Search results - CEJSH

1

Znaczenie religijności w życiu prywatnym nauczycieli

100%

Krysztofik-Gogol E.

Pogranicze. Studia Społeczne

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2014

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vol. 23

249-264

PL

Omawiane w wyniki badań stanowią fragment szerszego projektu badawczego realizowanego pod hasłem "Wymiary religijności nauczycieli"

EN

The text contains fragments of research results conducted within the framework of the project about dimensions of teachers’ religiousness (in Bialystok). Methodological conception of research was based on the diagnostic procedure and the triangulation strategy of methods and sources. In the quantitative orientation two research tools were used: The Santa Clara Strength of Religious Faith Questionnaire (T.G. Plante, M. Boccaccini) and Dimensions of the Religiousness Questionnaire (E. Krysztofik-Gogol). The biographical method with the semi-structured interview was used in the quality research orientation. Religiousness appears to a different degree and in a different way in teachers’ life. In the individual aspect of teachers’ life, religiousness constitutes a strong source of support in making important decisions and religious coping strategy. In the family life of examined teachers religiousness is connected with religious traditions and constitutes the element of educational influences. A social dimension of religiousness in teachers’ life is connected with tolerance shown to people of different faith.

2

The Implementation of the Educational Consultation Method in Arab Schools in Israel from the Perspective of Teachers

87%

Ramadan S. I.

Studia Edukacyjne

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2016

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issue 40

421-434

PL

The role of the educational counsellor in schools has undergone modification in response to recent changes in social, familial and pupil characteristics. The traditional, one-on-one approach has gradually been replaced with collaborative methods that are more in keeping with the times, more comprehensive and more proactive. One method of collaborative teaming that has increasingly found its way into schools is consultation. This is an indirect intervention process based on interaction between counsellors (“consultants”) and teachers (“consultees”) where the former provide professional advice, within their fields of specialization, for dealing with specific problems encountered by teachers in their day-to-day work. It is meant to support teachers in dealing with the demanding school environment by primarily working directly with them rather than with pupils and by providing important professional resources and problem-solving skills. My research examined this method from the perspective of teachers in Israeli schools in Nazareth, where the student population and the teachers are Arab. Data were collected using in-depth interviews. Among other things, the results indicated a willingness on the part of teachers to adjust to new methods but pointed to systemic obstacles to effective implementation.

3

Nauczyciel jako podmiot i jako przedmiot polityki edukacyjnej

80%

Zahorska M.

Kwartalnik Pedagogiczny

|

2014

|

issue 1-2(231-232)

155-166

EN

In many countries, teachers, owing to their number and significance, have considerable political power. In Poland, after WWII, the communist system radically reduced their influence, not unlike that of other professions. Especially in the 1950s, schools were very tightly controlled by state authorities. That period of terror and surveillance left an ineradicable mark upon the subsequent functioning of schools, promoting passivity and conformity among teachers. That is not to say that there were no outstanding individuals who managed to maintain their subjectivity and positively influence their pupils. Anna Radziwiłł was undoubtedly such an exceptional teacher.

4

Nauczyciele szkół średnich męskich rządowych po 1833 r. – byli pracownicy Uniwersytetu Warszawskiego

80%

Massalski A.

Kwartalnik Pedagogiczny

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2017

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vol. 62(3 (245))

29-55

PL

After the fall of the November Uprising, the Russian authorities liquidated the University of Warsaw. As a result, the University employees were forced to take up other occupations. Some of them went to male government secondary schools as pedagogical supervisors (principals and inspectors), or teachers. This group numbered 18 people. The functions of principals were performed by two people, the functions of inspectors – by six, the remaining ten found employment as teachers. The period of their employment in secondary education varied widely: from 1 year to over 25 years. On average it was just over nine years. Among the teachers, four taught the humanities, the others taught mathematical and natural sciences. Many members of the described community decided to continue their scientific work. Particular achievements in mathematics were held by A. Frączkiewicz, and I in the field of physics and chemistry – by J. Bełza, A. Radwański, T. Rybicki and S. Zdzitowiecki. Achievements in biological research were noted by W. B. Jastrzębowski, Sz. Pisulewski and A. Waga (interestingly, he taught Polish language and literature in secondary school). Some achievements in the field of the humanities were held by A. Kucharski and F. Kozłowski. The above-mentioned employees of the University of Warsaw significantly strengthened the teaching staff of male government secondary schools in the Kingdom of Poland between 1833 and 1862.

