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    Wyświetlanie 1-9 z 9
    Tytuł:
    Imperatyw rozwoju a kondycja myślenia strategicznego o polskim szkolnictwie wyższym (i nauce) w dobie transformacji systemowej
    The imperative of development and condition of strategie thinking about the Polish higher education (and science) in an era of system transformation
    Autorzy:
    Dziedziczak-Foltyn, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/1194818.pdf
    Data publikacji:
    2011-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    development
    modernization
    sociology-economic development
    economic growth
    backwardness
    civilization leap
    transformation
    strategie thought
    education
    knowledge
    higher education and learning
    rozwój
    modernizacja
    rozwój społeczno-gospodarczy
    wzrost gospodarczy
    zacofanie
    skok cywilizacyjny
    transformacja
    myśl strategiczna
    edukacja
    wiedza
    szkolnictwo wyższe i nauka
    Opis:
    Proponowana w tekście próba zdiagnozowania polityki rozwoju w Polsce, w tym polityki rozwoju szkolnictwa wyższego, oraz - niezbędnej w kierowaniu rozwojem - myśli strategicznej, zostata ujęta w szerszym kontekście problematyki socjologii i ekonomii rozwoju. Z uwagi na doświadczenia transformacyjne Polski, w rozważaniach tych przywołano koncepcję rozwoju „doganiającego” i modernizacji „imitacyjnej”. Celem artykułu jest zwrócenie uwagi na dostrzegane na świecie (i empirycznie dowiedzione) znaczenie edukacji i nauki dla rozwoju społeczno-gospodarczego, rozwoju cywilizacyjnego. Zważywszy na opóźnione w czasie korzyści z inwestowania państwa w edukację i naukę, podkreślona została nieodzowność formułowania długofalowej i zintegrowanej z innymi politykami rozwoju polityki edukacyjnej. Główna teza artykułu dotyczy niedoceniania przez ponad dwie dekady przez decydentów w Polsce szkolnictwa wyższego i nauki jako czynników modernizacyjnych, czynników prorozwojowych. W tym kontekście istotne jest, czy Polska potrafi dokonać skoku cywilizacyjnego, co jest jednoznaczne z tym, czy dostrzega rolę tych sektorów w nadrabianiu przez Polskę zacofania i w „doganianiu Europy”.
    The proposed in the text attempt to diagnose the policy of development in Poland, including the policy of development of higher education, and the - indispensable for managing the development - strategie thought, has been included in a wider context of issues of sociology and economics of development. Due to the transformational experience of Poland, the concept of the development of the “catching up” and “imitation” modernization was invoked in this consideration. The purpose of article is to draw attention to the perceived in the world threat (and empirically proven) importance of education and science for the sociology-economic and  civilization development. Given the late in time benefits of State investment in education and learning, the indispensability of formulating an educational policy, long-term and integrated with other development policies, was stressed. The main thesis of the article concerns the over two decades non-appreciation by decision-makers of higher education and science as modernization and pro-development factors. In this context, it is important that Poland is able to make the civilization leap, what is unambiguous with whether it recognizes the role of these sectors in the Poland’s making up for its backwardness and “catching up with Europę”.
    Źródło:
    Nauka i Szkolnictwo Wyższe; 2011, 2, 38; 88-106
    1231-0298
    Pojawia się w:
    Nauka i Szkolnictwo Wyższe
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Tutoring, mentoring i coaching w edukacji osób z trudnościami w uczeniu się
    Tutoring, Mentoring and Coaching in the Education of People with Learning Difficulties
    Autorzy:
    Wawrzyniak, Sonia
    Powiązania:
    https://bibliotekanauki.pl/articles/1070768.pdf
    Data publikacji:
    2020-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    education
    learning difficulties
    tutoring
    mentoring
    coaching
    children and youth
    Opis:
    The article presents the possibilities it creates using pedagogical innovations such as tutoring, mentoringand coaching supporting the traditional model of education at work with students with school difficulties. Problems withfinding your own path for children and youth, coping skills in a dynamically changing reality,in consumer times with many difficult situations is often undertaken on the basis of school practice and and scientific research. Young people are expected to have knowledge and skills flexible, mobility in various spheres of life because the change is inscribed in the surrounding reality. Important task of modern school and educational institutions is making young people aware of challenges, that stand before them and prepare them to the right life, educational and professional choices in accordance with their capabilities andrequirements of the labor market.
    Źródło:
    Studia Edukacyjne; 2020, 56; 221-234
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Szkic o edukacji współpracy
    Sketch of education of cooperation
    Autorzy:
    Przybył-Ołowski, Bartosz
    Powiązania:
    https://bibliotekanauki.pl/articles/950173.pdf
    Data publikacji:
    2013-06-16
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    philosophy learning and teaching model
    global education
    education of cooperation
    active learning
    building intellectual
    space by student
    Opis:
    The new model of philosophical education that functions in Polish schools requires a change. In order to adapt teaching of philosophy to the needs and expectations of students it is necessary to introduce new educational method. Learning should refer to practical problems and solutions using the project method. The use of this method in education of cooperation brings extraordinary effects. Thanks to that students activate themselves socially, they become more aware of the philosophical problems, and independently develop their curiosity about the world.
