Search results

1

Pokolenie Y a metody dydaktyki akademickiej

100%

Sajduk B.

Kultura i Polityka

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2014

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issue 16

12-28

PL

Głównym celem artykułu jest scharakteryzowanie Pokolenia Y. Tekst składa się z trzech części. W pierwszej autor przybliża pojęcie pokolenia, w drugiej podejmuje próbę zaprezentowania tytułowego zagadnienia w kontekście danych ilościowych. Część trzecia stanowi próbę zbudowania katalogu cech przedstawicieli Generacji Y zaobserwowanych w korporacjach międzynarodowych oraz w murach akademickich.

EN

The text consists of three parts. The first addresses the problem of defining the idea of generations, and of Generation Y in particular. The middle part of the text invokes quantitative data about contemporary Polish students. The last chapter defines the main set of traits characterizing students of Generation Y in two different contexts, learning at universities and working in corporations.

2

The first School of Nursing at the Medical Academy in Bialystok – in memory of Franciszka Bakun

100%

Krajewska-Kułak E., Lewko J., Łukszauk C., Radziejewski P., Karczewski J., Maciorkowska E., Terlikowski S., Szczepański M., Ładny J.

Progress in Health Sciences

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2012

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vol. 2

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issue 2

190-194

EN

Nursing education began at the Medical University of Białystok in 1956, when the Medical Academy in Białystok began its Public School of Nursing. It was organized by the Health Division and Social Care of the Provincial Council in Białystok in agreement with the Academy’s authorities. The aim of the school was the education of a specialist staff of nurses and instructors for the new developing departments of the Medical School. The school conducted its activities until 1959. In 1999, it began a nursing education program at the Medical Academy in Białystok and the Department of Nursing was created at the Medical Faculty. At present, these educational programs are serving the licensing studies of nurses and midwives and the studies for the master’s degree in nursing.

3

Uniwersytet: miejsce edukacji całożyciowej czy salon profesora Higginsa? Perspektywa pedagogiczna

100%

Czerepaniak-Walczak M.

Pedagogika Szkoły Wyższej

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2011

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issue 1

69-90

EN

his article is an attempt of seeking the answers about the conditions that promote the realization of lifelong learning in the institutions of higher education and the emancipation through education. On the background of current indicators of academic scholarization, the scale of opened access to education and students’ competencies are presented opportunities to implement this idea. There are also indicated some traps inherent in the well-established tradition forms of educational interactions. Those are illustrated by examples taken from the movie’s versions of the drama G.B. Shaw Fri: Pygmalion. In the conclusions, there is the table with the specific features of university (as a place of LLL and salon of professor Higgins) which are given in the title of the text.

4

Anna Murawska, Ilona Kość( red.), Edukacja akademicka wobec prawdy, Szczecin 2010, ss. 276

100%

Dziaczkowska L.

Pedagogika Szkoły Wyższej

|

2011

|

issue 1

117-128

EN

The review refers to the articles collected under the main title: Academic education in consideration of truth. The author in detail presents the content of each article as well as reveals her own opinions and shows inspirations comes from the texts. She underlines variety of presented viewpoints. She also highlights the rank of reflection on truth in ontological and axiological meaning for educators.

5

Global, National, and Local Factors in the Management of University Sport: The Hungarian Case

100%

Hédi C.