5

Nauczyciele wobec zróżnicowanych oczekiwań rodzicielskich

80%

Ferenz K.

Konteksty Pedagogiczne

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2017

|

vol. 1

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issue 8

EN

The image of reality, deriving from own primary and secondary so- cialization and life career, is different for parents and teachers. Their personal and professional awareness may present various attitudes towards changes. School is seen by them as an institution that should help children in their preparation for future life imagined by parents. Various opinions of parents expressing their expectations towards teachers are presented herein. Multiplicity and diversity of attitudes to the future of one’s child may be described in several groups: ex- pectations higher than school’s programme, individualization of the process of education, multilateralism of development, proper social functioning, accepta- tion of the parental concept of life. Teachers, when taking into account the pos- sibilities of child and school, see their role in the aspect of child’s development and school’s social tasks.

PL

Różny jest obraz rzeczywistości rodziców i nauczycieli wynikający z ich socjalizacji pierwotnej, wtórnej oraz kariery życiowej. Ich świadomość oso- bowa i zawodowa może przedstawiać różne nastawienie do zmian. Rodzice widzą szkołę jako instytucję mającą pomóc dzieciom w przygotowaniu się do przyszłego wyobrażonego przez nich życia. Artykuł przedstawia różne poglądy rodziców wyrażające ich oczekiwania wobec nauczycieli i instytucji szkoły. Wielość i od- mienność nastawień wobec przyszłości swoich dzieci daje się ująć w kilka grup: oczekiwania wykraczające poza program szkolny, daleko idąca indywidualizacja procesu edukacyjnego, zapewnienie warunków wielostronnego rozwoju, popraw- nego funkcjonowania społecznego oraz akceptacja ich rodzicielskiej koncepcji życia. Nauczyciele, biorąc pod uwagę możliwości dziecka i szkoły, widzą swoją rolę w aspekcie rozwoju ucznia oraz społecznych zadań instytucji edukacyjnej.

6

Doświadczenia nauczycieli szkół przyszpitalnych w paradygmacie inkluzji ucznia ze specjalnymi potrzebami edukacyjnymi

80%

Antoszewska B., Moszyńska M.

Kwartalnik Pedagogiczny

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2019

|

vol. 64(3 (253))

194-206

PL

The inclusion of students with special needs into the education process offered by public schools invites research concerning the transitional space created by hospital schools dedicated for chronically ill or disabled children. The interpretive paradigm was employed for the framework of the study, this choice being motivated by a wish to achieve a more comprehensive understanding of the phenomenon of inclusion. The study aimed at getting acquainted with and describing the work of teachers in hospital schools from the perspective of the inclusion of students with special needs. Hence, the study focused on the work carried out by teachers in hospital schools. The collected information related to the interviewed teachers’ experiences facilitated the identification of common areas that are described in detail in this paper, along with the teachers’ narrations. Conclusions based on the conducted study demonstrate how hospital school teachers implement the notion of inclusion of students with special needs and what their experiences are as far as the inclusion process is concerned.

7

Love on the school corridor – characteristics of adolescent romantic relationships from the perspective of teachers and students

80%

Kaczuba A., Zwardoń-Kuchciak O., Woś J., Kałowski P.

Psychologia Wychowawcza

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2020

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issue Special issue

142-153

EN

The current study aimed to examine how students and teachers perceive romantic relationships formed by adolescents. To this end, a measure was constructed based on Osgood’s semantic differential and comprising 11 dimensions. One hundred and thirty-five participants – 74 students and 61 teachers – took part in the study. The results showed that both students as well as teacher rated adolescent romantic relationships rather positively, and their perceptions are similar. However, statistically significant differences were noted for four out of 11 dimensions. The greatest differences concerned the ratings of the length of adolescent romantic relationships.

8

NEEDS AND CHALLENGES FOR ONLINE LANGUAGE TEACHERS – THE ECML PROJECT DOTS

80%

Beaven T., Emke M., Ernest P., Germain-Rutherford A., Hampel R., Hopkins J., Stanojevic M. M., Stickler U.

