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Tytuł:
Postawy studentów względem pracy zespołowej i ich zespołowa efektywność
Students attitudes towards teamwork and their group effectiveness
Autorzy:
Rudawska, Aleksandra
Szarek, Malwina
Powiązania:
https://bibliotekanauki.pl/articles/426138.pdf
Data publikacji:
2014
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
teamwork attitudes
team work
group effectiveness
teamwork skills
CATME
communication skills
Opis:
An analysis of contemporary labour market indicates that teamwork skills are among the competences most desired by employers. Therefore, students, future employees, should develop and improve their teamwork skills. The authors argue that team member effectiveness depends, among other things, on the teamwork attitudes. The paper's aim is to identify students' attitude towards teamwork as well as to characterize the needs for the improvement of students' teamwork skills. The results of a survey among 108 students of master degree are presented. The survey inquired several teamwork issues among students in three areas: students' understanding of a teamwork concept, their attitudes towards teamwork and assessment of team member effectiveness with the usage of CATME instrument. The results show that students are not convinced of positive teamwork effects and they rather prefer to work individually. The analysis of their effectiveness as team members indicates that their communication skills, specialized knowledge and competences needed for project tasks are on a quite satisfactory level. However, three other dimensions of effective teamwork behaviour require improvement, i.e. task controlling and keeping team on track, expecting quality of teamwork and contributing to the team's work. Finally, basing on the literature review, the authors propose several hints on how the students' team projects should be pursued by academic teachers.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2014, 3 (55); 12-21
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kreatywność jako jedna z kluczowych kompetencji osób prowadzących szkolenia - implikacje dla sposobu kształcenia trenerów
Creativity as one of trainers key competences - implications for trainers education
Autorzy:
Mularczyk, Karolina
Gawor, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/425714.pdf
Data publikacji:
2014
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
creativity,
trainers' skills
trainer
Opis:
The aim of this study was to examine the level of creativity among trainers of soft skills. Creativity is one of the key competence in the profession of trainers. 80 participants response on the Polish adaptation of Test for Creative Thinking - Drawing Production, (TCT-DP) by Klaus K. Urban & Hans G. Jellen. This study shows that psychological education and graduation of professional school for trainers coexist with high score in creativity. Gender is not related with the score in the creativity test. They also confirm results of few prior metanalisys which reveal the lack of differences in creativity between genders. These studies are an important factor in the discussion about the relevance of creating the qualification framework in the profession of trainers.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2014, 4 (56); 69-71
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Development of soft skills as a part of an LSP course
Autorzy:
Kic-Drgas, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/425961.pdf
Data publikacji:
2018
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
soft skills
LSP
training
foreign language teaching strategies
Opis:
The lack of knowledge of a foreign language for specific purposes and the increasing internationalization of domestic markets cause many communicative difficulties at the corporate level. Inefficient communication slows down decision-making processes and lowers the quality of services offered. In this respect, soft skills are gaining more and more importance in professional environments. Considering the need for providing a high level of foreign language even at the interview level, the idea of soft skills oriented LSP teaching can close the existing gap in employee training and enhance employees’ chances for success in an international environment. This article presents results of a survey conducted among LSP teachers in Poland.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2018, 2 (74); 27-36
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Między oczekiwaniami a rzeczywistością. Umiejętności miękkie osób wchodzących na rynek pracy
Among expectations and reality - young workers soft skills
Autorzy:
Jasińska, Magdalena
Podgórska, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/426203.pdf
Data publikacji:
2015
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
young workers'
soft skills
European Union
Human Resources
Opis:
Many documents issued by the European Union and Human Resources experts point out that so called „soft” skills are closely connected with employability, particularly of young people entering the labour market. Nevertheless, at present, EU countries use different methodologies and approaches to the teaching and development of those skills, which leads to a mismatch between academic education and requirements of the labour market. In the project eLene4work: Learning to learn for new digital soft skills for employability ten European countries conduct research on soft skills expected by employers from new workers and possibilities to develop them (using also ICT tools) during studies. First step was to collect information about soft skills (what is needed, what is important, what should be improved etc.) during Focus Groups organised in each partner country. During these meetings the same set of questions was asked to participants. Results will be used to create common methodology for developing soft skills during studies. In this article results of Focus Groups in Poland are presented. The most interesting findings such as definitions of soft skills, list of most important ones, difficulties in their development and possibilities to solve problem of lack of those skills are described, not only from the perspective of student/young employee, but also employers and academic teachers.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2015, 5 (62); 16-20