Physical Culture and Sport. Studies and Research

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2011

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vol. 53

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issue 1

39-47

EN

Because of the international nature of university sport, the appearance of transnational areas, events, results, and actors occurred very early. Therefore, the harmonization of the national and international factors influencing the functioning and development of student sport has been necessary since its rise. The objective of the article is to reveal the interaction between global, national and local factors influencing university sport, through the example of the Hungarian case. The paper is based on the results of extensive empirical research carried out by the author with the help of several methods: survey, in-depth interview, document analysis, and participant observation. Sport-globalization is regarded as the theoretical framework for the analysis. The results are discussed according to the following dimensions: strategic management of university sport; event and project management; cooperation between the two "owners", the sports sphere and the academic education; migrant student-athletes; volunteering in university sports; and the external and internal environment of Hungarian university sport. In the conclusion, it is emphasized that the management of university sport in Hungary has been influenced both by the globalisation of sports and the transformation of the Hungarian sport structure following the 1989-1990 political regime change (Földesi 2000). The combined effect of global and domestic factors meant a permanent challenge for the management of university sport. The Hungarian University Sports Federation succeeded in providing adequate answers to the new challenges, as Federation strategic planning was always based on knowledge-based strategies.

6

Między dydaktyką a nauką. Implikacje dla jakości edukacji akademickiej inspirowane myślą naukową Wincentego Okonia

100%

Kwiatkowska H.

Kwartalnik Pedagogiczny

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2014

|

issue 3(233)

147-160

EN

The text concentrates on the work of an academic teacher who combines the roles of a teacher and a researcher in one profession. The author asks a question: what is the quality of students’ academic education? In a hypothetical answer to this question the author formulates a thesis that the quality of education is dependent on the relation between theory and practice. The utility of knowledge is therefore determined by the science-education dependence, contemporary vision of science in the understanding of knowledge, the understanding of the utility of knowledge, the dominance of rationalism in cognition and learning.

7

Eksperymentalne uczenie wychowania

100%

Stępkowski D.

Kwartalnik Pedagogiczny

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2016

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vol. 61(2 (240))

30-43

PL

In the teaching of future and present educators, an ability to experiment plays a significant though little appreciated role. Even Immanuel Kant already drew attention to an experimental character of modern education. Contemporary educators, like never before, have to be taught how to educate via experiments. The text consists of three parts. In the first one, the author focuses on a relation between pedagogy and experiments. In the second one, Johann Herbart’s views on practical training of education teachers are reconstructed. Simultaneously, there are some references to his experience from the period he was a director of The Didactic Institute and The Pedagogical Seminary in Königsberg. Finally, in the third part, there are put questions for people responsible for an academic education of future pedagogues. The programme of innovative pedagogical education, suggested by Teresa Hejnicka-Bezwińska, is mentioned as well.

8

Eksperymentalne uczenie wychowania

100%

Stępkowski D.

Kwartalnik Pedagogiczny

|

2016

|

issue 2(240)

30-43

EN

In the teaching of future and present educators, an ability to experiment plays a significant though little appreciated role. Even Immanuel Kant already drew attention to an experimental character of modern education. Contemporary educators, like never before, have to be taught how to educate via experiments. The text consists of three parts. In the first one, the author focuses on a relation between pedagogy and experiments. In the second one, Johann Herbart’s views on practical training of education teachers are reconstructed. Simultaneously, there are some references to his experience from the period he was a director of The Didactic Institute and The Pedagogical Seminary in Königsberg. Finally, in the third part, there are put questions for people responsible for an academic education of future pedagogues. The programme of innovative pedagogical education, suggested by Teresa Hejnicka-Bezwińska, is mentioned as well.

9

Kłączowanie czy Bildung? Dydaktyka akademicka na rozdrożu

100%

Stępkowski D.

Kwartalnik Pedagogiczny

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2020

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vol. 65(3 (257))

7-22

PL

Academic science education is currently in crisis, which primarily involves the transmission of thinking skills as a priority task of the university. The author sketches a picture of this crisis by contrasting two theoretical models of teaching and learning at the university which are essentially identified with the terms “rhizoming” and Bildung. The presented ways of using the models in academic practice are used to consider the possibilities of overcoming the crisis and determining the conditions.

10

Academic education of Poles abroad. Tradition and new challenges on the 80th anniversary of PUNO.

