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Students’ Perception of Teachers’ Professional Competence in Working with Pupils with Intellectual Disabilities

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Żyta A., Kazanowski Z.
The New Educational Review
|
2023
|
vol. 71
229-239
EN
The paper presents the results of research on the opinions of students of preschool and early childhood education (PECE) and special education (SE) on the importance of having various specific professional competencies by a teacher of inclusive education. The study used the diagnostic survey method and involved 202 students from both fields of study. Five categories of professional competencies were analysed: evaluative, psychological, innovative, communicative, and substantive-methodical. Both groups state that a high level of professional competence is especially expected when working with a pupil with an intellectual disability (ID).
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El perfil del profesor de español como lengua extranjera: dimensión formativa, dimensión técnica y dimensión afectivo-emocional

99%
Casal I. I.
Studia Romanica Posnaniensia
|
2016
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vol. 43
|
issue 3
67-83
EN
In this article we will reflect on the three dimensions that constitute key areas in the professional development of teachers of Spanish as a foreign language (ELE): the formative dimension, the technical dimension and affective-emotional dimension. We focus on the context of educational practice, an area from which we can invite reflection, to analyze the beliefs of teachers or change the direction of their work in the classroom.
3
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Edukacja międzykulturowa w edukacji wczesnoszkolnej: perspektywa historyczno-pedagogiczna i dobre praktyki nauczycieli na przykładzie Prywatnej Szkoły Podstawowej „Mieszko” w Poznaniu

87%
Adamczewski J., Płonka J.
Biuletyn Historii Wychowania
|
2020
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issue 43
151-166
EN
The aim of this article is to present a historical perspective on intercultural education, contemporary methods of supporting foreign students as well as the role of the teacher and the specific competence required to teach effectively in an intercultural environment. Contemporary methods of support are presented based on the example of good educational practice taking place at “Mieszko” Private Elementary School in Poznań. Actions that can be initiated by a teacher in early education have been divided into four areas: physical, didactic, social and in the classroom. The physical area addresses the issue of school space and activities that help to identify and address students’ difficulties in areas related to senses and coordination. The didactic area represents cultural events designed to entertain and educate; there are also examples of how to equalize educational opportunities among students. The subsequent area, encompassing activities carried out within a class group, show intercultural activities included in the curriculum and indicate which activities may help to control difficult behaviours of children. The social area activities are designed to support students in maintaining meaningful relationships with their peers and collaborating with other organizations that can complement and enrich intercultural formal education.
4
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Teachers on the efficacy of support to students with learning difficulties

86%
Žakelj A., Cotič M.
The New Educational Review
|
2016
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vol. 44
187-197
EN
The empirical study investigated to what extent the implementation of the dPMAT model (a didactic approach to supporting pupils with learning difficulties in mathematics) contributed to the qualification of teachers for the implementation of support to pupils with learning difficulties in mathematics. 80 mathematics teachers and 101 generalist teachers completed a questionnaire through which they rated the impact of the dPMAT model on their knowledge and skills in relation to the teaching and learning of students with difficulties in learning mathematics. The mathematics teachers assessed the contribution of the model to their skills in the selection and design of appropriate teaching aids (M = 4.1, Sd = 0.8) and in the recognition and identification of learning difficulties the highest (M = 4.0, Sd = 0.8). The generalist teachers assessed the contribution of the model to their skills in facilitating the use of appropriate teaching aids the highest (M = 4.0, Sd = 1.1).
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