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    Wyświetlanie 1-14 z 14
    Tytuł:
    Metodyka jako praktyka kulturowa (archetypowa). Ku źródłom zmiany w dydaktyce
    Teaching methodology as a cultural (archetypal) practice. Towards the sources of change in didactics
    Autorzy:
    Kruk, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/1388432.pdf
    Data publikacji:
    2015-03-31
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    didactics
    teaching methodology
    cultural practice
    teaching practice
    learning environment
    Opis:
    This article is an introduction to the discussion on the essence of teaching methodology and the changes in its forms in contemporary culture. Two approaches to methodology are proposed: as a socially collective praxis, often unconsciously drawing on cultural practices, and as a so-called expert methodology – a collection of patterns of proper execution, which are a manifestation of the power/knowledge relation in the fi eld of education. Psychology and cognitive science reports confirm that expert methodology is now losing its theoretical justification. The adoption of the concept of cultural (archetypal) methodology gives a chance of a deeper change in the practice of education, whose avant-garde are the concepts of the “reversed class” and of learning as a “dispersed” study, which consists of: equipment, material environment, and network interactions.
    Źródło:
    Problemy Wczesnej Edukacji; 2015, 28, 1; 9-20
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Tworzenie warunków dla refleksyjności studentów i nauczycieli na przykładzie projektu ,,Poznać – Zrozumieć – Doświadczyć”
    Creation of the Conditions for the Reflexivity of Students and Teachers: The Case of Cognize – Understand – Experience
    Autorzy:
    Bonar, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/452085.pdf
    Data publikacji:
    2016
    Wydawca:
    Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
    Tematy:
    teaching practice
    early education
    reflective practice
    kształcenie nauczycieli
    edukacja wczesnoszkolna
    refleksyjna praktyka
    Opis:
    The text presents the theoretical framework of the Project ‘Poznać – Zrozumieć – Doświadczyć’ (Learn – Comprehend – Experience) implemented by the University of Lodz. The main aim of the project was for students, academic teachers and researchers to develop a space for mutual learning and education, the major purpose of which was to establish a constructive relationship between pedagogical theory and practice. The space is intended to allow for profound reflection, understood as consideration, inquiry and deliberation of issues from various points of view and perspectives; the reflection in action and on action, which reveals the complexity of a learning act, presents the importance of various individual receptions of the same educational situations and their individual interpretations. This reflection should also create an opportunity to gain personal knowledge that facilitates the comprehension of educational events. Such a reflection is, in my opinion, a prerequisite for the development of a student’s research approach and then also a teacher’s. Due to this reflection the world ceases to be perceived as a sustained and harmonious structure and becomes a set of questions, an area of research and practical uncertainty. The reflection also supports creativity and transgression that results in an individual crossing the borders of what has already been learnt or mastered.
    Tekst jest prezentacją teoretycznych założeń projektu Poznać – ,,Zrozumieć – Do- świadczyć” realizowanego na Uniwersytecie Łódzkim, którego celem było stworzenie przez studentów, nauczycieli i badaczy przestrzeni wzajemnej edukacji służącej zbudowaniu konstruktywnej relacji pomiędzy elementami teorii i praktyki pedagogicznej. Przestrzeni pozwalającej na pogłębioną refleksję rozumianą jako namysł, dociekanie, rozważanie problemu z jego różnych – w działaniu i nad działaniem, ujawniającą zło- żoność aktu uczenia się, ukazującą rolę indywidualnego odbioru tych samych sytuacji edukacyjnych, ich indywidualnej interpretacji. Refleksję będącą okazją do zdobywania wiedzy osobistej, pozwalającej na rozumienie zdarzeń edukacyjnych. Jest ona, moim zdaniem, niezbędnym warunkiem rozwijania studenta, a potem nauczyciela postawy badawczej, dzięki której świat przestaje być postrzegany jako trwała i harmonijna struktura, a staje się zbiorem pytań, obszarem niepewności poznawczej i praktycznej. Wspiera gotowość do tworzenia, do transgresji polegającej na przekraczaniu tego, co się już wie i umie.