    Źródło:
    Filozofia Publiczna i Edukacja Demokratyczna; 2013, 2, 1; 74-89
    2299-1875
    Pojawia się w:
    Filozofia Publiczna i Edukacja Demokratyczna
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Analyzing types of classroom interaction in CLIL
    Autorzy:
    Papaja, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/919714.pdf
    Data publikacji:
    2011-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    CLIL
    Content and Language Integrated Learning
    Bilingual education
    Interaction
    Language classroom
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 43-52
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Does the School Last Immutably or Unchanged? Egalitarianism and Elitism in the Approach to Education in the Era of Globalisation, Technopolisation, Instant Culture
    Czy szkoła trwa niezmiennie, czy niezmieniona? Egalitaryzm i elitaryzm w podejściu do edukacji w dobie: globalizacji, technopolizacji, kultury instant
    Autorzy:
    Przybyła, Mariusz
    Powiązania:
    https://bibliotekanauki.pl/articles/920169.pdf
    Data publikacji:
    2018-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    education
    globalization
    technology
    IT
    instant culture
    student and teacher
    b-learning
    Opis:
    Globalisation and new media have completely changed the living environment of modern humanity. Technologies have entered almost all spheres of human existence. Education also could not (should not) remain unchanged. The presence of electronic media in the educational process forces a thinking pedagogue to ask questions, including the following: Who are the digital natives and the digital immigrants? Is the contemporary school on the verge of a chance that it has not had so far? Is this an opportunity to enrich and develop human cognitive function, using the available technical means, by deliberately influencing the course of a number of human life processes, including our development?
    Źródło:
    Studia Edukacyjne; 2018, 51; 165-182
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Reimagining Education Towards Sustainability. “Project X” – an Innovative Learning Strategy from Poland
    Zmiana podejścia do edukacji na rzecz zrównoważonego rozwoju. “Projekt X” – innowacyjna strategia nauczania z Polski
    Autorzy:
    Rogalska-Marasińska, Aneta
    Powiązania:
    https://bibliotekanauki.pl/articles/50439344.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    pre service and in-service teacher training
    teaching-learning curriculum
    deep learning
    experiential learning
    futures of education
    ESD
    innovative learning strategy
    Opis:
    The paper presents arguments on profound and diverse student-teacher education concentrated on sustainable development as a rational way to combat Anthropocene damage and destruction. It means coping with destructive ecological changes and, more widely, with social deformations that revised educational approaches and paradigms may heal. They refer to the concept of reimagination in education. Thus, there is a considerable need to work out some valid, understandable and socially accepted teaching-learning pedagogies that would make the process of student-teacher education comply with contemporary and future expectations and challenges. Making the idea of “Think globally, act locally” practically achievable, present and future teachers should learn to perceive each school/academic topic as a multifaceted issue, referring to the four pillars of sustainable education. It entails using some new concepts of professional development, like deep learning or experiential learning, along with the awareness of the future of education. A new social contract for education considers the circular process of human development and eco- logical regrowth, which needs to introduce truly “holistic strategies”. They refer to six global competencies (Character, Citizenship, Collaboration, Communication, Creativity, and Critical Thinking) and five principles of student-teacher growth (Combination of pedagogies, Connoisseurship of expert teachers and learning communities, Content inherent in all teaching and learning, The reach of context, and Making change happen) as well as to some earlier sustainability transformation concepts included in sustainable development documents from previous decades. While the conviction of teachers’ undeniable role in building a more balanced life is constantly increasing, processes of student-teacher education for sustainability are too slow. They have to accelerate and receive priority. Such approaches need to rethink course curricula and syllabi and “make” teachers assume a new and varied perspective on planning, implementation and assessment. One of them is the eponymous “Project X”, which refers to the concept of Project Y suggested  in some UNESCO teacher manuals and first mentioned during DESD. It enlarges the three-dimension perspective by adding the cultural pillar. The issue of perceiving a teaching-learning problem simultaneously from four perspectives (natural, cultural, social, and economic) enhances the range of possible questions and interpretations, evokes deeper individual reflection, and refers to students’ life experiences and expectations. Planning such a highly complex and complementary teaching-learning strategy motivates students (present-day and prospective teachers) to engage them in learning and makes the work more intriguing and challenging. The presentation of a sample of the “Project X” realisation as an example of an innovative learning strategy proves education’s strength and creative possibilities for sustainable development in teacher learning as constructive, beneficial and fruitful pedagogical approaches
    Źródło:
    Studia Edukacyjne; 2022, 66; 17-34
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    L’exploitation des tice au service de l’enseignement des langues à objectif spécifique
    The use of latest technologies for teaching specialist language
    Autorzy:
    Gajewska, Elżbieta
    Sowa, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/1050837.pdf
    Data publikacji:
    2014-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Information and Communication Technologies in Education (ICTE)
    learning/teaching foreign language
    Language for specific purposes
    Opis:
    The so-called latest technologies in the world of today constitute an indispensable component of teaching or learning foreign languages. Given as an obvious element of social life, they are regarded by teachers as effi cient tools for acquiring and perfecting various skills, such as communicative ones. The dynamic development of the multimedia, also in the area of language teaching, incessantly faces language teachers with new challenges, whose aim is to fully utilise the potential of the latest technologies in the process of language teaching that respects learners’ individual needs. The aim of this article is to present possible ways of using the multimedia, helpful in drawing language lesson plans for vocational language groups. The article deals with the area of communication and information technologies used in the classroom as these have recently undergone changes. Also, a discussion is presented of the advantages and disadvantages of the latest multimedia used in the didactic process. The article also seeks to answer the question how much the latest technologies cater for the needs of specialist glottodidactics.
