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Przestrzenie Teheranu – miasta kontrastów

100%
Nawracka M. J.
Etnografia Polska
|
2011
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vol. 55
|
issue 1-2
199-226
EN
Iran. It is based on my master’s thesis, which employed an interdisciplinary approach to diversified sources, among others: sociological materials, historical literature, journalistic texts, novels and films. The article also analyzes non-mainstream context (e.g.: street art), the structure of social groups, the role of private and public space, the dress code, and gender roles. I emphasize the anthropological data: observation, conversations and the survey based on a questionnaire which consisted of open questions and was filled by 19 respondents. While presenting the history and evolution of the city and its contemporary situation, I attempt to show Tehran’s currently prevailing trends and the perception of the city by its citizens and the others: foreigners, who do not identify themselves as “the Tehranis”. The observed development of Tehran and its human dimension shows the city and its citizens via the voices of the inhabitants of this polyphonic metropolis, which, in my opinion, still presents a terra incognita in the international discourse. Undoubtedly, Tehran will continue to develop and to attract individuals wishing to exploit the possibilities offered by the city which is repeatedly stated to epitomize the whole of Iran.
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Foreign language teacher education in Germany, Iran and Poland – a comparative study

63%
Gębal P. E., Nawracka M. J.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2019
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vol. 26
121-137
PL
Artykuł prezentuje problematykę akademickiego kształcenia nauczycieli języków obcych w trzech różnych systemach edukacyjnych. Ukazuje ją w kontekście kultury edukacji oraz kultury szkoły, przedstawiając ich wpływ na sposób organizacji i realizacji procesów kształcenia. Szkoła i generalnie edukacja, w tym także uniwersyteckie przygotowanie do zawodu nauczycielskiego to miejsce rozbudowywania tzw. kapitału społecznego. Refleksja nad tym, jak wyglądają te procesy, odgrywa kluczową rolę dla planowania i realizowania efektywnych działań edukacyjnych, także z wykorzystaniem tzw. dobrych praktyk każdego z systemów. W odniesieniu do koncepcji badań porównawczych, analizom komparatystycznym poddane zostają wyznaczniki pedeutologiczne kształcenia nauczycieli i nauczycielek w Iranie, Niemczech i Polsce. Ramą porównawczą są zaś europejskie standardy kształcenia nauczycieli.
EN
This article discusses the issues of academic education of foreign language teachers in three different educational systems. It presents them in the context of education culture and school culture, showing their influence on the way of organization and realization of education processes. School and education in general, including university preparation for the teaching profession is a place of developing so-called social capital. Reflection on the way these processes operate plays a key role in the planning and implementation of effective educational activities, using the so-called good practices of each of the systems. In the comparative research, the teacher training programmes in Iran, Germany and Poland are subject to comparative analysis against the framework of European standards for teacher education.
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