Search results - CEJSH

1

Formation problem of sens and a resistance to stress in high school

100%

LITWINOWA N., LASAREVA J.

Edukacja-Technika-Informatyka

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2012

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vol. 3

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issue 1

42-47

DE

Im Artikel wird das Problem der psychologischen Begleitung – der psychologischen Unangepasstheit, mittels der Bildung von Ressourcen der Reflexion, Kreativitaet, und Zielsetzung sozial betrachtet. Zum Beispiel tritt das Problem des psychoemotionalen Zustandes der Frau waehrend der Schwangerschaft in der ehelichen Beziehungen insgesamt auf

PL

Problem tworzenia się niezależności uczniów, możliwość włączenia ich refleksji, kreatywności i sensowności inteligencji emocjonalnej jako źródeł psychicznego i fizycznego samopoczucia. W przeprowadzonych badaniach stwierdzono występowanie problemów ze zidentyfikowaniem „luk – braków” w osiągnięciu pożądanego wyniku tworzenia zasobów zawodowych i osobistych osiągnięć, ze względu na trudności elastycznego i zróŜnicowanego myślenia w relacjach społecznych i psychologicznych. Program korektywny oferowany jest w trzech aspektach samoregulacji: kreatywności, refleksji, zrozumienia celów

2

Monitoring the effects of an education for peace program: An Israeli perspective

100%

Arnon M., Galily Y.

Human Affairs

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2014

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vol. 24

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issue 4

531-544

EN

The aim of the current study was to monitor the changes that individual participants experienced as a result of taking part in a peace education program. The findings of prior analyses led to the understanding that participating in a peace program does not always ensure positive changes and may even cause a regression in attitudes. The present study was conducted in two stages. In the first stage, the researchers learned about the processes that participants underwent during a peace education program and accordingly, a reinforcement program to restore/rehabilitate any negative attitudes was formed. In the second stage, the effectiveness over time of this reinforcement program was evaluated. The study’s findings show that engaging in reflection about the workshop content, especially when it is oriented towards positive thinking, is effective in reinforcing attitudes among participants who underwent a positive change in attitudes, and at the same time helps to rehabilitate attitudes among those participants who underwent a negative change. It is recommended that future peace education programs include at least three parts: preliminary preparation, the program itself, and follow-up/reinforcement activity after completion of the program.

3

Evaluace jako diskurz. Komunikace a/versus kontrola v novém modelu školní inspekce v Polsku

100%

Mazurkiewicz G., Wlaczak B.

Studia paedagogica

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2011

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issue 2

109-129

EN

A new system of school evaluation was implemented in Poland in 2009. It consists of two elements: self-evaluation (conducted by teams of teachers) and external evaluation (conducted by inspectors trained in evaluation). This way of evaluation reflects not only autonomous and engaged evaluation but also dissociated and unbiased external evaluation. Its final product – a report written by a team of inspectors – is a mixture of voices and interests analysed through several standards imposed by the state. On the theoretical level we treat the school inspections system in a way similar to Harold Garfinkel’s famous analysis of hospital documentation as a consequence of negotiation between a patient and a hospital (2007). We had to understand above all the discursive level of the text to be able to highlight different layers of this re-interpreted auto-interpretation, in particular a differentiation of voices of diverse, and often conflicted groups (teachers, students and their parents and establishing entities). Then we paid attention to the future. For the future it is possible to consider three different scenarios (based on multidimensional analysis) that can be described through the metaphors of guard, guide and partner. We then tested these three models using data gathered in the external evaluation and post-evaluation.

4

Learning from teaching practice as reflected in teaching cases

100%

Karm M.

Studies for the Learning Society

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2008

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vol. 1

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issue 1

62-72

EN

The career as an adult educator often starts with practical experience and educators' ability to learn reflectively from their practice is of vital importance. Meaningful conversations among professionals and stories about problematic and difficult cases from educators' professional practice can be very useful for reflective learning process. Through the process of telling stories educators communicate professional knowledge, including situative and tacit knowledge. This article introduces the analysis of adult educators' teaching cases related during professional biographical interviews.

5

Development of Student's Values in Pedagogical Process

100%

Briška I.

