Search results - CEJSH

1

Propozycja podejścia do oceny jakości pracy nauczyciela w procesie edukacyjnym - studium przypadku

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Stemposz E., Jodłowski A., Stasiecka A.

e-mentor

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2016

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issue 4 (66)

13-25

EN

The paper presents a case study for assessing the quality of university teachers' work based on the average exam marks achieved by their students. The pilot research described in the paper was conducted on several groups of students participating in a chosen university course, during one academic year (2012/2013). Both the course and the final exam were meticulously designed and unified in order to ensure comparable conditions for every group. The proposed method of assessment encompasses basic characteristics of all students for a given semester/academic year, characteristics of every single students group (based on an average study mark for a group-as-a-whole) and considers the influence of the exam mark obtained by a given student on his/her average study mark as well on an average study mark for the group the student belonged to. The research was based on general statistics and grade correspondence analysis. The results of the pilot are very promising therefore the authors continued their work in the following academic year. Although the study was carried out only for one course it seems plausible, that presented approach could also be applied for other university courses.

2

Introduction

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Bieś A. P.

Studia Paedagogica Ignatiana

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2018

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vol. 21

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issue 2

13-15

EN

The teaching profession requires constant improvement, learning, as well as work on one’s personal development. The teacher cannot remain in one place and, obviously, one has to admit that Robert Kwaśnica is correct in saying that the teacher must be supported in his or her development, as it is the teacher who influences the students with all his/her being.Since teachers are people burdened with exceptional responsibility—educating young generations, i.e. shaping the future—the task should be fulfilled by the best of the best. As the texts collected in this issue confirm, we can often spot such people. However, the paradox is that practically everyone has access to the job, as “the university education is not a problem for many people, and the personality traits of future teachers are not identified in any way.” What should be done in this situation? How can we change the system of educating teachers? What requirements should be placed before candidates for the job? How can we make sure that educational institutions are provided with teachers whose motto is the Ignatian principle of magis—reaching for more?

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Current Issues in Teacher Autonomy

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Wiśniewska D.

Glottodidactica

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2007

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vol. 33

117-127

EN

This paper provides a review of a selection of the literature in the field of English foreign language teaching related to teacher autonomy. The focus is on the core themes recurring in the literature, which comprise: rationale for teacher autonomy, definitions of the concept, descriptions of an autonomous teacher, recognition of the constraints on autonomy and suggestions for teacher education promoting teacher autonomy.

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From the Research on Teachers’ Professional Identity

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Pituła B.

The New Educational Review

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2012

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vol. 30

129-137

EN

The text is a report on the pilot research on teachers’ professional identity where the Twenty Statement Test was applied to the group of 200 primary school teachers. It constitutes an attempt to define teachers’ self-concept. The object of the research was teacher identity and its aim was teachers’ professional identity diagnosis. The presented description is a fragment of a broader project conducted among primary school teachers of the city of Bytom. On the basis of the collected material a certain general teacher self-concept outline may be created as teachers seem to characterize themselves most frequently by means of the self-assessment category and least frequently by the ambitions and aims category.

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Slovak Teachers’ Attitudes Towards Inclusive Education

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Cabanová M., Kasáčová B., Trnka M.

The New Educational Review

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2022

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vol. 67

207-217

EN

Inclusive education is a controlled process that creates an environment for education and training, respect for diversity, abilities, and various educational needs of a child or pupil. It is topical in most countries’ professional and legislative discourse. It turns out that teachers’ attitudes are one of the main pillars of inclusive education policy implementation. The present research aimed to pursue connections and relationships between the teachers’ pro-inclusive attitudes, length of experience, and content of their learning activities. The research sample consisted of 926 kindergarten and elementary school teachers; the TAIS was used (Saloviita, 2015) as the research tool. Results showed that kindergarten teachers had more positive attitudes towards inclusive education than elementary school teachers. There are themes in education through which elementary school teachers can be developed pro-inclusive attitudes.

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Prospects of professional development of teachers in light of current changes in the education system

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Pituła B., Grzyb B.

Przegląd Pedagogiczny

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2019

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issue 2

121-133

EN

This article is an attempt at a more profound reflection upon the conditions of professional development of teachers in Poland in the context of the currently ongoing education reforms. It discusses both the opportunities and threats concerning professional development that result from formal changes and the so-called by-products of professional activity/being an educator.

