skills, reliability, flexibility, responsibility, priority setting, planning, adequate perception of criticism and readiness for improvement, and professional etiquette proficiency.
4
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Empowerment in Social Workers and Academic Teachers Training

88%
Borzucka-Sitkiewicz K., Kowalczewska-Grabowska K., Geerts L., Pollefait R.
Kultura i Edukacja
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2022
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issue 4(138)
34-44
EN
The modern world is currently facing new social threats, which pose a challenge to the existing aid systems. Circumstances like intensive migration processes or the uncertain situation resulting from ongoing military conflicts cause increased cultural differences, which intensify the marginalisation and social exclusion of minority groups. The Acting in Context by Training the Trainers in Social Empowerment (ACTTE) project was prepared to respond to emerging needs. The project was implemented in a consortium of 4 universities and 4 NGOs from Poland, France, Spain, Italy, and Belgium. The main goals of the project were: (1) development of tools for intervention work (toolbox) based on the Empowerment concept (emphasising increased control over one’s own life, self-confidence, and one’s abilities, and social integration among recipients of aid activities) for employees of non-governmental organisations (NGOs) working with marginalised and socially excluded people as well as academic teachers educating future educators and social workers, (2) developing competencies/skills in DPA (Developing the Power to Act) – an approach using the concept of Empowerment in people participating in training (both NGO employees and academic teachers). The article focuses on the project’s implementation process.
5

PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGES TEACHERS AS THE PRECONDITION OF THEIR SUCCESSFUL PROFESSIONAL ACTIVITY

75%
Бойчевська І.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 4(58)
199-206
EN
The article deals with the process of the future foreign language teachers’ professional competence development. The aim of the article was to review professional competence development as the precondition of the successful professional activity of the future foreign language teachers. Several methods have been used during the article preparation such as: system analysis of documents and scientific researches of the problem investigated, with the help of which the possible aspects of the problem’s examination have been revealed; terminological analysis, which was useful in the process of identification of different approaches to the term “professional competence”. The explanation of the term “professional competence” has been introduced from the point of view of the European scientists. It was stated in the article that the professional competence is the combination of professional knowledge, skills, experience and specialist’s personal qualities, which characterize his professional level and are necessary for the fulfillment of the effective professional activity. Moreover, the professional competence of the foreign language teacher was defined as an integral ability of the personality to solve professional problems. It has been emphasized that the basis for the development of future foreign languages teachers’ professional competence is formed with the sufficient level of foreign language teachers’ readiness for social and cultural competence formation of pupils of secondary schools. The investigation of teacher’s professional competence in the context of new language policy from the point of view of social, cultural and competence approach allows determining the peculiarities of its formation. It also gives some reasons to state that the acquisition of professional competence by the future foreign language teacher becomes possible according to the development of high level of social and cultural competence. Thus, professional competence is the factor of specialist’s quality of training. The main components of future specialists’ professional competence are fundamental knowledge, knowledge of the methodology of scientific search, information and computer competence, sociological competence, legal competence, professional growth, constant advance of professional knowledge.
6
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EDUCATIONAL PROJECTS IN NOWA SÓL DISTRICT

75%
Bogucka B.
Problemy Profesjologii
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2014
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issue 2
123-131
EN
Aim of his article is to present the Project “New qualifications – more certain future of Nowa Sól district residents” co-financed from European Union funds from European Social Fund of Operational Programme Human Resources Development 2007 -2013, Priority VIII – regional economy personnel, that was implemented as an answer to the needs of Nowa Sól disctrict residents regarding acquiring new, completing or improving qualifications and professional skills through courses and trainings undertaken on their own initiative by working adults.
PL
Celem niniejszego artykułu będzie przedstawienie projektu „Nowe kwalifikacje – pewniejsza przyszłość mieszkańców Powiatu Nowosolskiego” współfinansowanego ze środków Unii Europejskiej z Europejskiego Funduszu Społecznego Programu Operacyjnego Kapitał Ludzki 2007-2013, Priorytet VIII – Regionalne kadry gospodarki, który był realizowany w odpowiedzi na zapotrzebowanie mieszkańców Powiatu Nowosolskiego odnośnie nabywania nowych, uzupełniania lub podwyższania swoich kwalifikacji i umiejętności zawodowych poprzez kursy i szkolenia podejmowane z własnej inicjatywy przez pracujące osoby dorosłe.
7