Signum Temporis

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2008

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vol. 1

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issue 1

78-88

EN

Introduction In the sense of system-constructivistism, a competent individual orientates oneself in modern world, judges the values and is personally interested in his own profession and self-development.Aim of the Study To find out the possibilities to facilitate the development of a student' value system.Materials and Methods In the article, the development of values is analysed as development of the individual's motivation sphere and understanding of the emotional experience. The pedagogical model is formed by including components from models of activity studies and reflective studies, and learning from experience into the model of pedagogical activity cycle.Results Pedagogical recommendations for organization of the pedagogical process which enables development of students' values.Conclusions Principles of formation of the student's and the educator's cooperation, which involve the student in a holistic meaningful activity and purposefully reflect it, are displayed.

6

Habermas and Teacher Leadership through Reflection

100%

Salleh H., Tan C.

The New Educational Review

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2008

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vol. 15

114-125

EN

This paper discusses how teachers should be encouraged to lead in educational change through reflection based on Habermas’s theory of communicative action and discourse ethics. Habermas’s theory has much potential to help teachers to be leaders by contributing to the success of educational change and reform projects through reflection. By identifying the nature, scope, object and tradition of reflection and reflective practice, this paper explains the conception of reflection for teachers. It argues that teachers can be leaders in educational change through teacher reflection which promotes democratic interactions and communications among stakeholders of education.

7

Teacher-Student-Environment Interactions in Fieldwork Through 360-Degree Camera

100%

Svobodová H.

The New Educational Review

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2023

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vol. 71

78-89

EN

The 360-degree camera is a relatively new technology that might become an effective tool for the development of students and teachers and overall educational improvement. As “normal” video provides a maximum 130-degree perspective, it could not offer a complex capture of education. This paper presents a way to use a 360-degree camera during two different modes of trainee teachers’ fieldwork and proposes how to evaluate this form of education in terms of teacher-student-environment interactions by identifying the occurrence and duration of each type of interaction. It is evident that the type and intensity of interactions affect fieldwork significantly and may lead to different depths of learning.

8

Moral Theory and Disaster

88%

Bilasová V., Smatanová A.

Human Affairs

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2015

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vol. 26

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issue 1

43-51

EN

Renewing the deontology tradition of moral obligation requires, especially in relation to catastrophe and disaster, a broader methodological perspective which would enable deontology to transcend its own limits. The demand for pluralistic research approaches brings with challenging requirements that have to be considered when shaping a hybrid moral theory that incorporates a proactive approach. The personalist approach to the individual, based on the principles of integrity, responsibility and solidarity and seeking the wellbeing of a person, may prove inspirational in shaping such a proactive approach.

9

Ubiór jako temat społecznej refleksji – dyskurs galicyjski w latach 1850–1914

88%

Kargól M.

Rocznik Przemyski

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2014

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vol. 50

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issue 3: Historia

103-116

EN

Dress as an element of everyday life is an important subject in social discourse. One of the basic issues is its function: practicality, aesthetic qualities and ethics. The discussion on dress is taking place both in private and in public space. The information channels are advertisements, shops and the press. Also the linguistic plane is important here, as it reflects social conventions. The above mentioned phenomena have been described here in the light of source material on Galicia between 1850 and 1914.

10

Gunkel’s Deconstruction: Between the Fetish and the Need for a Dialectical Renewal

88%

Chankowski S.

Studia Philosophiae Christianae

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2022

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vol. 58

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issue 2

109-128

EN

The purpose of the essay is to critically analyze the influence of J. Derrida’s deconstruction on David J. Gunkel’s book Deconstruction (MIT Press 2021). Gunkel’s handbook is aimed at making deconstruction a tool of critical thinking accessible to non-professionals. It turns out that accomplishing this task comes at the expense of precisely the critical potential of deconstruction itself. Gunkel is well aware that his arguments are sometimes superficial and overlook deeper problems that should be addressed. Such a failure takes the form of a fetishistic denial, which in psychoanalysis is summarized by the formula “I know well, but all the same.” In turn, deconstruction itself, insofar as it is separated from Kant’s transcendental philosophy and Hegel’s dialectics, becomes an academic ideology. Restoring its proper subversive potential can only be done by returning to a philosophy of reflection, in which the thinker himself must ultimately consider his own position as an author and bring it under criticism. This is the path that Gunkel avoids, because he could then no longer be the author of a handbook on deconstruction, rather than someone who practices deconstruction.

11

The dynamics of professional identity of university teachers: reflecting on the ideal university teacher

88%

Haamer A., Lepp L., Reva E.

