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Tytuł:
Curriculum development in Slovakia
Autorzy:
Majerčiková, Jana
Powiązania:
https://bibliotekanauki.pl/articles/2141667.pdf
Data publikacji:
2021-07-09
Wydawca:
Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
Opis:
This article provides information about the two‐level model of curriculum development within the school system of the Slovak Republic. This involves the State and the School Curriculum. Both curricula are briefly characterised here. Further attention is given to school principals who serve as important links responsible for the development and quality of the curriculum of a specific school.
Artykuł zawiera informacje na temat dwupoziomowego modelu rozwoju programów nauczania w systemie szkolnym Republiki Słowackiej. Model ten obejmuje program państwowy oraz szkolny. Oba programy zostały pokrótce scharakteryzowane poniżej. W dalszej części należy zwrócić również uwagę na role dyrektorów placówek edukacyjnych, którzy odpowiedzialni są za kształtowanie i rozwój oraz jakość nauczania w konkretnych szkołach.
Źródło:
Student Niepełnosprawny. Szkice i rozprawy; 2011, 11(4); 71-79
1689-6416
Pojawia się w:
Student Niepełnosprawny. Szkice i rozprawy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language discourse in curriculum development – comparative perspective from Romania, Poland and Croatia
Autorzy:
Žnidarec Čučković, Ana
Czyżewska, Monika
Simut, Ciprian
Dąbrowa, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/2196160.pdf
Data publikacji:
2023-05-25
Wydawca:
Akademia Pedagogiki Specjalnej. Language and Society Research Committee
Tematy:
curriculum development
national core/school curriculum
school curriculum in comparative perspective
curriculum in school systems
curriculum discourse language in comparative perspective
Opis:
The article analyzes the language of legislation relating to the core curriculum in 3 countries: Croatia, Poland and Romania, which, freed from socialism, since the 1990s have been building their education systems in an evolutionary way. In particular, the factors of effective teaching are considered. Some other selected aspects of the education system, relevant to the implementation of the curriculum assumptions and contents will also be discussed. The research questions we posed were ‘what language is used in educational legislation for indicators for effective teaching and what is the role of the language?’ For analysis curriculum discourse language was used in comparative perspective. The research indicates the differences in the core curriculum and the language in all three countries. Understanding the context for teaching and understanding the needs of teachers and learners seem to be leading in Croatia. In Romania there is a gap between the language of the official texts and the classroom realities. The need for change of the practical aspects of teaching in the classroom becomes fundamental. While in Poland the language of the curriculum becomes more formal and subordinated to exam requirements, which not so much limits its understanding, but rather stiffens the teaching and learning process.
Źródło:
Language, Discourse & Society; 2023, 11, 1; 27-46
2239-4192
Pojawia się w:
Language, Discourse & Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Reconsidering Language Assessment Courses in Teacher Training Programs During and After the COVID-19 Pandemic
Autorzy:
Kılıçkaya, Ferit
Powiązania:
https://bibliotekanauki.pl/articles/2056778.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
Teacher education
ICT
curriculum development
assessment
testing
Opis:
Assessing learners’ performance is crucial as it informs about learners’ achievement levels in addition to their strengths and weaknesses, not only in face-to-face but also in online teaching. The study aimed at investigating the challenges faced by language teachers in assessing learners during online teaching and to offer some suggestions regarding language assessment courses in teacher training programs. The study adopted a qualitative approach to data collection and analysis. The participants included 22 language teachers whose age was between 24 to 48. Of these teachers, 8 were male, while the rest were female. Their teaching experience varied from 2 to 25 years, with an average of 11.8 years. The data was based on the responses of the participants during semi-structured interviews. The participants were asked to attend ZOOM meetings to be held, considering their availability. The interviews lasted 10 to 25 minutes. The results of the study indicated that the challenges faced by the participants included five major themes: Assessment type, assessment item formats, support, previous training (assessment literacy), and academic integrity. Several suggestions were offered considering online testing and assessment literacy and language assessment courses in teacher training programs. 
Źródło:
Lublin Studies in Modern Languages and Literature; 2021, 45, 3; 45-55
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Beneath the Tip of the Iceberg: The Teacher’s Changing Role in Light of the Israeli ‘Meaningful Learning’ Reform
Pod wierzchołkiem góry lodowej: zmieniająca się rola nauczyciela w świetle izraelskiej reformy oświaty pt. „Uczenie się z głową”
Autorzy:
Fahoum, Ima
Powiązania:
https://bibliotekanauki.pl/articles/920006.pdf
Data publikacji:
2019-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
constructivism
curriculum development
meaningful learning
school learning community
school culture
Opis:
To cope with the challenges of the 21st century, a new Israeli educational reform, “Israel is moving up a grade” (known as Israel Ola Kita), was announced in 2014 by the former Minister of Education, Shai Piron, with the aim of assimilating the principles of meaningful learning in schools. A publication of the Ministry of Education, Something Good is Happening Now (2014) presented the policy and milestones for realizing the reform across the educational continuum.The current article highlights the complexities involved in the underlying reform principles concerning the change in the teacher’s role and argues the urgent need for considerations of these complexities through an expanded view of teachers’ professional development (TPD)with the aim of promoting deep-seated change rather than a superficial ‘signaling’ of the reform.
Źródło:
Studia Edukacyjne; 2019, 52; 329-338
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Transversal skills in applied Artificial Intelligence - the case of the financial sector
Autorzy:
Porjazoska Kujundziski, Aleksandra
Domazet, Ervin
Kamberaj, Hiqmet
Rahmani, Damir
Abazi Feta, Amra
Lopez Valverde, Francisco
Gálvez Rojas, Sergio
Petlenkov, Eduard
Vassiljeva, Kristina
Štajduhar, Ivan
Hagen, Tobias
Gradišek, Anton
Zidanšek, Aleksander
Powiązania:
https://bibliotekanauki.pl/articles/35736033.pdf
Data publikacji:
2024
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
transversal skills
artificial intelligence
curriculum development
teaching platform
financial sector
Opis:
Different aspects of modern society can be transformed by the deployment of Artificial Intelligence (AI). AI-powered tools have promoted changes in the financial industry by applying inventive methods for data analysis and automating processes, efficiency enhancement, cost reduction and more personalised services to customers. However, AI algorithms may activate significant ethical and regulatory concerns that should be addressed by the industry and society as a whole. In line with the Erasmus+ project Transversal Skills in Applied Artificial Intelligence - TSAAI (KA220-HED - Cooperation Partnerships in higher education), which aims to establish a training platform, this paper focuses on an analysis of study programmes in formal tertiary education across consortium countries (Spain, Estonia, North Macedonia, Croatia, Germany, and Slovenia) with a special focus on applied artificial intelligence and development of curriculum that will integrate teaching guidelines covering the areas of application of AI technology in the financial and insurance sectors. To this end, a Systematic Review of Literacy (SRL) on the web methodology identifying the existing employability requirements in AI and the Learning-Centred Syllabus (LCS) methodology for curriculum development was applied, with the presented curriculum expected to serve as a framework to develop teaching materials to help students, academics and employees enhance their professional skills, thus satisfying labour market needs.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2024, 104, 2; 82-90
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teacher Autonomy in Languages for Specific Purposes – Reflections on LSP Teacher Development Process
Autorzy:
Krajka, Jarosław
Sowa, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/463130.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
Languages for Specific Purposes
teacher training
task-based teaching
curriculum development
Opis:
Training teachers of languages for specific purposes is not an easy task, given the complexity of the process, distinctiveness of LSP vs. general language instruction, scarce time available in modern philology curricula and lack of provisions for practicum. However, with increasing popularity of LSP not only in the corporate sector with adults, but also at secondary level in vocational education, the demand for well-trained LSP teachers is going to soar. The present paper shows the specific nature of LSP teacher training and the important place that is occupied in the process by task-based methodology leading to teacher autonomy. The two cases of LSP teacher training implemented at Romance philology of Catholic University of Lublin and Applied Linguistics of Maria Curie-Skłodowska University in Lublin exemplify how to develop teacher autonomy through integration of in-class instruction and fieldwork.
Źródło:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2017, 22; 65-84
2080-4814
Pojawia się w:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Krajowe Ramy Kwalifikacji dla szkolnictwa wyższego: rewolucja czy face-lifting programów studiów?!
National Qualifications Framework for tertiary education: a revolution or face-lifting of curriculum development?!
Autorzy:
Buchner - Jeziorska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/412870.pdf
Data publikacji:
2011
Wydawca:
Łódzkie Towarzystwo Naukowe
Tematy:
europejska i krajowa rama kwalifikacji
szkolnictwo wyższe
efekty kształcenia
european and national qualification framework
tertiary education
learning outcomes
Opis:
Artykuł stanowi próbę odpowiedzi na pytanie zawarte w tytule. Jest przykładem krytycznego podejścia, zarówno w odniesieniu do samej idei „europejskich”, jak i „krajowych” ram kwalifikacji, jak i sposobu ich opracowania w Polsce. Główne wątpliwości dotyczą z jednej strony możliwości dokonania właściwego zróżnicowania konkretnych kwalifikacji na poszczególnych poziomach studiów. Z drugiej zaś możliwości właściwego zoperacjonalizowania określonych efektów kształcenia.
That paper has been a trial of answer for title question. It has been the example of critical approach to the idea of European and National Qualifications Framework. On one side main doubts have concerned the possibilities of proper qualifications division by educational level. On other side that doubts are connected with the possibilities of learning outcomes definitions (i.e. precision of given outcomes meaning
Źródło:
Przegląd Socjologiczny; 2011, 60, 4; 117-127
0033-2356
Pojawia się w:
Przegląd Socjologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Comparative analysis of the curriculum of mechanical engineering program in Poland and the United States
Autorzy:
Grebski, Wes
Grebski, Michalene
Czerwińska-Lubszczyk, Agnieszka
Jagoda-Sobalak, Dominika
Powiązania:
https://bibliotekanauki.pl/articles/1923931.pdf
Data publikacji:
2020
Wydawca:
Politechnika Śląska. Wydawnictwo Politechniki Śląskiej
Tematy:
curriculum development
engineering curriculum
mechanical engineering
rozwój programu nauczania
program nauczania inżynierii
inżynieria mechaniczna
Opis:
Purpose: The aim of this paper is comparison of the Curriculum of Mechanical Engineering Program in Poland and the United States. One of the institutions is The Pennsylvania State University (PSU), in the United States (USA). The other institution is Politechnika Opolska (PO), in Poland. Design/methodology/approach: Desk Research Method is used. Paper is based on Politechnika Opolska’ documents and The Pennsylvania State University’ documents. Findings: The paper addresses the similarities and differences in both curricula. It also addresses the positive and negative aspects of both curricula. The strengths and weaknesses from the perspective of the future career development of graduates is also being addressed. Both Mechanical Engineering programs are striving for excellence in preparing students for engineering jobs in industry, but the philosophy of those programs is very different. The Mechanical Engineering program at PSU is providing the student with a stronger theoretical background. Graduates from the PO program are well-trained in application-focus current industry practices. They are not going to require on-the-job training after entering industry. There are also suggestions and recommendations for both programs from the perspective of identifying the best practices. Originality/value: The article contains a comparative analysis of the curricula of the Mechanical Engineering program at The Pennsylvania State University USA and Politechnika Opolska, Poland. The comparison of the curricula was done using the most recent catalogs of both programs. The authors of the article have had experience as faculty at their respective programs. The comparative analysis was done for the purpose of identifying the best practices and subsequent follow-up. The article addresses the similarities and differences as well as the strengths and weaknesses of both programs. The article also contains suggestions and recommendations for both programs.
