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Właściwości stylu nauczania na lekcjach matematyki w szkole podstawowej i w gimnazjum: perspektywa uczniowska

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Mroczkowski A.
Szkoła - Zawód - Praca
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2020
|
issue 19
178-189
EN
The style of teaching is a category that refers not to the content of teaching, but to the form (method) of teachers’ didactic and educational work with students. Earlier studies have shown that there is a strong relationship between the teacher’s work style and students’ learning and involvement. The article presents new research on the properties of teaching style in mathematics lessons at two educational stages, analyzes the results and proposes a reflection on teacher education. This article is a part of the discussion on mathematical education at a Polish school.
PL
Styl nauczania jest kategorią, która nie odnosi się do treści nauczania, a do formy (sposobu) pracy dydaktyczno-wychowawczej nauczyciela z uczniami. Wcześniejsze badania pokazały, że istnieje istotna zależność pomiędzy stylem pracy prowadzącego lekcje a uczeniem się uczniów i ich zaangażowaniem. W artykule zaprezentowano badania własne właściwości stylu nauczania na lekcjach matematyki na dwóch etapach edukacyjnych, przeanalizowano uzyskane wyniki i zaproponowano namysł nad kształceniem nauczycieli. Zaprezentowane rozważania wpisują się w dyskusję nad edukacją matematyczną w polskiej szkole.
2

A comparative Study of Psychological Characteristics of Teachers in Riga and Smolensk

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Vladimirovna Bogdanova T., Ermolaeva E.
Signum Temporis
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2015
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vol. 7
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issue 1
67-74
EN
The paper presents results of research on priority values in teaching process, the psycho-emotional state, self-evaluation, style of teaching and the level of subjective control of contemporary Russian and Latvian schoolteachers. According to Rezapkina (Резапкина, 1999), these five categories form the psychological portrait of a teacher. The authors analyse and compare the numerical representations of these characteristics, their variations and correlations for the three groups of teachers of both countries, which differ by length of service. An attempt was made to identify some negative trends in professional identity of schoolteachers, which are common to the professional communities of Latvia and Russia.
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