Studies for the Learning Society

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2012

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vol. 2

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issue 2-3

110-120

EN

Current paper investigates development of professional identity of university teachers, observed through reflective exercises which enabled participants' to focus on their perception of the ideal university teacher. Images of the ideal university teacher were studied from two aspects: first - before the participants started teaching, and second - after they had been teaching for some time. This paper focused on how images of the ideal university teacher have changed over time, and discussed the reasons that brought about changes. There is a tendency that ideals are adapted in accordance with teaching experience. Ideals are regarded as unstable phenomena, influenced by the surrounding environment. Current paper made use of a qualitative design of reflective writing exercises and focus group interviews. The sample comprised an aggregate of 42 participants, university teachers and PhD students, and 4 focus groups. Interviews were analyzed using qualitative content analysis. The study shows that after some teaching experience, didactic knowledge and communicative skills come to the forefront of the ideal university teacher identity. The study opens the way for further and deeper discussion of images of an ideal university teacher.

12

Pedagogy – from common knowledge towards the synergy of experience, reflection and scientific knowledge

88%

Lewowicki T.

Nauka

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2007

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issue 4

EN

The article presents a history of pedagogy initially as the area of philosophical reflection, then emerging more clearly as a separate branch of knowledge, and eventually an independent discipline embracing extensive and diverse scope of problems. The leading themes are the changes in the understanding of pedagogy and the ways cultivated in it. The problems of modern pedagogy and the condition of Polish pedagogical environments have been outlined. Also, the emphasis is laid on social obligation of pedagogical discipline and its links with educational practice.

13

How to learn professional competencies via blogs

88%

Medina C. P., Rosselló Ramon M. R.

The New Educational Review

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2015

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vol. 42

40-51

EN

How can one encourage the development of professional skills in a university subject? How can one use a blog to improve teaching results? These questions motivated the study presented in this article. It is structured around the following two basic and complementary objectives: 1. Designing and implementing a teaching innovation project to promote the development of certain professional skills, using the blog as a tool for self-reflection and 2. Evaluating the experience and collecting students’ comments on the use of the blog in a university context. In pursuit of the second objective, we used a methodology that combined a questionnaire and content analysis. The results make us reflect on the changes that should be introduced in the design of the learning activities and the provision of feedback to utilise the blog as a tool to promote the development of professional skills.

14

El cuerpo reflejado. Los cuerpos dobles y los dobles corporales en la poesía española actual

88%

Mora V. L.

Romanica Silesiana

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2019

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vol. 15

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issue 1

51-64

EN

The portraying of the subjects in front of the looking glass is a literary topic in which the body is involved in a range of possibilities. From the corporeality of the “other” reflected by/in the narcissistic or self-critic perspective about the appearance of oneself, the mirror offers to Spanish contemporary poets a fruitful frame to explore all the variations of anagnorisis and dis-cognition. The text develops a theoretical and cultural episteme in order to read the work of a number of Spanish poets, in which the body analysed in the looking glass could adopt the form of grief, complaint, egotistical exposure, cultural references (e.g. Alice or Narcissus), or technological exam.

15

Genderyzm w studenckiej perspektywie. Między wiedzą, antywiedzą a niewiedzą

88%

Kubiak-Szymborska E.

Kultura i Edukacja

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2012

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issue 2(88)

28-45

EN

Among the issues occupying the attention of contemporary researchers and representatives of different disciplines of science is the phenomenon (an idea) of genderism. Knowledge about it is, generally speaking, diverse and insufficient in relation to the significance of the phenomenon that is given to the issue in contemporary societies. One of the more numerous social groups, which, due to their participation in the processes of higher education, should come into contact with various socio-cultural ideas and phenomena are students. It is their perception of genderism that is the major consideration of this discussion. Focusing particularly on the aspect of students’ knowledge (but also ignorance and anti-knowledge), the results of a survey conducted in a university environment are presented. The results are unsatisfactory, showing a relatively wide area of insufficient knowledge (anti-knowledge) on genderism. In light of the results, a need arises, on the one hand, for further extensive study of the issue, whereas, on the other hand, there is a need for taking effective action in the processes of higher education to change this unfavorable state of affairs.

16

A learning journey. A narrative-autoethnographical reflection

88%

Jõgi L.

Dyskursy Młodych Andragogów

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2023

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vol. 24

63-74

EN

This essay is based on autoethnography and reflects on experience, meaningful moments, positive turning points in the author’s learning journey as a scholar, university teacher and adult educator. Becoming and being somebody has been a long, lifelong, and emotional process. The author asked this question: what does the learning journey mean and why is it meaningful for her? The essay shows how the author reflected on the experience, and used a personal diary, memos, and notes. For the reflective writing, the author based themself here on a narrative and autoethnographic approach, having in mind concentrating more on peak, positive and meaningful rather than negative experience. The final writing process was a kind of retelling that involves re-reading the diary and rewriting this essay in the form of a personal narrative. To make the essay coherent the author relied upon the structure of the narrative.

