Search results - CEJSH

1

Nowa podstawa programowa a przygotowanie studenta do pracy w szkole

100%

Umiastowska D.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

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2013

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issue 40

17-21

EN

In a changing society and in the era of ever-increasing development of technology and communication, the importance of human movement is being marginalised. A child’s spontaneous physical activity is often suppressed and replaced by passive activities. That happens at home and school. As a consequence, the level of physical fitness and the range of motor skills are decreased. People are aware of the importance of movement for the proper functioning of human body, but not always they apply the sound rules in practice. Both the suggestions contained in the new core curriculum of a general education and the ways of implementing the contents of physical education provide the teacher with a wide range of possibilities. Thus arises the need to expand the range of competences which students will acquire during university classes. Modification of the educational content by adjusting more to the expectations of the contemporary school is one of the ways to meet this goal

2

Wychowanie fizyczne w szkołach – metody prowadzenia edukacji zdrowotnej

100%

Zaleski-Ejgierd A.

Kontrola Państwowa

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2014

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vol. 59

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issue 5 (358)

39-54

EN

Four years ago, the curriculum of physical education was changed and the organisation of physical education classes was modified. Now, the basic curriculum of physical education is presented in the form of requirements that should be treated as personal development indicators. Connections between physical education classes and health-oriented education are clearly presented. However, as NIK’s recent audit shows, qualitative changes can hardly ever be observed. Physical education classes are held on the basis of outdated curriculums, and disregard the new didactical contents of the new basic curriculum. Moreover, the number of classes and the division into groups during classes do not comply with the legal requirements.

3

Pojetí literární výchovy v kurikulu české základní školy druhé poloviny dvacátého století

100%

Zítková J.

Kształcenie Językowe

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2017

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vol. 15 (25)

67-79

XX

The article has a historical and comparative character. It is concerned with the conception of literary education as a part of the Czech language as a school subject in the primary school curriculum. The author pays attention mainly to the period of the second half of the 20th century but she takes account of the previous and the present curriculum, too. The aims, content and methods of literary education in the curriculum are studied separately in each period of its development there. The main tendencies in their conception are defined. A few concepts are described as tendencies to stability, e.g. the presence of customary aims, the presence of three basic sections of content without their further inner hierarchy, and the presence of methodical crux within the direct work with texts. As one of the most distinct changes and movements, we can classify the decrease and then expire of ideological stress on the curriculum, making terminology more and more accurate (but without needful definitions) and shortening of newer curriculum. The changes of curriculum have always reflected both the social and political transformations and their results.

4

Český jazyk a základní kurikulární dokument — RVP ZV (Ramowy program edukacyjny dla kształcenia podstawowego)

100%

Klímová K.

Kształcenie Językowe

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2014

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vol. 12 (22)

33 - 40

EN

The paper focuses on the position of the Czech language as a mother tongue in primary curricula — Framework Education Programme for Basic Education (FEP). First, we focus on the merits of a new educational document, but we also mention its difficulties in connection with teaching the Czech language and writing textbooks for mother tongue. The text also introduces the reader to the current problems of this document, the currently introduced standards for basic education and their formation.

5

The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education

100%

Jonāne L.

Journal of Teacher Education for Sustainability

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2008

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vol. 9

45-57

EN

The main aspects of democratic system of education are a humanistic approach, individualization, and differentiation. Ongoing discussions focus on the best way to teach natural sciences for pupils in humanitarian, social or vocational education programs in the context of sustainable development. For these types of programs, the natural science curriculum should provide all learners with the opportunity to achieve scientific and technological literacy (STL) that is to develop pupils' capacities to function as responsible citizens in the world increasingly affected by science and technologies. This paper highlights specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. The author emphasizes the context of interaction between human beings, society, and environment. These aspects are introduced in the new school science curriculum of Latvia. The survey of teachers' attitudes towards integrated natural science curriculum and study of pupils' achievements reflects the possibility of promoting scientific literacy of pupils.

6

The Effect of the Amendments of the Public Education Act on the School Activity of Physical Education Teachers

100%

Elbert G.

