Search results

1

Psychosocial Social Skills of Academic Teachers in the Context of Professional Training

100%

Pituła B., Grzyb B.

The New Educational Review

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2022

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vol. 68

119-128

EN

This article reports a fragment of studies into the psychosocial competencies of academic teachers at technical universities, which were carried out in 2019-2021 using a diagnostics survey done among the academic staffof the Silesian University of Technology. One of its aims was the self-assessment of those competencies that the respondents regarded as scarce, insufficient and incomplete, as these should be deemed a priority in the professional training of the academic staff. The results of those analyses have been presented here.

2

Wykorzystanie cnót w działalności dydaktyczno-wychowawczej nauczyciela akademickiego

100%

Polok G., Kapias M.

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2011

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vol. 14

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issue 2

3

Profesor Witold Mańczak – dydaktyk

80%

Bochnakowa A.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

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2017

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issue Numer Specjalny 2

45-49

EN

This memoir on Professor Witold Mańczak as an academic teacher opens with a list of grammars and textbooks of the history of Romance languages which he wrote for students of Romance philology. This is followed by a description of Professor’s lectures in historical grammar of Romance languages – erudite but clear, with multiple examples and digressions which widened the scrutinized topic. Also his manner of examining is mentioned, known and strictly defined criteria of evaluation, and its objectivity. Professor’s colleagues from the Institute of Romance Philology like to reminisce his friendly and selfless help and cordiality towards students – beside his attributed severity. Lastly, we emphasize the importance of Professor’s scientific views and methodology in the shaping of academic staff.

4

Nauczyciel akademicki wobec dylematu: badacz – dydaktyk – wychowawca – organizator

80%

Zając D.

Pedagogika Szkoły Wyższej

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2012

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issue 1

101-125

EN

In the course of professional activities undertaken by university teachers, they assume at least four different roles, namely the one of a researcher, teacher, educator, and organizer of academic life. Taking on each of these roles imposes on a university teacher a necessity to possess appropriate abilities and competences that are necessary for the proper performance of assigned duties. The content presented in the article is an attempt to describe and analyse the operation of a university teacher in the above four roles assigned to him or her, which may be in confl ict. Hence, performing these roles, a university teacher often faces the dilemma which of them to give priority to, which of them to consider to be a priority and, at the same time, how not to endanger any other dimension of professional activity with sustaining damage.

5

Determinanty satysfakcji zawodowej nauczycieli akademickich (komunikat z badań)

80%

Jaworska A., Murawska E.

Kwartalnik Pedagogiczny

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2015

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vol. 60(1 (235))

243-265

PL

The phenomenon of achieving or experiencing professional satisfaction carries a multitude of possibilities of interpretation. It is also determined by various factors. In this paper we assume that job satisfaction is an important aspect of teachers’ work quality. Perception of their work and the degree of work satisfaction affect the professional activity of teachers – the level of involvement and identification with the profession, creativity, motivation for development. The aim of the study, the results of which are presented in this article, is to search for relationships between autotelic and normative attitudes of teachers towards work and their work satisfaction. The study, which involved 367 teachers employed in Polish universities, is on linear relations and uses a hierarchical multiple regression analysis. The results of these studies made it possible to identify the main predictors of contemporary academics’ job satisfaction and confirmed the fact that the satisfaction is in the area of teaching and research, and depends – to a greater extent – on the presented attitude towards work rather than received social support and work atmosphere. Interpersonal relationships in the workplace, however, proved a major determinant of the level of satisfaction with the organizational work for the university.

6

Determinanty satysfakcji zawodowej nauczycieli akademickich (komunikat z badań)

80%

Jaworska A., Ewa M.

Kwartalnik Pedagogiczny

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2015

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issue 1(235)

243-266

EN

The phenomenon of achieving or experiencing professional satisfaction carries a multitude of possibilities of interpretation. It is also determined by various factors. In this paper we assume that job satisfaction is an important aspect of teachers’ work quality. Perception of their work and the degree of work satisfaction affect the professional activity of teachers – the level of involvement and identification with the profession, creativity, motivation for development. The aim of the study, the results of which are presented in this article, is to search for relationships between autotelic and normative attitudes of teachers towards work and their work satisfaction. The study, which involved 367 teachers employed in Polish universities, is on linear relations and uses a hierarchical multiple regression analysis. The results of these studies made it possible to identify the main predictors of contemporary academics’ job satisfaction and confirmed the fact that the satisfaction is in the area of teaching and research, and depends – to a greater extent – on the presented attitude towards work rather than received social support and work atmosphere. Interpersonal relationships in the workplace, however, proved a major determinant of the level of satisfaction with the organizational work for the university.

