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Samoświadomość nauczycieli wczesnej edukacji w kontekście diagnozowania dyskalkulii rozwojowej

100%

Szkolak-Stępień A.

e-mentor

2021

issue 2 (89)

78-87

The article concerns the self-awareness of diagnostic competence of early childhood education teachers in the field of identifying students' risk of facing specific difficulties in learning mathematics. Modern times impose on the teacher increasingly complex tasks, requiring new professional competence, which includes incorporating new teaching methods, methodological considerations, and new professional performance quality. That, in turn, raises the questions concerning the state of preparation of early childhood education teachers to recognize and meet the developmental and educational needs of the student resulting from specific difficulties in learning mathematics as well as the competencies they need and should develop. The overriding goal of the author's research was to find answers to these questions using the diagnostic survey method with the survey technique conducted among 112 early childhood education teachers. In this article, only one aspect of the research is presented, which refers to teachers' self-awareness of the discussed competences. Based on the conducted study, we can conclude that the examined teachers of early education feel prepared to conduct pedagogical activities aimed at recognizing in their students the risk of developing specific difficulties in learning mathematics.

Indywidualne style uczenia się uczniów z dysleksją a nauczanie języka obcego w szkole ogólnodostępnej – zarys problematyki

72%

Jaworska M.

Prace Językoznawcze

2015

issue 17/3

55–70

Specific learning difficulties (also called developmental dyslexia or, in the German literature, legastenia) have been analysed for a long time by researchers representing different scientific fields. The difficulties are usually treated as a set of disorders or deficiencies with linguistic skills which cause difficulties with reading and writing. The consequence of this kind of approach is the search for corrective and compensating activities, therapy as well as adjusting educational requirements to the learner’s needs and possibilities. Assuming a different perspective, and first of all taking into consideration the development of the contemporary glottodidactics, which focuses on the learner’s autonomy, the issue of specific learning difficulties may be discussed in the context of individual differences between people and in the context of specific learning difficulties as the manifestation of individual learning style. The style is frequently inconsistent with the learning canon, which is created by the schooling system as an institution. The article discusses specific learning difficulties – understood as the result of individual learning style – in reference to L2 class and the scope of foreign language teacher’s activity.

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1 Prace Językoznawcze

1 e-mentor

1 Jaworska M.

1 Szkolak-Stępień A.

1 2021

1 2015

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Samoświadomość nauczycieli wczesnej edukacji w kontekście diagnozowania dyskalkulii rozwojowej

Indywidualne style uczenia się uczniów z dysleksją a nauczanie języka obcego w szkole ogólnodostępnej – zarys problematyki