ОБҐРУНТУВАННЯ МОДЕЛІ ПРОЦЕСУ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ДО ІННОВАЦІЙНОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

75%
Балашов Д.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
|
issue 10(74)
145-153
EN
The pedagogical activity of a physical education teacher, which largely ensures the reproduction of the intellectual potential and health of our society, is socially formative, creative, constructive, organizational, diagnostic, etc. In this regard, the socio-pedagogical tasks of this category of pedagogical workers are constantly expanding and complicating, covering the functions of the educator, organizer, researcher, and innovator. At the state level, in order to increase the efficiency of the training system in the field of physical culture and sports, the optimal organization of training of the future physical education teachers is necessary. The studies of H. Kovalchuk, F. Sobianin, A. Ter-Hovhannisian, O. Timoshenko, V. Filankovskyi, O. Shabalina, B. Shyian and others are dedicated to the improvement of professional training of the physical education teachers. A series of studies in the field of pedagogy by E. Vilchkovskyi, V. Vlasov, T. Krusevych, O. Kuts and others have been devoted to the development of professional training models of the future physical education teacher. On the basis of the study of psychological, pedagogical and methodological works, practical experience of preparation of the future physical education teacher, the author developed, substantiated and experimentally verified the organizational model of training of the future physical education teachers for innovative professional activities. The developed model includes interconnected structural components (conceptual, informative, procedural, valuation), forms, methods and means that provide training of the future physical education teacher to innovative professional activities. The developed model of the process of the future physical education teachers’ training in higher education institutions is an integrated system of structural and functional components that are interconnected and interactive and aimed at providing educational activities for the future physical education teachers in order to solve the problems of qualitative preparation for innovative professional activities.
8

УСВІДОМЛЕННЯ СУЧАСНИМ ВИКЛАДАЧЕМ ВЛАСНОГО ПРИЗНАЧЕННЯ ЯК ЗАПОРУКА ПРОФЕСІЙНОГО ЗРОСТАННЯ

75%
Коркішко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 2(46)
339-345
EN
It is generally known that the effectiveness of the system of higher education in Ukraine largely depends on the professionalism of the teaching staff. Professional development of teachers makes effective their activity by means of which public policy is implemented – the strengthening of the intellectual and spiritual potential of the nation, the development of science, the conservation and increasing of cultural heritage. The better the teacher is aware of his high role, understands the requirements for his personality, the harder he is working at them. This is the key to his professional success. Considering the problem of teachers’ professional growth, we will proceed with the concept developed by the prominent psychologist, K. Platonov. According to this concept in the personality structure there are reflected the general, special and individual (personal) qualities that form four substructures, which are arranged in a pyramid, at the bottom of it there are biologically stipulated qualities, at the top of it there are socially stipulated ones. We’d like to note that the general personality traits include political, moral, strong-willed, legal, aesthetic, etc., which form the basis of individual consciousness of the individual. The personal traits include individual experience and professional activity. The individual qualities include: individual characteristics of mental processes, the peculiarities of the types of higher nervous activity and temperament, as well as some physical data relevant to teaching work. Of course, no less important are the mental processes and characteristics: flexibility, critical and insightful mind; emotional sensitivity and responsiveness; volitional features, the ability to influence others and so on. Without these qualities there does not exist a teacher as it is impossible to develop thinking and to teach that human who has no these qualities, whose qualities are not developed; a weak-willed or infirm teacher cannot influence on pupils’ willful traits. Consequently, the training of the new generation of the teaching staff, who would have all the above mentioned qualities and meet the requirements of the professional formation, involves the implementation of the vocational training of a high school teacher. The ability of a teacher to a successful professional becoming in today's society depends on the professional self-development; the understanding of the factors that facilitate or hinder the establishment of professionalism and capabilities to overcome the preventive factors and solve problems; the evaluation of their professional activities; the degree of satisfaction with the vocational training, etc.
9
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Kompetencje warunkujące funkcjonowanie na współczesnym rynku pracy