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O potrzebie wspierania rozwoju kompetencji międzykulturowych i medialnych w kształceniu nauczycieli – w poszukiwaniu rozwiązań

87%

Smoter K.

Kultura-Społeczeństwo-Edukacja

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2018

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vol. 14

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issue 2

99-109

EN

Smoter Katarzyna, O potrzebie wspierania rozwoju kompetencji międzykulturowych i medialnych w kształceniu nauczycieli – w poszukiwaniu rozwiązań [On the need to support the development of intercultural and media competences in the education of teachers – in search of solutions]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 99–109, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.8. Today, a characteristic feature of life is contact (direct or via media) with “otherness” and the “Other” – ethnically, religiously, nationally. The issue of the links between multiculturalism and the media is essential for education, but it does not seem to be sufficiently taken into account in the formal education of teachers. Therefore, the article addressed the issue of shaping media competences and intercultural competences of teachers, indicating the need to include both these issues in an integral manner. It has become important to consider the dimensions of these competences – cognitive, pragmatic and emotional – as well as to show the issues that should be present in the education of teaching staff. This type of approach seems to meet the requirements relating to the dynamically forming “knowledge-based society and “multicultural society”.

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Wspomnienie o Stefanie Grabińskim

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Knap J., Balawender K.

Rocznik Przemyski

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2013

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vol. 49

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issue 2: Literatura i Język

141-143

EN

The manuscript found in the collections of the National Ossoliński Institute in Wrocław is a brief reminiscence about Stefan Grabiński (1887-1936) – eminent prewar prose writer and teacher in Przemyśl and Lvov schools, written by his student, Kornel Balawender, from the time when the writer worked as a teacher of Polish in the Teacher Training Seminary for Men in Lvov (1921-1929).

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Teachers' Self-Assessment of Their Professional Skills According to the Teachers' Professional Standard

80%

Kukk A., Talts L.

Journal of Teacher Education for Sustainability

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2007

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vol. 8

14-24

EN

The expectations of teachers' role image have altered due to the quick changes in Estonian post-socialist society. Class teachers graduate from Tallinn University with a basic knowledge of teaching and readiness for continuous learning and self-development through daily work aimed at developing their professional competence. Teachers' 5th Professional Standard has been accepted to regulate teachers' work in Estonia. Participation in educational life fosters self-development and shapes professional and individual identity. Teachers' professional standard can guide teachers in assessing their own professional skills, including essential competence such as planning and guiding, creating the learning environment, motivating learning, co-operation, communication, and self-analysis. The research problem is: how do the teachers assess their professional skills? The data have been gathered using educational-ethnographic essay and a questionnaire clarifying the correspondence of teachers' professional skills to the standard of professional competence. The research is located within the qualitative paradigm. The highest value was attributed to the skill to consider the individual differences of each child and command of versatile teaching methods. The further development is needed in areas of sharing one's thoughts and experience with colleagues and parents' involvement in co-operation.

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ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНІ УМОВИ ТА ТЕХНОЛОГІЇ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ У ВНЗ

80%

Сабатовська І.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 6(50)

290-298

EN

The article analyzes the current trends of formation of professional competence of future teachers of higher schools. It is emphasized that formation of professional competence is one of the priorities of the national education system. The purpose of the article is to substantiate theoretically and to explore the effectiveness of organizational-pedagogical conditions of formation of future teachers’ professional competence on the example of the specialty 8.18010021 «Pedagogy of Higher School». It is proved that the level of professional competence depends on the organizational and pedagogical conditions. The results of research among undergraduates specialty 8.18010021 «Pedagogy of Higher School», during which it was revealed that the training program using interactive teaching technologies in a Magistrates enhances the level of professional competence of future teachers. It was found out that the main reasons for the lack of formation of a graduate professional competence are: the lack of a clear holistic system approach to determine its components and the lack of awareness of the conditions of its formation; limited range of possibilities of professional self-identity; lack of knowledge and skills about the nature and direction of formation of pedagogical skills. The results of the study allow us to note that the establishment of organizational and pedagogical learning environment, including: respect for the principles of training, the development of scientific and methodological support of educational process based on the systems approach; providing professional motivation of students; organizing educational activities of students based on their individual characteristics; providing of professional identity of future teachers; organization of subject environment, creating comfortable conditions for training and implementation of innovative technologies improve the efficiency of formation of future teachers’ professional competence. It was established that figure significantly increased the number of undergraduates with sufficient and high formation of professional competence (11% and 35%). In particular, raising the level of professional competence of future teachers contributed to the improvement of training programs using interactive methods of training in graduate school.