    Źródło:
    Journal of Modern Science; 2016, 31, 4; 27-36
    1734-2031
    Pojawia się w:
    Journal of Modern Science
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Mentoring Student Training: What Do Mentors Do?
    Autorzy:
    Martínez-Figueira, E.
    Raposo-Rivas, M.
    Powiązania:
    https://bibliotekanauki.pl/articles/2031772.pdf
    Data publikacji:
    2014-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    mentor
    mentoring
    teaching practice
    student learning
    Opis:
    In this paper we look into the role of mentors in student training given it is of paramount importance and at times both unknown and undefined. We studied this issue through research conducted in three Spanish universities using Creswell’s biphasic model along with sequential data triangulation. We obtained information by interviewing mentors and applying an electronic questionnaire. The results show that basically mentors are available for students in student training, facilitate their integration in the center. The study indicates that conceptualizing and operationalizing mentoring functions is difficult, however, they set up a reference for the development of student training.
    Źródło:
    The New Educational Review; 2014, 37; 188-201
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Self-esteem of physical education students within didactic and educational skills depending on the mode of study against evaluation by placement supervisors
    Autorzy:
    Kuska, Michalina
    Pasek, Marcin
    Szark-Eckardt, Mirosława
    Powiązania:
    https://bibliotekanauki.pl/articles/1030931.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
    Tematy:
    student’s self-esteem
    teaching practice
    Opis:
    Introduction. In addition to knowledge and aptitude, practical skills are necessary to competently pursue every profession. For students, teaching practice is the first opportunity to confront knowledge and skills acquired at university with school reality. The goal of this study was the self-esteem of didactic and educational skills among full-time and extramural Physical Education students of Kazimierz Wielki University in Bydgoszcz participating in teaching practice as well as the comparison of their self-esteem with the assessment of teachers − placement supervisors. Material and Methods. A total of 625 Physical Education students of Kazimierz Wielki University in Bydgoszcz and the same number of placement supervisors were involved in the study. The diagnostic survey method was carried out to collect the data. The questionnaire technique was used. Results. Based on the conducted research, the following conclusions were formulated: the majority of full-time and extramural students assessed their didactic and educational skills as good or very good, both full-time and extramural students were very well prepared for teaching practice in Physical Education, and the assessments of teaching practice supervisors, in principle, were higher than the self-esteem expressed by student teachers (p = 0.0000 for the Z test).
    Źródło:
    Central European Journal of Sport Sciences and Medicine; 2020, 31, 3; 125-134
    2300-9705
    2353-2807
    Pojawia się w:
    Central European Journal of Sport Sciences and Medicine
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    W poszukiwaniu modelu praktyk nauczycielskich – z doświadczeń i refleksji nauczyciela akademickiego (pedagoga praktyk)
    In search of a model for teaching practice – the experience and reflection of an academic teacher (practice teacher)
    Autorzy:
    Wójcik, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/1388783.pdf
    Data publikacji:
    2014-06-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    student
    academic teacher (practice teacher)
    teaching practice
    teacher's action
    the practice of teaching
    knowledge about the nature of reflective - critical praxis
    téchnē instrumental knowledge
    practical material
    support
    Opis:
    The theoretical basis of the teaching practice model is based on the tradition of praxis, critical theory and the psychopedagogics of creativity. Teacher’s actions are determined by the knowledge of a reflective – critical praxis and are understood to be wise and ethical, requiring application and interpretation of the theory. In their teaching practice, teachers should use both instrumental knowledge, that is téchnē and create new and valuable solutions. All this should begin with the very first teaching experiences of the students, especially in the real-life situations offered by the teaching practice. This means the process of education in the practices should be organized by an academic teacher (practice teacher). The idea is that students do not learn directly from their practice, but progress in their teaching practice from the application of theory to creation and verification of their own, new and valuable solutions. The Practice teacher supports students by organizing group and individual educational dialogue and pedagogical discourse on the practice material, and learning through research and action. The effectiveness of the teaching practice is determined by research conducted by an academic teacher using a variety of qualitative research techniques.