100%

Perzycka E., Czubińska G.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2020

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vol. 21

143-153

EN

The everyday life of Poles living abroad is closely related to the tradition of their country of origin regardless of the elements that make up this life. Education and science play an important role in maintaining ties with the nation and the ethos of the Polish national heritage. This article undertakes the description of the conditions for implementing the academic education of Poles in exile and emigration, noting the importance of the activity of the Polish University Abroad for the traditions of Polish culture, education and science. The article also attempts to identify the mission and vision of academic education at the Polish University Abroad, as well as its present and future directions of development.

PL

Codzienność Polaków przebywających poza granicami Polski, niezależnie od elementów, jakie się na nią składają, jest w ścisłym związku z tradycją kraju swojego pochodzenia. W zachowaniu więzi z narodem oraz z etosem polskiego dziedzictwa narodowego ważną rolę odgrywa edukacja i nauka. W artykule podejmujemy się opisania warunków realizacji kształcenia akademickiego Polaków na uchodźstwie i emigracji, zwracając uwagę na znaczenie aktywności Polskiego Uniwersytetu na Uchodźstwie dla tradycji kultury polskiej, edukacji i nauki. Podjęliśmy także próbę wskazania Misji i Wizji kształcenia akademickiego w Polskiej Uczelni Wyższej poza granicami ojczyzny, w czasach teraźniejszych i kierunków rozwoju w przyszłości.

11

Gaps in online education in the times of a pandemic in the opinion of polish and kenyan students

100%

Babicka-Wirkus A., Cywiński A., Muoki Joshua S., Walat W.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2021

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vol. 22

183-195

EN

The authors aim to answer the research question: ‘What do you miss most about online education?’. The rationale for the research is that this form of education is likely to continue to be used. Referring to the quality strategy, the authors concentrate on the meaning of words used in responses to the above-mentioned open question, which was part of the research on the ‘Socio-technological aspects of academic education during the pandemic – from an international perspective’. The tool used was an electronic questionnaire, which was completed by 796 respondents from Poland, including 678 students and 118 academic teachers, as well as 41 students from Kenya. The questionnaire consisted of 31 closed and 6 open questions. The responses of Polish students and academic teachers, as well as Kenyan students, indicate the following categories: ‘contact’, ‘organisation’ and ‘technical dimension’. It forms an image of a specifically understood craft, work performed in separation, and the place of residence. The component in the form of modern technologies only modernises the educational process but does not make it satisfactory for either party of the aforementioned social relationship. The conclusion that can be drawn from the research is as follows: in the face of the COVID-19 pandemic, the primary task is to reorganise the contact between students and academic teachers in such a way that it is possible to achieve the assumed learning outcomes.

12

Academic education during the COVID-19 pandemic – polish and italian experience

100%

Marek L., Polenta S., Warzocha T.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2021

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vol. 22

171-182

EN

The diagnoses and empirical analyses described in the article were linked by a common research problem expressed in the question about the experiences of academic entities in the field of remote education in the situation of the SARS-CoV-2 epidemic. The international research reported in the text, however, was conducted in an extra-coordinated situation (to a large extent during the lockdown period), applying two methodological approaches in complementary quantitative and qualitative procedures. Elements of a diagnostic survey (in Polish studies) and an analysis of the content of documents (in Italian studies) were used. The application of the indicated procedures allowed to obtain a complementary image of the experiences of higher education entities in the research situation outlined. The empirical analyses presented in the text allow for the formulation of certain common conclusions resulting from the reported international research. The international and global experience is a novelty of the epidemic situation in which remote education was implemented. The necessity arose to focus on the new conditions of relations between entities in academic education, which differ from traditional direct contact, as already indicated to us by Socrates and Plato. The lockdown changed these relationships. The everyday life of universities has been disrupted, which requires new solutions for the organisation of the educational process.

