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1

Sergiusz Hessen (1887 – 1950) – as creative European educationalist with no homeland

100%
Kucha R., Świderska M.
Journal of Intercultural Management
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2013
|
vol. 5
|
issue 4
81-92
EN
This article examines the life and scientific career of the prominent European educationalist and pedagogue Sergiusz Hessen. His pedagogical heritage is examined on the base of basic primary writing and archive sources prepared in different languages. We are trying to show the contribution of the Hessen`s activity in the research methodology of multicultural societies and education, his philosophy of education, teaching knowledge, as well as in the real process of university and school education.
2

ПРОФЕСІЙНО-ПЕДАГОГІЧНА КУЛЬТУРА ВИКЛАДАЧА ВНЗ ЕКОНОМІЧНОГО ПРОФІЛЮ ЯК СКЛАДОВА ЙОГО ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ

88%
Миленкова Р.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 1(45)
332-339
EN
The purpose of the article is the theoretical analysis of professionaland pedagogical culture of economic students’ teachers. The presented results of the research are obtained by such methods as an analysis, generalization, analogy, design, pedagogical supervision, questioning, expert estimation. The description of the structural elements and their interrelation comes forward a research result, the functions and the basic factors of becoming professionalpedagogical culture.A practical value lies at the possibility of pedagogical examinations of professional and pedagogical culture of the teachers in accordance with the constituents of its structure and foresees the leadthrough of the pedagogical experiment. Such generalized factors as specific features of the pedagogical profession; general culture and motivation of a personality; the level of education, the professional pedagogical experience; the level of teachers’ scientific activity influence on forming the professionally pedagogical culture of the teachers. Consequently, professional and pedagogical culture of a teacher is a constituent of his general culture, which makes the system of values, knowledge, norms, abilities and skills, in relation to realization of scientific pedagogical activity, that is formed or developed in a personality during his pedagogical education and practice and provides at certain terms realization of scientific pedagogical potential within professional activity. The basic functions of professional and pedagogical culture, in our view, are such as: regulative which determines the important role of pedagogical activity in the development of society and its social institutions; value-normative, which gives the estimation of the phenomenon in the sphere of educational activity; communicative which foresees intercourse and exchange experience from innovations and technologies of studies; socializing, which examines professional pedagogical culture through the prism of public values; prognostic which foresees a study and the results of pedagogical activity. Particularly noteworthy among the factors of professional and pedagogical culture of a teacher professional and academic culture of the university, which forms a separate corporate culture of teachers, including specific future careers of graduates – economic.
3

ВПЛИВ РЕЙТИНГУ НА ІМІДЖ ВИКЛАДАЧА

75%
Пшенична Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 6(40)
237-247
EN
The article focuses on determining the impact of basic components and mechanisms of rating on higher school teacher’s image. Pedagogical activity has always been and continues to be social and educational activity, as a teacher does not only shape personality of a student, but also society as the whole. Shaping the society and participating in transduction of scientific and technical knowledge, moral and common cultural representations, a teacher forms himself as a personality. That is a teacher is one of the crucial characters in shaping the society. The main pedagogical professional competence criteria are: business initiative, innovative nature of thinking, communicative competence, information culture and the ability to evoke sympathy, influence others in a positive way, contribute establishment of psychological comfort and trust. However, not only professional knowledge and pedagogical creativity ensure high achievements in the field of educational activity, but also ability to attract to oneself others, and consequently – to create one’s own image. It is concluded that in the rating assessment of pedagogical activity of the teacher the emphasis is placed on quantitative indicators of his performance, which should be supplemented by qualitative criteria of teaching activities: teacher’s skills to read lecture, his ability to implement modern teaching technologies: information, remote, problem, etc, pedagogical technique, the weight of scientific achievements: developed scientific technology, methods, systems, reputation among students, etc. It is stressed that new methodology for the assessment should consider, first of all, criteria, answering the question: how scientific-pedagogical staff have fulfilled the teaching task, what results have they got in their scientific field, have they worked with the student group as mentors, what is the attitude expressed to them by the students, what universal qualities are habitual to the personality, what are the strengths and weaknesses of the teacher and so on and only after that – the teaching load, the number of published scientific articles, the number of interviews or evenings spent in the hostel and others, because the rating of the teacher is a direct measure of the growth of his image.
4

