Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "teacher training" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 16
Tytuł:
Foreign language teacher preparation in Slovakia and Poland from skills to competences
Przygotowanie nauczycieli języków obcych na Słowacji i w Polsce od umiejętności do kompetencji
Autorzy:
Kováčiková, Elena
Kic-Drgas, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/40053431.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language teacher training
skills
competences
Polska
Opis:
The paper discusses the challenges of foreign language teacher preparation in Slovakia and Poland resulting from observed tendencies such as digitalisation, mobility and specialisation of disciplines. The background for these reflections on the state of teacher training education is the document European Profile for Language Teacher Education – a Frame of Reference (2004) and DigComp 2.2 The Digital Competence Framework for Citizens (2022), which point out the main fields essential for the development of high-quality foreign language teachers in terms of digital, life and entrepreneurial competences. The authors of the paper analyze example curricula at two universities, one in Poland (Adam Mickiewicz University, Poznań) and one in Slovakia (Constantine the Philosopher University in Nitra) to answer the following research questions: how will future foreign language teachers be supported in developing their competences at the tertiary level? How do the current foreign language teacher training curricula at universities in Slovakia and Poland incorporate the need for the development of new competences? The results of the analysis present the discrepancies at both universities in the way the recommendations concerning competence development are incorporated, however they also reveal the weaknesses and strengths of the existing solutions.
W artykule omówiono wyzwania związane z przygotowaniem nauczycieli języków obcych na Słowacji i w Polsce wynikające z obserwowanych tendencji, takich jak cyfryzacja, mobilność i specjalizacja dyscyplin. Autorki artykułu analizują przykładowe programy nauczania na dwóch uniwersytetach, jednym w Polsce (Uniwersytet im. Adama Mickiewicza w Poznaniu) i jednym na Słowacji (Uniwersytet Konstantyna Filozofa w Nitrze), aby odpowiedzieć na następujące pytania badawcze: w jaki sposób przyszli nauczyciele języków obcych będą wspierani w rozwijaniu swoich kompetencji na poziomie szkolnictwa wyższego? W jaki sposób obecne programy kształcenia nauczycieli języków obcych na uniwersytetach na Słowacji i w Polsce uwzględniają potrzebę rozwoju nowych kompetencji? Wyniki analizy przedstawiają rozbieżności na obu uniwersytetach w sposobie uwzględniania zaleceń dotyczących rozwoju kompetencji, ale także ujawniają słabe i mocne strony istniejących rozwiązań.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 2; 49-63
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Reflection before action: Students’ perceptions of selected aspects of the language teaching profession
Autorzy:
Michońska-Stadnik, Anna
Powiązania:
https://bibliotekanauki.pl/articles/911961.pdf
Data publikacji:
2019-07-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reflection
EPOSTL
teacher training
attitudes
teacher qualities
subjective theories
Opis:
The study explores trainee teachers’ opinions on selected aspects of the languageteaching profession. Reflecting on the reasons for becoming a teacher, on a language teacher’s professional qualities, and on the positive and negative aspects of the profession appears to be necessary at the starting point of professional training. A qualitative method was employed to collect the data. The students were asked to answer four survey questions pertaining to the issues mentioned above. Thirty-five undergraduate students completed the survey. Their answers were then analysed, which resulted in suggesting some procedures that could be implemented in the training programme. The findings revealed generally positive attitudes to the language teaching profession. However, some actions should be also taken to eliminate a few subjective theories that could negatively influence the students’ approach, such as the feeling of having power over learners, or controversial ways of dealing with discipline problems in the classroom. The study emphasised the role of reflection in the initial stages of teacher training
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 1; 73-88
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Escuela y diversidad lingüística: estudio de las actitudes lingüísticas de los futuros docentes valencianos
School and linguistic diversity: study of the language attitudes of future Valencian teachers
Autorzy:
Gómez-Devís, M-Begoña
Buzón, José
Alandete-Ballester, Miquel
Powiązania:
https://bibliotekanauki.pl/articles/1048226.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language contact
attitude
teacher training
ideology
Valencia
Opis:
The article analyses the linguistic attitudes of future Valencian teachers in a bilingual speaking community characterised by mainstream contact between the Catalan and Spanish languages. This research focuses on the language attitudes of a group of speakers who share a specific set of traits: age, education, profession and socioeconomic status. Special attention is given to attitudes towards four linguistic varieties used by Valencian speakers in their regular interactions: standard Spanish (CS), colloquial Spanish – nonstandard – (CNS), standard Valencian (VS) and vernacular Valencian or apitxat (VNS).