    Źródło:
    Studia Romanica Posnaniensia; 2014, 41, 3; 17-32
    0137-2475
    2084-4158
    Pojawia się w:
    Studia Romanica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Całożyciowe uczenie się jako idea edukacyjna, polityka, strategie działań i zmieniający się krajobraz edukacyjny rzeczywistości
    Life-long Learning as an Educational Idea, Policy, Action Strategy and an Ever-changing Landscape of Learning Reality
    Autorzy:
    Solarczyk-Ambrozik, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/920120.pdf
    Data publikacji:
    2018-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    lifelong learning
    adult education
    educational policy
    opportunities and barriers
    technological advancement and cultural changes
    individual responsibility for the course of the educational path (individualization of the educational path)
    Opis:
    The idea of lifelong learning has appeared in 1920’s, situating on the background of the phenomena of adult education, which, since it emergence, have been a long way – as shall be defined – from the socialization of the masses to the empowerment of individuals, and the prospect of such changes is included into a peculiar continuum – between industrialization and urbanization, and the knowledge society. Nowadays the problem of lifelong learning goes far beyond the traditionally perceived adult education. Inscribing itself into the global educational discourse becomes its essential issue – it refers to the questions of educational possibilities and opportunities in the different socio-cultural contexts. It dominates the discussions on adult education, vocational training and higher education, providing a theoretical framework for the development of relevant policy and action strategies, but in addition it plays a crucial role in economic debates on labour market, quality, capacity, sustainable development, learning in organizations and – importantly – it also appears in non-education-related debates including such issues as: social exclusion, unemployment, environmental protection, active citizenship and health. The phenomenon of lifelong learning allows to respond to such conceptual categories as flexibility and uncertainty. As a result of technological advances, competition creates the need for flexibility which in case of learners is, in the one hand, recognised as emancipation, and in the other, as a threat to individuals enable to meet the new requirements associated with individual responsibility for the course of the educational path. Alongside opinions presenting anti-institutional interpretation of lifelong learning, the „supply” of an institutional offer of adult education is raised. The conclusions of the presented analyses results in showing lifelong learning as a phenomenon, which is not unambiguously evaluated, since it may by understood as a the purpose, a process, an effect, a form of self-realization, a socio-cultural constraint, and at least as an important field of educational reality in the word of new challenges.
    Źródło:
    Studia Edukacyjne; 2018, 51; 23-37
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Educating epistemological principles, virtues and research skills. Review on Marina Klimenko’s textbook “Research Methods in the Social Sciences”
    Autorzy:
    Nowak, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/1393967.pdf
    Data publikacji:
    2021-08-17
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    research excellence
    scientific and research virtues
    promoting students’ research competence
    investigative psychology
    advances in psychological education
    M. Klimenko’s textbook Research Methods in the Social Sciences
    science-based learning
    Opis:
    Improving university students’ research skills, research integrity and best standards for scientific excellence is crucial for all disciplines. Marina Klimenko, a senior lecturer at the Universi-ty of Florida, developed an innovative digital textbook entitled Research Methods in the Social Sciences (2020) with the focus on investigative psychology. The edition was powered by the e-learn-ing portal and published by Sentia Publishing. The author’s own epistemological and research expertise is combined here with her competence in higher education didactics. Klimenko’s textbook seems to be perfectly tailored for prospective researchers – and useful for various disciplines representing the social sciences and humanities.
    Źródło:
    Filozofia Publiczna i Edukacja Demokratyczna; 2020, 9, 1; 66-77
    2299-1875
    Pojawia się w:
    Filozofia Publiczna i Edukacja Demokratyczna
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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