13

How do higher education faculty adapt to the demands of online teaching? Reaction of higher education to COVID-19 in Poland and the United States – a snapshot

100%

Perzycka E., Janio J.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2021

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vol. 22

209-215

EN

The COVID-19 pandemic caused an unusual situation in universities. All students, lecturers and administration staff had to start distance education. Suddenly, overnight, they all became the subjects of the digital revolution. This text is an overview of selected literature from 2020 compiled to reflect on the differences and similarities between higher education institutions in Poland and the United States as they reacted to the COVID-19 pandemic. Despite their inherent differences the two different systems of higher education in these two countries have reacted to the pandemic in a number of similar ways. It could be observed that the more independent system in the United States reacted faster to the unexpected changes, when faculty and higher education administrators waited for a decision from the centrally governing body: The Ministry of Education. The reaction and focus of the interventions pointed to similar areas: access to technology for students and their teachers, professional development of faculty, and student engagement. It seems that in both cases the pandemic exposed the shortcomings of both systems. While there are many unknows about the future, the common question for both systems will centre around making higher education institutions nimble enough to emerge from these challenging times better and stronger.

14

Self-experience Workshops as an Important Factor in the Academic Education of Students of Pedagogy in Times of (in)authenticity of Relationships and Bonds

100%

Pyrzyk-Kuta A.

The New Educational Review

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2020

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vol. 62

128-137

EN

In the proposed paper, I would like to draw attention to the workshop on self-experience in academic education, and especially in the education of students of humanities. The subject matter of the undertaken research was the experiences related to the participation of art therapy students in self experience workshops, which constitute an important element of personal development on the path of preparation for a professional role. A practical goal was established. It was important to show the effects of emotional work, shaping self-awareness, and analyzing the functioning of the students in a relationship with another human being. An important part of the article are the narratives of the students, which were subjected to qualitative analysis. These self-reflections of students clearly show the correlated stages: insightful self-development, thanks to which students acquire interpersonal skills and, as a result, learn how to work using art therapy with an individual and a group.

15

Design thinking as support for academic education of pedagogues

100%

Duda E.

Problemy Opiekuńczo-Wychowawcze

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2018

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vol. 573(8)

11-18

EN

The author of this study joins in the discourse on the topic of the modern teacher's education model. She notices that in the 21st century, the use of teaching–learning methods that support creativity, creative action, reflexivity, transgression becomes a duty at both, the academic and the school level. Presenting to young adepts of teaching faculties activating forms of didactic work will strengthen their pedagogical competences and encourage them to use these methods in their own professional work with children, youth or adult learner. The author also depicts the unquestionable advantages of personalized education, important regardless of the student age. On this background, she presents a special form of personalized education – "design thinking", which is an alternative to traditional education. She shows the successive stages of the didactic process, implemented using the design thinking method and its potential didactic and educational effects. The author emphasizes the possibility of implementing didactic innovations at universities, referring to practical examples of using the design thinking method in the academic and school environment.

16

Ocenianie kształtujące w kształceniu akademickim

100%

Bojanowicz J.

Edukacja-Technika-Informatyka

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2019

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vol. 10

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issue 4

122-127

EN

One of the elements of work on the quality of academic teaching is to improve the way inwhich student work is assessed. The assumptions of formative assessment may be helpful in thisrespect. Formative assessment is based on obtaining information during the teaching process,which will allow to recognize the learning process so that the lecturer can modify further teachingand the student receives feedback to help him/her learn. Peer evaluation and self-evaluation playan important role in this area. Precisely defined evaluation criteria are a prerequisite for this.

PL

Jednym z elementów pracy nad jakością dydaktyki akademickiej jest doskonalenie sposobu oceniania pracy studenta. Pomocne w tym zakresie mogą się okazać założenia oceniania kształtującego. Polega ono na pozyskiwaniu w trakcie nauczania informacji, które pozwolą rozpoznać, jak przebiega proces uczenia się, tak aby wykładowca mógł modyfikować dalsze nauczanie, a student otrzymywał informację zwrotną pomagającą mu się uczyć. Istotną rolę w tym obszarze odgrywają samoocena i ocena koleżeńska. Warunkiem niezbędnym są precyzyjnie określone kryteria oceny pracy studenta.