7

Academic teaching in the era of covid-19. Selected problems of academic teachers’ work in Poland against the background of the world situation

80%

Łuszczek K., Chen C., Lib W.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2021

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vol. 22

197-207

EN

The COVID-19 pandemic has significantly affected education in the vast majority of countries around the world. Educational systems were not prepared for this. This also extends to higher education. Certain measures have been taken in attempt to enable teaching in the new reality. The pandemic is global in nature and the changes in education have a similar aspect as well. After 12 March 2020, distance education was also introduced in Poland. Several months of distance learning have yielded some interesting experiences and shown the problems that arise when designing such educational systems. Due to the epidemic situation that is still far from being under control, it should be assumed that distance education will remain with us for longer. The article presents the results of research on distance learning in Poland in the first period of the pandemic in relation to the global situation. It focuses on academic teachers and the challenges they have faced when switching to distance learning.

8

Kompetencje interpersonalne nauczyciela akademickiego w pracy ze studentami

80%

Bojanowicz J.

Edukacja Ustawiczna Dorosłych

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2019

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issue 4

222-229

PL

Wysokie kompetencje interpersonalne wykładowcy są kluczowym czynnikiem przekładającym się istotnie na efektywność pracy w środowisku akademickim. Z przeprowadzonego badania (z zastosowaniem metody projekcyjnej) wynika, że w procesie nauczania/uczenia się studenci potrzebują wykładowcy potrafiącego budować atmosferę życzliwości i partnerstwa, wzbudzającego zainteresowanie wiedzą i przekazującego ją w sposób jasny i rozumiały, potrafiącego nawiązać dobre relacje ze studentami, z wysokim poziomem umiejętności komunikowania się. Obecnie istotne jest jednak poszukiwanie odpowiedzi na pytanie nie tyle: Czy..., co raczej: Jak doskonalić kompetencje interpersonalne nauczycieli akademickich?

EN

The lecturer's high interpersonal competences translate significantly into the effectiveness of work in the academic environment. The study (using the projection method) shows that in the teaching / learning process students need a lecturer who can build an atmosphere of kindness and partnership. The lecturer should arouse interest in knowledge and convey it in a clear and understandable way. What's more, communication skills are invaluable in establishing good relationships with students. Currently, however, it is important to look for answers to the question: How to improve interpersonal competences of academic teachers?

9

Pedagog humanista – gatunek zagrożony. Doniesienia z badań sondażowych

80%

Nawrocki R.

Rocznik Pedagogiczny

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2015

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vol. 38

85-96

EN

The article discusses the position of young researchers within the field of Polish pedagogy. The article is based on a simple survey. The main objective of the texts is to analyze fundamental problems that the group in question is faced with. The key questions referring to young Polish researchers of pedagogy cover three areas: day-to-day reality of young researchers; research funding system; prospects and visions of changes of the current situation. Also, these three areas govern the structure of the article. In the final part, I attempt to present the main conclusions of the conducted analyses.

10

Wokół sporu o adekwatny poziom odczytywania prawa – lex czy ius?

71%

Pohl Ł.

Ruch Prawniczy, Ekonomiczny i Socjologiczny

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2018

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vol. 80

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issue 3

7-15

EN

The article discusses the motion calling for the punishment of an academic teacher with a penalty of admonition under Polish law.

PL

Artykuł dotyczy wniosku o ukaranie nauczyciela akademickiego karą upomnienia w prawie polskim.

11

Mediacja w postępowaniu dyscyplinarnym prowadzonym wobec członków społeczności akademickiej

70%

Bek D., Sitarz O.

