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    Wyświetlanie 1-4 z 4
    Tytuł:
    The Importance of Creativity in School Culture
    Autorzy:
    Cudowska, Agata
    Powiązania:
    https://bibliotekanauki.pl/articles/1985806.pdf
    Data publikacji:
    2018-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    everyday creativity
    creativity
    learning power
    creative life orientations
    the culture of creativity
    Opis:
    The aim of the article is to indicate the need to develop the culture of creativity in schools in order to enable the participants of educational dialogue to fulfil their personal creativity that will help them reach their potential and improve the common good in their community. The article defines the culture of creativity, describes creativity as a personal quality and indicates its importance in the functioning of students and teachers, as well as in the work of school as an organisation. Emphasis is placed on the need to personalise the processes of education, i.e., to accept the innate abilities, creative potential and multiple intelligences of learners, and to enable them to pursue their interests and develop their strengths. The article indicates the need for creating the environment which supports learners’ natural ability to learn and building learning power, which is based on the notion of helping young people to become better learners, cultivating attitudes that enable them to cope with difficulties calmly, confidently and creatively, as well as helping them to build up the mental, emotional, social and strategic resources. Furthermore, the article presents the assumptions of everyday creativity theory, which constitute the fundament of author’s creative life orientations concept. The importance of creative life orientations of teachers and students is shown as necessary for building the culture of creativity in school. The range, character and generalised results of the study on preferences for creative life orientations among teachers are briefly presented, indicating a low level of acceptance for this type of orientation and the dominance of preference for conservative and ambivalent orientations. The role of the teacher’s pedagogical creativity is emphasised as necessary for creating conditions for learner’s creativity and building the culture of creativity in school. Additionally, the article puts emphasis on the need for social acceptance for everyday creativity and acknowledging personal creativity as a value, appreciating it in public sphere, demonstrating its emancipatory value and emphasising its axiological dimension.
    Źródło:
    Kultura i Edukacja; 2018, 4(122); 110-122
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The condition of teachers in a comparative perspective
    Autorzy:
    Cudowska, Agata
    Powiązania:
    https://bibliotekanauki.pl/articles/36205197.pdf
    Data publikacji:
    2023-10-03
    Wydawca:
    Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
    Tematy:
    teachers
    crisis in the teaching profession
    the situation of teachers in Europe
    teachers' working conditions
    Opis:
    The article presents the situation of lower secondary education teachers in Europe on the basis of international comparative analyzes. The main symptoms of the crisis in the teaching profession was outlined. The professional burnout among Polish teachers was pointed out and the growing social requirements towards this professional group were emphasized. The diagnosis of the condition of teachers was made on the basis of data contained in the report of the European Commission Teachers in Europe (2021). Several significant aspects of the working life of lower secondary school teachers were highlighted, such as the shortage of teachers in schools, the aging of this professional group, the outflow of teachers from the profession, and working conditions. The conclusions of the analyzes indicate the need to increase the attractiveness of the teaching profession to young people.
    Źródło:
    Studia z Teorii Wychowania; 2023, XIV(3 (44)); 125-136
    2083-0998
    2719-4078
    Pojawia się w:
    Studia z Teorii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    School in the Cultural Discourse of Real Virtuality
    Autorzy:
    Cudowska, Agata
    Powiązania:
    https://bibliotekanauki.pl/articles/44447031.pdf
    Data publikacji:
    2023
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    virtual reality
    interactive communication
    school
    student
    teacher
    Opis:
    Objectives of the research: The purpose of the theoretical research is to understand the importance of school in the culture of real virtuality and to point out the challenges that this phenomenon poses to pedagogy, especially school pedagogy. The research question is as follows: Does understanding the nature of the relationship between contemporary media and the partners of school dialogue help us better understand the changing educational reality which relies heavily on modern technologies and enable more accurate planning of pedagogical interactions? Research methods: The study used the desk research method, which involves compiling, analyzing and processing data from existing sources, and then formulating conclusions based on them regarding the problem under study. A meta-analysis of the concepts and categories comprising the title research problem was performed using interdisciplinary sources and selected international reports. Brief description of the context of the issue: The article presents a discourse analysis of the place of school in the culture of virtual reality (VR). The basic features of this culture are described within the paradigm of informationism, in which modern digital technology enables the integration of all modes of communication. Attention is paid to the interactive nature of hypermedia and its specific logic of flow beyond time and historical context. The role of the recipient of the message in the communication chain is highlighted as the one who ultimately gives it meaning in accordance with their own perception and experience of reality. The dialogical nature of communication in virtual space and polyphony leading to the creation of hypertexts that combine multiple narratives is emphasized. Research findings: The results show the importance of the links between the school’s implementation of basic educational and teaching functions and the tools offered by modern digital technologies. The special role of the teacher in the process of preparing students to discuss media messages and discover their polemical nature is revealed. Conclusions and/or recommendations: The analysis made it possible to formulate the tasks facing contemporary schools in terms of preparing young people to consciously and actively engage in the multimedia system of communication according to its logic, language and methods of encoding meanings. The importance of a dialogical, open and creative attitude of the teacher in the process of forming empowered participants of communication in the culture of real virtuality is emphasized.
    Źródło:
    Multidisciplinary Journal of School Education; 2023, 12, 2 (24); 223-242
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Creativity-Fostering School as a Duty and Challenge of the Present Day
    Szkoła wspierająca twórczość jako wyzwanie i zadanie współczesności
    Autorzy:
    Cudowska, Agata
    Powiązania:
    https://bibliotekanauki.pl/articles/1199522.pdf
    Data publikacji:
    2020-12-30
    Wydawca:
    Libron
    Tematy:
    creative school
    creative culture at school
    organizational development of the school
    twórcza szkoła
    kultura twórczości w szkole
    rozwój organizacyjny szkoły
    Opis:
    The article outlines in a synthetic way the idea of the creative school. Its understanding is presented in the context of some of the pedagogical concepts from the 1930s as well as contemporary approaches in Polish and world pedagogy. The features of a school supporting the creativity of students and teachers are highlighted. The concept of building a culture of creativity in school is presented, included in a discussion of the philosophy of change and development of the school as a learn-ing organization. The dialogical nature of activities undertaken in the educational environment by ethically engaged participants of educational processes is emphasized as well as the role of the teacher as an authorized creator of the culture of creativity, who reflects on his/her professional activity, perceives the school as a place for students’ development and realization of their own potential, and appreciates the thinking and creative actions of students and colleagues. The article also indicates the specific features of a culture conducive to creativity in school, enabling the learning of creativity and creative learning, as well as shaping creative life orientations of students and teachers.
    W artykule zarysowano w sposób syntetyczny ideę szkoły twórczej. Przedstawiono jej rozumienie w koncepcjach pedagogicznych z lat 30. XX wieku, a także współczesne jej ujęcia w pedagogice polskiej i światowej. Wyeksponowano cechy szkoły wspierającej kreatywność uczniów i nauczycieli. Zaprezentowano koncepcję budowania kultury twórczości w szkole, którą wpisano w filozofię zmiany i rozwoju szkoły jako organizacji uczącej się. Zaakcentowano dialogiczny charakter działań podejmowanych w środowisku edukacyjnym przez etycznie zaangażowanych uczestników procesów edukacyjnych. Podkreś-lono rolę nauczyciela jako upełnomocnionego kreatora kultury twórczości, który podejmuje refleksję nad swoją aktywnością zawodową, postrzega szkołę jako miejsce rozwoju uczniów i realizacji własnego potencjału, ceni myślenie i działania twórcze uczniów i współpracowników. Wskazano na specyficzne cechy kultury sprzyjającej twórczości w szkole, umożliwiającej uczenie się twórczości i twórcze uczenie się oraz kształtowanie twórczych orientacji życiowych uczniów i nauczycieli.
    Źródło:
    Konteksty Pedagogiczne; 2020, 2, 15; 333-346
    2300-6471
    Pojawia się w:
    Konteksty Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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