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Uczenie się kompetencji społecznych w społecznościach praktyki – studium porównawcze

100%
Noworolnik M.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2012
|
vol. 13
21-31
EN
The paper compares the results of recent researches on learning social competencies in communities of practice among Polish and Danish shop-assistants. To approach the problem the authoress used the ethnographic method (both direct and participatory observation) supplemented with semi-structured interviews. As a result of a qualitative analysis of empirical data three various perspectives have been revealed, each within the scope of dominating or competitive salesmen cultures. The first one connected with acting role of shop-assistant and the second one concerning skillful moving inside a community. The quality and the type of acquired social skills depend not only on the context of national culture of a given country but, above all else, are relative to the organizational culture created by employees. Research has shown that ‘being-in’ and co-creating the community of practice gives a core opportunity to learn social competencies: first, when the employees want to get into the community and to be able to understand new culture, and later when they want to ‘play the same game on equal rules’ with other members. However, taking on new responsibilities does not always guarantee new skills even though social competencies are crucial from the standpoint of employees. Formal and non-formal changes in organizations are also essential for learning process at workplaces. Those modifications constitute context of the workplace learning, consequently supporting or hindering the learning process.
2
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Adult Learners’ Perceptions of the Use of Interactive Whiteboards in University Classrooms

100%
Lai H.-J.
The New Educational Review
|
2014
|
vol. 36
55-65
EN
The purpose of this study was to investigate adult learners’ perceptions of the use of Interactive Whiteboards (IWBs) in a university classroom in Taiwan. The participants were undergraduate students in a Master’s program. Research data were obtained through students’ interviews, site observations, and students’ reflective journals on the course website. Interviews were conducted with six adult learners who were also working professionals. The research data indicate that adult learners valued the benefits of using IWBs in instruction and workplace learning and pointed out that instructors’ readiness and competence determine the effectiveness of IWB integration in classrooms. Another important finding revealed in this study suggested that instructors need to develop creative IWB lesson plans that fully utilize the advantages of IWBs in order to ensure that IWBs are effectively and continually used in adult education/training settings.
3

Origins and Formation of Corporate Education in the USA

88%
Lytovchenko I.
Comparative Professional Pedagogy
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2015
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vol. 5
|
issue 3
53-57
EN
The article analyzes the process of formation and development of corporate education in the USA in the first half of the twentieth century. It has been determined that the main prerequisites for the development of corporate education in the USA in the first half of the twentieth century were historical, socio-economic, political factors and advances in scientific research including: the rapid growth of the US economy in the twentieth century; dissemination of scientific and technological progress and constant introduction of new technologies in the workplace; a national policy of “welfarism”; scientific works of R. Kelly “Training industrial workers” and D. Morris “Employee training: A study of education and training departments in various corporations”, which contained the first complex researches on training in industry, substantiated the necessity and prospects of this study, analyzed corporate programs of that time, the ideas on scientific management of F. Taylor, F. Gilbreth and S. Thompson, which had a major impact on all business areas. It has been found out that corporate education was the result of evolution of apprenticeship, the oldest and most traditional form of vocational training in the United States. By 1920s a new concept of modern education had been formed in the workplace which had its philosophical foundations, educational programs, technologies, system of providing services and organizational structure. In the period between the First and Second World Wars a new vision of learning at the workplace arose, new teaching methods were developed different from those used in traditional educational institutions; understanding came that the dissemination of knowledge within the whole community would contribute to building a democratic society.
4
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Mutual Learning Community: Teachers’ Opinions on Their Learning Possibilities in Schools Implementing International Programmes

63%
Rojek M., Leek J., Kosiorek M., Dobińska G.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
|
2023
|
vol. 36
|
issue 1
27-43
PL
Celem artykułu jest przedstawienie opinii nauczycieli na temat ich możliwości uczenia się w szkołach realizujących w Polsce następujące międzynarodowe programy kształcenia: International Baccalaureate (IB), Advanced Placement (AP) oraz International General Certificate of Secondary Education (IGCSE). Badanie zostało przeprowadzone metodą sondażu diagnostycznego na grupie 103 nauczycieli. Podstawą teoretyczną był model uczenia się we wspólnocie praktyków Wengera (1998), który zakłada, że uczenie się dorosłych (w tym przypadku nauczycieli) może być analizowane w czterech obszarach: (1) przynależność, (2) działanie, (3) stawanie się i (4) doświadczanie. Przyjęto więc społeczno-kulturowe usytuowanie nauczycieli oraz ich wspólne, ale swoiste praktyki edukacyjne uwarunkowane specyfiką szkół międzynarodowych. Wyniki wskazują, że nauczyciele nie czują się w pełni przygotowani do pracy po ukończeniu studiów, częściej korzystają z wiedzy i umiejętności zdobytych w miejscu pracy niż na studiach, a programy międzynarodowe stwarzają im raczej dogodne warunki do uczenia się i rozwoju zawodowego. Nauczyciele tworzą społeczność uczącą się na trzech poziomach: szkolnym, krajowym i międzynarodowym. Jest to więc rodzaj wspólnoty wspólnot, którą Wenger nazywa „konstelacją”.
EN
The purpose of the study is to identify teachers’ opinions on their learning opportunities in schools implementing the following international programmes in Poland: International Baccalaureate (IB), Advanced Placement (AP), and International General Certificate of Secondary Education (IGCSE). The study was conducted using the diagnostic survey method on a group of 103 teachers. The theoretical basis was Wenger’s (1998) model of learning in communities of practice, which assumes that adult learning (in this case, teachers) can be analyzed in four areas: (1) Belonging, (2) Doing, (3) Becoming, and (4) Experiencing. Therefore, the socio-cultural situation of teachers and their common but specific educational practices conditioned by the specificity of international schools were adopted. The results show that teachers do not feel fully prepared to work after graduation, they use the knowledge and skills acquired in the workplace more often than that acquired during studies, and international programmes create favourable conditions for their learning and professional development. Teachers form a learning community at three levels: school, national, and international. Thus, they form a type of community of communities that Wenger calls a ‘constellation’.
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