Forum Prawnicze

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2018

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issue 5 (49)

34–49

EN

This article considers mediation in disciplinary matters against academic teachers, PhD students and students. The analysis was carried out against the background of the new Act of 20 July 2018 – Law on Higher Education and Science and the Regulation of the Minister of Science and Higher Education of September 25, 2018 on the detailed mode of conducting mediation, explanatory proceedings and disci- plinary proceedings in matters of disciplinary liability of academic teachers, and also the way of disciplinary penalties and their seizure. In the first part of the ar- ticle, through the confrontation of the function and the importance of disciplinary responsibility with the functions of mediation proceedings, the legitimacy of the adopted legislative solutions in this area was assessed – introduction of media- tion to disciplinary proceedings against academic teachers and the lack of such a solution in the case of disciplinary liability of students and doctoral students. Then, there is a detailed analysis of the provisions relating to the mediation pro- ceedings allowed for the display of noticed errors and defects in legal regulations.

12

Kryteria i warunki ewaluacji nauczycieli akademickich w świetle arkuszy okresowej oceny na kierunkach pedagogicznych w polskich uniwersytetach

70%

Marszałek K., Pasikowski S.

Rocznik Pedagogiczny

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2014

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vol. 37

53-72

EN

The Bill defines a requirement which are base of the academic teacher periodic evaluation. The question about criteria, conditions, and instrumentality in the evaluation process should be asked. The investigation was conducted based on 32 evaluation sheets used in 22 Polish universities. As a result the characteristics of the sheets and their construction were displayed. The occupied position or the scientific degree of employee determines the disproportion in the scope of assessment conditions. Another results show main domain which are considered during evaluation of teacher activity. A scientific category of university turned out significant for the scope of an attention paid to these domains. The evaluation sheets were arranged in a typology on the base of their characteristics.

13

Nauczyciel (filozofii) na studiach pedagogicznych

70%

Kamiński K.

Analiza i Egzystencja. Czasopismo Filozoficzne

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2014

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issue 25

147-158

EN

Attitude of students to the subject taught depends on a lecturer to a great extent. The mentioned rule seems to be confirmed especially in teaching philosophy at pedagogy studies. The teacher of philosophy at pedagogy studies, similarly to other teachers, presents matters important to both theory and practice, refers to the effective methodology but in the sphere of interdisciplinary arguments it is associated with the sphere of a reviving idea. It defines educational aims and it is an insight into their essence, bearing in mind various anthropological concepts. It would be hard to imagine pedagogy without its philosophical connotations. Thinking about significance and the rank of philosophy among pedagogy students it can be assumed that the key factor is the personality of the teacher of philosophy. The teachers should represent all the features which they want to see in their students.

14

Self-assessment of psychosocial competencies of academic teachers from technical university

70%

Pituła B., Grzyb B.

Edukacja Międzykulturowa

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2022

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vol. 19

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issue 4

114-123

EN

This article aims to present our own research, diagnosing the level of psychosocial competencies of academic teachers at technical university – the competencies which are particularly important in the mediatised world. The research was done among 141 academic teachers of the Silesian University of Technology with the use of a diagnostic survey in 2019–2021. An expanded statistical analysis allowed the interpretation and assessment of 13 variables describing the investigated competencies.

15

Ocena okresowa nauczyciela akademickiego na kierunkach pedagogicznych w polskich uniwersytetach. Analiza dokumentów regulacyjnych

70%

Babicka-Wirkus A., Pasikowski S., Szplit A.

Rocznik Pedagogiczny

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2015

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vol. 38

37-63

EN

The text analyses the documentation of the periodic evaluation of academic teachers at 22 Polish universities with the faculties of Pedagogy, shows the conditions of this evaluation and characterises its procedure. The content analysis reveals what issues in the internal regulatory documents establish the periodic evaluation of academic teachers and its procedure, as well as the extent to which they are represented in these documents. In order to fully describe the regulations and to explore the differences among the universities in the area of teacher evaluation, the authors used a statistical analysis. The results show a wide variation of the elements that are included in the internal documents regulating the periodic evaluation of academic teachers. The authors refer to the contemporary press and media discussion on the condition of universities and the directions of their development. They interpret the findings referring also to the contemporary perception of a university as an enterprise as well as to strong bureaucracy at the universities and its adverse impact on their evaluation system.

16

Zachęcić samego siebie, aby chciało się innym … z praktyki własnej nauczyciela akademickiego

61%

Krzeczkowska M.