Sukces i porażka w wychowaniu

51%
de Tchorzewski A. M.
Edukacja Elementarna w Teorii i Praktyce
|
2014
|
issue 4(34)
9-26
PL
Porażkę i sukces wychowawczy/edukacyjny należy postrzegać i analizować w kontekście różnych pojęć i zjawisk pedagogicznych mających znaczenie w rozwoju każdego człowieka. Do nich z pewnością zaliczyć należy samo rozumienie pojęcia wychowanie, któremu ze względu na brak jasnych i logicznych kryteriów nadaje się różne znaczenia treściowo-zakresowe. Ważną kategorią w rozważaniach na temat sukcesu i porażki wychowawczej jest pojęcie celu wychowania. Dojście do niego stanowi sukces wychowawczy, a brak osiągnięcia celu można traktować jako porażkę wychowawczą. Sukces wychowawczy zależy od poprawnej strategii formułowania etapowych i operacyjnych celów wychowania, zaś porażka jest wynikiem braku zrozumienia ich znaczenia. Bez znajomości i jasnego uświadomienia celu wychowawczego nie można na końcu drogi dochodzenia do niego orzekać o sukcesie bądź porażce wychowawczej. Zmierzając do wyznaczonego celu wychowawczego należy zdawać sobie w pełni sprawę, iż cele należy wyprowadzać z wartości rozumianych jako wektory ukierunkowujące drogę życiową dzieci i młodzieży. Wartości te nigdy nie występują samoistnie, lecz zawsze tworzą określone systemy. Definiujemy je jako byty cenne i godne pożądania, które stanowią cel dążeń ludzkich. Dochodzenie do sukcesu wychowawczego wymaga ustawicznego stawiania pytania o wartości oraz zrozumienia ich roli w procesie formacyjnym młodego człowieka. Droga do sukcesu pedagogicznego wymaga zatem pokonywania i przezwyciężania wielu trudnych do przewidzenia przeszkód przez wszystkich, którzy są w pełni świadomi roli wychowania. Na tej drodze mają miejsce chwilowe, a niekiedy i długotrwałe załamania, poczucie zawodu, a nawet przegranej w dochodzeniu i realizacji stawianych celów wychowawczych. Rodzi się zatem refleksja i powstaje sytuacja, w której pojawiają się pytania: gdzie popełniono błąd, na czym on polega, jak należy go rozwiązać, jak unikać kolejnych? Ustalenie błędu wychowawczego jest niezwykle trudne. Niekiedy można go dostrzec już na etapie bieżących działań podmiotu wychowującego. Błędy wychowawcze są następstwem niezadowalającego poziomu świadomości wychowawczej i kultury pedagogicznej. Wyrazem optymalnego poziomu świadomości wychowawczej i kultury pedagogicznej rodziców i pedagogów jest podejmowanie przez nich takich czynności i działań w procesie wychowawczym, które można określić mianem wspomagania rozwoju dzieci i młodzieży. Z jednej strony prowadzą one do optymalizacji procesu dochodzenia do sukcesów, zaś z drugiej przyczyniają się do minimalizowania porażek wychowawczych. Proces wspomagania rozwoju podmiotu wychowywanego musi być poprzedzony poprawnym zorientowaniem się w kwestiach dotyczących porażki i sukcesu wychowawczego. Proces wspomagania rozwoju ma przede wszystkim służyć skuteczności wychowania. O skuteczności wychowania decydują kompetencje pedagogiczne, a więc świadomość celów wychowawczych, umiejętność ich realizacji oraz sposoby jej pomiaru.
EN
Pedagogical (i.e. educational) success and failure should be perceived and analyzed within the context of a broader range of educational definitions and phenomena affecting the development of human beings generally. Without doubt, grasping the proper definition of education must itself figure here, due to the fact that this definition is frequently invested with quite varied content and scope-related meanings, lacking as it does any logically precise criteria. The term educational goal is an important category in deliberations about educational success and failure. Achieving it spells educational success, while not doing so can often be equated with educational failure. Educational success depends on choosing the correct strategy when formulating both progressive and operational educational goals; yet failure tends to issue from a deficient understanding of their meaning and role. Without knowledge and a clear awareness of the nature of the educational goal, it is impossible to judge either educational success or failure, even from the standpoint of having reached the end of the process that is supposed to be directed towards it. When aiming to achieve some definite educational goal, one should be fully aware of the fact that such goals are meant to arise from values understood as vectors that serve to direct children and young people in the course of their lives. We do define our values, of course, but these never appear autonomously: instead, they always give rise to determinate systems in the form of valuable entities considered worthy of being desired and constituting a goal for human aspirations. The process of achieving educational success requires a constant questioning of values, as well as an understanding of their role in the formation process of young people. Therefore, the road to pedagogical success requires the overcoming and surmounting of numerous obstacles – of a sort not easily anticipated – by all those who are fully aware of the significance and the role of upbringing where adolescents are concerned. On this road, temporary and sometimes lasting breakdowns occur, along with a feeling of disappointment or even defeat as one is in the process of arriving at or implementing one’s preferred set of pedagogical goals. Consequently, one has afterthoughts, and a situation arises in which questions appear, along such lines as “Where has the mistake been made?”, “What does it mean?”, “How should it be solved?”, and “How can one avoid subsequent ones?” Identifying the nature of an educational fault is an extremely complex matter. It might be possible to detect it even while the educational activities in question are taking place. Educational mistakes occur as a consequence of the unsatisfactory level of one’s educational consciousness and pedagogical conduct. Those actions and activities undertaken in the course of the educational process by parents and educators that can be referred to as facilitating actions and activities in the context of the development of children and young people express an optimum level of educational consciousness and pedagogical conduct. On the one hand, such actions and activities optimize the process of achieving successes and, on the other, they contribute to minimizing any educational failures. The process of facilitating the development of a person being educated must be preceded by a proper orientation as regards the matter of educational success and failure. That process is primarily supposed to enhance the effectiveness of education. Hence it is pedagogical competence, conscientiousness in relation to educational goals, the skilfulness of the latter’s implementation and the methods used to measure this that, taken together, decide the effectiveness of any education.
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