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Wyświetlanie 1-15 z 43
Tytuł:
The use of i-Lab in special pedagogy teaching
Autorzy:
Monika, Radomska,
Katarzyna, Kruś,
Powiązania:
https://bibliotekanauki.pl/articles/890525.pdf
Data publikacji:
2017-09-28
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
special pedagogy
i-Lab practical use
teacher training
teacher competencies
Opis:
The aim of this article is to present the opportunities of i-Lab use in academic teaching of special pedagogy students . Special attention is focused on the practical solutions how to use i-Lab during academic subjects as a preparation for students’ future job. We mentioned about required competencies of special education teachers. Effort was given also to present differences between traditional model of teaching and lessons in i-Lab.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2017, 4(1); 27-32
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A jednak osobowość! Dobry nauczyciel języka obcego w świetle wypowiedzi polskich uczniów i studentów
Autorzy:
Krystyna, Mihułka,
Joanna, Chojnacka-Gärtner,
Powiązania:
https://bibliotekanauki.pl/articles/892362.pdf
Data publikacji:
2019-08-19
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
teacher personality
good teacher
personality traits
didactic characteristics
glottodidactic characteristics
Opis:
The aim of this article is to present a portrait of the so-called good foreign language teacher, which has been created on the basis of the comments made by about 850 Polish students of modern languages, and students representing various types of schools (from primary schools, through middle schools, to secondary schools). In this picture, teacher personality traits, the majority of which are regarded as values not only in professional life (e.g. in the teaching profession), but also in personal life, have ranked the highest. Personality traits have overshadowed the other two groups of qualities which foreign language teachers are also equipped with, i.e. didactic and glottodidactic ones. The presentation of the research results has been preceded by a theoretical part where teacher personality and its role in (language) education have been briefly discussed.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(2 (252)); 38-53
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wykorzystanie cnót w działalności dydaktyczno-wychowawczej nauczyciela akademickiego
Autorzy:
Polok, Grzegorz
Kapias, Michał
Powiązania:
https://bibliotekanauki.pl/articles/653090.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
academic teacher
moral attitude
Źródło:
Annales. Etyka w Życiu Gospodarczym; 2011, 14, 2
1899-2226
2353-4869
Pojawia się w:
Annales. Etyka w Życiu Gospodarczym
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dilemmas of Teacher Authority
Autorzy:
Bendl, Stanislav
Šaroch, Jaroslav
Powiązania:
https://bibliotekanauki.pl/articles/428278.pdf
Data publikacji:
2015
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
dilemma
authority
education
teacher
research
Opis:
The article deals with teacher authority from the point of view of dilemmas it can cause when used in education. In the first part authors try to define the term dilemma in association with authority by comparing it to antinomy. The work then introduces several approaches to teacher authority dilemmas, including the ones of Fromm, Fink and other renowned scholars. Further, dilemmas associated with exercising of teacher authority are presented using examples from current research dealing with this phenomenon. The authors also present results of two of their recent surveys focusing on student teachers’ understanding of teacher authority dilemmas and teacher interaction styles that may cause them. Based on the literature and research authors in the last part of their article show most common and controversial teacher dilemmas related to the use of authority.
Źródło:
Studia z Teorii Wychowania; 2015, 3 (12); 117-133
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The System of Teachers’ Professional Advancement and Potential Threats to Building Their Identity Within Its Framework
Autorzy:
Anna, Wiłkomirska,
Anna, Zielińska,
Powiązania:
https://bibliotekanauki.pl/articles/891970.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
teacher
identity
development
change
gap
Opis:
Professional identity combines some elements of personal and social identity in the area of goals, values, principles and measures. The paper focuses on the reflection of ambiguity of creating teachers’ professional identity during educational reform. The new system of teachers’ professional advancement has been in place in Poland for more than ten years. We have conducted complex empirical research aimed at comprehensive evaluation of that system (teachers, heads of schools and local authorities were surveyed). The theoretical framework is constructed on the concepts of the contemporary narrative theories of Ch. Taylor, A. Giddens, P. Ricoeur. There is a yawning gap between the path of improvement of quality imposed by the formal requirements of the system and the needs and educational aims formulated by teachers themselves, stemming from their everyday practice. The research provided important implication for educational policy, such as: a necessity for combining statutory requirements with particular school needs and teachers’ individual development.
Źródło:
Kultura Pedagogiczna. Międzynarodowe Pismo Pedagogiczne; 2015, 02(1); 65-78
2391-9175
2450-1816
Pojawia się w:
Kultura Pedagogiczna. Międzynarodowe Pismo Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Influence of teaching practice in the development of professional readiness of future early-childhood education teachers
Autorzy:
Szkolak, Anna
Powiązania:
https://bibliotekanauki.pl/articles/472628.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
teaching practice,
early-education teacher
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia; 2015, V; 87-95
2083-7267
2450-3487
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Uczenie się kooperacyjne – w świetle opinii nauczycieli wczesnoszkolnych
Autorzy:
Dorota, Sobierańska,
Powiązania:
https://bibliotekanauki.pl/articles/892625.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
learning
cooperation
teacher
early childhood education
Opis:
Many studies that are currently conducted in the United States and Western Europe, indicate the advantage of cooperative learning over individual learning, which creates conditions for rivalry and competition. It is surprising, therefore, that in Poland there are still few publications and research reports on the subject. The literature available does not present analyses of cognitive effects of interacting with peers; it exposes only the importance of collaborative learning for social and personal development of students. Also, cooperative learning is still rarely used in Polish schools, although it is generally considered as an important element of the constructivist approach to teaching. The aim of this study is to identify the opinions of early childhood education teachers on cooperative learning. The survey results describe teachers’ beliefs on the children’s learning process and the place of cooperative learning in the classroom. They also show how the respondents perceive their role in promoting the cooperation of students in a team when performing the tasks.
Źródło:
Kwartalnik Pedagogiczny; 2016, 61(4 (242)); 48-66
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozwój glottodydaktyki a kształcenie nauczycieli języków obcych
On the development of glottodidactics and foreign language teachers training
Autorzy:
Komorowska, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/511081.pdf
Data publikacji:
2015
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
glottodidactics
research
foreign languages
teacher education
Opis:
The article presents the results of the latest research in glottodidactics that can be used while planning and organizing professional training for foreign language teachers. It raises questions that have not been fully discussed yet and presents expectations about teachers’ abilities as well as training needs of teachers working in Poland and abroad. The author of the article analyses a development of foreign language teachers training in Poland over past twenty¬¬ five years pointing out its strengths and weaknesses. The author presents the conclusions that could improve teacher education and meet specific needs of foreign language teachers.
Źródło:
Postscriptum Polonistyczne; 2015, 2(16); 11-29
1898-1593
2353-9844
Pojawia się w:
Postscriptum Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Stereotyp płci w uczeniu się matematyki – percepcja nauczyciela
Autorzy:
Dorota, Turska,
Urszula, Oszwa,
Powiązania:
https://bibliotekanauki.pl/articles/892246.pdf
Data publikacji:
2018-11-15
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
educational psychology
mathematics
teacher
gender stereotype
learning
Opis:
The importance of the stereotypes and teachers’ beliefs about mathematics as the male domain, for the students’ perception of their competences and achievements is the subject of extensive research. It is generally assumed that teachers – as guardians of socialisation – replicate this stereotype. An attempt to measure the stereotypical teachers’ assumptions has been offered only by J. Tiedemann (2002). It has become an inspiration to design the authors’ own research programme in which the relationship between increased stereotype beliefs and teachers’ asymmetry of female and male students’ abilities is sought. The paper presents the results of the study of the Polish version of the Gender Stereotypes Scale among 120 mathematics teachers (95 female, 25 male) from junior high schools. It has been shown that a) the stereotype is irrespective of the teacher’s gender, b) its profile is different in the sample of male and female respondents, c) the length of employment does not differentiate it. The educational implications of the obtained data have been presented in the paper.
Źródło:
Kwartalnik Pedagogiczny; 2018, 63(3 (249)); 57-73
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Post-method Pedagogy in Moroccan EFL Classrooms: Public High Schools in Meknes City as a Case
Autorzy:
Aymane, Sbai, Mohamed
Powiązania:
https://bibliotekanauki.pl/articles/890519.pdf
Data publikacji:
2019-07-12
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
Post-method Pedagogy
Method-based pedagogy
Action Research
Teacher Education
Eclecticism
Critical Pedagogy
Teacher’s Development
Reflective Teaching
Opis:
The ultimate goal of this paper is to investigate the pedagogical views and attitudes of Moroccan high school teachers towards Method-based pedagogy. It attempts to investigate the extent to which teachers are satisfied with and committed to conventional methods. Also, the paper aims at investigating the alternative practices teachers are more likely to resort to in order to compensate for the limitations of conventional methods. In addition to this, a further objective of this study is to investigate the extent to which pre-service teacher training programs in Morocco are aware of the challenges of the post-method era. This is measured through their awareness of the requirements of the post-method era and the extent to which teacher trainers concern themselves with equipping the prospective teachers with the necessary skills to be reflective researchers and responsibly eclectic teachers. In this respect, the data collection instruments opted for in the present study ranged from quantitative to qualitative in nature. The findings reveal that the vast majority of Moroccan high school teachers (P=78%) are dissatisfied with conventional methods and - (P=96%) of them- are not committed to one or two teaching methods. The vast majority report that they resort to an eclectic approach to language teaching due to the impracticality and inflexibility of the established methods. Most teachers (P=80%) admit that they use a random eclecticism as they rely mainly on their intuitive rather than principled judgments. In this regard, interviews with teacher trainers and supervisors also reveal that pre-service teacher training programs in Morocco limit themselves only to training the prospective teachers to use methods and approaches without training them to be responsibly eclectic. The findings also show that the majority of teachers do, to some extent, know about classroom research; however, they - (P=72%) of them- have never conducted it inside their classrooms. The teachers (P=57%) attribute this to the lack of financial support and to the fact that they are not well-trained to conduct research inside their classrooms. Finally, the results of this study imply many suggestions of which we mention: the introduction of a post-method pedagogy in the Moroccan pre-service teacher training programs, equipping teachers with the methodological tools necessary as well as supporting them financially to conduct classroom-research for the purpose of constructing teaching methodologies that suit the needs to the very specific students and contexts within which they work.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2019, 6(1); 71-93
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mniej znaczy więcej - rozwiązania dydaktyczne w Finlandii - relacja z wizyty studyjnej
Less is more - education a Finnish way - the results of the study visit
Autorzy:
Szuchalska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/425956.pdf
Data publikacji:
2018
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
education
Finland
teacher education
autosomy
equality
best practices
Opis:
Finland is at the top in different rankings concerning education. In March 2018 the author of the article had a chance to participate in "Benchmarking Finnish Education System" course in Helsinki and observe and analyze Finnish best practices. In the article, the author tries to describe what she discovered about the educational success of Finnish school and answered the question whether it is possible to apply these elements to Polish educational reality. Writing the article, the author used the materials distributed during the course, either by the organizer or his guests. While quoting statistics, the author mainly referred to online sources, as they are usually regularly updated. The conclusions drawn are the results of the author's observations, as well as the analysis of the reference sources. The author discovered that the critical factors in Finnish educational success are: student and teacher's autonomy, free access to education, equality, no dead ends, and tailor-made school curricula. In the final part of the article, the author writes about the weaknesses of the Finnish system. In conclusion, the author wonders whether it is possible to integrate Finnish best practices into Polish schools.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2018, 3 (75); 40-47
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zapomniane (?) inspiracje dla wychowania
Forgotten (?) Educational Inspirations
Autorzy:
Waloszek, Danuta
Powiązania:
https://bibliotekanauki.pl/articles/461507.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Spraw Społecznych
Tematy:
education
teacher
child
visible pedagogy
invisible pedagogy
ancient
Opis:
This article is an attempt made to confront educational approaches presented by Plato, Aristotle, and Kant with modern educational system. By referring to the former educational ideas the author wanted to draw attention to the sources of inspiration and educational concepts. The paper draws particular attention to the role of the teacher because there is no doubt that only the righteous, educated, intelligent and responsible man can be an educator. These requirements apply also, and perhaps above all, to parents.
Źródło:
Labor et Educatio; 2014, 2; 221-246
2353-4745
2544-0179
Pojawia się w:
Labor et Educatio
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Unveiling the relationship between language learning beliefs, emotions, and identities
Autorzy:
Ferreira Barcelos, Ana Maria
Powiązania:
https://bibliotekanauki.pl/articles/780547.pdf
Data publikacji:
2015-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotions
identities
beliefs
language teacher education
language learning
Opis:
Several authors (Frijda, Manstead, & Bem, 2000; Van Veen & Lasky, 2006) suggest that emotions, cognitions, and identities are intrinsically related. Authors in social psychology (Fiedler & Bless, 2000; Frijda, Manstead, & Bem, 2000; Rosiek, 2003) have considered how beliefs are particularly sensitive to affective influences and how emotions, cognitions, and identities are intrinsically related. Understanding this relationship would help researchers to reveal complex key issues in beliefs research, such as the relationship between beliefs and action. Yet, although research on beliefs in applied linguistics goes back to the 70s and 80s, there has been scant connection with emotions and identities. This paper aims to reflect on the relationship between beliefs, emotions, and identities by looking at these coconstructing, overlapping concepts to advance our understanding of language learning and teaching. Through a review of studies on beliefs, emotions, and identities within applied linguistics and other areas, I illustrate how beliefs and emotions are intrinsically and interactively related, and how beliefs within a socio-historical context influence the construction of identities. Identities influence the kinds of emotions and beliefs that individuals attribute to themselves and to others. Emotions, in turn, can influence identities and how we construct them. Implications for research on beliefs, emotions, and identities are suggested.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 2; 301-325
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Views of Secondary School Teachers on Civic Competencies According to Framework Education Curricula
Autorzy:
Helena, Skarupska,
Powiązania:
https://bibliotekanauki.pl/articles/893042.pdf
Data publikacji:
2018-01-08
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
civic competencies
secondary school teacher
pupil
identity
survey.
Opis:
This academic study maps the views of secondary school teachers on civic competencies in Czech Republic based on research surveys. Civic competencies are important key competencies that influence secondary school students and form them into free and responsible personalities living in a democratic society. These competencies take part in creating a student’s identity, particularly social and cultural. This study aims to find out what the views are of secondary school teachers on civic competencies. It also aims to propose solutions to take part in systematic preparations for teaching jobs and teacher education. Our main research tool was the internet survey downloadable from the internet. Teachers were informed about the survey via e-mail sent to every secondary school listed in the Czech Ministry of Education register. It has been processed on the first level of sorting and we interpreted the data based on the descriptive method.
Źródło:
Papers of Social Pedagogy; 2017, 6(1); 48-57
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing a Reflective Practitioner through Telecollaboration in Language Teacher Preservice Education - A Bottom-up Perspective
Autorzy:
Gajek, Elżbieta
Calderón-Quindós, M. Teresa
Powiązania:
https://bibliotekanauki.pl/articles/425628.pdf
Data publikacji:
2018
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
telecollaboration
reflective practitioner
teaching English
teacher training
international exchanges
Opis:
The paper presents the results of a telecollaborative project between BA students of the University of Warsaw and students of the University of Valladolid within the framework of the European Erasmus+ EVALUATE project. The aim of that project is to justify the effectiveness of telecollaborative activities for professional development of future language teachers. The experience confirms that initial intercultural competence is essential for undertaking such a project. It also validates the need for blending professional preparation of language teachers so that they realize that the teaching methods and pedagogical approaches which are introduced in their pre-service courses are very similar or even the same irrespectively where they get their qualifications. Such blended learning activities are complementary to national teacher training programs and to Erasmus+ students exchange projects.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2018, 5 (77); 44-52
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
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