17

Edukacja akademicka z wykorzystaniem narzędzi SAS

100%

MURYJAS P., WAWER M.

Edukacja-Technika-Informatyka

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2015

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vol. 6

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issue 4

157-162

PL

Eksplozja danych w erze cyfryzacji sprawia, iż coraz więcej instytucji poszukuje osób posiadających wiedzę i umiejętności inteligentnej transformacji dużych zbiorów danych do postaci użytecznej informacji. W artykule zaprezentowano studia przypadków potwierdzające gotowość polskich szkół wyższych do kształcenia przyszłych kadr posiadających kompetencje przetwarzania i analizowania danych z użyciem narzędzi SAS.

XX

The explosion of data in the age of digitization causes, that more and more institutions look for employees with the knowledge and skills to transform big sets of data into a form of useful information. The article demonstrates case studies confirming the readiness of Polish universities to educate future staff with expertise in processing and analyzing data using SAS tools.

18

Health Pedagogy at the University of Silesia (Katowice, Poland) Diagnosis and Evaluation

88%

Borzucka-Sitkiewicz K., Kowalczewska-Grabowska K.

The New Educational Review

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2014

|

vol. 38

127-138

EN

In our article we outline the development of the specialized Health Pedagogy programme at the University of Silesia, and students’ perceptions of the effectiveness of educational experience. Our presentation employs quantitative and qualitative research approaches. Using the institution monograph method we present quantitative data on the content of the learning programme and learning outcomes in Health Pedagogy. Document analysis covers 12 years, beginning with 2001 when the specialization was introduced in the University of Silesia. Using content analysis we present the learning outcomes, including knowledge, skills and competencies acquired by graduates in the first and second cycle degree programmes, according to the Bologna process. To complete these findings we present individual cases, based on interviews, as examples of the occupational path of our graduates.

19

Transition to the Translation Market as a Challenge for Translators-to-Be

88%

Klimkowska K.

Academic Journal of Modern Philology

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2016

|

vol. 5

47-57

EN

Early adulthood is a time of very dynamic developmental changes. The transition to labour market is one of the key developmental tasks at this time, whose course often has an impact on the entire professional life of an individual. In the context of academic education, it is important to highlight the first transition of students from education to labour. This perspective imposes specific targets and challenges on academic education. Therefore, in this article, the author has presented the results of research on some aspects of the pre-transition situation of the students of translation specialization of the Applied Linguistics department at Maria Curie-Skłodowska University. The research results are discussed within the context of the nature of the translation profession.

20

Rola edukacji akademickiej w integrowaniu procesów rozwoju społeczno-gospodarczego

75%

Adamska-Chudzińska M.