Physical Culture and Sport. Studies and Research

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2009

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vol. 46

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issue 1

123-129

EN

As a result of the legal regulations in the period after the 1989-1990 transition, teachers working in public education, in our case physical education teachers, were engaged in several activities which were not directly related to the competence of in-school educational work. Consequently, there has been a shift in their scope of activities. The author of this paper is interested in the experience of physical education teachers during the period. The objective of the paper is to reveal what effects such a comprehensive and permanent change had on the teaching of physical education in schools, and on the life of physical education teachers. In order to investigate the subject of research the analysis of legislative documents, in-depth interviews and the survey method were applied. The results show that in the period after the 1989-1990 transition, the work of teachers was not only hindered by the structural changes in accordance with educational legislation and the permanent amendment of documents, but the lack of consistency in pedagogical work as well. For the teachers taking part in the preparation of curricula, the extension of their activities resulted in a double workload. The decision that marks were replaced with textual evaluation in grade 1 of primary schools was not received positively on the part of physical education teachers. Based on the results it can be concluded that the efficient work of physical education teachers would be greatly assisted by more predictable legislation, which would ensure the possibility of planning in advance. Olympism, Olympic culture, sports education, pedagogy of sport

7

Creativity for tourism curricula: results and implications

100%

Perederenko K.

Journal of Education Culture and Society

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2016

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vol. 7

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issue 2

340-351

EN

Creative specialists are highly demanded in the tourism labour market. This fact is highlighted in the significance of the study on how creativity is fostered in tourism higher education. The objective of this study is to develop a tool for creativity evaluation. In order to attain this objective a literature review to identify underlying variables used to measure creativity has been done. The most significant models and tools have been analysed. The empirical part of the research provides an analysis of the evaluation of creativity needs of Latvian tourism students. This report analyses the findings of the second stage of the research – a questionnaire survey conducted in a well-acknowledged higher education institution in Latvia providing internationally accredited tourism programs. For this stage of the research questionnaires were randomly distributed among local and international students of tourism programs. The results of the study enabled identification of the most significant factors in evaluating creativity.

8

La enseñanza de la historia en el currículum chileno de educación básica como reflejo del contexto político actual

100%

Sáez-Rosenkranz I.

Kultura-Społeczeństwo-Edukacja

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2016

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vol. 10

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issue 2

9-22

EN

The aim of this article is to explain the characteristics on current History teaching proposed into the curriculum of primary education in Chile under the present social process. We employ Raymond Williams cultural materialism and specifically his categories on cultural products to apprehend the curriculum and link it to the context where it is pro duced. To do so, we use the historical method, and considering pedagogical and didactical elements. The documental corpus analyzed is conformed by the official documents guiding education but also other historical sources coming from the current political situation. The results on this analysis show that there is a curricular dichotomy between traditional history teaching based on events of national history and learning by rote and, current didactical proposals, which tend to develop historical thinking. This situation reflects the political tension on social demands and the institutional longstanding objectives for education.

9

Zwierzęta a dydaktyka literatury. Wokół szkolnej lektury powieści Olgi Tokarczuk Prowadź swój pług przez kości umarłych

100%

Wójcik-Dudek M.

Postscriptum Polonistyczne

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2012

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issue 2(10)

251-261

EN

The author of the article proposes the way of reading and interpreting Olga Tokarczuk’s novel at high school. The choice of the novel results not only from the changes in curricu-lum, but also from a chance of enriching the lists of obligatory reading with the texts under-taking interesting problems such as relation between man and animals. The scholar sees here a counterweight for problems connected with liberation of the nation or social topics that seem to dominate in Polonistic discourse at high¬ school. The very presence of Olga Tokar-czuk’s novel at Polish language classes would question an anthropocentric way of interpret-ing the world around.

10

Curriculum vitae Henryka de Raësa, oficera cudzoziemskiego z drugiej połowy XVII wieku

100%

Jankowski R.

Miscellanea Historico-Archivistica

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2008-2009

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vol. 15-16

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issue 15-16

91-111

EN

In the article “Strange Fate of the Treasury of Henry de Raës in the Era of the Swedish Deluge and the Unsuccessful Attempts to Regain It” [“Barok” (Historia–Literatura–Sztuka), XV/1 (29) 2008, pp. 71–87] the author focuses on the “fortune” of Henri de Raës, which was lost during his service for of Bogusław Radziwiłł (1620–1669), Lithuanian Master of the Horse (Equerry) and Governor General of Prussia. The fate of the treasury of Henry de Raes is an example of a standard model of foreign soldier’s career in the modern Polish-Lithuanian Commonwealth. The source documents published in the article are an illustration of this career pattern and may be conventionally called curriculum vitae of Henry de Raës. These documents were created for settlement of claims what their titles indicate too (“claims” and “explanation of the claims”). The article in “Barok” was based largely on hypotheses taking into account the limited sources credibility. Bearing this in mind the author wants to give the reader possibility of his own interpretation. Kinship and offices that representatives of the de Raës family held till the early nineteenth century (when the line became extinct in Poland) are described in the introduction to the sources in order to illustrate the importance of what achieved the de Raës family without indigenatus being granted to the progenitor of the family in the Grand Duchy of Lithuania. In the introduction to the sources the author deals with the denization of foreign officers serving in the Polish-Lithuanian Commonwealth during “the Deluge”.