17

The Meaning of Silence for Mastering the Practitioner’s Reflective Skills

88%

Szymańska M.

Multidisciplinary Journal of School Education

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2021

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vol. 10

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issue 1(19)

65-80

EN

The aim of the article is to show the meaning of practicing silence, enhancing the quality of the reflective skills of the reflective practitioner. These skills – being, speaking, disclosing, testing, and probing – reveal one’s reflective competences, which require time and silence to be developed. The reflective practitioner is a person who can creatively interact with their true-self, others, the world, and God. Therefore, he or she finds time to distance themselves from many stimuli that bombard the mind and the outer environment and treats silence and quietness more as a challenge, rather than a threat to their own existence. Silence, perceived as a space for finding a new quality of one’s identity, is presented in the paper in different perspectives. The meaning of listening silence is especially worth noticing in the domain of education, which is preoccupied with large streams of information coming from varied sources that demand to be acquired. That is why this goal seems important for those who must cope with matters connected with teaching, learning, upbringing, and development. I attempt to deal with this briefly in a theoretical, practically-oriented analysis by suggesting some solutions covered in the material below.

18

Preparing Teachers for the profession with Regard to the Individualization and Differentiation of Instruction

88%

Petrasová A.

Multidisciplinary Journal of School Education

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2017

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issue 11

131-151

EN

The idea that pedagogical mastery of teacher and his increasing expertise are based on his ability to reflect his own practice is widely recognized in the world, irrespective of the concepts and approaches, which are based on the concepts of teacher preparation. It is showed in this context that fundamental change is needed in aims, means and education processes of future teachers from their perception as science popularizers to experts for complex social and personal development of student (and not only in relation to the group of students with specific problems). We present connection within the capacity of the individual (student, teacher and training teacher) to think critically and with his ability to conduct and professionally reflect pedagogical practice.

19

Reflection as a Basic Category of a Teacher’s Thinking and Action

88%

Głowala A., Kołodziejski M., Butvilas T.

Multidisciplinary Journal of School Education

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2023

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vol. 12

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issue 1 (23)

229-250

EN

Reflection in the work of a teacher is an important issue from the perspectives of linking educational theory and practice, a teacher’s personal and professional development and solving educational problems in multiple contexts. The world besets the modern teacher with new challenges, and (self-)reflection becomes a necessity as well as a difficult intellectual task. This paper focusses on the issue of a teacher’s reflection from the standpoint of linking educational theory and practice and examining the value of their work. Using numerous foreign and Polish publications on the subject, while also referring to classic authors such as Dewey and Schön, the authors analyse the essence of a teacher’s reflection in order to highlight the significance of reflective thinking as a key competence for teachers and educators. In the deliberations in this paper, reflection is the foundation of a teacher’s reflexivity in modern education, and a priority in preparing individuals for the profession. The method of a systematic and critical selected literature review was used. Special attention was paid to reflective thinking as well as the flexibility of educational processes and communicative interaction with educational entities.

20

W poszukiwaniu błękitnego kwiatu, czyli o romantycznym ideale Bildung w Henryku von Ofterdingen Novalisa

88%

Rolka M.

Kwartalnik Pedagogiczny

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2018

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vol. 63(1 (247))

9-23

PL

The main aim of the paper is reconstruction of the concept of Bildung (considered as forming the man’s personality) in an educational novel entitled Henry von Ofterdingen written by Novalis (Friedrich von Hardenberg). Novalis’s novel – inspired by Goethe’s Wilhelm Meister Lehrejahre – is one of the most original early romantic works which prove the importance of the idea of Bildung for German culture at the beginning of the 19th century. In the first part of the text the author discusses the literary image of Bildung presented in the plot of the novel and then indicates its inner contradiction. In the second part of the article the author reconstructs the philosophical roots of this ideal regarding Novalis’s notion of Bildung in light of the thought of German idealism (transcendental philosophy of Immanuel Kant and Johann Gottlieb Fichte in particular) because the theory of romantic progressive poetry (elaborated most fully by Friedrich Schlegel) originates there. The perspective taken in the paper allows the author to reveal the universal significance of the inner contradiction of the romantic idea of forming man’s personality as a sign of the fundamental crisis of the modern ideal of humanity.

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