Teaching English with Technology

|

2010

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vol. 10

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issue 2

5-20

EN

The growing use of digital technologies in educational settings, paralleled by a paradigm change in educational theory from an instructivist transmission approach to constructivist and sociocultural theories of learning, demands more adapted teacher training programs, both technical and pedagogical. Looking at factors influencing teachers’ implementation of ICT in the foreign language classroom and guided by the results of a needs analysis survey conducted among twenty six language teachers from twenty five different European countries, the DOTS project aims to develop an online workspace with bite-sized learning objects for autonomous use by language professionals, particularly freelance teachers who frequently miss out on the training opportunities provided for their full-time colleagues.

9

Review of research on verbal aggression and aggressive forms of humor in educational contexts

80%

Koszałkowska K.

Psychologia Wychowawcza

|

2018

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vol. 56(14)

251-260

EN

This paper provides a review of selected research on verbal aggression and aggressive forms of humor that can be observed in educational settings. These include acts of verbal aggression committed in school and college classrooms by both students and teachers. This review focuses on the interpersonal model of verbal aggressiveness (Infante, Wigley, 1986), which is rarely used in psychology, as well as the typology of humor styles, with emphasis on the aggressive style of humor (Martin, Puhlik-Doris, Larsen, Gray, Weir, 2003). Another aim of this paper is to show that disparaging, hostile, and aggressive forms of humor can be considered a significant subtype of verbally aggressive behaviors and should be recognized as such in future studies concerning these behaviors (especially bullying). The final part of this paper provides several practical implications of the review, as well as suggestions for future research.

10

Spostrzeganie temperamentu dzieci z ADHD przez nauczycieli i rodziców

80%

Bobkowicz-Lewartowska L., Giers M.

Kwartalnik Pedagogiczny

|

2016

|

issue 1(239)

156-170

EN

The article presents the results of research focused on temperament of children with Attention Deficit Hyperactivity Disorder (ADHD). The aim of the research was to estimate the way parents and teachers assess individual components of temperament of children with ADHD. Studies were also conducted in order to answer the question in what kind of environment (school or family) the temperamental incompatibility that leads to disturbances in the functioning of children with ADHD appears. The study was based on the concept of behavioural genetics by Arnold Buss and Robert Plomin. The authors of this concept have identified three basic features of temperament: emotionality, activity and sociability. In our research, we used the EAS Questionnaire created by Buss and Plomin. The research was carried out in a group composed of 30 children aged from 6 to 14. Studies have shown that teachers and parents evaluate children with ADHD in a different manner. Referring individual elements to criterial features of ADHD, particular attention was paid to activity and emotionality. Both features are demonstrated to a greater degree at school than in a family environment. It is worth emphasizing that activity, as well as emotionality, are genetically determined. This implies that ADHD is a problem that concerns not only the early years of life.

11

Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor

80%

Wróbel M.

International Journal of Occupational Medicine and Environmental Health

|

2013

|

vol. 26

|

issue 4

581-592

EN

Objectives: The present study was designed to examine the links between empathy, emotional labor (both surface and deep acting), and emotional exhaustion as well as determine if emotional labor mediates the relationship between empathy and emotional exhaustion in teachers. It was assumed that emotional labor can take two opposite directions (positive mood induction and negative mood induction). Thus, the additional aim of the study was to analyze the mediating role of mood regulation strategies in the relationship between empathy and emotional exhaustion. Materials and Methods: A sample of 168 teachers from Łódź and its surroundings completed a set of questionnaires: Emotional Labor Scale; Mood Regulation Scales, Maslach Burnout Inventory, and Empathic Sensitivity Scale. Results: The results provided mixed support for the hypotheses indicating that both types of emotional labor, negative mood induction and emotional exhaustion were positively intercorrelated. Moreover, deep acting was a significant mediator in the relationship between empathy and emotional exhaustion. The analyzed link was also mediated by negative mood induction, whereas positive mood induction did not emerge as a significant mediator. Conclusions: The study provided insight into the role of empathy and emotional labor in the development of teacher burnout. It also confirmed that deep acting and negative mood induction mediate the relationship between empathy and emotional exhaustion in teachers.

12

Attitudes of Polish teachers: an attempt to typify

80%

Herczyński J., Strawiński P.