63%
Andruszkiewicz F., Kulik-Grzybek D.
Szkoła - Zawód - Praca
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2017
|
issue 13
26-34
PL
W artykule poruszono problematykę związaną z kształceniem kompetencji zawodowych w świetle aktualnych wymagań rynku pracy, a także zarys najistotniejszych kompetencji twardych i miękkich poszukiwanych wśród osób chcących podjąć pracę zawodową. Uwzględniono również oczekiwania pracodawców w stosunku do absolwentów szkół, w szczególności szkół zawodowych. Przedstawiono też najważniejsze postulaty, mające na celu zwrócenie uwagi na konieczność ciągłego nabywania nowych i doskonalenia już posiadanych kompetencji zawodowych.
EN
The article raises the issues related to the education of professional skills in the light of the current labour market requirements. It also outlines the most crucial hard and soft skills required from candidates applying for a job. Moreover, it takes into account the expectations of employers about graduates, especially from vocational schools. It also presents the most important demands in order to draw attention to the need for continuous acquisition of new skills and developing the already possessed ones.
10

АВТОРСЬКА ЛЯЛЬКА ЯК ЗАСІБ ФОРМУВАННЯ ПРОФЕСІЙНОЇ МАЙСТЕРНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МИСТЕЦЬКОГО ПРОФІЛЮ

63%
Палюкенієнє С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 5(49)
311-317
EN
The article discusses the importance of use in the training of future teachers of fine art dolls as a means of shaping their professional skills. Dolls is a unique work of contemporary decorative art, which combines sculpture, painting, fashion, styling, handling a variety of materials. Creative work on making dolls provides consistent complication of tasks aimed at developing students’ skills – sculptor, painter, clothing designer and other skills of the person who has to decide a student during the school year. At the first lessons students are introduced with the history of the evolution of dolls, doll studying traditional folk and contemporary art of dolls. For students making dolls is a creative process that allows showing the knowledge and skills gained during the training sessions in drawing, sculpture, design, history of costume. At the same time, work on the doll gives an opportunity to experiment, to work out their own methods of working with various materials, based on personal experience, which leads to the expansion of the boundaries of creativity, the intensification of such important qualities of creative skills, as resourcefulness, originality, imagination. To create expressive artistic image, the author should be based on associations that arise from the creative personality of the student, his personal world of images, symbols and signs. Work on the doll is a creative process that is largely intuitive, but at the same time is not possible without understanding the algorithm of manufacturing dolls, knowledge of certain techniques, rules and laws of this art form. For the formation of students’ interest in the process of making dolls the author offers the following conditions: the use of informative educational material; variability in the application of methods and means of training; focus on the activation of students’ readiness for independent activity; application in various traditional and modern materials and techniques; focus on future artistic and creative activities. Mastering of new means of creating an artistic image through the plastic of small forms contributes to enrichment of students’ creative artistic skills, development of the ability to work with different materials, sensory experience, artistic feeling, associative thinking and creative taste.
11

ФОРМУВАННЯ ПРОФЕСІЙНОЇ МАЙСТЕРНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ОБРАЗОТВОРЧОГО МИСТЕЦТВА ЗАСОБАМИ ТРАДИЦІЙНОЇ СИМВОЛІКИ ОРНАМЕНТУ

