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„I nie powiem, żeby to były jakieś takie spotkania z Mistrzami”: relacje z innymi przedstawicielami dziedziny a rozwój zawodowy w narracjach polskich reżyserek

100%
Modrzejewska-Świgulska M.
Nauki o Wychowaniu. Studia Interdyscyplinarne
|
2019
|
vol. 8
|
issue 1
221-240
EN
The author of the study refers to fragments of qualitative research conducted among Polish – professionally active – film, theatre and television directors. The article has been divided into three parts: theoretical, methodological and organizational aspects of research, selected conclusions from the author’s own research. The article presents a sketchy model of professional development (four stages / areas of professional development) and the importance of other directors for moving in the professional hierarchy, with a special discussion of the first stage – orientation in the profession / in the field of creativity.
PL
Autorka opracowania referuje fragmenty badań jakościowych prowadzonych wśród polskich – czynnych zawodowo – reżyserek filmowych, teatralnych i telewizyjnych. Artykuł został podzielony na trzy części: wprowadzenie teoretyczne, metodologiczne i organizacyjne aspekty badań, raport z badań własnych. W artykule szkicowo zaprezentowany został model rozwoju zawodowego (cztery etapy / obszary rozwoju profesjonalnego) oraz znaczenie innych przedstawicieli reżyserii dla rozwoju zawodowego reżyserek, ze szczególnym omówieniem pierwszego etapu – orientowanie się w zawodzie.
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BETWEEN DIDACTICS, THE MENTOR AND THE PUPILS: TRAINEE REFLECTIONS CONCERNING THEIR TEACHING PRACTICES

100%
Blaszk M.
Neofilolog
|
2015
|
issue 45/1
9-25
PL
Reflection in teacher development is important as it can help both experiencedand novice teachers to better understand the processes theyare involved in. It can also be used to aid evaluation processes. This paperpresents a small scale study that involved undergraduate Englishphilology students from Gdańsk University who were studying for theteacher specialisation. One of its purposes was to trial a strategy forfeedback that could be used to mediate an already existing model ofassessment for students’ taught lessons, which previous to the studyused only a prescribed set of assessment criteria. Another purpose wasto promote a reflective turn in both the student-teacher and academicmentor (myself), which would then inform the discussions that tookplace after each observed lesson. In addition to this, I was interested tofind out if this strategy would generate a suitable quality and quantityof information, so that it might be used for further research. Overall,the strategy proved a useful aid to reflection in relation to the students’teaching practices. As a research tool, it also generated usable data.
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