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Tworzenie sytuacji sprzyjających zaangażowanej współpracy dzieci w wieku wczesnoszkolnym

100%

Siadak G.

Problemy Wczesnej Edukacji

2016

vol. 12

issue 2(33)

76-88

The aim of this article is to present the possibility of the organisation of situations conducive to cooperation between pupils of early school age. In various parts of the article the following will be discussed: teacher-tutoring, and peer-tutoring in the Polish education system. The project Academic Centre of Creativity will be presented. This project was carried out by the research team at the Department of Didactics and Studies in the Culture of Education, Kazimierz Wielki University. The main objective of the project was to develop (testing and popularisation) of an innovative work model for teachers/students with the student based on Lev Vygotsky’s Sociocultural Theory. The research was carried out among the students of the first stage of education in grades I–III five “school exercise” located in Kujawsko-Pomorskie. The main part of the project ACK was a teaching experiment, during which observations were made, the activity of individual students and their participation in activities (group) was analysed in four areas: language, mathematics, science, and art. Owing to the multi-stage project, in the article emphasis was put on the practical aspect of the experiment, which was the organisation of the classroom culture as a social learning environment. During this process two forms of peer interaction were initiated: learning in collaboration and peer-tutoring. We analysed: the preparation phase conditions stimulating cooperation, the stages of development of collaborative learning and peer-tutoring, the benefits of collaboration and peer-tutoring (same-age peer-tutoring, cross-age peer-tutoring) among students of early childhood education.

Tutoring nauczycielski – tutoring rówieśniczy: aspekty etyczne

84%

Brzezińska A. I., Appelt K.

Forum Oświatowe

2013

vol. 25

issue 2(49)

13-29

The authors of the article indicate a variety of ethical issues concerning the functions of tutoring in education, both the traditional as well as peer tutoring. They claim that, the basic condition for ethical, and yet effective, tutoring relationships lie in the accordance to the concept of self-determination by Deci and Ryan – meeting the basic and universal needs by both partners of this interaction, namely the needs of relatedness and security, autonomy as well as competence. Becoming aware of, and taking into account these aspects may contribute to more effective and more ethical usage of tutoring in educational practice. The authors encourage detecting risk areas and factors in tutoring relationships (e.g. the risk of manipulating one’s partner) in order to minimize their impact on the relationship between a tutor and a tutee, which seems beneficial to the development of both parts of tutorial interaction.

W artykule autorki wskazują na różnorodne aspekty etyczne stosowania w edukacji metody tutoringu zarówno nauczycielskiego, jak i rówieśniczego. Podstawowym wg nich warunkiem etycznej, a zarazem efektywnej relacji tutorskiej jest – zgodnie z koncepcją samostanowienia Ryana i Deci’ego – zaspokojenie podstawowych, uniwersalnych potrzeb wszystkich partnerów interakcji: potrzeby więzi i bezpieczeństwa, potrzeby autonomii i potrzeby kompetencji. Uświadomienie sobie i uwzględnienie w działaniu tych aspektów przyczynić się może do bardziej efektywnego i etycznego korzystania z tutoringu w praktyce edukacyjnej. Autorki zachęcają do zwrócenia uwagi na obszary i czynniki ryzyka w relacji tutorskiej, m.in. ryzyko manipulacji partnerem, aby minimalizować ich wpływ na korzystną dla rozwoju obu stron relację między tutorem a jego uczniem/podopiecznym.

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1 Appelt K.

1 Brzezińska A. I.

1 Siadak G.

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Tworzenie sytuacji sprzyjających zaangażowanej współpracy dzieci w wieku wczesnoszkolnym

Tutoring nauczycielski – tutoring rówieśniczy: aspekty etyczne