Skocz do pozycji: 1.

Tytuł:

Slovak Teacher’s Transformational Leadership and Student Teachers’ Ideas: A Comparative Study

Autorzy:

Ďuricová, Lenka
Frgelcová, Estera

Powiązania:

https://bibliotekanauki.pl/articles/2034199.pdf

Data publikacji:

2022-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

transformational leadership
leadership practices
teachers
student teachers

Opis:

The contribution brings an analysis of transformational leadership among Slovak secondary education teachers in comparison with ideas of student teachers. The research sample consists of secondary education teachers (N = 142) and student teachers (N = 142). Data are obtained from the Slovak version of the LPI/Leadership Practices Inventory. Results indicate statistically significant differences in three dimensions favouring students against teachers: Model the Way, Challenge the Process, Enable Others to Act. Slovak students consider transformational leadership practices essential as Slovak teachers apply them in their daily practice. Results are discussed mainly from the perspective of ontogenetic and educational practice.

Źródło:

The New Educational Review; 2022, 67; 185-195
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

Tytuł:

Predictors and forms of intervention in peer bullying: pre-service teachers vs. teachers

Autorzy:

Pečjak, Sonja
Pirc, Tina

Powiązania:

https://bibliotekanauki.pl/articles/2012464.pdf

Data publikacji:

2015-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

peer bullying
types of bullying
pre-service teachers
teachers
intervention

Opis:

Research shows that teachers’ perceptions of peer bullying (PB) are an important predictor of their intervention. Therefore, the aims of the study were to find out i) how serious pre-service teachers and teachers find different types of PB, ii) how empathic to the victims and willing to intervene they are, iii) what predicts interventions in both groups and iv) what forms of intervention pre-service teachers and teachers would use regarding victims and perpetrators. Results suggest that teachers perceive all types of PB as more severe than pre-service teachers and are more willing to intervene earlier, but pre-service teachers show more empathy for the victims. The strongest predictor of intervention in both groups is beliefs about the severity of bullying, but their forms of intervention differ significantly. Implications of the study findings are also discussed.

Źródło:

The New Educational Review; 2015, 39; 264-276
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 3.

Tytuł:

Teachers’ Pedagogical Beliefs as Predictors of Teacher Burnout

Autorzy:

Depolli Steiner, Katja

Powiązania:

https://bibliotekanauki.pl/articles/2031773.pdf

Data publikacji:

2014-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

primary school teachers
teachers’ pedagogical beliefs
teacher burnout

Opis:

The presented study examined the relationship between teachers’ pedagogical beliefs and their experience of burnout. Its participants were 230 schoolteachers from fourteen Slovenian primary schools. The Questionnaire of Teacher Pedagogical Beliefs and Maslach Burnout Inventory-Educators Survey were applied. The findings suggest pedagogical beliefs as predictors of teacher burnout dimensions. Teachers’ negative pedagogical beliefs about students’ behavior and discipline maintenance are related to a greater experience of emotional exhaustion whilst negative beliefs about teachers’ trust in students and the role and responsibility of the teacher are related to a greater experience of depersonalization and decreases in personal accomplishment.

Źródło:

The New Educational Review; 2014, 37; 177-187
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 4.

Tytuł:

Pre-Service English Teachers’ Narrative Identity

Autorzy:

ULUM, Ömer Gökhan

Powiązania:

https://bibliotekanauki.pl/articles/628378.pdf

Data publikacji:

2020

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

EFL teachers
pre-service EFL teachers
practicum
narrative identity
professional identity

Opis:

Aim. This phenomenological study probes the experiences of pre-service English as Foreign Language (EFL) teachers in the practicum process. Thus, this paper aims at bringing a light to the effects of practicum experiences of pre-service EFL teachers on their professional identity. Methods. Based upon a narrative identity method, this phenomenological inquiry examines the experiences of pre-service EFL teachers (N= 20) in their practicum. A one-shot question was directed to the informants with the aim of clarifying their personal constructs. Results. Practicum has got a significant role in education faculties all over the world. The theories applied in teaching practicum are quite common and universal. However, the practices utilised in practicum may show variations among education faculties. Further, the practicum content, and the characteristics of teacher candidates and supervisors may cause practicum to be carried out in diverse ways. The practicum aspect of pre-service teacher education is contemporarily given significant emphasis all around the world. Further, the exact theory of practicum and the desired outcomes of the related practices are relatively identical in education faculties throughout the world. Nonetheless, the practicum practices represent diversities among institutions. Yet, the characteristics and experiences of pre-service teachers may lead the practicum to be carried out in diverse ways in dissimilar contexts. Conclusion. The results of the study suggest that teacher candidates developed both positive and negative cognitive constructs during their practicum. Related implications are provided to overcome the problems encountered during practicum, as well as to suggest ways to develop EFL pre-service teachers’ practicum process. Keywords: EFL teachers, pre-service EFL teachers, practicum, narrative identity, professional identity