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Motivational effects of open badges in MOOCs. A learner perception study in OpenVM Learning Hub and MiriadaX
Autorzy:
Buchem, Ilona
Borrás-Gené, Oriol
Powiązania:
https://bibliotekanauki.pl/articles/1827688.pdf
Data publikacji:
2020-11
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
MOOC
Open Badges
micro-credentials
motivation
competencies
skills
Opis:
Open Badges have become a metadata standard that has been used to transform digital credentialing practices in learning contexts including Massive Open Online Courses (MOOCs). Badges may be designed and used in diverse ways to enhance learner motivation in MOOCs. However, empirical research about the motivational effects of the badging process has been limited to anecdotal evidence. Objective: The goal of this study was to explore the motivational effects of open badges in MOOCs. The primary research question was whether and how open badges motivate participants to: a) learn in MOOCs, b) to complete MOOCs, and c) to use Open Badges outside of the MOOC environment. Method: An exploratory learner perception study was conducted in two platforms: OpenVM and MiriadaX. Both platforms issue Open Badges to recognize learning outcomes in MOOCs. The research sample included 1788 participants with diverse backgrounds, who participated in OpenVM (n = 1412) and in MiriadaX (n = 376) courses. Learner perceptions were self-reported via two online surveys, which included an aligned set of items in English (OpenVM) and Spanish (MiriadaX). Results: The findings show that regardless of the MOOC platform, the topic of the course and the language of instruction, MOOC participants were motivated by open badges, especially by an adequate description of the skills developed in the MOOCs. A regression analysis indicated that an adequate skill description in the open badges had the greatest predictive value for motivation to learn in MOOCs and to complete the course (r2 = 56.3%). The instrument with five items showed high internal consistency (α = 0.92).
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 86, 4; 22-35
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Navigating micro-credentials: An analysis of student needs, perceptions and skills development at a Slovenian university
Autorzy:
Rižnar, Igor
Powiązania:
https://bibliotekanauki.pl/articles/25806553.pdf
Data publikacji:
2023
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
competencies
employability
lifelong learning
micro-credentials
skills
upskilling
Opis:
In this paper, the author analysed the responses to a questionnaire about micro-credentials of several groups of students studying at the Faculty of Management, University of Primorska in Slovenia in order to see how familiar they were with the concept, their perceived value of micro-credentials and their willingness to participate in such short courses. The study showed, first, that only a small number of students were well-acquainted with the concept; second, that students would be willing to attend such courses; third, that there were substantial differences between different groups of students regarding what they thought they needed the most. Based on the research, the author saw the potential of micro-credentials not only for bridging the skills gap and catering for labour market need, but also for acquiring new skills, upskilling and – in the case of Slovenian undergraduate and postgraduate students – for timely completion of their studies.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2023, 101, 4; 63-70
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Motives, benefits and difficulties in online collaborative learning versus the field of study. An empirical research project concerning Polish students
Autorzy:
Kwiatkowska, Wioletta
Wiśniewska-Nogaj, Lidia
Powiązania:
https://bibliotekanauki.pl/articles/1367592.pdf
Data publikacji:
2021-07
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
distance learning
collaboration
field of study
digital skills
motives
Opis:
As a result of universities’ growing interest in online learning, largely due to the COVID-19 pandemic, it is necessary to adapt online learning methods to students’ professional preferences. The learning environment should accordingly be designed so as to ensure the highest possible engagement levels from the participants. This article discusses the value of collaboration in online learning along with its determinants. It highlights the need to include the crucial activities in the remote education of university students while taking into account their individualization and diverse motives. The analysis reveals that students cannot be treated as a homogeneous group; the preferences and abilities represented by them – which are associated with their field of study – determine their functioning in the remote learning environment. Based on their empirical study, the authors propose recommendations that may be helpful for educators in online collaborative learning.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2021, 90, 3; 11-21
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Potrzeba uczestnictwa uczelni wyższej w kreowaniu umiejętności samokształcenia
The need for higher education institutions to participate the creation of self-education skills
Autorzy:
Striker, Małgorzata
Wojtaszczyk, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/425971.pdf
Data publikacji:
2014
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
self-education skills
self-lerner
lifelong learning
University of Lodz
Opis:
The ability to self-learning should be shaped from the very beginning of school education. It is a very important skill, because it is used in higher education, where the learner explores and analyzes the problems in cognitive purposes. According to the results of empirical research, conducted by the authors among the students of University of Lodz since 2008, students are becoming more and more erratic, need contacts with academics, have a lower level of motivation to self-study. The research also shows that the percentage of students who don't have the ability to self-learning is rising. Students are neither prepared to study at university nor to be active self-educators in the later stages of life. The purpose of the paper is to indicate the need for changes in the system of higher education, which are necessary to make students active self-learners who will be ready to develop goals, methods and techniques of learning. Those changes should be about creating conditions for students to develop their ability to self-learning and preparing them to self-development in later stages of life. The theoretical part of the article was based on literature studies. The authors used books, articles and internet publications about self-learning and Polish universities. The empirical part of the paper contains the results of empirical research conducted by the survey technique. These research were carried out between 2008 and 2012. The respondents were students of the Faculty of Management, University of Lodz.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2014, 3 (55); 53-60
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Transversal skills in applied Artificial Intelligence - the case of the financial sector
Autorzy:
Porjazoska Kujundziski, Aleksandra
Domazet, Ervin
Kamberaj, Hiqmet
Rahmani, Damir
Abazi Feta, Amra
Lopez Valverde, Francisco
Gálvez Rojas, Sergio
Petlenkov, Eduard
Vassiljeva, Kristina
Štajduhar, Ivan
Hagen, Tobias
Gradišek, Anton
Zidanšek, Aleksander
Powiązania:
https://bibliotekanauki.pl/articles/35736033.pdf
Data publikacji:
2024
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
transversal skills
artificial intelligence
curriculum development
teaching platform
financial sector
Opis:
Different aspects of modern society can be transformed by the deployment of Artificial Intelligence (AI). AI-powered tools have promoted changes in the financial industry by applying inventive methods for data analysis and automating processes, efficiency enhancement, cost reduction and more personalised services to customers. However, AI algorithms may activate significant ethical and regulatory concerns that should be addressed by the industry and society as a whole. In line with the Erasmus+ project Transversal Skills in Applied Artificial Intelligence - TSAAI (KA220-HED - Cooperation Partnerships in higher education), which aims to establish a training platform, this paper focuses on an analysis of study programmes in formal tertiary education across consortium countries (Spain, Estonia, North Macedonia, Croatia, Germany, and Slovenia) with a special focus on applied artificial intelligence and development of curriculum that will integrate teaching guidelines covering the areas of application of AI technology in the financial and insurance sectors. To this end, a Systematic Review of Literacy (SRL) on the web methodology identifying the existing employability requirements in AI and the Learning-Centred Syllabus (LCS) methodology for curriculum development was applied, with the presented curriculum expected to serve as a framework to develop teaching materials to help students, academics and employees enhance their professional skills, thus satisfying labour market needs.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2024, 104, 2; 82-90
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Smart skills and education in a future economy
Autorzy:
Kutrzeba, Franciszek
Powiązania:
https://bibliotekanauki.pl/articles/425718.pdf
Data publikacji:
2018
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
smart skills
higher education
critical thinking
smart competencies
future economy
Opis:
Regardless of whether the adopted role of education is to prepare people for pursuing employment or building general values, it will include the identification and development of skills and competences as well as professional and personal attributes. Critical thinking, ingenuity and complex cognitive-social skills are precisely those areas in which people continue to outdo intelligent machines. The purpose of this article is to review the skills and competences that will be desirable in the future in relation to recent technological changes. They are preceded by selected macroeconomic data to illustrate the situation of higher education with an emphasis on Poland, where, despite positive returns on investment in education (the highest among OECD countries), since 2005 a systematic fall in demand for higher education has been observed. The empirical part presents the results of a pilot study aimed at determining the desired future skills and professional attributes of Polish employers. The basic data was collected manually using a quantitative study during three sessions at two different job fairs in Gdańsk in March 2017. According to the surveyed respondents (n = 55), professional experience, proficiency in the use of new media and formal education were indicated as the least important features, while learning and diligence – as the key competences for the future economy. In addition, the studies have shown the differences in the perception of these abilities and competences depending on the employer’s position on the market, the number of employees and the internal policies of the companies.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2018, 2 (74); 37-43
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozwijanie kompetencji społecznych na lektoracie w szkole wyższej
Methods of social skills training for foreign language teacher in higher education
Autorzy:
Piwowarczyk, Anna J.