Edukacja Humanistyczna

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2020

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issue 2

179-195

PL

Społeczeństwo wiedzy, innowacyjność kształcenia … to hasła, z którymi spotykamy się na co dzień. Współczesny proces kształcenia bazuje na zrewidowanych programach, w których pewne podstawy tradycyjnej edukacji pozostają w synergii z edukację opartą na kompetencjach. Oferowane przez uczelnie formy kształcenia powinny sprzyjać nie tylko zdobywaniu, pogłębianiu wiedzy, ale rozwojowi umiejętności praktycznych i kompetencji społecznych. Celem artykułu jest przedstawienie różnorodnych form nauczania oraz narzędzi i pomocy, których właściwe zastosowanie w procesie kształcenia pozwalają na osiągnięcie wielu efektów uczenia się.

EN

Knowledge based society, innovation of education… these are bywords that we come across every day. The modern education process is based on revised curricula in which some foundations of traditional education are in synergy with competency-based education. Offered by universities forms of education should promote not only the acquisition, broadening of knowledge, but the development of practical abilities, skills and social competencies. An aim of the article is to present various forms of teaching, as well as didactic tools and aids, which allow to achieve many learning outcomes if used correctly in the education process.

17

Nauczyciel akademicki – dylematy, napięcia, ambiwalencja roli

61%

Sajdak A.

Pedagogika Szkoły Wyższej

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2015

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issue 2

EN

In the article the Author presents a thesis that a significant part of the dilemmas of an academic teacher – didactician are related to experiencing various types of ambivalence and tensions involved in this professional role. She addresses the category of ambivalence, considers its usefulness in the reflection upon the professional role, and presents two major areas in which tensions are experienced. Accordingly, she describes ambivalence as a tension caused by finding oneself in the field of opposing expectations and normative requirements concerning the professional role, established by the employer and finding their manifestation e.g. in the inconsistency of set tasks and the system of evaluation and promotion of an employee, that is, ambivalence inscribed in the triad of being a scientist, didactician and a certain type of manager all at the same time. Another presented area concerns the role ambivalence understood as a tension resulting from diversity and self-contradictory nature of a didactic role of an academic teacher, whose task is often to combine the roles of a teaching expert giving canonical lectures, a workshop trainer creating self-learning possibilities for students, an animator of shared experiences, or an empathic tutor supporting an individual path of development of a given person. Each of those roles requires the activation of different personal resources, different educational tools and different types of relations with students.

18

Obowiązek lojalności wobec pracodawcy w stosunkach pracy nauczycieli akademickich

61%

Matyjas-Łysakowska P.

Annales Universitatis Mariae Curie-Skłodowska, sectio G (Ius)

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2018

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vol. 65

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issue 2

EN

The problem of loyalty of academic teachers is complex and multifaceted. One of the manifestations of loyalty towards the employer are restrictions on additional employment. The study indicates many problems related to the additional employment of academic teachers. Doubts arouse the legitimacy of introducing restrictions on the additional employment of academic teachers in the light of Article 3 of the Constitution of the Republic of Poland, and compliance of the regulation with Article 32 of the Constitution regarding the principle of equality, as well as with Article 65 Item 1 of the Constitution of the Republic of Poland, which guarantees freedom of choice and performance of the profession and selection of a place of work.

PL

Problem lojalności nauczycieli akademickich jest złożony i wielowymiarowy. Jednym z przejawów lojalności wobec pracodawcy są ograniczenia dodatkowego zatrudnienia. Opracowanie wskazuje na wiele problemów związanych z dodatkowym zatrudnieniem nauczycieli akademickich. Wątpliwości budzi zasadność wprowadzenia ograniczeń w zakresie dodatkowego zatrudnienia nauczycieli akademickich w świetle art. 3 Konstytucji RP i zgodności regulacji z art. 32 Konstytucji RP w odniesieniu do zasady równości, jak również art. 65 ust. 1 Konstytucji RP, który gwarantuje wolność wyboru i wykonywania zawodu oraz wyboru miejsca pracy.

19

Profesor Bogdan Walczak – lingwista kompletny

61%

Pihan-Kijasowa A.