PL

W artykule: Dziwne losy skarbu Henryka de Raësa w dobie „potopu szwedzkiego” i bezskuteczne próby jego odzyskania [„Barok” (Historia-Literatura-Sztuka), XV/1 (29) 2008, s. 71-87] skupiłem się na „fortunie” Henryka de Raësa, którą stracił w służbie u Bogusława Radziwiłła (1620-1669), koniuszego litewskiego i generalnego gubernatora Prus Książęcych. Na kanwie losów skarbu Henryka de Raësa rysuje się wzorcowy model kariery żołnierza cudzoziemskiego w nowożytnej Rzeczypospolitej. Ilustracją tego wzorca są dokumenty wydane w powyższym tekście. Można je umownie nazwać curriculum vitae Henryka de Raësa. Napisane zostały, jak same nazwy wskazują („pretensje” i „objaśnienie pretensji”) dla zaspokojenie roszczeń. Z uwagi na skąpe źródła, w dużej mierze artykuł w „Baroku” był oparty na hipotezach. Mając cały czas w pamięci ograniczoną wiarygodność źródła chcę dać czytelnikowi możliwość jego interpretacji. Dla ilustracji, do jakiego znaczenia doszła rodzina de Raësa w Wielkim Księstwie Litewskim, i to bez uzyskania indygenatu przez protoplastę rodu, we wstępie do wydawanych źródeł przestawione zostały koligacje i urzędy jakie pełnili ich przedstawiciele aż do wygaśnięcia gałęzi rodu w Rzeczypospolitej w początkach XIX w. Szerzej we wstępie do wydawanych źródeł zająłem się instytucją indygenatu dla oficerów cudzoziemskich służących w Rzeczypospolitej w okresie „potopu”.

11

Gamedec. UKW in IGDA Curriculum Framework

100%

Mochocki M.

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2016

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vol. 3

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issue 1

121-139

EN

Launched in October 2013, GAMEDEC: game studies & Design is a specialisation track within the 2nd Gen Humanities (aka Humanities 2.0) 3-year BA programme at Kazimierz Wielki University (UKW) in Bydgoszcz, Poland. The curriculum was created by UKW academic staff with game design experience, guided by the IGDA 2008 Framework and consulted with game dev professionals. It underwent slight modifications in 2014 and a significant transformation in 2015. This paper aims at a thorough analysis of the structure of the curriculum as seen through the lens of the IGDA Framework (2008), including the coverage of both Core Topics and Institutional Considerations. The analysis is conducted in the context of foreign (mostly U.S.- based) game degrees and supported with comments on its design, implementation and modifications.

12

Le texte et la formation des romanistes au Français sur Objectifs Spécifique

89%

Gajewska E., Sowa M.

Academic Journal of Modern Philology

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2023

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issue 20

51-61

EN

The study of philology (including Romance studies) has opened up very widely to specialized communication, introducing LSP classes into the curricula. The basis of language content programming for professional purposes is essentially a text (specialized text). Despite its many definitions, it is necessary, first of all, to pay attention to those that treat the text as a material manifestation of discourse and genre, and use it to conduct an analysis of the communicative and linguistic needs of learners. This article discusses the problem of the (in)presence of specialized text in philological education preparing for professional activity. Based on the analysis of philological study programs in Poland, it can be seen that they use text to varying degrees and extents in the teaching of various LSP. Text is certainly part of the names of the subjects (especially translation classes), but to a small extent it is possible to notice its presence in the analysis of needs and conceptualization of content in terms of communicative practices in the target work environment.

