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1

Axiological Analysis of the Conceptual Categorial Apparatus of Professional Burnout in the System of Education

100%

RIDEI N., KATSERO O., KHITRENKO T., DAINEKO O.

Edukacja-Technika-Informatyka

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2019

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vol. 10

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issue 1

84-90

EN

The importance of professional health is actualized. The structural-logical scheme of the genesis of the conceptual-categorical apparatus of the study was constructed and its axiological and structural-functional analysis of “professional burnout” was carried out. Specifies the author’s interpretation of the definition of “professional burnout”; the structural and logical scheme of the process of professional burnout is developed.

2

НАУКОВО-ПЕДАГОГІЧНІ ПІДХОДИ ДО ФОРМУВАННЯ УПРАВЛІНСЬКОЇ КУЛЬТУРИ МАЙБУТНІХ ІНЖЕНЕРІВ ЗАЛІЗНИЧНОГО ТРАНСПОРТУ В ПРОЦЕСІ НАВЧАННЯ

86%

Сущенко Р.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 3(57)

515-525

EN

The objective of the article is to present scientific and pedagogical approaches to the formation of administrative culture of future railway transportation engineers. To achieve the objective the following theoretical methods are used: analysis and synthesis of scientific and educational literature to evaluate and compare different views on studying the given problem; definition and clarification of conceptual and categorical apparatus. The ways of updating methodical support of the process of the formation of administrative culture of future railway transportation engineers that meet social and economic intentions of the Ukrainian state in the period of nation-building and railway sector development are considered in the article. The outlined pedagogical tendencies stimulate the teachers to move in the formation of students’ administrative culture to concentrated forms of educational material presentation, combined with students’ active independent work, expanding non-linear areas of study that promote person-centered approach to training and simultaneously promote accountability of higher education institutions in the selection learning content and quality of vocational training. Modern railway transportation engineers should be able to analyze problems, set the goals, forge relationships, get in business contacts, enrich international relations, conclude interesting and profitable for the railways agreements, have pedagogical skills and the ability to represent themselves as mature specialists in dealing with customers, arouse interest, clearly know how to stay ahead of competitors, plan, adjust, monitor and encourage productive work, providing the engineer’s personal authority and prestige, respect for themselves as a specialist. The study proved that the development of administrative culture improves social cohesion, raises to a new level the personal development of an engineer and the level of professionalism. Only cultural relationship status of intra-university life, mutual recognition of faculty management culture as an important part of training can provide a practical unity of the purpose, content and technology of professional education and training, general basic professional knowledge and skills of professional culture. The prospects for further research suggest highlighting the pedagogical influence of higher educational institutions on the formation of administrative culture of future railway transportation engineers.

3

Latvijas skolotāja vizuālais tēls eiropas skolēnu perspektīvā

86%

Ķestere I., Kaļķe B.

Latvijas Zinātņu Akadēmijas Vēstis. A daļa

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2014

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vol. 68

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issue 1/2

55-68

EN

The aim of the article The visual image of the teacher of Latvia in the perspective of European pupils is to seek answers to the question what is the teacher’s visual image in the eyes of Latvia’s pupils in comparison with the teacher’s image in other European countries and what this image tells about the teacher’s profession. The visual image in our understanding means the reflection on the phenomenon that develops in the human consciousness as a result of former social experience in the form of sign system. The teacher’s image that is preserved in the collective consciousness of the society influences the prestige of the teacher’s profession. It is possible to study the teacher’s image using historical evidence, interviews and drawings as well as mass media as sources. The participants of the study carried out by the authors in the academic year 2011/2012 were 100 15 years old pupils of Latvia who in their descriptions and drawings tried to answer the question “What does a typical teacher look like?” The answers of Latvia’s respondents were compared with answers that were received from a study with identical methodology in the European Union and its candidate countries— England, Serbia, Slovenia, Greece, Bulgaria and Turkey. The number of respondents taken together in all countries was 749. The following components describing the teacher’s visual image were analyzed: gender, age, outer appearance (height, hairdo, clothes, accessories), verbal communication (description of the voice, tone), non-verbal communication (mimics, body language, movements in the room). The teacher’s visual image in Latvia was analyzed in the context of the social description of the profession and the cultural and historical context as well as taking into account the age peculiarities of the respondents. The results of the study revealed that the teacher’s visual image is closely connected with the teacher’s personal features and professional qualities. Although the question was explicitly defined the respondents not only described what the teacher was like but also what the teacher should be like. The respondents’ opinion in all countries participating in the study was surprisingly similar. The teacher’s image polarized in two extremes: 1) teacher as the bearer of power who can be both an intellectual professional and a dictator and 2) teacher as a friend and a motherly/fatherly adviser. The first version dominates in the answers of Latvia’s respondents. The visual image of a typical teacher is simple, inconspicuous and it is assessed positively as a useful model of intellectual achievement for the youth. When compared with the teacher’s image in the historical evidence the modern teacher has become more dynamic. However, the teacher is not depicted as a happy creature: overload and the society expectations for an ideal teacher builds up discomfort in teachers. The story about the teacher’s image largely is also the story about the respondents themselves — pupils: the prominently significant place of the teacher in their life and their own experience