Źródło:

Journal of Education Culture and Society; 2020, 11, 1; 92-101
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 5.

Tytuł:

Czy praca nauczycieli jest ceniona?
Is the teacher’s work valued?

Autorzy:

Piwowarski, Rafał
Czerepaniak-Walczak, Maria
Radziewicz-Winnicki, Andrzej

Powiązania:

https://bibliotekanauki.pl/chapters/1035783.pdf

Data publikacji:

2020-12-11

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

nauczyciele
ocena zawodu nauczycielskiego
zarobki nauczycieli
teachers
teachers’ profession assessment
teachers’ salaries

Opis:

This text primarily draws from current Polish and international data and is divided into two main parts. Firstly, when we consider the question whether the work of a person, group of people or professions is valued, we have several options for expressing this assessment. We can use the opinions of people (more or less objective and authoritative), i.e. what people think about a given job or profession. These can be opinion surveys regarding the hierarchy of professions according to social respect, prestige, honesty, reliability and trust. Finally, in the opinion-based assessment group – the beliefs of the representatives of the teacher profession are an important aspect of the assessment. In some cases it shows great diversification between these two groups (society and teachers). The second, more measurable group of indicators that are the basis for formulating the assessment of the profession are earnings. They are compared to the earnings in other professions, the salaries of people with similar education and in comparison to earnings in a given profession in many countries. The presented data and analysis concern mainly teachers as a whole professional group. In the text, the author focuses on the issues identified at the beginning, concerning the two groups and related not only to Polish teachers.

Źródło:

Pedagogika i edukacja wobec kryzysu zaufania, wspólnotowości i autonomii; 267-286
9788323543039

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

Pedagogical Beliefs of Arab Mathematics and Religion Teachers in Northern Israel
Przekonania pedagogiczne arabskich nauczycieli matematyki i religii w północnym Izraelu

Autorzy:

Goldberg, Chen
Ishan, Gamal

Powiązania:

https://bibliotekanauki.pl/articles/1075348.pdf

Data publikacji:

2020-12-29

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

pedagogical beliefs
mathematics teachers
religion teachers
Arab teachers

Opis:

The aim of the current study is to examine the relationship between the pedagogical beliefs of teachers and their profession and to examine how this relationship affects teachers’ self-efficacy perception, satisfaction, and other functional characteristics of the teacher within the educational system. More specifically, the study seeks to compare the pedagogical beliefs of Muslim teachers who teach Religion subjects (i.e. Islamic studies) and the pedagogical beliefs of teachers of secular studies (i.e. Mathematics). According to the proposed research model, the teaching profession (that is, teaching religious Islam or teaching Mathematics) divergently affects the nature of teachers’ pedagogical beliefs, through which they function and perceive their role as teachers. The focus of our study is Arab teachers of Islam versus Arab mathematics teachers, who reflect traditional pedagogical beliefs on two levels, first by selecting teachers belonging to the Muslim minority in Israel, but also in the context of the distinction between teaching. The study hypothesis suggests that there is a difference between the pedagogical beliefs of teachers of Islamic studies and the pedagogical beliefs of Mathematics teachers. In particular, it seeks to examine the claim that teachers of Islamic studies will have a strong traditional belief and weaker constructive belief compared to teachers of secular studies. This research hypothesis has not been confirmed. In fact, except in terms of teachers’ satisfaction, no differences between the two types of teachers were found. This might indicate a change in the Arab society which deviates from the traditional Islamic halakhic approach that focuses almost entirely on religious studies and adopts a more modernized and liberal educational approach, centered on a Western education model and secularism.