13

ОБҐРУНТУВАННЯ МОДЕЛІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ДО РЕАЛІЗАЦІЇ ВАРІАТИВНИХ МОДУЛІВ У ПРОЦЕСІ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

88%

Бермудес Д.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 7(71)

26-36

EN

The purpose of the article is to substantiate theoretically the model of training of the future physical education teachers for the implementation of variant modules in the process of professional activity. Research methods: analysis of scientific sources, generalization of the results of investigations by individual authors. In the structure of the developed model we distinguish five blocks, they are: subject, target, content, organizational, diagnostic-productive. The subject block includes the interaction of pedagogical activity subjects: a teacher of a higher education institution –a future physical training teacher (student) – a physical training teacher of general secondary education institution. Interaction of pedagogical activity subjects is directed at the pupil who studies at the general secondary education institution. The target block includes: purpose, tasks, methodological approaches, principles of professional training. A content block of model of training of the future physical education teachers implies the introduction of a special course “Fundamentals of choreography”, discipline of professional training “Theory and methodology of teaching aerobics”; enrichment of educational-methodological complexes content in the disciplines of professional and selective training with additional sections and themes. The organizational block includes: forms of educational process organization in institutions of higher education, methods and means of training of the future physical education teacher. The diagnostic-productive block of the model reflects the results of evaluation of the future physical education teacher for the implementation of the variant modules in the process of professional activity and covers the components (motivational, theoretical, effective) with the corresponding criteria and indicators characterizing three levels of formation: low, medium, high. Conclusions and perspectives of further research. On the basis of the study of psycho-educational and methodological works, practical experience in training of the future physical education teachers, the author developed and substantiated the structural-functional model of training of the future physical education teacher for the implementation of variant modules in the process of professional activity. The improvement of the methodological provision of professional training of the future physical education teachers to the specified type of activity must be in accordance with the requirements of the current curriculum on physical education in institutions of general secondary education. We consider it to be perspective.

14

ПОРІВНЯЛЬНИЙ АНАЛІЗ ОСОБЛИВОСТЕЙ УПРАВЛІННЯ ЯКІСТЮ ОСВІТНІХ ПОСЛУГ В УКРАЇНІ ТА ВЕЛИКІЙ БРИТАНІЇ

88%

Шаповалова О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 9(53)

123-131

EN

The author of the article analyzes the contemporary approaches to quality management of educational services in secondary education of Ukraine and Great Britain. The national educational standards in the secondary educational system of Great Britain that affect the process of formation and development of education in accordance with the laws of market economy are determined. The centralized and decentralized management mechanisms are characterized and specified, their role in enhancing the quality of education is defined. The main scientific approaches to monitoring the quality of educational services are overviewed. In general, the main tasks of management of the general secondary education, declared by the Law of Ukraine “On General Secondary Education” are: creating the conditions for citizens to complete secondary education; forecasting the development of secondary education network of schools according to the educational needs of the citizens; certification of schools of general secondary education, publication of the results of certification through the media; licensing of secondary schools based on private property; control over compliance with the State standard of secondary education, educational guidance and public inspection of secondary schools; social protection;promoting self-government in secondary schools;acquisition of general secondary education teaching staff, including executive staff. It is noted that in Ukraine State standard of secondary education is a “construction of norms and regulations that determine the state education requirements for the students and graduates of schools in primary, basic and secondary education and state guarantees to its achievement”. Unlike our country, in the UK national educational standards define the requirements for the education of the pupils at key stages of education. In addition, the UK national standards are differentiated, including the explicit level set of minimum national standards of educational achievement (minimum national standards of achievement) and standards of academic performance average (the so-called “floor standards”), which evaluated the state primary and secondary school. Thus, the article has revealed common characteristics in quality management of educational services in secondary education of Ukraine and Great Britain in the regulatory aspects of security, procedural principles of quality management.

15

Miejsce tłumaczenia w uczeniu (się) języka obcego w nowej podstawie programowej kształcenia ogólnego

88%

Maziarz M.

Studia Translatorica

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2020

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issue 11

99-114

EN

Modern didactics of foreign languages should be based not only on the training of communication competence, which allows to achieve the most important goal of learning – communication in a foreign language, but also on the training of translation competence, which gives wider possibilities for the use of language, e.g. in language mediation. Mediated communication is often more difficult, requiring trust, intercultural competence, understanding of otherness from all participants as well as the responsibility of intermediaries for the final outcome of communication. Anyone can be a “translator” in everyday situations.