Slavia Occidentalis

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2013

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issue 70/1

7-19

PL

Bogdan Walczak, full professor, doctor habilitatus and one of the most distinguished students of Professor Władysław Kuraszkiewicz. Since his graduation from the Polish Faculty of Adam Mickiewicz University in1965, he developed his career at the Poznań university where he was awarded his doctor and doctor habilitatus degrees. At the behest of the University Council of the Faculty of Polish and Classical Philology he was appointed professor. Bogdan Walczak made his academic debut in 1964. Since that time, he has published over a thousand research and popular science works on various linguistic sub-disciplines, with special emphasis placed on linguistics related to the Polish and Slavic languages. The history of the general Polish language and its regional variations have been at the centre of his research. On the other hand, he has devoted a large part of his work to contemporary Polish, the culture of the Polish language and the cultural heritage enshrined in the Polish language, glottodidactics, onomastics, social linguistics and methodology of linguistic research. Professor Bogdan Walczak is also a valued academic teacher and organizer of research activities.He has received many awards, including the Order of Polonia Restituta and the Medal of the Commission ofNational Education for his remarkable research and academic achievements and for his organizational work,which has been of such importance to his alma mater.In 2012, when he retired, he was granted the esteemed title of senior professor of Adam Mickiewicz Universityin Poznań.

20

Nauczyciel(-ka) akademicki(-a) w (auto)metaforze

61%

Bochno E.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2020

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vol. 21

155-164

PL

Autorka za pomocą uzyskanych od młodych adiunktek i adiunktów metafor dotyczących ich własnej sytuacji zawodowo-naukowej podejmuje próbę oglądu uniwersytetu. Kreśli wstępny ogląd niejednorodnego, nieraz sprzecznego wewnętrznie charakteru relacji w uniwersytecie i relacji uniwersytetu z szeroko rozumianym środowiskiem, a więc zastanawia się nad kulturą uczelni, czyli jej wewnętrznymi i zewnętrznymi uwarunkowaniami funkcjonowania. Autorka przedstawia wyniki niewielkiego sondażu, które zebrała, korzystając z metody kuli śnieżnej. Jest to analiza pisemnych wypowiedzi, w których badane i badani określali metaforą własną sytuację zawodowo-naukową. Jest to prezentacja podstawowych problemów, z jakimi borykają się młodzi zatrudnieni na uczelni.

EN

The Author conducts a higher education review by using metaphors obtained from young tutors regarding their professional and scientific situation. She shows the inhomogeneous and sometimes even internally contradictory character of the relations within a university as well as the relations between a university and the environment. The author reflects on the culture of higher education as well as its internal and external conditions of functioning. The Author presents the results of a small survey she collected using the snowball sampling technique. It is an analysis of written statements in which the respondents defined their professional and scientific situation with a metaphor. This is a presentation of the basic problems faced by young university employees.

Refine search results

Psychosocial Social Skills of Academic Teachers in the Context of Professional Training

Wykorzystanie cnót w działalności dydaktyczno-wychowawczej nauczyciela akademickiego

Profesor Witold Mańczak – dydaktyk

Nauczyciel akademicki wobec dylematu: badacz – dydaktyk – wychowawca – organizator

Determinanty satysfakcji zawodowej nauczycieli akademickich (komunikat z badań)

Determinanty satysfakcji zawodowej nauczycieli akademickich (komunikat z badań)

Academic teaching in the era of covid-19. Selected problems of academic teachers’ work in Poland against the background of the world situation

Kompetencje interpersonalne nauczyciela akademickiego w pracy ze studentami

Pedagog humanista – gatunek zagrożony. Doniesienia z badań sondażowych

Wokół sporu o adekwatny poziom odczytywania prawa – lex czy ius?

Mediacja w postępowaniu dyscyplinarnym prowadzonym wobec członków społeczności akademickiej

Kryteria i warunki ewaluacji nauczycieli akademickich w świetle arkuszy okresowej oceny na kierunkach pedagogicznych w polskich uniwersytetach

Nauczyciel (filozofii) na studiach pedagogicznych

Self-assessment of psychosocial competencies of academic teachers from technical university

Ocena okresowa nauczyciela akademickiego na kierunkach pedagogicznych w polskich uniwersytetach. Analiza dokumentów regulacyjnych

Zachęcić samego siebie, aby chciało się innym … z praktyki własnej nauczyciela akademickiego

Nauczyciel akademicki – dylematy, napięcia, ambiwalencja roli

Obowiązek lojalności wobec pracodawcy w stosunkach pracy nauczycieli akademickich

Profesor Bogdan Walczak – lingwista kompletny

Nauczyciel(-ka) akademicki(-a) w (auto)metaforze