    Źródło:
    Problemy Wczesnej Edukacji; 2014, 25, 2; 21-44
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Challenges in Teaching Practice at the College of Education based on the Perceptions of Pre-Service Teachers: The Case for Kuwait University
    Autorzy:
    Alshammari, Fahad
    Eyadat, Waleed
    Ebrahim, Ali
    Powiązania:
    https://bibliotekanauki.pl/articles/1997699.pdf
    Data publikacji:
    2017-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    challenges
    teaching practice
    pre-service teachers
    Kuwait University
    Opis:
    The primary purpose of this study was to investigate challenges in teaching practice from pre-service teachers’ perspectives. To achieve this purpose, a valid and reliable questionnaire with two domains was developed as follows: school and management; and design and implementation of lessons. A random sample of 128 senior students who attended the student training program was chosen as the unit of analysis. Results of the study indicated that challenges related to school and management were high primarily in the following two areas: large number of students in the classroom followed by school principals not interested in accepting pre-service teachers in their schools. With regard to the design and implementation of lessons, challenges were high in the following three areas: teaching competence requirements were not clear during teaching practice followed by the fact that pre-service teachers do not know laws or regulations related to teaching practice and finally inadequacy of the training period related to design and implementation of lessons. Significant differences were not detected based on gender and specialization. Finally, the study provided a number of recommendations for the field of study.
    Źródło:
    The New Educational Review; 2017, 49; 250-260
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia
    Autorzy:
    Milutinović, Jovana J.
    Anđelković, Aleksandra K.
    Powiązania:
    https://bibliotekanauki.pl/articles/1969299.pdf
    Data publikacji:
    2018-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    constructivism
    teachers’ epistemological beliefs
    teachers’ professional development
    teaching practice
    Opis:
    Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.
    Źródło:
    The New Educational Review; 2018, 53; 239-249
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Realizacja treści z zakresu kultury estetyki zachowań ruchowych przez studentów AWF we Wrocławiu podczas praktyki pedagogicznej
    Aesthetics of motor behavior - how it is implemented during P. E. students` appreticenships
    Autorzy:
    Kübler, Magdalena
    Wójcik-Grzyb, Agnieszka
    Guła-Kubiszewska, Halina
    Starościak, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/464978.pdf
    Data publikacji:
    2013
    Wydawca:
    Akademia Wychowania Fizycznego we Wrocławiu
    Tematy:
    teaching practice
    physical education
    culture of motor behavior aesthetics
    Opis:
    Background. The aim of this study was to identify which contents of “Skills” and “Knowledge” sections, developing the competence of young people to participate in the culture of motor behavior aesthetics, were put into practice by teacher trainees during their school apprenticeship in secondary schools. Material and methods. The study comprised fifthyear students of the University School of Physical Education in Wroclaw who completed their teacher training in secondary schools. Research material was collected by means of a document analysis method. The P.E. class goals were analyzed with respect to the implementation of “Skills” and “Knowledge” tasks. Results and conclusions. During their teaching practice, the subjects carried out a few tasks which prepared young people to participate in the culture of motor behavior aesthetics, significantly more tasks developing skills rather than knowledge involved in this field. The skill-oriented tasks focused mainly on basic gymnastics and music and movement exercises, whereas the knowledge-oriented tasks included terminology on initial positions and technical exercises, information on regional, national and ballroom dances as well as safety and safeguard principles.
