Autor: Depešová, Jana - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Technické vzdelávanie v kontexte vplyvu faktorov na priebeh edukačného procesu
Technical Education in the Context of the Influence of Factorson the Educational Process
Autorzy:: Depešová, Jana
Powiązania:: https://bibliotekanauki.pl/articles/2038325.pdf
Data publikacji:: 2019-12-29
Wydawca:: Uniwersytet Rzeszowski
Tematy:: technické vzdelávanie
edukačné prostredie
žiak
faktory vzdelávania
faktory prostredia
technical education
educational environment
pupil
educational factors
environmental factors
Opis:: Potreby spoločnosti a požiadavky doby sa nepretržite menia a inovujú. Snaha získať čo najviac informácií, osvojenia si vedomostí potrebných na výkon budúceho povolania a niesť zodpovednosť za svoje rozhodovanie sa očakáva od budúcich učiteľov technickej výchovy, ktorí sú podľa nášho názoru a skúseností pripravení na riešenie pedagogických situácií a pripravení zabezpečiť technickú gramotnosť mládeže a jej správny vzťah k technike. Príspevok je orientovaný na definovanie faktorov, ktoré významne ovplyvňujú edukačný proces. Celkovú klímu procesu vzdelávania vytvárajú nie len pedagogicko-didaktickéa organizačné faktory edukácie, ale aj faktory prostredia, v ktorom sa vzdelávací proces realizuje.
The needs of the company and the demands of the time are constantly changing and innovating. Future technical education teachers who, in our opinion and experience, are prepared toaddress pedagogical situations and are ready to ensure the technical literacy of young people andtheir correct relationship are expected to seek as much information as possible, to acquire theknowledge necessary to pursue the future profession and to take responsibility for their decisionmaking to technology. The paper is focused on defining factors that significantly influence the educational process. The overall climate of the educational process is created not only by pedagogical--didactic and organizational factors of education, but also by factors of the environment in whichthe educational process takes place.
Źródło:: Edukacja-Technika-Informatyka; 2019, 10, 4; 92-97
2080-9069
Pojawia się w:: Edukacja-Technika-Informatyka
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

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

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