Źródło:
Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska; 2020, 148; 203-214
1641-3466
Pojawia się w:
Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Diskrepanzen zwischen der institutionell angebotenen Fachsprachendidaktik und den Bedürfnissen der Fachsprachenlehrkräfte. Ein methodischer Ansatz
Discrepancies between the Institutionally Offered LSP Teaching Training and the Needs of the LSP Teacher. A Methodological Approach
Autorzy:
Kic-Drgas, Joanna
Woźniak, Joanna
Bocanegra-Valle, Ana
John, Peter
Mertelj, Darja
Powiązania:
https://bibliotekanauki.pl/articles/37174038.pdf
Data publikacji:
2024-01-24
Wydawca:
Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
Fachsprachendidaktik
Fachsprachenlehrende
fachsprachliche Lehrerausbildung
fachsprachliche Lehrplanentwicklung
LSP teacher training
LSP teacher
LSP curriculum development
Opis:
This paper presents the methodological approach and results of the European project LSP-Teacher Training Summer School (TRAILs), which aims to develop an innovative LSP teacher training. The training curriculum developed in 2018–2020 and tested in 2021, emerged as a result of identified gaps between existing and required LSP teacher education. The following contribution intends to present the methodical way to identify these gaps. It starts from an analysis of the existing training programmes in the European Higher Education Area (EHEA). Then, the needs of the LSP teacher in tertiary education are discussed. Finally, a scheme is discussed according to which the comparison between the ACTUAL STATE and the TARGET STATE was made. The discrepancies demonstrated between the LSP teacher training and the actual training needs stated by LSP teachers participating in the project make it possible to define areas of LSP teaching which can be supplemented with concrete contents and activities. They then serve as a starting point for the development of an initial and in-service training curriculum for experienced and pre-service LSP teachers. The scheme presented is universal and can also be transferred to other research projects that aim to update the existing training curricula or introduce new solutions.
In dem Beitrag werden die methodische Herangehensweise und die Teilergebnisse des europäischen Projekts „LSP-Teacher Training Summer School“ (TRAILs)1 vorgestellt, das darauf abzielt, ein innovatives Lehrerausbildungscurriculum im Bereich Fachsprachen zu entwickeln. Das 2018–2020 erarbeitete und 2021 getestete Curriculum zur fachsprachlichen Lehrerausbildung entstand als Resultat der festgestellten Lücken zwischen der bestehenden und der erforderlichen Fach(fremd) sprachen-ehrerausbildung. Mit dem folgenden Beitrag wird beabsichtigt, den methodischen Weg zur Identifizierung dieser Lücken darzustellen. Ausgegangen wird von der Analyse der bestehenden Ausbildungsprogramme im Europäischen Hochschulraum (EHEA). Anschließend werden die Bedürfnisse der Fachsprachenlehrkraft im tertiären Bildungsbereich behandelt, die infolge einer umfassenden Umfrage unter der Fachsprachenlehrenden in Europa erzielt wurden. Abschließend wird ein Schema besprochen, nach dem der Vergleich zwischen dem IST-ZUSTAND und dem SOLLZUSTAND erfolgte. Die nachgewiesenen Diskrepanzen zwischen der untersuchten Lehrerausbildung im Bereich der Fachsprachendidaktik und den von der Fachsprachenlehrkraft genannten Ausbildungsbedürfnissen ermöglichen, Bereiche der fachbezogenen Fremdsprachendidaktik festzulegen, die mit konkreten Inhalten und Aktivitäten ergänzt werden. Sie dienen dann als Ausgangspunkt für die Erarbeitung eines Aus- und Fortbildungslehrplans für erfahrene und angehende Fachsprachenlehrende. Das präsentierte Schema ist universal und kann auch auf andere Forschungsvorhaben übertragen werden, die die Aktualisierung und Modernisierung der bestehenden Ausbildungslehrpläne bzw. Einführung eines neuen zum Ziel haben.
Źródło:
Linguistische Treffen in Wrocław; 2023, 24; 103-116
2084-3062
2657-5647
Pojawia się w:
Linguistische Treffen in Wrocław
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 57

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