    Źródło:
    Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu; 2013, 40; 22-26
    0239-4375
    Pojawia się w:
    Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rola aplikacji dydaktycznych w nauczaniu zdalnym
    Autorzy:
    Pokrzycka, Lidia
    Powiązania:
    https://bibliotekanauki.pl/articles/1181994.pdf
    Data publikacji:
    2021
    Wydawca:
    Szkoła Główna Handlowa w Warszawie
    Tematy:
    educational applications
    effective e-learning
    teaching practice
    motivation
    asynchronous classes
    Opis:
    In times of the coronavirus pandemic, distance learning has become mandatory for higher education. That requires using a variety of teaching methods, both synchronous and asynchronous, and their common feature is the use of ICT tools. The aim of the article is to present applications used for making the remote lectures more attractive and engaging for journalism students of graduate and doctoral studies and foreigners from the English-language Doctoral School of Social Sciences of UMCS. The author also reflects on students' appreciation of such solutions initially during blended learning and then e-learning classes. That is based on the survey conducted among 30 doctoral students who carried out their lectures using internet applications. The study confirmed that the applications motivate students to work systematically and additionally to use them during their apprenticeships or while working in various companies with marketing, advertising, or public relations profile. Students also appreciate asynchronous classes and the fact that the use of applications allows them to repeat the most important pieces of information in a stress-free mode. Graphical applications make even tricky topics easier to remember while enabling students to illustrate the theory with practical elements.
    Źródło:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2021, 88, 1; 30-36
    1731-6758
    1731-7428
    Pojawia się w:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Implementation of inclusion in higher education
    Autorzy:
    Fedotenko, Inna
    Yugfeld, Irina
    Powiązania:
    https://bibliotekanauki.pl/articles/2096157.pdf
    Data publikacji:
    2021-12-14
    Wydawca:
    Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
    Tematy:
    inclusion
    students with special educational needs
    preparedness for professional activity
    dialogue
    game technologies
    teaching practice
    Opis:
    The authors consider the ways and means of implementing the idea of inclusion in the university educational process. The researchers have included information on the history of inclusion, on various models of inclusive education, and on the specifics of a family with a child with special educational needs in the content of psychological and pedagogical disciplines, as well as elective courses. The authors have introduced new tasks of teaching practice, with students describing conflicts, bullying, mobbing, and school violence in traditional and inclusive classrooms. Stu-dents have been asked to justify their intended actions, which could prevent potential risks and find a competent way out of a difficult situation. Plot-role-playing games and group discussions held in student groups on the problems of "special" children and migrant schoolchildren have also facilitated implementation of the idea of inclusion. Discussion teaches future teachers to coordinate positions, values, to make decisions, and helps them see new personal meanings. Students' daily communication at the university with physically or mentally challenged mates with students of different cultures, faiths, and languages has played a significant role in their acceptance of inclusion.
    Źródło:
    Student Niepełnosprawny. Szkice i rozprawy; 2021, 21, 14; 11-18
    1689-6416
    Pojawia się w:
    Student Niepełnosprawny. Szkice i rozprawy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    WPŁYW PRAKTYK NAUCZYCIELSKICH NA ROZWÓJ REFLEKSYJNOŚCI STUDENTÓW FILOLOGII ANGIELSKIEJ ORAZ NA ICH DALSZE DECYZJE ZWIĄZANE Z WYBOREM ZAWODU NAUCZYCIELA
    The influence of teaching practice on the development of reflectivity among English philology students and on decisions concerning their future teaching careers
    Autorzy:
    Derenowski, Marek
    Powiązania:
    https://bibliotekanauki.pl/articles/1036615.pdf
    Data publikacji:
    2019-03-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    teaching practice
    reflectivity
    influence on career choice
    young teacher
    praktyki nauczycielskie
    refleksyjność
    wpływ na wybór zawodu
    młody nauczyciel
    Opis:
    Taking part in teaching practice is supposed to help students of English philology make the right decisions concerning their future teaching careers.During their third year of studies they conduct 45 lessons individually.During these teaching hours students have a unique opportunity to put their theoretical knowledge into practice in the classroom and decide if they really want to become teachers in the future. The study presents data obtained from a short questionnaire and group interviews conducted among philology students after their teaching practice.It focuses on the students’ opinions concerning the influence of teaching practice on the development of reflectivity and on the choice of future career. Additionally, students were asked about the possible reasons influencing their decisions about the future.