Powiązania:
https://bibliotekanauki.pl/articles/425963.pdf
Data publikacji:
2015
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
social skills training
foreign language teaching methodology
academic education of adults
Opis:
The paper discusses the foreign language teaching methodology at the university. Among the learning outcomes, formulated by the legal regulation of the National Qualifications Framework, next to the categories of knowledge and skills, was a third category of learning outcomes - social competence. Defining, methods of training and verification of social competence could be a challenge for lecturers. The issue of social competence and socialization of students has been present in the literature in the field of academic teaching for many years. Recently it has been formalized and formulated in the form of legal regulation - Regulation of the Minister of Science and Higher Education of 2 November 2011 on the National Qualifications Framework for Higher Education (KRK). During the planning of the learning process, it is important to select properly the content and methods of education, which will enable the training of social competence in accordance with the principles of university education and KRK assumptions. The article provides an overview of definitions of social competence in the social sciences and presents also the understanding of this category in Polish Referencing Report, which is a description of Polish Qualifications Framework. Next, the paper presents examples of training methods to realize teaching assumed target (educatory). It seeks to identify the legitimacy of using active methods of teaching, based on the principles of constructivist teaching. These include mainly the problem solving methods, taking into account the learning cycle of Kolb. The selective choice of the presented methods includes the specificity of academic education of adults, which was also briefly described.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2015, 1 (58); 12-21
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dynamics of integration of process drama in EFL classrooms: A holistic approach of activity based pedagogy
Autorzy:
Alam, Sohaib
Al-Hawamdeh, Basem Okleh Salameh
Powiązania:
https://bibliotekanauki.pl/articles/2143667.pdf
Data publikacji:
2022-10-31
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
theatre
drama approaches
language skills
improvisation
implication
language learning
pedagogy
integration
dynamics
Opis:
Theatre/drama is an art form that conveys feelings and emotions, as well as thoughts and concerns from the history of human civilisations. Theatre and drama have been used and defined for educational purposes in many different ways. They can be effectively assimilated in language classes to achieve a communicative goal through the integration of four basic language skills (LSRW), and are a powerful tool for engaging students with content. Drama engages students in social contexts where they can think, imagine, talk, manipulate concrete materials and share their views on various social issues. This study uses a quantitative method to collect data from respondents and explores students' perspectives on the use of drama techniques for educational purposes. This paper aims to explore the main problems and challenges faced by teachers in real classroom situations. It also describes how educational drama activities can be assimilated into second-language classrooms, and highlights the strategies of role-play, visualisation and classification, as well as how they can be used in the classroom. It also aims to discuss how drama techniques can be effectively improvised and implemented in English language teaching in an EFL/ESL context.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2022, 96, 4; 70-81
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ocena kompetencji informacyjnych uczniów liceum - przykład toruński
An Assessment of Information Literacy Skills Among Secondary School Students: A Case Study from Toruń
Autorzy:
Skibińska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/33247933.pdf
Data publikacji:
2024
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
kompetencje informacyjne
umiejętności informacyjne
model The SCONUL Seven Pillars of Information Literacy
poziom umiejętności informacyjnych
uczniowie liceum
information skills
information literacy
SCONUL Seven Pillars of Information Literacy model
the level of information skills
secondary school students
Opis:
Umiejętność korzystania z informacji leży u podstaw uczenia się przez całe życie oraz warunkuje efektywne uczestnictwo w społeczeństwie informacyjnym. W artykule dokonano rozpoznania i charakterystyki poziomu umiejętności informacyjnych toruńskich licealistów w odniesieniu do podstawowego modelu siedmiu filarów kompetencji informacyjnych (The SCONUL Seven Pillars of Information Literacy) oraz porównano ją z samooceną uczniów i ich poczuciem własnej skuteczności w tym zakresie. Badanych sklasyfikowano jako osoby kompetentne, które opanowały umiejętności informacyjne w stopniu zadowalającym w większości analizowanych filarów. Zidentyfikowano także obszary kompetencyjne wymagające podjęcia działań edukacyjnych.
Information literacy lies at the heart of lifelong learning and is a prerequisite for effective participation in an information society. This article discusses the level of information literacy skills observed among Polish secondary school students, based on the example of two secondary schools in Toruń, with the information literacy of the study population identified and characterised using the SCONUL Seven Pillars of Information Literacy model, and also compared with the students' self-assessment of their information skills and knowledge. The majority of students were classified as competent, having mastered information skills to a satisfactory degree in most of the pillars analysed, although competency areas in need of educational efforts were also identified.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2024, 103, 1; 64-73
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ocena kompetencji organizacji pracy u osób wchodzących na rynek pracy
Evaluation of the work organization skills among the current applicants to work
Autorzy:
Pluta, Anna
Wójcik, Grażyna Paulina
Powiązania:
https://bibliotekanauki.pl/articles/425593.pdf
Data publikacji:
2014
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
work organization skills
applicants to work
competency gap
time management
labor market
Warsaw University of Life Sciences
Opis:
Contemporary employers put numerous competency requirements for the staff candidates. Only those having desirable competencies stand a chance for employment. It turns out that candidates for employees who are graduates of universities have competency gaps, particularly in the field of work organization and time management. The purpose of this article is to determine what exactly the people entering the labor market are not capable of, and how great the scale of the deficiencies in the activities associated with the organization of their own work is. Having this in mind, questionnaire surveys were conducted among the students of the Warsaw University of Life Sciences - SGGW. On the basis of the surveys results it was concluded that people entering the labor market have a number of deficiencies in work organization skills resulting mainly from the lack of knowledge and the habit of organizing work in time. It was also established that this problem is not marginal, and it concerns a large number of future employees. Therefore, it seems necessary to undertake educational activities that lead to improvement of the observed situation.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2014, 3 (55); 5-11
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of Motivation in the Self-education of Future Teachers
Autorzy:
Dubrovina, Irina
Horash, Kateryna
Radzivil, Tetiana
Oliynyk, Tatiana
Powiązania:
https://bibliotekanauki.pl/articles/426298.pdf
Data publikacji:
2019
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
self-education
positive motivation
diagnostics methods
motivational and value component of self-education
subject specific knowledge
skills
Opis:
The research work described in the present study focused on the connection between self-education and the personal and professional interests of prospective music teachers; the role of motivation on self-development; the importance of developing in students the desire to gain scientific and professional knowledge, as well as to become familiar with innovative professional practices. It was observed that for the majority of the participants motivation for self-education was associated with their professional growth. To achieve effective self-education, undergraduates must possess the following qualities: self-confidence, independence of judgment, the ability to use the experience of their colleagues, the ability to cooperate, and the ability to defend their point of view. The suggested methodology of motivation and stimulation of future teachers’ self-education in the process of teaching practice is associated with the acquisition and updating of subjective experience, the search for links between internal and external experience.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2019, 3 (80); 10-17
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 17

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