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    Wyświetlanie 1-3 z 3
    Tytuł:
    Motivation to become a preschool teacher
    Autorzy:
    Burkovičová, Radmila
    Powiązania:
    https://bibliotekanauki.pl/articles/2005023.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    student
    factor
    teaching profession
    incentive
    stimulus
    Opis:
    The purpose of the presented research was to find out which external and internal considerations and life experience motivate students for acquiring university education for the teaching profession to major in preschool teaching. Data collection was based on the method of unstructured interview on a given theme. Evaluation was based on coding. The presented factors are external factors of the “people” category. Every category is divided into sub-categories and the subcategories are further subdivided to subgroups on the basis of the nature of the incentive. Young people were mainly affected in their decision-making by their mother, her professional and private behaviour, by positive stimuli from their grandmothers, aunts and children. Fathers were not mentioned as actors in making this kind of decision. The most frequently mentioned human factor was represented by female teachers on different levels of education and from different school types. The discouraging factors included schoolmates. Children and schoolmates were newly identified considerations.
    Źródło:
    The New Educational Review; 2016, 43; 181-192
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Impact of Organising Six-Year-Old Children into Groups on their Collaboration in Achieving Goals
    Autorzy:
    Burkovičová, Radmila
    Powiązania:
    https://bibliotekanauki.pl/articles/1964035.pdf
    Data publikacji:
    2021-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    collaboration
    skill
    manifestation
    six-year-old child
    method of implementation
    Opis:
    This article is aimed at presenting the results from research. The aim of the research was to verify whether children organized in groups work more effectively in achieving a common goal. The research method employed was that of a social experiment under natural conditions, with the parallel groups technique. The research group consisted of 100 six-year-old children over the course of two school years from two public kindergartens in the same location of a single town. The assumption was that the frequency of collaboration would be higher at the end of the school year for children organised by teachers into groups in order to achieve a common goal compared to children for whom this opportunity is intentionally not created by their teachers. The assumption was confirmed for the methods in which collaboration was manifested: The assumption was confirmed for manifestations of cooperation: continuous, effective communication; helping a friend; praise, encouragement. The following was not confi rmed: expression of one’s own opinion/proposal; engagement in the achievement of a common goal.
    Źródło:
    The New Educational Review; 2021, 63; 174-187
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Promoting the Development of Resilience in University Teachers Through the Practice of Mindfulness
    Autorzy:
    Lacková, Lucia
    Franiok, Petr
    Hanuš, Daniel
    Burkovičová, Radmila
    García, Antonia R.
    Powiązania:
    https://bibliotekanauki.pl/articles/2191732.pdf
    Data publikacji:
    2023-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    resilience
    protective factors
    practice of mindfulness
    flow
    Opis:
    This article describes the results of a longitudinal study on the effects of the regular, everyday practice of at least 20-minute-long mindfulness meditation sessions on coping with stressful situations among academic staff. University teachers were selected with respect to the high stress of their occupation and their frequent statements of difficulties with responding adequately to stress arising from the necessity of communicating with students, colleagues and family members every day. They stated that they could not cope adequately and had problems concentrating on other activities such as writing, giving lectures and attending work meetings. At the beginning of the study, the academic staff were offered mindfulness meditation therapy training. The study took place from 2002 to 2020. A total of 124 university teachers were monitored. The research group consisted of 97 teachers at Czech universities (53 men and 44 women) and 27 teachers at Slovak universities (14 men and 13 women). The study’s main objective was to identify the effect of an everyday 20-minute mindfulness practice, which 113 participants performed in the morning and 11 in the evening, on the development of their psychological resilience for coping This article describes the results of a longitudinal study on the effects of the regular, everyday practice of at least 20-minute-long mindfulness meditation sessions on coping with stressful situations among academic staff. University teachers were selected with respect to the high stress of their occupation and their frequent statements of difficulties with responding adequately to stress arising from the necessity of communicating with students, colleagues and family members every day. They stated that they could not cope adequately and had problems concentrating on other activities such as writing, giving lectures and attending work meetings. At the beginning of the study, the academic staff were offered mindfulness meditation therapy training. The study took place from 2002 to 2020. A total of 124 university teachers were monitored. The research group consisted of 97 teachers at Czech universities (53 men and 44 women) and 27 teachers at Slovak universities (14 men and 13 women). The study’s main objective was to identify the effect of an everyday 20-minute mindfulness practice, which 113 participants performed in the morning and 11 in the evening, on the development of their psychological resilience for coping
    Źródło:
    The New Educational Review; 2023, 71; 205-215
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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