Edukacja

|

2014

|

issue 6(131)

53–66

EN

The article documents a preliminary description of Polish teacher attitudes based on data collected from a representative sample of teachers describing their work habits and occupational experience in and out of school. Cluster analysis allowed identification of five distinct groups. Of particular note but difficult to describe in detail is the group who dedicate exceptionally long hours to work. The most numerous cluster includes those who could be described as “needing support”, who have little work experience and spend relatively little time engaged with their work.

13

PROBLEMATYCZNE UŻYWANIE INTERNETU A DZIAŁANIA PODEJMOWANE PRZEZ RODZICÓW I NAUCZYCIELI

80%

MITERKA E., MACIUK S., KOCHAŃSKA D.

Scientific Bulletin of Chełm - Section of Pedagogy

|

2021

|

issue 1

227-242

EN

The article aims to present the syndromes of Problematic Internet Use in relation to activities undertaken in this area by parents and teachers. The study of the PUI phenomenon is particularly relevant in today's educational reality due to the increased participation of remote education in school practice. The cooperation of parents and teachers in supporting students in the process of effective and safe use of the internet is a priority challenge today.

14

(In)visible learners or school as a space for negotiating integration? Challenges of working with migrant children through the lens of teachers

80%

Ślusarczyk M., Slany K., Struzik J., Warat M.

Edukacja Międzykulturowa

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2022

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vol. 19

|

issue 4

127-138

EN

Poland has been becoming a migrant country over the past years, experiencing recently increased visibility of migrant children at schools. At the same time, the issue of their support and integration remains on the margin of educational policy and depends on the activity of local authorities and, above all, of school head-teachers and teachers. Drawing on the qualitative study carried out in 2020 within the project CHILD-UP Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation (Horizon 2020) in schools in Kraków and South-East Poland (where one of the centres for foreigners is located), this article comprises a discussion on the extent to which Polish schools are ready to accept migrant (including refugee) children, to enhance their agency and support integration processes. Therefore, it raises a question whether schools are able to effectively support migrant children linguistically as well as help them enter into peer groups in the course of their educational activities.

15

Spostrzeganie temperamentu dzieci z ADHD przez nauczycieli i rodziców

80%

Bobkowicz-Lewartowska L., Giers M.

Kwartalnik Pedagogiczny

|

2016

|

vol. 61(1 (239))

156-170

PL

The article presents the results of research focused on temperament of children with Attention Deficit Hyperactivity Disorder (ADHD). The aim of the research was to estimate the way parents and teachers assess individual components of temperament of children with ADHD. Studies were also conducted in order to answer the question in what kind of environment (school or family) the temperamental incompatibility that leads to disturbances in the functioning of children with ADHD appears. The study was based on the concept of behavioural genetics by Arnold Buss and Robert Plomin. The authors of this concept have identified three basic features of temperament: emotionality, activity and sociability. In our research, we used the EAS Questionnaire created by Buss and Plomin. The research was carried out in a group composed of 30 children aged from 6 to 14. Studies have shown that teachers and parents evaluate children with ADHD in a different manner. Referring individual elements to criterial features of ADHD, particular attention was paid to activity and emotionality. Both features are demonstrated to a greater degree at school than in a family environment. It is worth emphasizing that activity, as well as emotionality, are genetically determined. This implies that ADHD is a problem that concerns not only the early years of life.

16

Fungovanie školstva na cisárskych panstvách Holíč a Šaštín od štyridsiatych rokov 18. storočia do štyridsiatych rokov 19. storočia

80%

Červenková I.

Historie – Otázky – Problémy (History, Issues, Problems)

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2017

|

vol. 9

|

issue 1

234-249

EN

The study deals with the existence of schools and the functioning of education on the Holíč and Šaštín estates in a period when they were owned by the Habsburg Imperial family, roughly from the 1740s. It is based on research focused on two archive collections held in the Slovak National Archives: Habsburg Family — Holíč Estate, and Habsburg Family — Šaštín Estate. The nature and content of these sources only make it possible to reconstruct some elements of the functioning of the local education, in regard of the attitude of the seigneurial administration towards schooling, the social status of teachers, and the state of repair of the school buildings. Therefore, the study specifically examines the working conditions in which schools and educators found themselves in the period under review.

17

Attitudes of Teachers from Mainstream Schools to Education Including Children with Disabilities

80%

Sakowicz-Boboryko A.