63%
Шокірова З.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 1(55)
172-180
EN
The article raised the problem of formation of professional skills of fine arts teachers of in the process of making an ornament. The ornament is seen as something material – the artistic culture of the society in its relations with the world of content with the beliefs and traditions of humanity. This approach allows us to understand the spiritual meaning of sustainability of the universal ornamental motifs that run through all cultures from ancient times to the present, keeping the value of a holistic sense of the world. Students are introduced to the main theoretical propositions concerning the nature, specificity, history and structure of the ornament. The perception of color harmony, balance of form and color, rhythm that students are in the process of studying ornament, can creatively realize themselves in different kinds of creative tasks, increase the level of artistic and creative abilities of future teachers. During the detailed study of the ornament nature the author focuses on the phenomenon of heredity of some ornamental motifs; analyzes dominant motifs that are most often found among different people and different kinds of art of our country. For Ukrainian art is peculiar such kind of arsenal of motifs and images, which were the basis of national ornament. For many centuries the ornamentation was a wide sphere of artistic creation, the main method of knowledge of natural rhythms and cycle’s means of conveying information and work cultures. The focus is on traditional ornamentation and symbolism. Students learn the semantics of the most important archaic characters, among which the most important are geometrical symbols (point, circle, triangle and square). To create their own projects, students are introduced to different kinds of ornaments in all kinds of arts and crafts, with features of regional ornaments. In performing creative tasks students successfully combine folk art traditions with modern technology.
12

Comparative Analysis of Theoretical Approaches to Professional Training of the Future Customs Officers in the System of Higher Education of Ukraine and Poland

63%
Korzhynska T.
Comparative Professional Pedagogy
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2015
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vol. 5
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issue 1
112-119
EN
The article deals with the content of future customs officers’ professional training. Such notions as “training”, “specialists’ professional training”, “customs officers’ professional training”. The article presents an overview of the scientific literature, theoretical analyzes of materials concerning the issues of future customs officers’ professional training in the higher educational institutions of Ukraine and the Republic of Poland, still remaining open. The major scientific approaches of leading domestic and foreign scientists to study future customs officers’ professional training have been characterized, in particular competence approach, functional approach, instrumental approach, learner-centred approach, axiological approach, historical and systematic-andcomprehensive approaches, theoretical generalization The conception of the research problem in the educational sphere of higher educational institutions has been theoretically generalised. The point of the article is focused on the fact that professional training of future specialists of customs authorities is a process of learning, understanding and specific knowledge, skills and proficiencies of future customs officers who perform the functions of future professional activities, fulfil their functions in accordance with their professional duties during customs service. Also it has been noted that professional training of future customs specialists is caused by personal, practical, functional, historical factors that it is important in the process of understanding this phenomenon and in the research and development processes.
13
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Shaping Professional Skills in Intercultural Exchanges in the “Polish Language Across Borders” Project

