This article presents a theoretical review of the difficulty that exists in our days to understand and apprehend metacognition, given the problem that involves the construct itself. In addition, it is a complex concept to measure and to be able to apply it to the educational world and the teaching-learning process. This article discusses the importance of cognition and metacognition, as it establishes a clear difference between the two. A theoretical review of metacognitive research is presented, differentiating the existing research studies on control and the cognitive regulation from the research work that examines metacognition in the educational field. This article also reflects on the state of the metacognitive measurement and the difficulties to capture the metacognitive magnitude and scale as it relates to the capability to transfer these concepts to the educational world. It discusses viable ways to achieve a better development of the autonomy of the apprentices, being reflected in a "learning to learn" action that transcends the school environment and projects to all facets of meaningful learning.
The formation of the identity of child with the mental disability in the educational process is the second part of the paper, which purpose is the approximation of the fundamental truth about the person with mental disability. The realization of this truth is the task of the education. The task of the educator is to help to every child to discover and experience its dignity and to recognise its identity. The man experiences and develops himself through the relations with people and existential situations. The child with the mental disability can grow up like another children but it needs proper stimulations and good conditions to the comprehensive activity during the whole educational process. There is a very important thing to overcome the hindrances and difficulties in the educational process. The necessity of the overcoming is included in the nature of the man. The realization of this need has the influence on the proper mental activity of child. The children with the mental disability have the same psychological stages like another children. After childhood and adolescent period the child becomes adult. It is necessary to help to him in selecting of proper dress, behaviour, playing and activity in this age. The growing of independence is a very important process for the future identity. The fundamental role plays the family. If the participation in the social life completes the proper educational influence of the family, the child will experience abundance of its personality, value of life and happiness of its being.
Przywództwo w szkole jest obecnie szeroko dyskutowane. Środowisko szkolne charakteryzuje się specyficznymi warunkami, częstymi interakcjami społecznymi i zwykle minimalnym rozróżnieniem między obciążeniem pracą kierownika (rozumianego przede wszystkim w sensie administracyjnym) a pracą nauczyciel-lidera. Nauczyciele-liderzy to osoby, które chcą dzielić się swoją specyficzną wiedzą, specjalistycznymi umiejętnościami i doświadczeniami z kolegami, wspierając w ten sposób ciągły rozwój szkolnictwa. Pod ich wpływem w klasach tworzy się środowisko, w którym uczniowie sami angażują się w proces edukacyjny. Artykuł omawia niektóre ważne funkcje liderów w szkołach, koncentrując się na nauce uczniów, wsparciu dyrektora oraz relacjach i współpracy między ludźmi.
EN
Currently, school leadership is a high-profile issue. A school environment is characterized by specific conditions, frequent social interactions and often, by minimal distinction between the workload of a manager (meant in an administrative sense above all) and that of a leader. Teacher-leaders are people willing to share their specific knowledge, specialised skills and experiences with their colleagues, thus supporting and maintaining the constant development of education. Under their influence, classes are transformed into an environment in which pupils engage themselves in a relevant educational process. The following article is concerned with some important tasks of leaders in schools. It focuses on pupils’ learning skills, support from the school director, interpersonal relationships and cooperation in school environments.
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.