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Bплив соціокультурного середовища гірської школи на розвиток сільської громади

100%
Inna Czerwińska I.
Scientific Bulletin of Chełm - Section of Pedagogy
|
2011
|
issue 1
149-156
EN
The author analysis the characteristic features of children education in rural schools of the mountain region. The article puts the new light on the role of school in social, cultural and educational development of a mountain village, the specific features and high educational potential.
2
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Teachers’ Satisfaction Concerning the Use of ICT in Rural Educational Centers of Andalusia (Spain)

88%
Raso-Sánchez F., Cáceres Reche M. P., Díaz I. A.
The New Educational Review
|
2013
|
vol. 34
246-257
EN
This is a study on the use of Information and Communication Technologies (ICT) in education, with a particular emphasis on rural schools, covering topics that range from the insights of teachers on the necessary adaptation of their work methods, to the actual use of ICT in the classroom. To this end, a descriptive methodology is applied through a non-experimental design by means of a survey, targeting a sample of 217 individuals. The objective is to determine the degree of satisfaction of rural teachers of the autonomous community of Andalusia with what concerns the role of ICT and current technology management strategies. The study was carried out from the point of view of teaching and school organization. Above all, the interest lies in determining which aspects of this new reality are more appealing to the teacher, from personal and professional standpoints. Some of the most relevant results and conclusions point out a high degree of satisfaction with the novel possibilities offered by ICT while enhancing teaching and broadening professional relationships. In turn, these same conclusions highlight that the most significant constraints occur at the organizational level (e.g. management, resource allocation), which represents a key aspect for the improvement of these educational centers in the near future.
3

ДИФЕРЕНЦІЙОВАНИЙ ПІДХІД ДО ПЕРІОДИЗАЦІЇ СОЦІАЛЬНО-ПЕДАГОГІЧНИХ ЗАСАД РОЗВИТКУ СІЛЬСЬКОЇ ШКОЛИ УКРАЇНИ

75%
Іванюк Г.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
|
issue 10(44)
115-125
EN
The article presents the author’s concept of differentiated approach to the study of periodization and socio-pedagogical principles of rural schools of Ukraine in the second half of the twentieth century. Rural school is seen as a socio-pedagogical phenomenon. Decisive for the development of rural schools are the demands of society to prepare pupils for life and work in different social spheres. The essence of the change objectives, content and methodological support, the school network and professional training of teachers varied in accordance with the educational paradigms. This idea is crucial to clarify the nature of external (in the Soviet era) and intra-school (in independent Ukraine) differentiation, allowing clarifying the characteristics of social and pedagogical principles for rural schools in the indicated chronological limits. In the years of the Soviet era external differentiation was based on political and economic policies towards the village and was regulated with party documents. The limits of external differentiation defined in the education acts that duplicate party instructions. The period of development of rural schools in terms of market relations in the independent Ukraine is dominant intra-school differentiation of goals, objectives, content of teaching of rural students based on personal meaning for education. Historical and pedagogical studies of definite problem based on an understanding of the priority of education paradigm that was decisive in the set of original and the upper limit of the era (Soviet schools) and schools in the independent Ukraine. Within an era we identified segments of time in historical and pedagogical development of rural school that has a beginning and completeness and is characterized by certain features of social needs on preparing young people for work and life (periods). In each period we singled out stages, characterized by chronological boundaries and essential features of the development of objectives of schooling of rural students, content, forms, methods of training and education, types of secondary schools, teacher requirements in a changing educational paradigms. Periodization of socio-pedagogical principles of rural schools performed on two groups of criteria: social and pedagogical. The concept of social criteria embedded understanding of the impact of society queries on preparing students for life and work. To this group of criteria we refer compliance of objectives and contents of secondary education with needs of socio-economic development of the society; social ideas for the development of rural schools; mechanisms of state regulation of development of rural schools; dependence types of rural schools, their structures and networks of economic, demographic, environmental factors; ties of secondary school to the cultural, social environment and economic entities in the village. To pedagogical criteria we refer: goal of education is determined by social need of preparation of youth for work; nature of the content and technological support of the educational process; network dynamics; the content and form of vocational training of the teachers; advanced teaching experience (innovative pedagogy); pedagogical theories and scientific support of rural schools in different periods.
4
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INSIDE A RURAL LOWER SECONDARY SCHOOL IN POLAND: FACTORS AFFECTING LEARNER ACHIEVEMENT IN ENGLISH

75%
Ellis M.
Neofilolog
|
2017
|
issue 49/1
61-77
EN
School achievement in foreign languages is often reported in mean scores, or on normalized scales, where schools are compared with each other and against a national average. This has led to the common belief that rural lower secondary schools in Poland are ‘worse’ than schools in larger centres of population. This paper sets out to demonstrate that such a view is erroneous as it fails to take into consideration the context, either at the level of the school as a whole, or at the level of individual learners. Based on data obtained from the first two years of a large scale longitudinal research project, “Teaching and Learning Foreign languages” (BUNJO 2012, 2013), this case study describes the context of one lower secondary school in a village in the east of Poland and profiles four teenage learners (aged 13-14) who attend this school and their achievement in English over the period of one year.
5
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To what extent are students of teaching ready to work in rural schools – the realities of the Polish education system

63%
Demeshkant N., Trusz S., Potyrała K.
Edukacja
|
2021
|
vol. 158
|
issue 3
4-21
PL
Rozwój społeczny, gospodarczy i kulturalny obszarów wiejskich w Polsce w coraz większym stopniu wymaga stworzenia warunków dla funkcjonowania szkół wiejskich. To z kolei wymaga ukształtowanej gotowości nauczycieli do wykonywania obowiązków zawodowych. Celem artykułu jest analiza czynników wpływających na gotowość studentów specjalności nauczycielskich do pracy w szkołach wiejskich. Dane empiryczne zostały zebrane poprzez prowadzenie badań ilościowych i jakościowych. Za materiał badawczy posłużyły eseje studentów – przyszłych nauczycieli na temat ich postrzegania siebie jakoprzyszłych nauczycieli. Dane zostały zebrane w latach 2017–2019 od studentów różnych kierunków specjalności nauczycielskiej Uniwersytetu Pedagogicznego w Krakowie (Polska). Uzyskane wyniki wskazują, że zarówno zasoby osobiste, jak i kompetencje zawodowe mogą być pozytywnie powiązane z gotowością do pracy w szkole wiejskiej. Niezbędne są również zasoby społeczne jako czynniki wpływające na rozwój gotowości do podejmowania pracy nauczycielskiej na wsi. Częściowo ważne były również zasoby nieosobowe. Podsumowując, gotowość do pracy w szkole wiejskiej jest bardziej rozwinięta u respondentów z terenów wiejskich, a także u tych, którzy uczą się w trybie niestacjonarnym i mają rozwinięte kompetencje zawodowe.
EN
The social, economic and cultural development of rural areas in Poland increasingly requires that conditions be provided for the development of village schools. This in turn leads to teachers’ readiness to perform their professional responsibilities. To help address such problems, this article analyses the factors influencing pre-service teachers’ readiness to work in rural schools. Empirical data for the analysis were gathered using quantitative and qualitative indicators from student essays about their self-perception as future teachers. Data were collected in 2017–2019 from students of teaching specialties at the Pedagogical University of Kraków (Poland). The results indicate that personal resources as well as professional competence factors were related with a readiness to work in rural schools. Social resources, as part of accepting work in a rural area, were also essential. Non-personal resources were partially important. In conclusion, readiness for working in a rural school is more developed in respondents from rural areas, as well as in those who study part-time and have developed professional competence.
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