Źródło:

Studia Edukacyjne; 2020, 58; 279-290
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

Tytuł:

Addressing the (ELF)ant in the Room – the views of Polish teachers of English on English as a Lingua Franca

Autorzy:

Paciorkowski, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/2231696.pdf

Data publikacji:

2022-10-06

Wydawca:

Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu

Tematy:

ELF
Polish
FL teachers
Polska
FL teachers’ attitudes
FL teachers’ beliefs

Opis:

Students' and teachers’ attitudes towards English as a lingua franca (ELF) have been a fertile research area in recent years. Nevertheless, Polish in-service teachers' views have been neglected. The present study addresses this gap in research and examines the beliefs and attitudes held by a group of eighty Polish in-service teachers towards ELF. The participants completed a survey that consisted of quantitative and qualitative questions. The data were analysed using both statistical and thematic analysis. The results obtained in the study suggest that teachers' awareness and views on ELF are rather negative and distrustful. They mostly see ELF as a useful and necessary concept, yet continue recognising native pronunciation, grammar, and vocabulary models as their teaching goals. The data also suggest that a gap in teacher education programmes exists as the respondents either do not know or do not believe that Outer Circle Englishes are legitimate native varieties. Teachers also retain stereotypical views on Polish and native accents, perceiving the latter positively and the former negatively. This paper strongly suggests that teacher education programmes in Poland should ensure students and future teachers are aware of developments in the field of English Language Teaching.

Źródło:

Academic Journal of Modern Philology; 2022, 15; 235-255
2299-7164
2353-3218

Pojawia się w:

Academic Journal of Modern Philology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

The Model of Specialised Artistic Competences of Early Childhood Teachers. Conceptual Approach

Autorzy:

Mazepa-Domagała, Beata

Powiązania:

https://bibliotekanauki.pl/articles/1964038.pdf

Data publikacji:

2021-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

teachers’ professional competences
teachers’ specialised artistic competences
pedeutology

Opis:

The present paper is the result of a reflection on the professional competences of early childhood teachers. It outlines the considerations on understanding the concept of competences, taking into account their ambiguity and varying semantic scope. The original understanding of specialised artistic competences of the early childhood teachers was presented in conceptual terms and an attempt was made to present the original model of the specialised artistic competences of early childhood teachers in the form of a three-segment structure, created by the distinguished areas of this competence, named by the author as domains of competence, together with their components and basic indicators. The study is addressed to researchers studying this issue and teachers of early school education, it is also supposed to be a voice in the discussion on shaping and development of the specialised artistic competences of early childhood teachers and, according to the author, to encourage reflection in this field.

Źródło:

The New Educational Review; 2021, 63; 161-173
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 9.

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

/5

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Skocz do pozycji: 10.

Tytuł:

Key Competences in Educating Teachers

Autorzy:

SZŐKÖL, István

Powiązania:

https://bibliotekanauki.pl/articles/457380.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Rzeszowski

Tematy:

key competences
education
teachers competences
information literacy

Opis:

The aim of this work is to show the importance of the expansion of teacher’s key competences, while also pointing out those other competences which are unavoidable in the pedagogical work. If one wants to meet the exigencies of time: vehement changes in science, technology, economy, the changing character of work, one has to learn during all his lifetime. To fulfil the personal and social interests, to improve the quality of one’s life: the life-long education of the individuals is very important – from maternal schools, through scholastic education, education in different institutions and in business, until the education as pensioners.

Źródło:

Edukacja-Technika-Informatyka; 2015, 6, 1; 249-253
2080-9069

Pojawia się w:

Edukacja-Technika-Informatyka

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

Psychologiczna gotowość nauczycieli do tworzenia efektywnego środowiska e-edukacji: koncepcja badań
Psychological readiness of teachers to create effective e-education environment - research concept

Autorzy:

Kaliszewska-Czeremska, Katarzyna
Laconi, Stephanie

Powiązania:

https://bibliotekanauki.pl/articles/425999.pdf

Data publikacji:

2015-09-30

Wydawca:

Szkoła Główna Handlowa w Warszawie

Tematy:

e-education
teachers
prospective teachers
psychological readiness of teachers

Opis:

New needs of contemporary students caused by technology development and the change of the character of relations between students and teachers pose a challenge for the present-day school. Preparation of didactic staff for e-education seems to be in this context one of the most important tasks of the contemporary education system. If we want to prepare future generations of teachers to work in the dynamically changing educational reality, we need to take care of expanding the scope of competencies of this labor group. Shaping readiness to create an effective e-education environment appears to be a beneficial approach, important for both sides participating in the process of formal education. Yet, preparing an educational offer that would be adequately adjusted to the needs of particular labor group requires, in the first place, proper recognition of those needs. An accurate diagnosis of teachers' and prospective teachers' readiness to create effective e-education environments could enable optimization of actions in this area. In this article, issues connected with the preparation of teachers and prospective teachers to work in e-education have been discussed. Also, the author's proposition of a psychological examination of teachers' readiness at different stages of professional development to create effective e-education environments has been presented here.

Źródło:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2015, 4 (61); 32-37
1731-6758
1731-7428

Pojawia się w:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 12.

Tytuł:

Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study

Autorzy:

Ma, Maggie
Bui, Gavin

Powiązania:

https://bibliotekanauki.pl/articles/1902588.pdf

Data publikacji:

2021-09-13

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Chinese EFL teachers
teachers’ conceptions of assessment
assessment practices

Opis:

Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers’ conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers’ different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers’ assessment literacy.

Źródło:

Studies in Second Language Learning and Teaching; 2021, 11, 3; 445-472
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 13.

Tytuł:

Diagnostic Abilities of Novice Teachers

Autorzy:

Tołoczko, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/22446729.pdf

Data publikacji:

2023

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

novice teachers
diagnostic operations
critical incidents
cognitive processes

Opis:

This paper discusses diagnostic abilities of novice teachers of English as a foreign language in Poland as demonstrated through analyzing critical incidents (CIs). A case study, designed to explore patterns and regularities in cognitive processes that practitioners activate to examine disorienting situations in their educational context, provided evidence of effective mental work of beginner teachers at the verbal and conceptual levels. Specifically-structured written reports on what the instructors considered critical moments in their teaching practice served as a tool to verbalize how they represent, interpret, and value phenomena in the FL classroom by activating and integrating various sources of professional knowledge. The data analysis, which included both identification of the character of mental representations the subjects stimulated during the recall as well as higher order thinking operations on these representations, led to the conclusion that the inexperienced teachers show a degree of efficacy to register relations and variation in classroom realities, to problematize the unproblematic, to take position on matters, and to formulate relevant feedback for their future didactic moves. This encourages a hypothesis that teachers’ diagnostic abilities are not necessarily determined by the current state of their professional expertise and that limited classroom experience does not suppress adequate cognitive and affective responses to problems in beginner practitioners.

Źródło:

Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-26
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 14.

Tytuł:

Teachers’ occupational burn out syndrome in secondary school

Autorzy:

Szeliga-Kowalczyk, Anna

Powiązania:

https://bibliotekanauki.pl/articles/685118.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego

Tematy:

occupational burnout, teachers, work

Opis:

Due to many reasons, the phenomenon of occupational burnout in educational institutions is ignored. Therefore, it was considered advisable to carry out a research in the scope of the level, frequency and causes of occupational burnout among teachers in secondary school. The research work subjects are teachers of a randomly selected mechanical school complex in Poland. The results of the research presented in this paper lead to the conclusion that the occupational burnout syndrome affects the surveyed teachers. Most of the teachers are aware of the occupational burnout affecting them, however they are unable to unequivocally define its level. Almost 80% of respondents apply no remedies.

Źródło:

Jagiellonian Journal of Management; 2015, 1, 4
2450-114X

Pojawia się w:

Jagiellonian Journal of Management

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

Tytuł:

Postawy nauczyciela-wychowawcy wobec pracy w szkole
Teacher’s Attitudes Towards School Work

Autorzy:

BAŁAŻAK, MARTA

Powiązania:

https://bibliotekanauki.pl/articles/455755.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Rzeszowski

Tematy:

nauczyciel
wychowawca
praca pedagogiczna
odpowiedzialność w pracy
postawa wobec pracy
teacher
educator
teacher’s work
teacher’s attitude towards work
teacher’s responsi-bilities

Opis:

Artykuł dotyczy pracy nauczyciela-wychowawcy. Wywiera on wpływ na podopiecznych. Podejmuje działania, które są przez nich obserwowane i mają znaczenie w ich rozwoju. Wielką rolę ma jego stosunek do pracy wychowawczej. Poziom etyki nauczyciela obrazuje jego postawę jako pedagoga i pozwala mu na zrozumienie istoty pracy jako wychowawca.
The paper deals with the work of a teacher – educator. S/He influences the pupils, undertakes actions which are observed by them and affect their development. Special importance must be attached to the attitude towards the job. The ethical level of a teacher illustrates his/ her demeanour as a pedagogue and makes it possible to understand the essence of the educator’s job.

