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Pełnomocność dziecka w edukacji wczesnoszkolnej w odsłonie krytycznych zdarzeń

100%
Nowicka M.
Studia Edukacyjne
|
2019
|
issue 55
27-38
EN
The article presents the concept of empowerment in the context of early childhood education, mentioning its 5 dimensions, i.e. meaning, self-determination, competence, influence and security. Attempts to identify these dimensions are presented in the collected research material in the form of critical events from students’ pedagogical practices. In the light of the results obtained, early school education appears as an environment for blocking students’ empowerment in each of the highlighted aspects. The summary of the article identifies the possibilities of overcoming barriers in respecting the autonomy of a child at school.
2
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Internationalisation in higher education through a 'critical event' narrative inquiry: perspectives from three higher education systems

81%
Mertová P.
Studia paedagogica
|
2013
|
issue 4
115-128
EN
This paper discusses a study of senior academics’ perspectives on internationalisation in three higher education systems: Czech, English and Australian which utilised a critical event narrative inquiry method. It gives a brief background on the origins of the current focus on internationalisation in higher education. It outlines the trends and dimensions. Further, it explains the research method utilised in this study – a critical event narrative inquiry method. The paper outlines the different types of critical events drawn from interviews conducted with senior academics in the three higher education systems. And finally, the overall findings of the research study are summarised drawing out general/common (not specific to any one HE system) and culture-specific (unique to an individual HE system) aspects/issues within their higher education contexts of internationalisation highlighted in the critical events described by academics.
3
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Metoda biograficzna w pedagogice

47%
Szymaniak J.
Studia Gdańskie. Wizje i rzeczywistość
|
2013
|
vol. 10
365-381
EN
Biographical method in pedagogics can be particularly used in the analysis and study of critical events and also in the implementation of developmental tasks among pupils. There-fore it is helpful in the activities of both social workers, school counselors and class teachers.
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