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    Wyświetlanie 1-5 z 5
    Tytuł:
    Self-experience Workshops as an Important Factor in the Academic Education of Students of Pedagogy in Times of (in)authenticity of Relationships and Bonds
    Autorzy:
    Pyrzyk-Kuta, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/1963964.pdf
    Data publikacji:
    2020-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-experience
    academic education
    self-refl ection
    intrapersonal and interpersonal competences
    Opis:
    In the proposed paper, I would like to draw attention to the workshop on self-experience in academic education, and especially in the education of students of humanities. The subject matter of the undertaken research was the experiences related to the participation of art therapy students in self experience workshops, which constitute an important element of personal development on the path of preparation for a professional role. A practical goal was established. It was important to show the effects of emotional work, shaping self-awareness, and analyzing the functioning of the students in a relationship with another human being. An important part of the article are the narratives of the students, which were subjected to qualitative analysis. These self-reflections of students clearly show the correlated stages: insightful self-development, thanks to which students acquire interpersonal skills and, as a result, learn how to work using art therapy with an individual and a group.
    Źródło:
    The New Educational Review; 2020, 62; 128-137
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Does School Experience Kill Confidence? Chosen Aspects of Students’ Feelings and Beliefs about Themselves over a Number of Years of Education
    Autorzy:
    Glinka, Karolina
    Powiązania:
    https://bibliotekanauki.pl/articles/1963505.pdf
    Data publikacji:
    2020-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    education
    school experience
    stress
    anxiety
    self-confidence
    self-efficacy
    Opis:
    Stress and anxiety experienced at school is negatively correlated with school achievements and mental health. Experiencing stress and anxiety is common for young people of school age from all over the world. Previous experiences have significant influence on children’s self-efficacy and their self-confidence. Students’ school experiences are the main subject of this text. This article presents results of longitudinal studies among children from primary school. In 2016 a questionnaire was distributed among children in 2ⁿd and 3rd grade (N=82). In 2019 the same survey was conducted among the same children in 4th and 5th grade (N=82). Aft er several years of education students declare higher levels of stress and anxiety and lower levels of self-confidence and beliefs in their abilities in situations when they are evaluated at the board. Results of the research disclose a disquieting tendency in school experience.
    Źródło:
    The New Educational Review; 2020, 59; 138-146
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Pre-service teacher self-efficacy in Poland and Slovakia
    Autorzy:
    Zamkowska, Anna
    Depešová, Jana
    Sałata, Elżbieta
    Powiązania:
    https://bibliotekanauki.pl/articles/22657928.pdf
    Data publikacji:
    2023-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    pre-service teachers
    self-efficacy
    Polska
    Slovakia
    course of study
    year of studies
    field experience
    Opis:
    The level of preparation of teachers before they enter the profession is an important factor affecting the level of culture of future generations and, consequently, the society as a whole. This preparation requires not only the proper implementation of the curriculum, but also the acquisition of self-efficacy skills. So far, the self-efficacy of pre-service teachers has been studied with respect to different variables. However, there is a lack of satisfactory comparative research among students from Poland and Slovakia, the countries of slightly different approach to preparation of pre-service teachers. To fill this gap, a comparative study of 355 Polish and 198 Slovakian university students was conducted using Tschannen-Moran and Woolfolk Hoy Teachers’ Sense of Efficacy Scale. The purpose of the research was to determine which variables, including the country (Poland, Slovakia), course, form, year of study and participation in the field experience correlate significantly with the sense of efficacy of pre-service teachers. The obtained results indicate a satisfactory consistency between the Polish and the Slovakian version of the Teachers’ Sense of Efficacy Scale. The research revealed a significantly higher self-evaluation among Polish university students and students of early childhood education. Part-time students with field experience evaluated themselves higher than full time students. The results emphasize that it is important to place high demands on future teachers and create appropriate conditions to improve their teaching and self-evaluative abilities.
    Źródło:
    Edukacja Międzykulturowa; 2023, 23, 4; 56-71
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Implicit Knowledge – a New Phenomenon in Teacher Education
    Autorzy:
    Švec, Vlastimil
    Powiązania:
    https://bibliotekanauki.pl/articles/29520340.pdf
    Data publikacji:
    2006-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    implicit pedagogical knowledge
    student teachers
    experiential learning
    authentic experience
    self-reflection
    sharing of experience
    pedagogical condition
    Opis:
    This paper draws attention to the significance of implicit pedagogical knowledge in the educational process of future teaching staff. Implicit pedagogical knowledge is here understood to be the “hidden” knowledge of students of teaching, which originates on the basis of their prior experience, is derived from a student’s implicit theories of learning and teaching, is interlinked with their explicit knowledge – and which influences the behaviour of the student in a pedagogical situation. In the process of creating and developing implicit pedagogical knowledge, the author considers the following to be key elements: self-reflection and the publicising and sharing of pedagogical experience. He indicates that it is absolutely essential that the traditional understanding (such as has been handed down to-date in the literature) be enriched by a new dimension – and especially by the dimension of one’s personality. He offers a newly-coined term “pedagogical condition”, which is understood to describe the ability and flexibility of a student to behave proactively under a variety of pedagogical situations.
    Źródło:
    The New Educational Review; 2006, 10; 183-194
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Experience of Student Teachers as a Source of their Pedagogical Knowledge
    Autorzy:
    Svec, Vlastimil
    Powiązania:
    https://bibliotekanauki.pl/articles/51636711.pdf
    Data publikacji:
    2004-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    experiential learning
    educational experience
    pedagogical knowledge
    self-reflection
    educational situation
    student teacher
    Opis:
    The article outlines the transformation of educational experience of student teachers in solving educational situations into their pedagogical knowledge, using self-reflection. Self-reflection is not understood here only as a turn to the past (to what a student was doing) but mainly to the future. So it does not concern introspection, but active anticipation of new educational situations by a student and his/her practical behaviour. The author tried to determine basic moments of the process of transforming educational experience into knowledge: attempts of a student to act actively in an educational situation, feed-back from students (how their attention was attracted during microteaching), but also from observing colleagues, self-reflection, students searching for the dynamism of his/her behaviour (contrasts between what he/she already knows and what he/she still does not know, what he/she still lacks to manage the situation, which can lead to understanding this situation), the repetition of student attempts to act in another educational situation, the higher level of student self-reflection with the utilization of feedback.
    Źródło:
    The New Educational Review; 2004, 4; 57-69
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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