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  1. 3 Neofilolog

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  1. 3 Zawadzka-Bartnik E.

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REFLEKSJA W ZAWODZIE NAUCZYCIELA – ZAŁOŻENIA A REALNE MOŻLIWOŚCI REALIZACJI

100%
Zawadzka-Bartnik E.
Neofilolog
|
2014
|
issue 43/1
7-23
EN
The category of reflection has a long tradition in education. The aim of this article is to focus on the reasons for the difficulties of putting this construct into practice and on educational consequences of this, as well on some paradoxes in education today. Among the main reasons for the difficulties are discussed: the interpretation of reflection, the disregard for the specifics of the profession of the FL teacher in curriculum standards and administrative regulations and the negative influence of market-oriented ideology on education and teacher training. The lack of comprehension of, and/or the mis-interpretation of the idea of reflection have negative consequences for education and teacher training. The article concludes with some suggestions for the teacher and pupil education, including a broadly understood idea of reflection.
PL
The category of reflection has a long tradition in education. The aim of this article is to focus on the reasons for the difficulties of putting this construct into practice and on educational consequences of this, as well on some paradoxes in education today. Among the main reasons for the difficulties are discussed: the interpretation of reflection, the disregard for the specifics of the profession of the FL teacher in curriculum standards and administrative regulations and the negative influence of market-oriented ideology on education and teacher training. The lack of comprehension of, and/or the misinterpretation of the idea of reflection have negative consequences for education and teacher training. The article concludes with some suggestions for the teacher and pupil education, including a broadly understood idea of reflection.
2
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CZEGO POWINNIŚMY UCZYĆ A CZEGO UCZYMY – ROZWAŻANIA O EDUKACYJNYCH ZŁUDZENIACH

100%
Zawadzka-Bartnik E.
Neofilolog
|
2015
|
issue 44/2
139-153
EN
The aim of this article is to point out significant differences between the planned goals of education and their current implementation as indicated by research in schools (by students and teachers) and in institutions of further education which prepare future teachers for the profession. I refer to the notion of the “hidden curriculum” and its influence on students and teachers, which are (among others): an instrumental approach to the teaching and learning process, curricular and organizational inadequacies, and our unconscious attitudes, which are the essential cause of educational illusions. The article ends with suggestions on how to improve effectiveness in education.
3
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Różnorodność cechą współczesnego świata

100%
Zawadzka-Bartnik E.
Neofilolog
|
2011
|
issue 36
9-19
EN
This paper deals with cultural, ethnic, religious, physical and mental diversi-ty as well with different preferences of value systems, lifestyles, etc. domi-nating in contemporary societies and presents the resulting educational im-plications. Because of the specificity of social perception, every single case of variation/strangeness triggers off the process of stigmatization/labelling, manifesting itself in intolerant, discriminating or even hostile behaviour. The paper indicates the negative influence of the so-called „hidden pro-gramme” of the school and emphasizes the need for increased educational efforts aimed at the formation of tolerant attitudes among students.
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