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Class Teachers – Their Thinking and Reasoning in the Context of Creating a Favourable Classroom Social Climate by Means of the Methods of Personal and Social Education

100%
Geršicová Z.
Acta Technologica Dubnicae
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2016
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vol. 6
|
issue 1
27-41
EN
The paper deals with class teachers’ thinking and reasoning processes and the possibilities of influencing teachers’ ability to create a favourable classroom social climate. This paper describes personal and social education as one of the means and methods of such influencing. The results of the research carried out indicate that teachers have a very high opinion regarding their ability to create a favourable classroom social climate. The issues of personal and social education in the work of a class teacher are the topic of the project KEGA 002DTI-4/2013 being solved by a team of professionals at Dubnica Institute of Technology in Dubnica nad Váhom.
2
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Latent Structure of the Curriculum for Primary Teacher Education in Serbia

100%
Rodić N., Rodić Lukić V. N.
The New Educational Review
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2013
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vol. 31
63-74
EN
This paper attempts to determine the latent structure of the curriculum for primary school teacher education in the first cycle of studies at Serbian teacher training and education faculties. By applying the factor analysis into the first level of teacher education, four latent dimensions could be identified that could be nominated as General Education, Basic Education, Methodological Education, Specific Education, and one bipolar factor. The results indicate that learning outcomes and competences in certain fields of instruction should be re-examined and re-directed in line with the experience of the EU countries in order to harmonize and modernize the curriculum for primary teacher education in Serbia.
3
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Kompetencje społeczne nauczycieli – diagnoza i pomocowe implikacje

87%
Piorunek M., Werner I.
Studia Edukacyjne
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2017
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issue 44
121-142
EN
The paper focuses on the diagnosis of the social competencies of the lower secondary school teachers and among students preparing for the teaching profession. The study used the Social Competencies Profile (PROKOS), which measures social competencies in five specific areas: assertiveness, cooperation, social mindedness, resourcefulness, and community awareness. Surprisingly, students exhibit higher levels of assertiveness and cooperation competencies than teachers. In the group of teachers, statistically significant differences were found between men and women at the level of all the competencies diagnosed. Professional advancement and teacher training did not produce different results. This shows that the level of social competence of teachers is unsatisfactory, especially as regards their ability to support young people.
4
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Doświadczenia nauczycieli związane z rolą wychowawcy klasy w szkołach na terenie Podkarpacia

51%
Edukacja-Technika-Informatyka
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2016
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vol. 7
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issue 4
37-44
PL
W artykule podjęto temat istotny z punktu widzenia pedagogiki szkoły i pedeutologii odnoszący do wychowania w klasie. Autorka krótko przedstawia teoretyczne aspekty pracy wychowawcy klasy i argumentuje, jak ważne jest przygotowanie do niej kandydatów na nauczycieli. Praca z klasą wymaga bowiem odpowiedniego kierowania jej zasobami, uruchamiania wsparcia i pomocy, rozwijania dialogu i współpracy z różnymi podmiotami szkoły i środowiska, budowania autorytetu wśród uczniów. Powstaje zatem pytanie: Czy do tych trudnych ról i zadań nauczyciel jest przygotowany? Badania własne dowodzą, że doświadczenia nauczycieli związane z rolą wycho-wawcy klasy są nie zawsze pozytywne, choć często nauczyciele je afirmują. Wymagają bowiem wysokich kompetencji interpretacyjnych, prakseologicznych, komunikacyjnych i społecznych, etyczno-moralnych i krytyczno-twórczych, aby nauczyciel działał odpowiedzialnie i skutecznie. Istotne są też kompetencje do radzenia sobie ze stresem, jakiego nauczyciel doświadcza. Istnieje więc potrzeba ich kształtowania.
XX
In the article, undertaken subject is important from the point of school's pedagogics' and pedeutology's view referring to the education at school. The author briefly presents theoretical aspects of form tutor's work and argues the importance of candidate's for teachers is. For work with class requires appropriate management of it's resources, providing support and help, developing dialogue and cooperation with different subjects of school and environment as well as building the authority amongst students. Therefore a question arises: Is teacher prepared for these difficult roles and tasks? Own research proves that teacher's experiences related to the role of form tutor are not always positive, though many teachers affirm them. They require high interpretative, praxeological, communication and social, ethical-moral and critical-creative competences, in order for the teacher to act responsibly and effectively. Competences to coping with stress, that teacher experiences is also crucial, so the need of their forming exists.
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