Źródło:
Studia Romanica Posnaniensia; 2019, 46, 4; 135-147
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kommunikative Anstrengung. Hin zur lebensnahen interkulturellen (Fremdsprachen-)Lehrerausbildung
Autorzy:
Błażek, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/912179.pdf
Data publikacji:
2018-12-07
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
multilingualism
communicative effort
intercultural communication
intercultural teacher training
Opis:
Intercultural (foreign language) teacher training tends to concentrate on selective case studies developed to show communicative problems, caused by their very special intercultural and multilingual characteristics. It also tends to make a big promise of a rapid improvement in intercultural communication in a multicultural and multilingual society by transferring the solutions for intercultural communicative problems to the students’ own experience. Such an approach fails to take into account the fact that encounters with inadequate communicative acts (behaviours/speech acts) determined by cultural and/or language differences are a daily experience of everybody and require a lot of communicative effort in order to prevent intercultural problems before they happen. The following article discusses what is meant by communicative effort, how past studies on the intercultural competence of (foreign language) teachers account on communicative effort, and how to prepare students to undertake communicative effort in their daily communicative activities in a multicultural and multilingual society
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 2; 71-87
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczycielki Ziemi Wileńskiej w latach 1915–1923
Female teachers of the Vilnius County in 1915–1923
Autorzy:
Falkowska, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1795630.pdf
Data publikacji:
2020-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
: female teachers
education
teacher training
Vilnius
Vilnius County
Opis:
During the political changes in Vilnius County, i.e. in the territory of the Second Polish Republic (1922–1926) with the capital in Vilnius, after 1914 the Polish society hoped for full acceptance of educational institutions, operating illegally before the outbreak of WWI. Despite significant difficulties created by the German occupier, Polish education – both general and secondary – was organized. It was mean feat primarily due to the lack of teachers. In the early 20th century, two schools preparing for the teaching profession operated in Vilnius: the Nazareth Sisters and an institution organized by Agata Karpowiczówna. Recognizing the need to educate teachers, a school for women named after Queen Jadwiga was founded in 1916, and soon afterwards the Education Committee established five more schools. Meanwhile, junior and senior high schools were also established in Vilnius. On the basis of archival research carried out by the authors of the article in the Lithuanian State Historical Archive in Vilnius, numerous applications and biographies of candidates for educators, primarily in the Vilnius area, were collected and presented. This documentation is diverse as it consists of surveys regarding personal data and the course of work, applications handwritten by the candidates, opinions of former superiors but also correspondence on the basis of which. the candidate’s studies and work can be reconstructed. The above-mentioned documentation comes from 1919–1923 i.e. a period of slow stabilization of education in the area in question.
Źródło:
Biuletyn Historii Wychowania; 2020, 43; 99-112
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Przyszli nauczyciele wobec hipotetycznych epizodów przemocy rówieśniczej wśród uczniów
Prospective Teachers v. Hypothetical Episodes of School Bullying
Autorzy:
Tłuściak-Deliowska, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/15840226.pdf
Data publikacji:
2018-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
violence in school
bullying
episodes method
teacher training
Opis:
Substantive preparation but also the beliefs and attitudes of prospective professionals to important social issues are essential for their later work in the education sector. One such important social and educational problems is peer violence at school. The article presents the results of a study aimed at understanding the attitudes of students of Pedagogy (teaching specialization, N = 267) toward bullying in schools, its different types and ways of coping with it. The episodes (vignette) method was used in the study. Based on the data obtained, it can be stated that in preparing prospective teachers, particular attention must be paid to relational (hidden) violence and verbal violence. Further findingsand implications are formulated in the text.
