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Spersonalizowane ścieżki kształcenia - propozycja uelastycznienia programu studiów

100%
Korczak K., Szymański K.
Informatyka Ekonomiczna
|
2015
|
issue 4(38)
31-44
EN
In the article, the authors analyse the concept of personalised learning pathways (SSK) dedicated to the fields of studies which make up a large part of the contents of Business Informatics. This concept proposes a more flexible study program primarily through the resignation from the specialties and the significant increase in the pool of subjects to choose from. The basis of conclusions were the results of a representative survey conducted among 108 students of Computer Science (Bachelor`s Studies) at the Faculty of Economics and Sociology, University of Lodz. Students completing the questionnaire referred to the selected elements of the concept of SSK, and also pointed to the potencial benefits and challenges that may be associated with this concept.
2
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Kształcenie nauczycieli przedszkola i klas początkowych na Uniwersytecie Śląskim w Katowicach – ewolucja treści, programów, zakresu kompetencji. Doskonalenie nauczycieli

89%
Budniak A., Mnich M.
Chowanna
|
2019
77-97
EN
The 40th anniversary of the Department of Early Childhood Education and Media Pedagogy encourages a reflection on the directions of scientific research activities that have been undertaken by the institution and its members, the education of students in the changing social, political and educational environment, its mission in the field of training early education teachers or the long-termactivities of the department employees related to the popularization of pedagogical issues in the environment. This study provides an overview of the educational offer, study programmes, curriculum content at the University of Silesia and competences of future and active teachers of kindergartens and primary school classes in the last forty years.
3
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Etnografie ve studijních programech Slezské univerzity v Opavě

88%
Veselská J.
Národopisný věstník
|
2008
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vol. 25_(67)
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issue 2
54-63
EN
The independent department of History and Museology of the Faculty of Arts and science of Silesian University in Opava was launched in academic year 1992-1993. However, the study of museology had already been implemented in 1990 at the department of Literary studies, Museology and Photography. Theoretical museology was based upon historical studies of material culture and the collection and protection of cultural and natural heritage. It was supplemented with topics from art history, ethnographical lectures and seminars became part of the syllabus; the first lecturer was PhDr. Jaroslav Štika, Csc. Mgr. Jiřina Veselská lectured between the years 1995-2008. She was replaced by PhDr. Věra Tomolová in 2008. Within the framework of their studies, students are requested to complete one ethnographical proseminar, two seminars and a compulsory course Introduction to Ethnography. They can also attend another optional course. Studies are focused on the clarification of terminology, history of discipline, methods of research, the documentation of traditional culture and the management, maintenance and presentation of ethnographical collections. The optional course, also attended by students enrolled on unrelated study programs, concentrates on the transformations of contemporary village life. High numbers of students that are attending particularly the optional courses show evidence of interest in the documentation of traditional culture and the preservation of material artefacts in museums. After passing ethnographical courses, many students have chosen ethnographical topics as subjects for their bachelor’s and master’s theses (e.g. documentation of the production of non-professional woodcarvers, traditional clothing deposited in museums, bibliographies, contemporary handicrafts, editions of sources, catalogues of collections). The list of these works concludes this essay.
4

“Eks me oleme kõik natuke idealistid.” Muuseumite ja keskkonnahariduskeskuste õppeprogrammide juhendajad

75%
Uppin H., Timoštšuk I.
Mäetagused
|
2023
|
vol. 88
53-94
EN
The diverse and egalitarian nature of Estonian education has been attributed to the relatively high degree of teachers’ autonomy. Among other things, teachers are free to decide how and where to teach, and it is very common to teach in out-of-school settings such as museums, science centres, etc. The network of different learning sites that schools use has not been thoroughly described in previous literature and is thus somewhat hidden and vulnerable to rapid societal changes. Thus, this article aims to describe the practice and perceived role in formal education of on-site educators from museums, environmental centres, and other similar institutions of science and culture. Seven semi-structured focus-group interviews were carried out with 27 educators. This purposeful sample was compiled with the help of experts in the field. The limitation of this sample was that it brought together representatives of outstanding providers of curriculum-related learning activities, and so it describes the practice of excellent rather than novice or un-motivated educators. On the other hand, such a sample gives us a deeper understanding of the best practices and possibilities of the field. We found that similarly to previous results, the core practice of on-site educators involves creating, developing, and carrying out learning activities, and general organisational work. Based on the interviews, the practice of on-site educators can be described as flexible, spontaneous, collaborative, seasonal, place- and theme-specific, and project-based. Their practice is also diverse in terms of tasks both on daily/yearly basis and throughout their careers, thus illustrated by low routine and high creativity. The background of on-site educators is diverse and there are no standard career or education paths, but they can be described as strongly oriented towards constant self-development and learning, although the majority of interviewees had obtained both theoretical and pedagogical training from university and had also worked as teachers at some point in their careers. They enjoy their work and feel that it is important to connect students with nature, culture, art, or whatever their field is, to enrich their lives, support their studies, and build a better society. Thus, they often explain the value of their work through the lens of life-long learning of their students. We conclude that out-of-classroom education in the form of field trips to museums and other similar institutions is deeply connected with curriculum and helps to achieve sustainable development goals. However, as the funding for field trips has steadily increased in the past years and there are more and more schoolteachers who have no professional pedagogical training, an increasing number of schoolteachers seem to be unprepared to support students in out-of-school learning environments. We describe and expand on good practices to support schoolteachers in out-of-school learning activities and in collaboration of museum on-site educators and schoolteachers; for example, joint training programmes for in-service schoolteachers and on-site educators (especially for supporting students with special needs and content- and language-integrated learning in the context of Russian speaking students), and career changes between schools and museums (on-site educators becoming teachers and vice versa). We documented some clever funding schemes that act as boundary objects and enhance collaboration between schoolteachers and on-site educators, but we also suggest avoiding pressuring the content of learning activities through funding, as this could hinder teacher autonomy and lead to unnecessary standardisation. We suggest creating coherence between different ministries who govern schools, museums and providers of environmental learning activities, and involving on-site educators more in wider educational discussions. Education is much more than schools, and on-site educators should be considered as equals to schoolteachers when it comes to funding and decision-making about education.
5

Professional Training Of Specialists In International Marketing In Poland

63%
Żukowski W.
Comparative Professional Pedagogy
|
2015
|
vol. 5
|
issue 2
88-91
EN
Polish experience in training specialists in international marketing in the context of globalization and integration processes has been studied. A range of theoretical resources, namely Market Entry Strategy for Poland; the articles dedicated to international marketing and economy development (W. Grzegorczyk, M. Viachevskyi, M. Urbanetst); program specifications and structures at Polish universities, namely University of Lodz and Collegium Civitas, have been analyzed. It has been defined that marketing is one of the most important activities in all types of organizations since it is a link between customers and companies in the context of global changes in business environment. The need of leading companies for their staff to be highly qualified, open for new opportunities, ready to take an initiative and comprehend the global needs and values has been justified. It has been clarified that both higher education institutions have the same strategic aims, aimed at highly professional specialists’ training, the cultural-based education of youth, stimulating for critical reflection, lifelong learning, and professional development. Positive aspects in Polish experience of training future specialists in international marketing have been defined. Perspectives for further research have been considered.
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