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WYCHOWANIE DO WARTOŚCI W SZKOLE JAKO POLE PROFESJONALNYCH DZIAŁAŃ NAUCZYCIELA (WYBRANE SPOSTRZEŻENIA Z BADAŃ SONDAŻOWYCH)

100%
Sałaciński L.
Problemy Profesjologii
|
2014
|
issue 2
111-122
PL
Artykuł porusza problem profesjonalizmu pracy nauczycieli w ramach szkolnego wychowania do wartości. Zagadnienie to wydaje się dziś wyjątkowo aktualne. Odzwierciedla bowiem jedno z ważniejszych współczesnych wyzwań stojących przed edukacją, zwłaszcza w jej instytucjonalnej formie. Pomimo, iż problem był już przedmiotem rozmaitych dociekań naukowych, dokładniej go zgłębiając odkrywamy, jak wiele w tym obszarze jest jeszcze niejasności i wątpliwości. Największa trudność jawi się zazwyczaj w określeniu właściwości nauczycielskich działań. Rzecz w tym, aby sprzyjały one rozwojowi uczniów, a nie poprzez nakazowość i manipulację ten rozwój upośledzały. Najważniejszym w profesjonalnej pracy w ramach wychowania do wartości, z punktu widzenia humanistycznej pedagogiki, wydaje się zatem to, aby nauczyciel w każdym momencie i na każdym etapie swych działań cenił osobę ucznia, jego indywidualność i autonomię. Jak postulował już przed wielu laty prof. S. Ruciński, w profesjonalnym realizowaniu w szkole wychowania do wartości najważniejszym jest to, aby nauczyciel traktował ucznia jako podmiot, jako autoteliczną wartość. Tylko poprzez takie podejście w dążeniu do samorealizacji stworzy się uczniowi najlepsze warunki do racjonalnego korzystania z posiadanego potencjału.
EN
The article discusses the issue of teachers’ professionalism in the context of values education at school. The problem appears to be of particular relevance nowadays, as it reflects one of the major contemporary challenges facing education, especially in its institutional form. Although the problem has already been subject to a certain degree of scientific scrutiny, the deeper we delve into it, the more we become aware of confusion and uncertainty still permeating this area. The greatest difficulty is typically nested in determining the properties of teaching activities, so that they are conducive to pupils’ development rather than to hindering it through authoritative and manipulative attitudes. Thus, from humanistic point of view, education respecting pupils as persons with their individuality and autonomy appears to be the most vital factor at any time and at any stage of teachers’ professional work within values education. As already postulated many years ago by prof. S. Rucinski, the most important aspect in professional implementation of values education at school is that teachers treat pupils as entities with autotelic value. Only through such an approach can optimal conditions for the rational use of pupils’ potential be instigated in an effort to prompt their self-actualisation.
2
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Wyznaczniki profesjonalizmu nauczyciela – dyskusja glottodydaktyczna a polityka i praktyka oświatowa

63%
Jaworska M.
Neofilolog
|
2020
|
issue 55/1
51-73
EN
The professionalism of a teacher is their competence, expertise, “knowledge of the craft”, but also the ability to meet high cognitive, operational and ethical standards. On the one hand, this is rooted in social and cultural expectations, related to the educational needs of society, but on the other it has a personality dimension, connected with the teacher’s individuality, which is evidenced in the specific relations they have with students. This article aims to analyse the determinants of the professionalism of the contemporary foreign language teacher found in recent glottodidactic discussion and compare these to the current educational policy and practice. It will present both theoretical approaches and the selected results of studies and reports on this topic.
3
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Kodeks etyki zawodu nauczyciela: potrzeba, formalne umocowanie i skuteczność

63%
Madalińska-Michalak J.
Edukacja Ustawiczna Dorosłych
|
2018
|
issue 4
206-216
EN
The paper critically discusses selected results of the nationwide research on the ethics of teachers in Poland. The paper presents the results regarding the need to adopt a generally binding teacher’s code of ethics, its formal regulations and the potential effectiveness. Research shows that teachers' attitude to the idea of introducing a code of ethics has not yet been fully crystallized among the teachers in Poland. In continuing education of teachers, both legal education and ethics education should play an important role, contributing to the strengthening of teachers' professionalism.
4
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WHAT MAKES TEACHERS DEVELOP PROFESSIONALLY: SOME REFLECTIONS ON MOTIVATIONAL ISSUES IN THE CONTEXT OF POST-GRADUATE STUDY PROGRAMMES

51%
Droździał-Szelest K.
Neofilolog
|
2019
|
issue 52/1
159-177
EN
This article explores the concept of teacher professionalism, focusing primarily on factors motivating teachers to pursue professional development within the framework of formal, organized teacher development programmes offered by educational institutions. Its major purpose is to contribute to a better understanding of motivational issues involved in teacher education, or teacher learning, as it is sometimes referred to. Its other purpose is to liven up a discussion concerning language teacher education as a life-long experience. The article consists of two parts: its theoretical sections focus on the notions of professionalism and a professional, together with the concepts of autonomy and reflection/reflective practice, which are crucial from the point of view of teacher development. Next, factors motivating teachers to continue their development both as professionals and as individuals are addressed. The second part presents and discusses results of a small-scale individual research project which yielded some interesting data pertaining to motivational issues involved in teacher learning.
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