63%
Krajka J., Latoch-Zielińska M.
Lubelski Rocznik Pedagogiczny
|
2024
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vol. 43
|
issue 1
125-141
PL
Wprowadzenie: Współczesny świat wymaga od pracowników na różnych stanowiskach nie tylko wystarczającego poziomu kompetencji zawodowej, ale również odpowiednio rozwiniętej interkulturowej kompetencji komunikacyjnej umożliwiającej skuteczną interakcję z wielojęzycznymi i wielokulturowymi klientami, współpracownikami czy uczniami. O ile programy kształcenia na uniwersytetach zawierają wymagane komponenty praktyk, studenci często postrzegają je jako niewystarczające dla rozwijania kompetencji interkulturowej. Cel badań: Celem niniejszego badania było stwierdzenie, na ile uczestnictwo w międzykulturowym projekcie „Język polski ponad granicami” będzie przez studentów postrzegane jako wartościowa i skuteczna alternatywa dla praktyk studenckich odbywanych w tradycyjny sposób oraz w jakim stopniu przyczynia się do nabywania kompetencji zawodowych, społecznych i komunikacyjnych. Metoda badań: W badaniu zastosowano podejście jakościowe typu wywiady otwarte. Badanie przeprowadzono za pomocą kwestionariusza wywiadu online z koordynatorami grup studentów-uczestników projektu. Wyniki: Jak pokazują opinie studentów na temat roli alternatywnych form realizacji praktyk studenckich w nabywaniu kompetencji zawodowych oraz rozwijaniu interkulturowej kompetencji komunikacyjnej, nastąpił wzrost kompetencji zawodowej i interkulturowej oraz zauważono wysoki poziom zadowolenia i motywacji z ukończenia projektu. Respondenci podkreślali pozytywny wpływ projektu na ich kompetencje, zarówno te zawodowe (językowe, redakcyjne, edytorskie), jak i społeczne, równie ważne na rynku pracy. Wnioski: Wraz z częstym poczuciem braku adekwatności i niewystarczającej autentyczności zadań wykonywanych podczas tradycyjnych praktyk studenckich, włączanie studentów w projekty wymian interkulturowych, gdzie pełnią różne role zawodowe, pomaga na realizację komponentu praktycznego w bardziej autentyczny i motywujący sposób.
EN
Introduction: The contemporary world demands that employees in different work contexts do not only possessthe necessary professional knowledge and skills but also exhibit a necessary level of intercultural communicative competence that enables them to interact successfully with multilingual and multicultural clients, peers and students. While university programmes do have necessary arrangements for practicum, students often perceive this professional practice as insufficient in the development of social and intercultural skills. Research Aim: The purpose of the present study was to investigate whether students of different study programmes would find participation in the intercultural “Polish language across borders” project as a viable alternative to traditionally serving the practicum. Another aim of the research was to see how voluntary participation in an out-of-study project would contribute to the development of professional, social and communicative competencies. Method: The study followed the qualitative methodology, with the small-scale interview as a data collection procedure. The data were gathered from student coordinators of project participantsthrough an online interview. Results: As was evidenced by the data on the viability of alternative forms of serving practicum collected from student coordinators, encouraging students to volunteer in intercultural projects directed at foreign audiences leads to an increase in professional and intercultural competenciesas well as results in a high level of satisfaction and motivation upon the project’s completion. The participants stressed the positive effect of participation in the project on their readiness for the job market as well as noticed increased openness to and understanding of representatives of other cultures. Conclusions: Since traditional practicum often triggers feelings of inadequacy and insufficient authenticity among students, it is worthwhile organising non-formal education projects in the form of intercultural exchanges which would enable the acquisition of intercultural, professional and communicative skills in authenticinteractions with partners from abroad.
14
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Діяльність як основа розвитку людини

51%
Pavlov Y.
Społeczeństwo. Edukacja. Język
|
2017
|
vol. 1(5)
199-214
PL
W artykule rozpatruje się działalność jako formę aktywnego współdziałania ludzkiego ze środowiskiem, sposoby oddziaływania społeczno-ekonomicznego i duchowego między jednostką i zespołem w pracy, jako system, który jest zawarty w stosunkach społecznych. Działania są podstawą jednostki w kształtowaniu jej system wartości zorientowanych na konkretny obszar działalności, spowodowany motywacyjnymi, poznawczymi i innymi relacjami, afektywnymi komponentami, postawami społecznymi, indywidualnymi cechami typologicznymi działalności człowieka. Współczesne zmiany w społeczeństwie przewidują aktywność osoby ludzkiej, konieczność systematycznego doskonalenia wiedzy, umiejętności, zdolności w konkretnym obszarze działalności zawodowej.
EN
The article scrutinizes activity as a form of targeted active human interaction with the environment, the way of socio-economic and spiritual interaction between the individual and collective labor, a system that is included in public relations. Activities are the basis of the individual in shaping its value-oriented system in a particular area of activity caused by motivational, cognitive and other relationships, affective components, social attitudes, professional orientation and individual typological characteristics of the subject work. Modern changes in society stipulate human activity, the need for systematic improvement of knowledge, skills, abilities as well as their own professional skills.
15
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Warsztat pracy, autorytet i etos nauczyciela we współczesnej edukacji szkolnej

51%
Wykowski B.
Studia Elbląskie
|
2023
|
vol. 24
405-428
EN
For many years now, there has been a discussion in the teaching community, but also outside it, about the teachers’ professional skills, authority and ethos in contemporary school education. Is the teacher only to impart knowledge or also to provide upbringing? If their duty is to do both, the questions arise: Who is to assist them in this task? What is the role of parents in the upbringing of children and their education? What ethical values are to guide modern education in Poland? There is no doubt that a teacher has to act ethically, take care of their professional skills, authority and ethos. They cannot impart knowledge without relating it to the upbringing of the pupil. In the course of educational and upbringing activities, the teacher must be supported by parents and the state.
PL
Od wielu lat w środowisku nauczycielskim, ale także poza nim, dyskutuje się na temat warsztatu pracy, autorytetu i etosu nauczyciela we współczesnej edukacji szkolnej. Czy nauczyciel ma tylko przekazywać wiedzę, czy także wychowywać? Jeśli jego obowiązkiem jest jedno i drugie, to nasuwają się pytania: Kto w tym zadaniu ma mu pomagać? Jaka jest rola rodziców w wychowaniu dzieci i edukacji? Jakimi wartościami etycznymi ma kierować się współczesna edukacja w Polsce? Nie ulega wątpliwości, że nauczyciel musi działać etycznie, dbać o swój warsztat pracy, autorytet i etos. Nie może przekazywać wiedzy bez odniesienia jej do wychowania ucznia. W działaniach edukacyjno-wychowawczych nauczyciela muszą wspierać rodzice i państwo.
16
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Ekonomiczno-organizacyjne sposoby niwelowania napięć na rynku pracy na przykładzie rynku pracy w rejonie tarnowskim

45%
Kozioł L.
Zeszyty Naukowe Małopolskiej Wyższej Szkoły Ekonomicznej w Tarnowie
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1999
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issue 1
33-44
EN
Reaching for already numerous and outstanding volumes of professional literature - this paper shows directions and ways of stimulating endeavour of those who are unemployed. An importance and value of small companies in relieving tensions on the labour market has also been discussed here. Means and devices used to encounter unemployment on that market have been characterised and evaluated in this paper, while paying particular attention to so called active forms, which include the development of endeavour by creating small companies.
PL
Artykuł zawiera omówienie wybranych sposób zmniejszania bezrobocia oraz innych napięć na rynku pracy. Szczególną uwagę zwraca autor na te z nich, których praktyczna realizacja mogłaby przyczynić się do poprawy sytuacji na tarnowskim rynku pracy. Prezentuje aktywne formy przeciwdziałania bezrobociu, wskazuje na znaczenie wykształcenia i doskonalenie kwalifikacji w zdobywaniu pracy, przedsiębiorczość zatrudnionych i bezrobotnych, sposoby popierania przedsiębiorczości przez władze lokalne czy upowszechnianie tzw. nietypowych form zatrudnienia.
17
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Wzory myślenia o profesji nauczycielskiej w tradycji pedeutologicznej

38%
Bartkowiak E.
Filologia Polska. Roczniki Naukowe Uniwersytetu Zielonogórskiego
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2022
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vol. 8
103-122
EN
The article presents the origin of the teaching profession and the change in thinking about this occupation. The test describes a few theoretical approaches to the teacher as a tutor in the pedeutological thought: psychological approach, which demonstrates the personal and moral qualities of the teacher; competence approach focused on the teacher’s skills, duties and qualifications; and personalistic approach presenting the teacher as an artist who creates the masterpiece of education.
PL
W artykule ukazano genezę zawodu nauczyciela i przemiany w myśleniu o profesji nauczycielskiej. Zaprezentowano kilka ujęć teoretycznych osoby nauczyciela-wychowawcy w rozwoju refleksji pedeutologicznej: ujęcie psychologiczne, eksponujące walory osobowo-moralne nauczyciela, ujęcie kompetencyjne skoncentrowane na nauczycielskich umiejętnościach, powinnościach i kwalifikacjach oraz ujęcie personalistyczne ukazujące nauczyciela jako artystę, który tworzy dzieło wychowania.
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