    Źródło:
    Neofilolog; 2015, 45/1; 27-41
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Weryfikacja osiągnięcia przedmiotowych efektów kształcenia/uczenia się w ramach praktyki nauczycielskiej – wybrane modele
    Methods of Assessment of Intended Learning Outcomes in Teaching Practice – Selected Models
    Autorzy:
    Bąk-Średnicka, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/442962.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    kształcenie nauczycieli
    praktyka nauczycielska
    gotowość do podejmowania samodzielnych decyzji
    ocenianie alternatywne
    teacher education
    teaching practice
    readiness to take autonomous
    decisions
    alternative assessment
    Opis:
    Quality assessment of intended learning outcomes in teaching practice should reflect current directions in educating preservice teacher candidates. Moreover, it should correspond with recent studies on human behavior in social psychology. A trainee teacher applies the knowledge acquired at university only when confronted by all manner of problems in the complex pedagogical reality. Therefore, the intended learning outcome, which is a key factor in quality teacher education and which should undergo quality assessment (Journal of Laws, 2012), is pedagogical acuity. Pedagogical acuity, so-called “sensitivity to problems” (Kwiatkowska, 1988: 103, 105), is the ability on the part of trainee teachers to reflect-inaction and to reflect-on-action by identifying classroom and out-of-classroom problems and dealing with them in a creative way. The development of pedagogical acuity is not an automatic process and it depends on trainees’ readiness to take autonomous decisions. The aim of the article is twofold. Firstly, it compares three models of assessment, which apply alternative evaluation methods of intended learning outcomes in teaching practice, with regard to the development of autonomous behavior on the part of the trainee. They offer forms of alternative assessment in which narrative texts play a central role; these include discussions, dialogues, journals and/or diaries. Secondly, the article analyses teacher education programs at Polish universities, considering those available online, from the perspective of developing autonomous behavior during teaching practice. The findings reveal that roughly one third of teacher education programs apply alternative assessment in teaching practice. In concluding remarks the author reflects on the significant gap between the assessment preferences of academicians, and proven models applying alternative evaluation methods available in literature mainly in the form of one-off projects.
    Źródło:
    Neofilolog; 2019, 53/2; 171-194
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ocenianie kompetencji studentów – przyszłych nauczycieli języka obcego przez nauczycieli – opiekunów praktyk
    Evaluation of the competence of student teachers of foreign language by their teachers/teaching practice supervisors, on the example of French
    Autorzy:
    Grabowska, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/442941.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    assessment
    foreign language teachers’ competences
    teaching practice
    French as a foreign language
    ocenianie
    kompetencje nauczyciela języka obcego
    praktyki nauczycielskie
    język francuski jako obcy
    Opis:
    The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of the trainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.
    Źródło:
    Neofilolog; 2019, 53/2; 195-211
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effects of Teacher Trainers Interventions during Students´ Pre-School Teaching Practice
    Autorzy:
    Doušková, Alena
    Trnka, Marian
    Powiązania:
    https://bibliotekanauki.pl/articles/45882258.pdf
    Data publikacji:
    2012-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teaching practice
    teacher trainer
    teacher trainer’s intervention
    depth of the teacher trainer’s intervention effects
    tendentiousness of the teacher trainer’s intervention effects
    Opis:
    The paper analyses the quality of teaching practice in the study programme of Preschool and Elementary Pedagogy – a Bachelor’s degree study. It focuses on the description of the teacher trainer. Its ambition is to characterize effects of the teacher trainer during teaching practice and to analyze tendentiousness of such effects. It highlights positive and negative moments of the teacher trainer’s effects during teaching practice.
    Źródło:
    The New Educational Review; 2012, 30; 163-175
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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