4

Spostrzeganie błędów wychowawczych nauczycieli przez uczniów szkoły średniej

72%

Cieśleńska B., Głowala A.

Społeczeństwo. Edukacja. Język

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2017

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vol. 1(5)

147-162

PL

Problem błędu wychowawczego w literaturze nie jest problemem nowym, a niektóre zjawiska negatywne powtarzają się na przestrzeni wieków. Zjawisko błędu ze względu na swe rozmaite uwikłania – psychologiczne, społeczne i normatywne jest trudne do jednoznacznego określenia. Błędy w wychowaniu (sytuacyjne i postawy) mogą przyjmować różne charakterystyki, a ich źródła powstawania są złożone i mają najczęściej charakter wewnętrzny lub zewnętrzny. Konsekwencje błędnych zachowań wychowawcy wyznaczane są bezpośrednio przez ich rodzaj, jednak prawie zawsze sytuacja błędu powoduje zmiany w strukturach poznawczych, w strukturze emocji i w strukturze „ja”. Kryteria diagnostyczne błędów w wychowaniu muszą być relatywizowane społecznie, kulturowo i osobistymi doświadczeniami podmiotów interakcji wychowawczej. Problem badawczy badań własnych dotyczył częstości występowania błędów w wychowaniu popełnianych przez nauczyciela w opinii uczniów szkół średnich.

EN

The issue of an educational mistake in literature is not a new problem, some negative phenomena have been repeated for ages. The phenomenon of a mistake, with regard to its various involvements- psychological, social and normative, is difficult to unequivocally define. Mistakes in education (situational and those of attitudes) can have different characteristics, their sources of formation are complex and they mostly have internal or external character. The consequences of the tutor’s wrong behaviour is directly determined by its type, however almost always the situation of a mistake causes changes in the cognitive structures, in the structure of emotions and in the structure “ I”. The diagnostic criteria of mistakes in education must be related to society, culture and personal experiences of subjects of educational interaction. The research problem of surveys concerned the frequency of occurrence of a teacher’s mistakes in education in the opinions of secondary school students.

5

Rola rodziny, nauczyciela i przedszkola w kształtowaniu postaw dzieci na podstawie badań ewaluacyjnych

72%

Borda M., Marzec B.

Edukacyjna Analiza Transakcyjna

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2017

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issue 6

239–253

PL

Autorzy artykułu podejmują próbę ukazania roli środowisk wychowawczych w kształtowaniu postaw dzieci. W tym celu – przez pryzmat wyników ewaluacji zewnętrznej – analizują wpływ rodziny, nauczyciela i przedszkola na dziecięce wybory. Ewaluacja zewnętrzna jest bowiem skutecznym narzędziem umożliwiającym dokonanie obiektywnej oceny. Refleksji towarzyszy nauczanie papieża Franciszka, w tym zakresie zaczerpnięte z Evangelii gaudium, Amoris laetitia oraz z przemówień wygłoszonych w czasie spotkań ze środowiskami oświatowymi. Autorzy w podsumowaniu proponują, by współczesna edukacja służyła integralnemu humanizmowi. Owocny humanizm winien być budowany na kulturze dialogu, by zasiewać prawdziwą nadzieję. Człowiek nie może bowiem żyć bez nadziei, a edukacja rodzi nadzieję.