Źródło:
Studia Edukacyjne; 2018, 49; 231-256
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of in-service training for language teachers in the domain of language competence
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/919704.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
second language teacher education
language competence
teacher training
in-service second language teachers
Opis:
Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 21-30
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ta szkoła symbolicznie rozstrzelała się sama… Filmy Słoń, Carrie, Nad krawędzią w dyskusji o problemach współczesnej szkoły i młodzieży podczas zajęć z pedagogiki na specjalnościach nauczycielskich
Autorzy:
Jaskulska, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/951754.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
feature film
methodology of teacher training
contemporary problems of young people
Opis:
In the paper, apart from interpreting the message of films: Carrie (directed by Brian De Palma), Over the Edge (directed by Jonathan Kaplan) and Elephant (directed by Gus Van Sant), I also describe how classes can be arranged around them. Thus, I join the debate on the space for such productions in education, especially in the methodology for training teachers-to-be. I indicate possible applications of feature films and a wide spectrum of benefits that follow from this approach. In fact, movies are still an undervalued but very effective didactic tool that engages pupils in authentic intellectual tasks that deal with important content and issues.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2016, 10, 2; 315-327
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Success: From failure to filure with enthusiasm
Autorzy:
Gabryś-Barker, Danuta
Powiązania:
https://bibliotekanauki.pl/articles/780876.pdf
Data publikacji:
2014-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
enthusiasm
enthusiasm indicators
enthusiasm effectiveness
learner achievement
affectivity
teacher training
pre-service teachers
Opis:
In this article I would like to look briefly at the background to the concept of enthusiasm, its evolution from earlier understandings in the domain of religion to its modern understandings as expressed by various lexicographic sources. This will lead me to the major focus of the article, which is the various applications of enthusiasm in education. Not surprisingly, there is a large body of empirical studies on teacher and learner enthusiasm and its contribution to successful teaching and learning. A selection of studies is presented here and their results are discussed. The empirical part of this article looks at my own qualitative study of pre-service EFL teachers’ narratives and their perceptions of teacher enthusiasm and its impact on teaching and learning success, as seen from their own perspective. In the concluding part I suggest how teacher training should incorporate ideas on teacher enthusiasm and strategies to deploy them as prospective weapons in preventing professional burnout in teachers. As Churchill said, “success is not final... Failure is not fatal... it´s the courage to continue that counts.” I strongly believe that it is enthusiasm that gives us courage to continue.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 2; 301-325
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Approach to students’ social representations in the construction of academic European geography: A case study of Spanish university students
Autorzy:
Macía Arce, Xosé Carlos
Lois González, Rubén Camilo
Lestegás, Francisco Rodríguez
Armas Quintá, Francisco Xosé
Powiązania:
https://bibliotekanauki.pl/articles/1052584.pdf
Data publikacji:
2017-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
academic geography of Europe
teacher training for secondary education
social representations
test of word association
Opis:
This article provides the results of classroom research involving university students training to be secondary school teachers of geography and history. The research is based on the analysis of a word association test on Europe and the European Union. The results constitute an approach to the geographical and historical representations these students have of their own European continent. This is a fundamental question considering that this collective group is training to teach the contents and values of European geography in secondary school education. From here on, our intention is no other than to carry out an exercise of synthesis and overall reflection on the test results and introduce issues which could generate some debate in the educational community.
Źródło:
Quaestiones Geographicae; 2017, 36, 4; 159-169
0137-477X
2081-6383
Pojawia się w:
Quaestiones Geographicae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
El perfil del profesor de español como lengua extranjera: dimensión formativa, dimensión técnica y dimensión afectivo-emocional
Spanish as a Foreign Language Teacher’s Profile: Formative Dimension, Technical Dimension and Affective-Emotional Dimension
Autorzy:
Casal, Isabel Iglesias
Powiązania:
https://bibliotekanauki.pl/articles/1048778.pdf
Data publikacji:
2016-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Spanish as a foreign language
teacher training processes
teachers’ competence
attitudes
values and emotional factors
Opis:
In this article we will reflect on the three dimensions that constitute key areas in the professional development of teachers of Spanish as a foreign language (ELE): the formative dimension, the technical dimension and affective-emotional dimension. We focus on the context of educational practice, an area from which we can invite reflection, to analyze the beliefs of teachers or change the direction of their work in the classroom.
