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1
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Psychologiczna gotowość nauczycieli do tworzenia efektywnego środowiska e-edukacji: koncepcja badań

100%
Kaliszewska-Czeremska K., Laconi S.
e-mentor
|
2015
|
issue 4 (61)
32-37
EN
New needs of contemporary students caused by technology development and the change of the character of relations between students and teachers pose a challenge for the present-day school. Preparation of didactic staff for e-education seems to be in this context one of the most important tasks of the contemporary education system. If we want to prepare future generations of teachers to work in the dynamically changing educational reality, we need to take care of expanding the scope of competencies of this labor group. Shaping readiness to create an effective e-education environment appears to be a beneficial approach, important for both sides participating in the process of formal education. Yet, preparing an educational offer that would be adequately adjusted to the needs of particular labor group requires, in the first place, proper recognition of those needs. An accurate diagnosis of teachers' and prospective teachers' readiness to create effective e-education environments could enable optimization of actions in this area. In this article, issues connected with the preparation of teachers and prospective teachers to work in e-education have been discussed. Also, the author's proposition of a psychological examination of teachers' readiness at different stages of professional development to create effective e-education environments has been presented here.
2

Internationalization of Universities and Teacher Preparation for the 21stCentury

88%
Kurincová V., Klimentová A.
International Journal on Language, Literature and Culture in Education
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2016
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vol. 3
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issue 2
127-140
EN
The living in 21st century’s global world has a great impact on various aspects of life in interdependent society. Teachers and educators are expected to be well prepared to teach in classrooms characterized by diversity in culture, language, abilities and other characteristics of pupils. The other challenge for teachers is to support development of new competences of pupils, competences, which enable them to understand global world and to be active participants in new living conditions. The task of teacher training institutions is to find the ways how to prepare globally competent teachers, as their training as well as a real educational practice has always been connected to the existing socio-historical context. The authors of presented paper pointed out some issues linked to the global competence of teachers and the requirements of globally competent students. The paper is focused on the importance of internationalization of future teachers’ preparation. Based on collected empirical data, the authors present possible ways, outcomes and benefits of international study stays of students (prospective teachers) for their professional growth, teachers’ competences and personal development.
3
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Development of prospective preschool and primary school teachers in the area of ICT use in education

75%
Smyrnova-Trybulska E.
e-mentor
|
2021
|
issue 3 (90)
32-42
EN
The study was intended to examine the evaluation of the development of students’ and future teachers’ preparation in the area of digital preschool and primary school education, supported by information and communication technology (ICT). In this article, the author studies the concept and the curriculum of the “Information technology in the education of children of preschool and primary education” course implemented in the pedagogy program bachelor specialization referred to as “Preschool and primary school education,” with active e-learning support, particularly in the form of distance courses, applications, Internet sources, websites, and digital resources. The author analyzes details of the curriculum of the course, the concept of each task, criteria of their assessment, the learning outcomes, and examples of projects. A review is provided of a course based on some evaluative materials. Moreover, the author discusses selected results of surveys of students’ opinions about specific tasks, particularly the evaluation criteria of didactic applications and educational websites, self-reflections on course achievements, and fulfilment of their expectations.
4
Publication available in full text mode
Content available

Development of prospective preschool and primary school teachers in the area of ICT use in education

75%
Smyrnova-Trybulska E.
e-mentor
|
2021
|
issue 3 (90)
32-42
EN
The study was intended to examine the evaluation of the development of students’ and future teachers’ preparation in the area of digital preschool and primary school education, supported by information and communication technology (ICT). In this article, the author studies the concept and the curriculum of the “Information technology in the education of children of preschool and primary education” course implemented in the pedagogy program bachelor specialization referred to as “Preschool and primary school education,” with active e-learning support, particularly in the form of distance courses, applications, Internet sources, websites, and digital resources. The author analyzes details of the curriculum of the course, the concept of each task, criteria of their assessment, the learning outcomes, and examples of projects. A review is provided of a course based on some evaluative materials. Moreover, the author discusses selected results of surveys of students’ opinions about specific tasks, particularly the evaluation criteria of didactic applications and educational websites, self-reflections on course achievements, and fulfilment of their expectations.
5
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School experiences retrospectively: relationship between recall of bullying experiences and perception of schools by pedagogy students

75%
Tłuściak-Deliowska A.
The New Educational Review
|
2016
|
vol. 43
167-178
EN
The presented study explored the memories of 332 pedagogy students about the bullying experiences and their former schools. Findings indicate that: (1) young adults have very different experiences with bullying, (2) time spent at middle school was assessed as the worst, (3) general judgment of school was correlated with bullying experiences, especially students who were involved in bullying problems as a victim or bystander were less positive in their appraisals of school. The study provides a unique account of how young adults view their school experiences. Data is discussed in terms of its psycho-educational implications.
6
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Droga do zawodu nauczyciela i motywy jej wyboru – w świetle autobiograficznych wypowiedzi studentów studiów pedagogicznych

51%
Dróżka W., Madalińska-Michalak J. M.
Forum Oświatowe
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2016
|
vol. 28
|
issue 1(55)
161-179
EN
This paper presents the results of qualitative research on the path to teaching as a career and the accompanying motivation. In the research, biographical, socio-cultural and economic conditions are critically considered. The study was conducted during the 2013-14 academic year in the University of Jan Kochanowski’s the Department of Education and the Arts. It involved 65 prospective teachers-postgraduate students in teacher education, with a specialization in preschool and early education with English language teaching. The research used the authobiographical method on the theme “My Way to the Teaching Profession: Autobiographical and Socio-cultural Context.” The study allowed the researchers to gain knowledge about the formation of the path to the teaching as a career and the prospective teachers’ motivations. The paper presents the broader context of prospective teachers’ formation and development. The results of the research enrich knowledge of teaching as a career and the professional development of teachers under modern conditions.
PL
W artykule przedstawiono wyniki badań jakościowych nad drogą do zawodu nauczyciela i towarzyszącymi jej motywami. W badaniach wzięto pod uwagę uwarunkowania biograficzne oraz społeczno-kulturowe i ekonomiczne. Badania zostały przeprowadzone na przełomie 2013/14 roku na Uniwersytecie Jana Kochanowskiego w Kielcach, na Wydziale Pedagogicznym i Artystycznym. Objęto nimi 65 kandydatów na nauczycieli – studentów magisterskich studiów pedagogicznych na specjalności edukacja wczesnoszkolna i przedszkolna z nauczaniem języka angielskiego. W badaniach zastosowano metodę swobodnej wypowiedzi autobiograficznej na temat. „Moja droga do zawodu nauczycielskiego. Kontekst autobiograficzny i społeczno-kulturowy”. Badania pozwoliły na zdobycie wiedzy na temat kształtowania się dróg wejścia do zawodu nauczyciela i motywacji wyboru zawodu u kandydatów na nauczycieli oraz ukazanie szerszego kontekstu jej kształtowania się i rozwoju. Wyniki badań wzbogacają wiedzę o zawodzie nauczyciela oraz o rozwoju zawodowymnauczycieli we współczesnych uwarunkowaniach.
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