Temat: practice of education - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Filozofia wychowania jako filozofia
Philosophy of education as philosophy
Autorzy:: Walczak, Paweł
Powiązania:: https://bibliotekanauki.pl/articles/950162.pdf
Data publikacji:: 2013-06-16
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: philosophy of education
pedagogy
theory
practice
wisdom
love
Opis:: In the article the Author analyzes different ways of understanding and practicing the philosophy of education. This analysis leads to the conclusion that methodological status of philosophy of education is indefinite, and this is an important issue that should be considered. The Author proposes to distinguish the pedagogical philosophy of education from the philosophy of education as a philosophy in the strict sense. The purpose of pedagogical reflection is to improve the process of education. The goal of philosophy is to understand the nature and essence of education, therefore it is a purely theoretical purpose. The Author refers to the classical approach of philosophy being love of wisdom, according to which the philosophy is a disinterested contemplation of truth.
Źródło:: Filozofia Publiczna i Edukacja Demokratyczna; 2013, 2, 1; 186-198
2299-1875
Pojawia się w:: Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Praktyczny aspekt kształcenia nauczycieli gwarantem jakości procesu dydaktycznego
The practical aspect of teacher education as a guarantee of the quality of the educational process
Der praktische Aspekt der Ausbildung der Lehrer als Grund der Hochqualität des didaktischen Prozesses
Autorzy:: Rapacka-Wojtala, Sylwia
Powiązania:: https://bibliotekanauki.pl/articles/956322.pdf
Data publikacji:: 2014
Wydawca:: Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:: knowledge
professional education
well-developed skills of future teachers- -educators
practice
teaching competence
Opis:: Development of a high-quality educational process has long been the main aim of the whole educational system. When talking about the educational system, we mostly refer to the 1st, 2nd, 3rd and 4th stages of education, the organisers, moderators and evaluators of which are teachers using their knowledge and experience, and the subjects of which – regardless of the educational stage – are students. Consequently, the whole educational system should focus on students, their needs and abilities, while teachers should be well-prepared to their roles, as the success of the process of knowledge acquisition by students depends on them. This is why teachers’ subject-matter knowledge and their ability to deliver it gained during their professional education guarantee good organisation of the educational process and, as a consequence, its quality. Similarly to the process of foreign language teaching, where the most important skills are related to the practical application of lexical and grammatical knowledge in communication, the education of foreign language teachers should focus on the development of the skill to apply in practice their knowledge of psycho-pedagogy, didactics and foreign language teaching methodology within individual educational activities. Future teachers, when completing subsequent stage of their professional education, should demonstrate not only a high level of theoretical knowledge but also – or perhaps mostly – well-developed skills of future teachers-educators.
Die Ausarbeitung des hochfeinen didaktischen Prozesses ist seit Jahren das Hauptziel des polnischen Ausbildungssystems, das in vier Stufen (Primarstufe, Sekundarstufe, Gymnasium und Lyzeum) aufgeteilt ist und das von einem Lehrer entworfen, organisiert, durgeführt und evaluiert wird. Dieses System ist auf die lernende Person fokussiert, die sich im Mittelpunkt des Lehrprozesses befindet und dessen Möglichkeiten und Bedürfnisse jeder Lehrer bei der Organisation des Lehr- und Lernprozesses in Betracht ziehen sollte. Der Lehrer, von dessen Arbeit der Erfolg des Ausbildungsprozesses der Lernenden abhängt, sollte über ein großes Fachwissen, Kenntnisse und Fähigkeiten verfügen, die er in seinem Vorbereitungsprozess zu einem hochqualifizierten Lehrer erwerben sollte. Sie garantieren hohe Qualität des didaktischen Prozesses und Zufriedenheit der Lernenden. Es geht sowohl um Fremdsprachenkenntnisse, als auch um die pädagogischen, didaktischen und methodischen Kompetenzen, die in der Schulpraxis während der Berufspraktika überprüft werden sollten. Eben dieser Teil der Lehrerausbildung, in dem die erworbenen theoretischen Kenntnisse im Rahmen einer entsprechenden praktischen Tätigkeit vertieft und ergänzt werden können, ist eine Basis und eine Voraussetzung für gute zukünftige berufliche Arbeit eines Lehrers und Erziehers.
Źródło:: Linguodidactica; 2014, 18; 171-185
1731-6332
Pojawia się w:: Linguodidactica
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Geometria i kształcenie geometryczne we współczesnej szkole średniej i wyższej - praktyka i problemy
Geometry and geometrical education in the current secondary and high school – practice and problems
Autorzy:: Utiejewa, Roza A.
Pardała, Antoni
Powiązania:: https://bibliotekanauki.pl/articles/1789385.pdf
Data publikacji:: 2017-07-06
Wydawca:: Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:: results of researches on the problems of geometry
practice
state
quality and current problems of geometrical education of pupils and students
Opis:: The present article presents the genesis of the international conference: andhighGeometry and geometrical education in the current second high school, which took place on November 22-25, 2012 in Togliatti StateUniversity. This conference was dedicated to the 70th jubilee of professorW.A. Gusiew (В.А. Гусев), world-wide famous professor of Mathematicseducation, author and co-author of Geometry textbooks and methodologicalguidebooks for teachers of Maths, published for the need of students’ geometricaleducation and having recommendation of the Russian Ministry ofEducation and Science. In this work the crucial threads of the plenary lectureof professor W.A. Gusiew and the points of the scientific program of theTogliatti Conference are discussed. The plenary lecture, as well as papersand groups’ and round table discussions revealed the results of research onthe problems of Geometry, and the state, quality and current problems ofgeometrical education of pupils and students. Both Russian and foreign participantsof the conference, while judging and summarizing the results of theconference, jointly expressed their concerns about the slow pace of adaptingthe educational systems to the Bologna process, and about the current stateand quality of Maths education. The legitimacy of those concerns is shownby the lower motivation of pupils and students to study Geometry and Maths, reduced number of Maths hours in school, confusing standards of Mathseducation, reduced requirements on the Maths school-leaving examinationand Maths exams in universities.
Źródło:: Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia; 2013, 5; 121-127
2080-9751
2450-341X
Pojawia się w:: Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia
Dostawca treści:: Biblioteka Nauki

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