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Competences of preschool children in the provision of first aid - results of a pilot study

100%
Jarzynka S., Błachnio K., Piskor M., Mikler-Chwastek A.
Problemy Opiekuńczo-Wychowawcze
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2020
|
vol. 588(3)
38-51
EN
Teaching basic first aid activities is one of the most important area of children`s health education. The aim of the study was to analyse the educational effects of the pilot implementation of the author's curriculum in the provision of premedical first aid for preschool children. The knowledge and skills of pre-schoolers in the provision of first aid were analysed. The research was carried out in a private kindergarten in Warsaw. As a result, the knowledge and skills of preschool children about the principles of providing first aid was insufficient. After conducting the educational program, the level of knowledge and skills of children in this area increased significantly. Educational programs introduced as early as possible, already at the stage of preschool education, can contribute to greater awareness of health-related attitudes, may affect the skills of recognizing, responding to and providing basic rescue operations, and may influence the attention to the important role of health education.
2
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Kreatywność i motywacja w rozwoju studenta pedagogiki

100%
Okoński A.
Scientific Bulletin of Chełm - Section of Pedagogy
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2011
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issue 1
25-32
EN
Creativity is the process through which new ideas concerning life realization arise. Creative attitude provides the ability to make changes. A creative attitude of pedagogy becomes a very important issue in development of different skills and abilities. Another important point is motivation. Students should be continually inspired to learn, to make continuous improvements which will contribute to achieve a high level of physical, social, intellectual or moral development. All these activities will allow students to move to more perfect states of forms.
3

Developing And Validating A Measure Of Monitoring And Evaluation For The South Africa Skills Development Context

86%
Tshilongamulenzhe M. C.
Foundations of Management
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2015
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vol. 7
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issue 1
225-238
EN
As nations around the world grapple with the deepening challenge of skills crunch, policies, strategies and interventions are being devised to develop and retain a competitive workforce. South Africa is not spared from the global talent war, and the persistence of skills shortages across most economic sectors makes the country vulnerable economically and socially. Legislative instruments and strategies were formulated and implemented to ameliorate the situation, but scientific evidence suggests a looming crisis due to poor monitoring and evaluation systems regarding the success of these instruments and strategies. This study develops and validates a monitoring and evaluation (ME) scale for the South African skills development context. A quantitative nonexperimental cross-sectional survey design was used to collect data from 557 participants. Data were analyzed using SPSS and AMOS software (version 23.0). The findings show that the ME scale is scientifically valid and reliable and can be used with confidence in the South African skills development context. The findings provide scope for a validation study on an independent sample, and an evaluation of structural invariance of the ME scale across sample subgroups.
4

Czy nauczyciele uczą się przez całe życie? Kompetencje i aktywność edukacyjna nauczycieli

72%
Worek B., Jelonek M., Kocór M.
Edukacja
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2017
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issue 1(2017)
85–107
PL
Celem artykułu jest analiza zaangażowania nauczycieli w rozwój swoich kompetencji. Analiza ta opiera się na danych pochodzących z projektu „Bilans kapitału ludzkiego”, choć ich prezentację uzupełniono porównaniem wartości wskaźników aktywności edukacyjnej nauczycieli pochodzących również z innych badań (TALIS, PIAAC oraz Badania czasu i warunków pracy nauczycieli). W pierwszej części artykułu przedstawiono przyjętą definicję rozwoju zawodowego nauczycieli, wskazano funkcje tego rozwoju oraz czynniki wpływające na jego skuteczność. Następnie przedstawiono wyniki samooceny kompetencji nauczycieli uzyskane w badaniu BKL oraz porównano je z samooceną kompetencji przedstawicieli innych grup zawodowych zaliczanych do kategorii specjalistów. Następnie omówiono podstawowe wskaźniki aktywności edukacyjnej nauczycieli pochodzące z czterech różnych badań wraz ze wskazaniem założeń metodologicznych i specyfiki każdego z nich. W ostatniej części szerzej omówiono wyniki badania BKL dotyczące aktywności edukacyjnej nauczycieli.
EN
This paper examines teachers’ involvement in improving and developing their skills. The analysis is based on data from the study of Human Capital in Poland. However, the main analysis is complemented by a detailed comparison of indicators of teachers’ professional development activities included in other studies (TALIS, PIAAC and research on teachers’ time and working conditions). The first part of the paper defines the concept of teachers’ professional development used in the analysis, followed by an identification of the developmental functions and factors that may affect its effectiveness. The next part of this paper presents a self-assessment of teachers’ and other professionals’ skills results based on the study of Human Capital in Poland. Then, the basic indicators of teachers’ professional development from four various studies are discussed, identifying the methodological approaches and specificity of each. The last part of the paper presents a broader discussion on the results of the study of Human Capital relating to the professional development activities undertaken by teachers.
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