Temat: school-aged child - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Communication at School – a Threat or an Opportunity for Students’ Communicative Competencies? Searching for Answers
Autorzy:: Kuszak, Kinga
Powiązania:: https://bibliotekanauki.pl/articles/644855.pdf
Data publikacji:: 2016
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: school-aged child
teacher-student communication
communication at school
Opis:: The article tackles the issue of communication in school environment. The first part discusses communication as a dialogue between its participants, who shape its course together, taking turns and forming adjacency pairs. The author moves on to focus on the distinctive features of teacher-student communication. She lists and analyses its following traits: lack of students’ opportunity to contribute to the creation of the dialogue, a high level of formality, asymmetry of rights and privileges available to the participants of the communication process, prevalence of a monologue of meanings over a dialogue and negotiation of meanings. The article concludes with proposals for educational practice.
Źródło:: Kultura-Społeczeństwo-Edukacja; 2016, 10, 2; 69-84
2300-0422
Pojawia się w:: Kultura-Społeczeństwo-Edukacja
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Znaczenie praktyk pedagogicznych dla zmian w obszarze kluczowych kompetencji nauczyciela edukacji przedszkolnej i wczesnoszkolnej
The Importance of Pedagogical Practicum for Change in the Area of Key Competences of Preschool and Elementary School Teachers
Autorzy:: Sikorska, Joanna
Schmidt, Anna
Powiązania:: https://bibliotekanauki.pl/articles/15837264.pdf
Data publikacji:: 2018-09-15
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: pedagogical practicum
preparation for practicum
teacher of a preschool and early school aged child
educational reality
research on students’ expectations related to pedagogical practicum
Opis:: The future teacher, wanting to understand the child’s needs, his pursuit of self-realization and autonomy must build himself not only on theoretical knowledge, but also learn how to use this knowledge in educational practicum. In this context, preparing student teachers “through practicum for practicum” seems to be an extremely important element of their education, because only in this way will they be able to stimulate their own development, mature professionally, but also answer the question to what extent “being a teacher” is their true calling. Student teachers, especially those who have practicum in grades 1-3 of elementary school, pay more attention to the gradual departure in many institutions from the implementation of the concept of integrated education. The information obtained by them indicates that the “modifications”of the model of this education are largely caused by anxiety caused by low results achieved by children in tests aimed at checking the effectiveness of education. Undoubtedly, this is a cause for serious concern and remedial action, however, according to our research, many students are concerned that during lectures or even laboratories, run by some specialists realizing specificsubjects, they are only passive observers and have no opportunity to learn how to, in school conditions, complementarily combine tasks from many educational areas, in accordance with the assumptions of integral education. Thus, there is a significantdiscrepancy between the tasks carried out as part of classes at the university and pedagogical practicum.The authors of the article focus on both theoretical aspects of the issues raised and the results of their own research.
Źródło:: Studia Edukacyjne; 2018, 49; 445-462
1233-6688
Pojawia się w:: Studia Edukacyjne
Dostawca treści:: Biblioteka Nauki

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