EN

The authors of the article try to show the role of pedagogic backgrounds in shaping children’s attitudes. In order to do that, they analyse the influence of the family, a teacher and a pre-school on children’s choices through the prism of the results of an external evaluation. An external evaluation is then an effective tool making possible to carry out an objective assessment. The academic reflexion is accompanied by The Pope Francis’ teaching taken from Evangelii gaudium, Amoris laetitia and His speeches made during meeting with educational communities. The authors, summing up, suggest that the contemporary education serve the integral humanism. The fruitful humanism should be build on the basis of the culture of dialogue in order to plant real hope. A human being cannot live without hope, and education raises hope.

6

Ewaluacja roli społecznej nauczycieli języka niemieckiego w kontekście zaburzenia stabilizacji zawodowej

72%

Papierz-Łapsa E.

Neofilolog

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2019

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issue 53/2

227-247

EN

In an era of dynamically changing socio-economics and technological progress, many aspects of school education are being transformed. Teachers are required to be professional in the form of a demand for increasingly higher professional qualifications and competences, but are also required to fulfil specific social roles. These new determinants of the functioning of education create difficulties in the construction of the teacher's identity because the changes which are being introduced disturb professional stability and cause fears about the future. The challenge is to try to answer universal questions about the professional identity of the teacher, the ability to combine an exceptional sense of service, vocation and mission. This situation affects teachers of German and other foreign languages (FL). The aim of this paper is to show how teachers of German as a FL perceive the changing school and how they assess the educational process that they co-create. Through biographical interviews, analyzed within the framework of Rubacha’s social role model (2000), an attempt is made to answer the question of how the social role of German teachers is changing as a result of the educational reform initiated in 2017 and what dilemmas are being caused by the changing role of the teacher. Statements from participants of the study will be presented that illustrate the disorder of stabilization of the profession, which results in a critical attitude to the changing situation in school, a disturbed attitude to the world, culture and other people. Impairment of the professional stabilization of German teachers is viewed in the context of the concept of their social role.

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Pożądane cechy osobowości nauczyciela wychowania przedszkolnego i wczesnoszkolnego – perspektywa studentek Instytutu Pedagogicznego Państwowej Wyższej Szkoły Zawodowej w Nowym Sączu

72%

Kurzeja R.

Eruditio et Ars

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2022

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vol. 4

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issue 1

149-157

EN

This paper presents the issue of mutual relations between the personality structure and effectiveness of the performed occupation of a pre-school and early school education teacher. In this publication author focuses on identifying these qualities and in order to do so analyzes and interprets the results of own research conducted in a group of 38 students of the first year studying the pre-school and early school education field of study in the Institute of Pedagogy State University of Applied Sciences in Nowy Sącz.

PL

W artykule zaprezentowany został problem wzajemnych relacji pomiędzy strukturą osobowości a efektywnością wykonywania zawodu nauczyciela wychowania przedszkolnego i wczesnoszkolnego. Autor w publikacji skupia się na zidentyfikowaniu tych cech i aby tego dokonać, analizuje oraz interpretuje wyniki badań własnych przeprowadzonych na wybranej grupie studentek pierwszego roku kierunku pedagogika przedszkolna i wczesnoszkolna Państwowej Wyższej Szkoły Zawodowej w Nowym Sączu.

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1 Edukacja-Technika-Informatyka

1 Edukacyjna Analiza Transakcyjna

1 Eruditio et Ars

1 Latvijas Zinātņu Akadēmijas Vēstis. A daļa

1 Neofilolog

1 Społeczeństwo. Edukacja. Język

1 Педагогічні науки: теорія, історія, інноваційні технології

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1 Borda M.

1 Cieśleńska B.

1 DAINEKO O.

1 Głowala A.

1 KATSERO O.

1 KHITRENKO T.

1 Kaļķe B.

1 Kurzeja R.

1 Marzec B.

1 Papierz-Łapsa E.

1 RIDEI N.

1 Ķestere I.