Nierówności społeczne a wzrost gospodarczy

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2015

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issue 43

25-34

PL

W artykule zaprezentowane zostały rozważania dotyczące roli edukacji akademickiej w integrowaniu procesów rozwoju społeczno-gospodarczego. Aktualna formuła kształcenia akademickiego charakteryzuje się silnym powiązaniem z wymogami rynku pracy i oczekiwaniami przedstawicieli otoczenia uczelni (interesariuszy zewnętrznych). Stwarza to istotne szanse dla rozwoju gospodarczego, ale zarazem wywołuje pytanie o zdolność systemu edukacyjnego do utrzymania społeczno-formacyjnego wymiaru działań edukacyjnych. Stanowi on bowiem o możliwościach przeciwdziałania negatywnym skutkom nadmiernej ekonomizacji życia społecznego. W tekście przedstawiona została istota jakości kształcenia jako kategorii dynamicznej, zależnej od kontekstu przyjmowanego przez poszczególnych interesariuszy procesu kształcenia, tj. studentów, nauczycieli akademickich, pracodawców, władze państwowe. Konieczność zespalania wszystkich kontekstów i działań poszczególnych grup podmiotów wskazuje, że jakość kształcenia akademickiego obejmować musi wiele obszarów pozostających w procesie ciągłego wzajemnego dostrajania się. Omówione zostały ważniejsze dylematy edukacyjne utrudniające poszukiwanie ujednoliconego modelu kształcenia akademickiego. W konsekwencji wskazano obszary działań doskonalenia jakości kształcenia akademickiego i zwrócono uwagę na znaczący udział w tym procesie interesariuszy zewnętrznych. Podkreślona została konieczność ujmowania problematyki kształcenia akademickiego nie tylko w wąskiej, ale także w szerokiej perspektywie. Pozwoli to na uwzględnienie wszystkich kontekstów konstytuujących cele kształcenia i nadanie właściwego znaczenia aksjologicznym postawom dysponentów określonej wiedzy i umiejętności profesjonalnych. Warunkują one bowiem prospołeczną refleksję i krytyczny namysł nad zadaniami stawianymi edukacji wyższej oraz liczenie się ze społecznymi skutkami działań ekonomicznych. Implementowane wówczas w proces kształcenia działania służyć będą integracji procesów rozwoju społecznego i gospodarczego.

EN

In the paper one presented considerations on the role of academic education in the integration of socio-economic development processes. The current form of academic education is characterised by strong connection with labour market requirements and expectations of representatives of the tertiary education surrounding (external stakeholders). On the one hand, it creates significant chances for economic development, on the other, it poses questions about the ability of the education system to maintain the socio-formative dimension of educational activities because it determines possibilities to counteract negative results of excessive economisation of social life. In the text one illustrated the essence of education quality as a dynamic category depending on the context adopted by given stakeholders of the education process: i.e. students, academic teachers, employers, and public authorities. The necessity to connect all contexts and activities of specific groups of entities indicates that the quality of academic education should include numerous areas covered by the process of constant mutual adjustment. One discussed more important educational dilemmas hindering the pursuit of searching of unified academic education model. Moreover, one indicated the areas of improvement for the quality of academic education and highlighted the significant impact of external stakeholders on the process. Additionally, one underlined the necessity to analyse the issues concerning academic education not only in narrow, but also in wider perspective. It allows for taking into consideration all contexts constituting education objectives and giving proper meaning to axiological attitudes of holders of professional knowledge and skills. They determine pro-social reflection and critical thought over tasks imposed on tertiary education and acknowledgement of social consequences of economic activities. Then, measures implemented in education process will serve for the integration of social and economic development.

Refine search results

Pokolenie Y a metody dydaktyki akademickiej

The first School of Nursing at the Medical Academy in Bialystok – in memory of Franciszka Bakun

Uniwersytet: miejsce edukacji całożyciowej czy salon profesora Higginsa? Perspektywa pedagogiczna

Anna Murawska, Ilona Kość( red.), Edukacja akademicka wobec prawdy, Szczecin 2010, ss. 276

Global, National, and Local Factors in the Management of University Sport: The Hungarian Case

Między dydaktyką a nauką. Implikacje dla jakości edukacji akademickiej inspirowane myślą naukową Wincentego Okonia

Eksperymentalne uczenie wychowania

Eksperymentalne uczenie wychowania

Kłączowanie czy Bildung? Dydaktyka akademicka na rozdrożu

Academic education of Poles abroad. Tradition and new challenges on the 80th anniversary of PUNO.

Gaps in online education in the times of a pandemic in the opinion of polish and kenyan students

Academic education during the COVID-19 pandemic – polish and italian experience

How do higher education faculty adapt to the demands of online teaching? Reaction of higher education to COVID-19 in Poland and the United States – a snapshot

Self-experience Workshops as an Important Factor in the Academic Education of Students of Pedagogy in Times of (in)authenticity of Relationships and Bonds

Design thinking as support for academic education of pedagogues

Ocenianie kształtujące w kształceniu akademickim