Źródło:
Studia Romanica Posnaniensia; 2016, 43, 3; 67-83
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enhancing the role of pragmatics in primary English teacher training
Autorzy:
Glaser, Karen
Powiązania:
https://bibliotekanauki.pl/articles/912405.pdf
Data publikacji:
2018-12-07
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
EFL
English Language Teaching
pragmatics
pragmatic awareness
language teacher training
primary school
Primary English Language Teaching (PELT)
Opis:
Teaching EFL in primary school is no longer a novelty but firmly established in the education landscape throughout Europe and many countries worldwide. Primary English language teaching (PELT) is a unique branch of ELT insofar as it entails both the teaching of children and beginners. While PELT teachers and PELT teacher educators largely agree that this concurrence of ‘young plus beginning’ requires a focus on vocabulary, speaking and listening, introduced and practiced through songs, games, stories, roleplaying and embodiment techniques such as Total Physical Response, pragmatic aspects often take a backseat in PELT teacher training and by extension in the PELT classroom, even though it has been established that pragmatics instruction is necessary and feasible on all proficiency levels, right from the beginning. This article discusses possible reasons for this omission and illustrates with authentic examples why pragmatics should play a bigger role in the training of primary English teachers
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 2; 119-131
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
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:
Instytucjonalizacja pedagogiki w okresie Drugiej Rzeczypospolitej na przykładzie Katedry Pedagogiki i Dydaktyki Wszechnicy Piastowskiej
Institutionalisation of teaching at the time of the Second Polish Republic: the example of the Faculty of Pedagogy and Didactics at Wszechnica Piastowska
Autorzy:
Nowak-Kluczyński, Konrad
Powiązania:
https://bibliotekanauki.pl/articles/957499.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teacher training
Faculty of Pedagogy and Didactics
Wszechnica Piastowska
Poznań University
Antoni Danysz
Ludwik Jaxa-Bykowski
Underground University of the Western Territories
Interwar Period
Opis:
The Second Polish Republic was a time of institutionalising and imposing stricter discipline in teaching in Poland. In the Interwar Period, institutions were established for teacher training, accompanied by new bodies in Polish universities tasked with teacher training and developing teaching methodology. A case in point was the establishment of the Faculty of Pedagogy and Didactics in Wszechnica Piastowska (Adam Mickiewicz University in Poznań). The first Faculty heads: Antoni Danysz, Bogdan Nawroczyński and Ludwik Jax-Bykowski, made considerable efforts for teacher training to play an important role in the structure of the Poznań University and to assume academic form. While the Faculty was closed down in 1933, Poznań University continued its cooperation with the Faculty of Psychology, thus providing an opportunity for educating future teachers.
Źródło:
Biuletyn Historii Wychowania; 2019, 40; 45-70
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Double responsibility of foreign language teachers: Primary student-teachers’ perceptions of linguistic and cultural content
Autorzy:
Sanchez-Sanchez, Gabriel
Krawiec, Marek
Ibañez-Lopez, Francisco Javier
Powiązania:
https://bibliotekanauki.pl/articles/911830.pdf
Data publikacji:
2020-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
double responsibility; communication skills; (inter-)cultural education; foreign language instruction; student-teacher; teaching and training
Opis:
Scholars all over the world have been arguing for foreign language instruction which combines linguistic and cultural content. Eliminating the cultural side results in a deficient process. This study explored prospective teachers’ perceptions of both constituents, since they will ultimately be responsible for their implementation in the foreign language classroom. To this end, 137 students from three European universities were chosen and asked to fill out an online questionnaire with Likert scale items. Data was collected and interpreted using the free statistics software package R (R Core Team, 2019). The findings confirmed that the relevance of linguistic / cultural issues was unanimously acknowledged (98,5%), speaking was appointed as the most desired target skill (97,1%), interpersonal relations (88,3%) as the most important aspect of socio-cultural knowledge, and lessons with native speakers (94,2%) as the most relevant classroom resource
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 1; 137-159
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 16

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies