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    Wyświetlanie 1-5 z 5
    Tytuł:
    The Innovative Early Childhood Education Teacher – A Summary of Own Research
    Autorzy:
    Szkolak, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/454216.pdf
    Data publikacji:
    2016
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    innovation
    creative competences
    early childhood education teacher
    Opis:
    Content of article by Anna Szkolak The Innovative Early Childhood Education Teacher – A Summary of Own Research is related with the debate on the Polish teacher condition in the situation of the system transformation, changes in the Polish school. The particular role in this process is ascribed to an early childhood education teacher and his or her creative competences. A creative teacher is undoubtedly a teacher with great imaginativeness and inspiration, open to the ideas of others, constantly deepening his knowledge and improving his professional qualifications. Constantly faced with new educational situations, the teacher has to make sure his work is not conventional or formalized but instead requires continuous searching for and creating new solutions. Pedagogical innovation is a characteristic feature of a creative teacher. Empirical research include early childhood teachers in town environment. Their professionalism was valued on the basis of self-assessment. The research results gave the empirical material proving the fact that early childhood education teachers present a good level of creative competences. The end of article is statement, there is no one right way for helping young children achieve their creative potential. Teachers will need to continue to experiment and test alternatives to see what is effective in their situation.
    Źródło:
    Multidisciplinary Journal of School Education; 2016, 9; 89-100
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Motivation of Early Childhood Education Teachers in the Pursuit of Pedagogical Mastery
    Autorzy:
    Szkolak-Stępień, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1837675.pdf
    Data publikacji:
    2020-12-31
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    early childhood education teacher
    pedagogical mastery
    motivation
    Opis:
    The article concerns the role of motivation among early education teachers in striving for pedagogical mastery. The aim of the exploratory research was to outline the motives of early childhood education teachers in their pursuit of pedagogical mastery. The main challenge was to determine what factors motivate a teacher to strive for excellence and what methods are used to achieve it. This question was answered by collecting empirical evidence from January to May 2019. The research conducted by the author was of a mixed nature (quantitative and qualitative). The findings suggest that there are many motives for Polish teachers of early childhood education to achieve pedagogical mastery, but chief among them is financial gratification. In Poland, the amount of remuneration depends on one’s professional degree. A professional career and its further advancement is balanced with the journey to achieve pedagogical mastery.
    Źródło:
    Multidisciplinary Journal of School Education; 2020, 9, (2) 18; 61-78
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Early Childhood Education Teachers’ Encounters with Art Presented in Museums and Galleries: Selected Aspects
    Autorzy:
    Piwowarska, Ewa
    Karbowniczek, Jolanta
    Ordon, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/44452625.pdf
    Data publikacji:
    2023
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    encounters with art
    museums
    galleries
    teacher
    early childhood education
    Opis:
    Research objectives, issues or problems: The aim of the research was to ascertain the opinions and efforts of early childhood education teachers in organising children’s encounters with art in museums/galleries. The research question was “what activities do teachers undertake to familiarise students with the art distributed by institutions that provide visual objects of artistic value?” Research methods: The study used a diagnostic survey method with a questionnaire aimed at teachers teaching years 1–3 in primary school. A short description of the context of the presented issue: Museums, galleries and other such institutions are organisational forms of cultural activity and can be an important element of the classes prepared by teachers to create opportunities for pupils to learn about, experience and value works of art. Children’s contact with works of art in institutions providing objects of artistic value not only awakens their interests, but also encourages them to act creatively, develops their perceptiveness, practices their ability to conduct thorough analyses, express reasoned opinions and pose questions and develops their sensitivity and aesthetic taste. Research findings: The results show that although the majority of teachers perceive a very important role of venues promoting art in the process of enriching knowledge and forming attitudes of active consumers among early school-aged children, a large proportion of them still do not sufficiently notice the value and impact of these venues in shaping children’s intellectual interests and personality. Conclusions and/or recommendations: In summary, the teacher, carrying out the tasks set out in the curricula and supported by the institutions and the state (e.g. teacher training, free entry for children, online offers sent to schools and temporary exhibitions aimed at young viewers), can additionally implement and/or complement activities to make museum exhibitions attractive and effective for pupils.
    Źródło:
    Multidisciplinary Journal of School Education; 2023, 12, 2 (24); 419-436
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Poczucie partycypacji nauczycieli edukacji wczesnoszkolnej w zmianach edukacyjnych. Raport z badań
    A Sense of the Participation of Teachers of Early Childhood Education in Educational Transformations. A Report on Research
    Autorzy:
    Kochanowska, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/478958.pdf
    Data publikacji:
    2017
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    early childhood education
    educational transformation
    teacher
    participation
    reform
    edukacja wczesnoszkolna
    Opis:
    Przedmiotem przeprowadzonych badań było odczuwane przez nauczycieli edukacji wczesnoszkolnej poczucie partycypacji w zmianach edukacyjnych. Celem badań było ustalenie sposobu rozumienia przez nauczycieli pojęcia „zmiana edukacyjna”, zbadanie ich stosunku do zmian w edukacji oraz odczuwanego poziomu partycypacji we wprowadzanych zmianach. Badania sondażowe z zastosowaniem techniki badań ankietowych zostały przeprowadzone w roku szkolnym 2015/2016 wśród 96 nauczycieli na terenie województwa śląskiego i małopolskiego. W wypowiedziach nauczycieli zaznaczyła się tendencja do adaptacyjnego postrzegania swojego funkcjonowania wobec zmian w edukacji. Zarówno w wymiarze formalno-organizacyjnym, kompetencyjnym, jak i przedmiotowym nauczyciele dostrzegają bariery w swojej partycypacji w zmianach edukacyjnych. Choć nauczyciele uważają, iż zmiany w edukacji są niezwykle ważne i powinny się dokonywać, jednakże autorstwo zmian nie jest obiektem zabiegów dla wielu z badanych. Uzyskane wyniki badań stanowią wyzwanie dla instytucji kształcących, dokształcających i doskonalących nauczycieli w zakresie podejmowania działań mających na celu zmianę w sposobie myślenia nauczycieli o sobie jako animatorach zmian w dzisiejszej dynamicznie zmieniającej się rzeczywistości edukacyjnej.
    The object of the conducted research was to gauge a sense of the participation of teachers of early childhood education in educational transformations. The aim of the study was to determine the teachers’ understanding of the notion of educational transformation, examine their attitude to changes occurring in education and the perceived level of participation in the introduced changes. The survey research using opinion poll techniques was conducted in the school year 2015/2016 among 96 teachers in the Silesia and Małopolska Provinces. In their statements, the interviewed teachers indicated a tendency to an adaptive perception of their functioning within the changes in education. Furthermore, the teachers perceive barriers in their participation in the educational changes both in formal-organizational and competence dimensions. Although they believe that changes in education are extremely important and should be made, the authorship of changes is not an object of action of many of the respondents. The results obtained within the study are a challenge for educational institutions in terms of training and improving teachers in taking action aimed at changing the way teachers think of themselves as animators of transformations in today’s rapidly changing educational reality.
    Źródło:
    Edukacja Elementarna w Teorii i Praktyce; 2017, 12, 1(43); 99-111
    1896-2327
    Pojawia się w:
    Edukacja Elementarna w Teorii i Praktyce
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Special Needs of Boys and the Impact of Mixed-Gender Teams
    Autorzy:
    Traxl, Bernd
    Huber, Johannes
    Powiązania:
    https://bibliotekanauki.pl/articles/507121.pdf
    Data publikacji:
    2015
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    early childhood education
    child-teacher-relationship
    mixed gender staff
    video observation
    mixed method-design.
    Opis:
    Theoretically based on early pedagogical and psychoanalytic research ndings, the Austrian W-INN-study aims at con rming research questions as well as nding possible new hypotheses about men’s in uence on children. The pilot study focuses on different research questions: What similarities and/or differences can be found in interactions with children de- pending on childcare staff composition (mixed gender vs. female)? What are childrens’ (re-)actions in these groups/towards staff? Are there possible ‘compensatory effects’ of male childcarers for children who don’t have much contact with fathers and/or men in general? Our paper will present the main results of the research project and its practical implications
    Źródło:
    Journal of Preschool and Elementary School Education; 2015, 8; 89-102
    2084-7998
    Pojawia się w:
    Journal of Preschool and Elementary School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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