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Correlation between Emotional Intelligence and Creative Behaviour of Primary School Teachers

80%

Szorc K.

Kultura i Edukacja

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2020

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issue 4(130)

176-191

EN

There is a certain amount of research that proves that positive emotions and mood play an important role in creative human activity (Abele-Brehm, 1992; Tokarz, 2011; Kunat, 2015). Particularly valuable is ability to recognise emotions and communicate them. It is also important to accept experienced emotions, gain a skill to react accordingly as well as ability to evoke and regulate emotions. According to Salovey and Mayer’s model, the aforementioned dispositions are elements of emotional intelligence. It turns out that emotional intelligence can stimulate creative activity since it enables management of emotional expenditure (Nęcka, 2001). The paper presents results of research conducted among teachers of primary schools. It was assumed that there is a correlation between emotional intelligence and creative activity of teachers. The research can contribute to development of emotional skills of teachers and to intensify their creative activity. That, in turn, can translate into shaping of innovative school environment that fits the needs of contemporary young person - a student.

12

Błędy wychowawcze nauczycieli w opinii studentów

80%

WRÓTNIAK J.

Edukacja-Technika-Informatyka

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2019

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vol. 10

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issue 2

33-39

PL

Skuteczność procesu wychowania warunkowana jest m.in. ilością popełnianych błędów przez wychowawców. Celem badań było poznanie opinii studentów na temat błędów wychowawczych nauczycieli. Badania miały charakter sondażu diagnostycznego. Materiał empiryczny zebrano, wykorzystując kwestionariusz ankiety własnej konstrukcji zawierający pytania z kafeterią zamkniętą, półotwartą oraz otwartą.

EN

The effectiveness of the upbringing process depends, among other things, on the number of mistakes made by educators. The aim of the research was to ascertain the opinions of university students on the educational errors of teachers. The research was in the form of a diagnostic survey. Empirical material was collected using a self-created questionnaire containing closed-ended, semi- -open-ended, and open-ended questions.

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Погляди відомих педагогів кінця ХІХ–початку ХХ ст. на організацію самоосвіти вчителя

80%

Шарненкова Т.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2014

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issue 1(7)

143-151

EN

The paper defines and analyzes the ideas of scientists and educators late XIX - early XX century., Whose innovative pedagogical searches active in educational activities significantly enriched the national pedagogical theory and practice. The main attention is paid to professional self-education teacher, his moral character. It is proved that the created image of the teacher has not lost relevance today J. Chipiga, A. Duhnovicha, S. Myropolskoho, М. Dragomanov, A. Muzichenko, T. Lubentsya, J. Korczak on the role of self-education in shaping the personality of the teacher.

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Przestrzeń przedszkola przyjazna kształtowaniu gotowości dziecka do nauki czytania i pisania

80%

Andrzejewska J.

Roczniki Pedagogiczne

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2015

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vol. 7(43)

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issue 2

89-105

PL

W rozwoju potencjału twórczego dziecka istotną rolę odgrywa odpowiednio zorganizowane środowisko rodzinne i szkolne, które charakteryzuje się przyjazną atmosferą emocjonalną oraz bogatym otoczeniem materialnym. Zadaniem nauczycieli jest celowe tworzenie takiego środowiska, aby w każdym momencie dziecko mogło się uczyć i aktywnie budować własną wiedzę podczas zajęć angażujących jednocześnie umysł, emocje i różne obszary wiedzy. Prezentowany tekst przedstawia główne idee i cechy uczenia się dziecka przez współpracę w zespołach badawczych.

EN

An appropriately created family and school environment, which is characterized by a friendly emotional atmosphere and luxurious physical surroundings, play a significant role in the development of the child's artistic potential. The task of teachers is to deliberately create such an environment, so that, at any time, the child can learn and actively build his/her own knowledge during activities involving simultaneously the mind, emotions and different areas of knowledge. The presented text depicts the main ideas and features of achild's learning by working in study groups.

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Učiteľská profesia z legislatívneho a spoločenského hľadiska

80%

Dupkalová M.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2014

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issue 2(14)

79-88

EN

The present contribution deals with the teaching profession in legislative and social perspective. There are presented the brief results of pedeutology research in the introduction section. Subsequently, attention is focused on the legislative aspects of the teaching profession and there is also the emphasis on the social aspect of the teaching profession in the end of the article.