16

ІНТЕРНАЦІОНАЛІЗАЦІЯ КУРИКУЛУМУ НА ПРИКЛАДІ АВСТРАЛІЙСЬКИХ УНІВЕРСИТЕТІВ

88%

Чирва А.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 1(55)

412-418

EN

The article presents analysis of strategic approaches to curriculum internationalization at Australian universities (Griffit, Monash, Adelaide) based on the study of the university strategic documents presented on their official web sites. The principal strategies of curriculum internationalization at Australian universities have been outlined and their essence has been characterized. Recommendations concerning practical implementation of curriculum internationalization at Ukrainian universities have been given. In the official documents of the universities it is noted that the ethos of internationalization of curricula should be integrated into the educational and teaching activities of the University. The strategic process of internationalization of the curriculum covers planning, reporting, and enhancing operational elements such as content, form and structure. The basic context of the strategies is the inclusiveness of multiculturalism which means filling of curricular with international content, conducting of international research. Stimulation and modeling of inclusive strategies and openness to variety means demonstration of mutual respect. Contribution to interactive cultural exchange foresees embodiment and stimulation of international student exchange within programs, active student stimulation to cooperation in learning activity with the students of different origin. Recognition and evaluation of multilingualism as the tool for intercultural research, gaining of practical competence in global economy and understanding of difference also take an important place. Demonstration of practice in sensitive and inclusive education means active preconception of ethnocentric or racist language and behavior and avoiding of cultural stereotypes. Elaboration of strategic university document is believed to be fundamental step of curriculum internationalization practice. So, universities unite international and intercultural perspectives and inclusive learning in their courses to prepare students to ethic and sensitive functioning in international and multicultural professional and social context. Ethos of curriculum internationalization should be integrated in learning and teaching activity of university.

17

Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand

88%

Craw J.

Journal of Pedagogy

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2015

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vol. 6

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issue 2

133-153

EN

This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.

18

Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings

88%

Arndt S., Tesar M.

Journal of Pedagogy

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2015

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vol. 6

|

issue 2

71-86

EN

This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.

19

New Zealand early childhood curriculum: The politics of collaboration

88%

Farquhar S.

Journal of Pedagogy

|

2015

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vol. 6

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issue 2

57-70

EN

The New Zealand early childhood curriculum, Te Whāriki (Ministry of Education [MoE],1996), is frequently hailed as a community inspired curriculum, praised nationally and internationally for its collaborative development, emancipatory spirit and bicultural approach. In its best form community can be collaborative, consultative, democratic, responsive and inclusive. But community and collaboration can also be about exclusion, alienation and loss. This paper engages with Te Whāriki as a contestable political document. It explores this much acclaimed early childhood curriculum within a politics of community, collaboration and control. Driving the direction of the paper is a call for a revitalised understanding of curriculum as practices of freedom, raising issues of how to work with difference and complexity in a democratic and ethical manner. The paper concludes that although official curriculum is unavoidably about control, there is a world of difference in the ways such control might be exercised. The real curriculum exists where teachers are working with children - it is in the everyday micro-practices that impacts are felt and freedoms played out.

20

Kei hea te Ora? The whereabouts of the health of children in the early childhood curriculum of Aotearoa New Zealand

88%

Gibbons A.

Journal of Pedagogy

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2015

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vol. 6

|

issue 2

87-102

EN

The policies and practices of early childhood teaching in Aotearoa New Zealand have been an ongoing site of political, economic, social and cultural contestation. Competing values and beliefs regarding experiences of both the child and the teacher have been central to the contesting. Helen May (2001, 2009) tracks these tensions through the waxing and waning of particular landscapes or paradigms, each of which can be seen to have contributed to the growth of the early childhood sector, its purpose, operations, manifestations, and its arguably tenuous cohesion as an educational sector. This paper provides a brief overview of the various paradigms, their purposes, and their spheres of influence (recognising that other papers in this special issue will contribute to a very detailed picture of early childhood education in Aotearoa) before analysing the discourses of child health in relation to the early childhood curriculum. Health is woven into the strands and principles of Te Whāriki (Ministry of Education [MoE], 1996). Yet, this paper questions whether teachers and student teachers are attuned to what it means to have health as a key part of the curriculum, and explores whether health is a marginal consideration in the curriculum. The paper engages Foucault’s work, exploring tensions between pedagogical and medical disciplines in relation to the professionalisation of early childhood teaching. The idea of holism is then discussed as an approach to early childhood education curriculum discussions with reference to the participatory approaches to the development of Te Whāriki.

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