Kultura i Edukacja

|

2019

|

issue 4(126)

109-124

EN

The article presents a study whose aim was to learn the attitudes of teachers of upper elementary grades from mainstream schools to education including students with disabilities. It was also an attempt to learn their opinions on the chances and limitations of implementing inclusive assumptions in educational practice as well as their needs and expected support in the performance of professional tasks related to teaching students with disabilities. The study involved 145 teachers of grades 4-8 of elementary schools. The following research tools were used: The Scale of Teachers’ Attitudes to Inclusive Education, developed on the basis of the Survey of Attitudes Toward the Inclusion of Students with Special Needs by M.A. Winzer (Polish adaptation by W. Pilecka & J. Kossewska), and a survey questionnaire for teachers. The obtained results show that many teachers approach skeptically the new solutions in education for students with disabilities. Their ambiguous or negative attitude to inclusive education corresponds to the sense of lack of proper preparation to teaching students with disabilities and a critical assessment of the state of readiness of mainstream schools (both in formal and social/mental terms) to the implementation of educational inclusion assumptions.

18

Not willing to or not able to? Teachers on their role in addressing social inequalities in education

80%

Zahorska M., Institute of Sociology W. U., martazahorska@wp.pl

Acta Universitatis Lodziensis. Folia Sociologica

|

2014

|

vol. 49

EN

Sociologists of education are often divided into those who are interested in ‘macro’ and those interested in ‘micro’ theories. This paper is an attempt to show how it is difficult to explain what is taking place in schools by concentrating only on the micro (school) level. Explanation should be sought in school system, educational politics, etc. My paper presents the initial conclusions of my research on educational inequalities, which is being conducted at primary and middle schools in several towns and villages in Poland. It is not an article on educational inequalities per se; the purpose of this paper is much more limited. The aim of the project is to present the opinions of teachers with regard to the possibilities of schools to reduce inequalities. The statements made by teachers of various classes and schools, located in both small and big towns, will be compared. The particular feature of this research lies in its methodology. We used qualitative and not quantitative methods, the latter of which are the most popular in analyzing educational inequalities. We were interested in the mechanisms involved in the categorization of ‘good’ and ‘bad’ students. Our study is based on the observation of selected classes, interviews (IDI) with teachers, school principals and school counsellors. We also talked with representatives of local governments, who were responsible for education, and representatives of social care institutions, but this paper focuses only on the interviews conducted in the schools.

19

The Current Situation of Education and Continuing Professional Development of RE Teachers in Poland in the Context of the Social Challenges

80%

Osewska E.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

|

2012

|

vol. 2

|

issue 2

PL

The author of this article presents Religious Education teachers continuing professional development in Poland in the context of political, social, economic, cultural and educational changes. During the last years, Poland has developed a national strategy for teacher training and introduced many new regulations. The aim of the new legal solutions is to prepare RE teachers as will be competent specialists in theology, accomplished in didactics and pedagogy and capable of caring for – and contributing to – the upbringing of pupils of varying needs; as well as organizers of social activities in class and school, also in effective cooperation with the local parish. Despite the many changes, RE teachers still have very difficult situation in Poland and face many challenges.

20

Not willing to or not able to? Teachers on their role in addressing social inequalities in education

80%

Zahorska M.

Acta Universitatis Lodziensis. Folia Sociologica

|

2014

|

issue 49

129-146

EN

Sociologists of education are often divided into those who are interested in ‘macro’ and those interested in ‘micro’ theories. This paper is an attempt to show how it is difficult to explain what is taking place in schools by concentrating only on the micro (school) level. Explanation should be sought in school system, educational politics, etc. My paper presents the initial conclusions of my research on educational inequalities, which is being conducted at primary and middle schools in several towns and villages in Poland. It is not an article on educational inequalities per se; the purpose of this paper is much more limited. The aim of the project is to present the opinions of teachers with regard to the possibilities of schools to reduce inequalities. The statements made by teachers of various classes and schools, located in both small and big towns, will be compared. The particular feature of this research lies in its methodology. We used qualitative and not quantitative methods, the latter of which are the most popular in analyzing educational inequalities. We were interested in the mechanisms involved in the categorization of ‘good’ and ‘bad’ students. Our study is based on the observation of selected classes, interviews (IDI) with teachers, school principals and school counsellors. We also talked with representatives of local governments, who were responsible for education, and representatives of social care institutions, but this paper focuses only on the interviews conducted in the schools.

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