16

Pedeutology of the XXIas a positive social science

80%

Jazukiewicz I.

Studia z Teorii Wychowania

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2020

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vol. XI(2(31))

39-53

EN

The popular in the modern timespragmatic approach, creates in teaching instrumental attitude to professional tasks execution. It means that reaching goals, on utilitarian level,leads to more effective actions. The positive social sciencestake another approach, basing on the usual human inner drive to be happy. Such being takes place when a person realizes well-being for others and for oneself, following hope, which direction is pointed out by freedom, dignity and human responsibility. The main purpose of the article is to reveal the evidence that create pedeutology of the XXI century as a science of strong teaching profession: its values, meaningfulness and beauty. It has been pointed out to agathological and arthrological aspect of pedeutology. The first one refers to doing good deeds. It is represented by optimal pupil development, which therefore should become a priority in teacher’s professional actions. In reference to the above, the instrumental and vocational teaching context has been characterized. The second aspect refers to the teacher’s moral capabilities, called the virtues. A virtue is a central knowledgeable category of positive social sciences. According to this issue, the utility of the virtue theory has been presented in for the pedeutological thought. The extraordinary attention has been put upon the virtue of hope, reasoning its inevitability in the process of upbringing in the XXI century.

17

Role učitele při ovlivňování a zmírňování interetnického napětí ve společnosti

80%

Balvín J.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2015

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issue 9

135-152

EN

The author of this paper, wants to present one of the most important issues concerning the relationship between the teachers of Roma pupils to Roma children and their parents, which is important for the development of tolerant inter-ethnic relations and to calm ethnic tensions between Roma and the majority population. This study is a response to a series of anti-Roma racist events that took place in the Czech Republic in 2012 and 2013. This topic is important not only directly for teachers of Roma pupils, but also in general for all teachers in schools Czech, but it can be inspiring for schools in other European countries. Preparation of teachers in undergraduate and postgraduate teaching in a multicultural environment is not only an educational purpose, but also affects the area ofandragogy, because they work with the teachers of adults (adult education), parents and Roma students and possibly with parents/ students of other nationalities, who represent different cultures. Educator includes these nationalities in the cultural environment of most of the nation.

CS

The author of this paper, wants to present one of the most important issues concerning the relationship between the teachers of Roma pupils to Roma children and their parents, which is important for the development of tolerant inter-ethnic relations and to calm ethnic tensions between Roma and the majority population. This study is a response to a series of anti-Roma racist events that took place in the Czech Republic in 2012 and 2013. This topic is important not only directly for teachers of Roma pupils, but also in general for all teachers in schools Czech, but it can be inspiring for schools in other European countries. Preparation of teachers in undergraduate and postgraduate teaching in a multicultural environment is not only an educational purpose, but also affects the area ofandragogy, because they work with the teachers of adults (adult education), parents and Roma students and possibly with parents/ students of other nationalities, who represent different cultures. Educator includes these nationalities in the cultural environment of most of the nation.

18

Educational Process and Personality of the Educator

80%

Pasternáková L., Sláviková G.

Acta Technologica Dubnicae

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2012

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vol. 2

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issue 2

31-42

EN

The paper is focused on the personality of an educator and the demands placed on him/her.

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Chodziłem do Słowka

80%

Frodyma M.

Rocznik Przemyski

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2012

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vol. 48

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issue 4: Historia

163-169

EN

Author recollects his school time spent in in the Juliusz Słowacki College in Przemyśl between the years 1967/1968 and 1970/1971. Among the others, he writes a lot about his teachers and their methods of teaching, bringing up and influencing the youth. Moreover he mentions also about his colleagues and their lots after graduation. He attempts to write about every day life activities at school around March 1968 and why this date was essential even for the provincial high school community.

20

In search of a common language: teacher and student in educational space

80%

Sporek P.

Journal of Language and Cultural Education

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2016

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vol. 4

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issue 2

82-102

EN

In my paper I would like to present the student and the teacher in educational space. I’d like to say about difficulties in communication between them and the search for a common language for dialogue. The context for this discussion will be the current socio- cultural space and the expectations of both the teacher and the student. The purpose of the text is to show the conditions through which the agreement between the student and the teacher is possible and identify a cultural experience of a common language. Considerations will be conducted from the perspective of the anthropological concept of education and subjective view of the student and the teacher.

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