Źródło:

Edukacja-Technika-Informatyka; 2017, 8, 2; 192-197
2080-9069

Pojawia się w:

Edukacja-Technika-Informatyka

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

Tytuł:

Education for sustainable development - from students' and geography teachers' knowledge to educational activities

Autorzy:

Angiel, Joanna
Pokojski, Wojciech

Powiązania:

https://bibliotekanauki.pl/articles/2137043.pdf

Data publikacji:

2019-02-10

Wydawca:

Uniwersytet Warszawski. Wydział Geografii i Studiów Regionalnych

Tematy:

Education for sustainable development
geography teachers
professional development of geography teachers

Opis:

The paper presents the topic of academic education for sustainable development (ESD). A diagnostic survey was made in a form of a questionnaire in three groups of respondents: active geography teachers, participants of postgraduate program preparing for teaching geography and undergraduate students majoring in geography. The conducted research revealed how the groups of respondents difer in regards perception and preparedness to use of SD and ESD in school geographical education

Źródło:

Miscellanea Geographica. Regional Studies on Development; 2019, 23, 1; 47-52
0867-6046
2084-6118

Pojawia się w:

Miscellanea Geographica. Regional Studies on Development

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

Tytuł:

Strajk nauczycieli w 2019 r.
Teachers, strike in 2019

Autorzy:

Ziółkowski, Przemysław

Powiązania:

https://bibliotekanauki.pl/articles/1833054.pdf

Data publikacji:

2021

Wydawca:

Wyższa Szkoła Gospodarki w Bydgoszczy. Wydawnictwo Uczelniane

Tematy:

strajk
protest
nauczyciele
strike
teachers

Opis:

Celem niniejszego tekstu jest przedstawienie sytuacji w polskiej oświacie po zmianach wprowadzonych 1 września 2017 roku, ze szczególnym uwzględnieniem statusu nauczyciela jako pracownika. Nowe regulacje stały się istotą konfliktu między pracownikami oświaty i rządem, doprowadzając do ogólnopolskiego strajku kadr oświaty, który miał miejsce w kwietniu i maju 2019 roku. W artykule omówiono zmiany i problemy, z którymi zmuszeni byli zmierzyć się dyrektorzy placówek oświatowych oraz nauczyciele w kontekście nowych regulacji w systemie edukacji, zasad zatrudniania i wynagradzania nauczycieli oraz działających organizacji związkowych reprezentujących interesy pracownicze nauczycieli. W artykule przedstawiono przyczyny konfliktu, który doprowadził do akcji strajkowej, omówiono jej przebieg, przedstawiono etapy negocjacji oraz podjęto próbę oceny skutków strajku.Zebrane i uporządkowane informacje mogą być szczególnie cenne dla osób, które nie są związane zawodowo z oświatą. Pozwolą każdemu zainteresowanemu poznać problem „od podszewki” i będą pomocne w obiektywnej ocenie żądań nauczycieli. W pracy wykorzystano przede wszystkim publikacje prasowe dotyczące strajku nauczycieli, akty normatywne, komentarze do ustaw, posiłkowano się także własnymi badaniami.
The purpose of this text is to present the situation in Polish education after the changes introduced on September 1, 2017, with particular emphasis on the status of the teacher as an employee. The new regulations became the essence of the conflict between education workers and the government, leading to a nationwide strike of education staff, which took place in April and May 2019. The article discusses the changes and problems that the directors of educational institutions and teachers had to face in the context of new regulations in the education system, principles of employing and remunerating teachers and operating trade unions representing teachers’ employee interests. The article presents the causes of the conflict that led to the strike action, discusses its course, presents the stages of the negotiations and attempts to assess the consequences of the strike. The collected and structured information can be especially valuable for people who are not professionally related to education. They will allow anyone interested to get to know the inside out problem and will be helpful in objectively assessing teachers’ requests. The study mainly used press publications on the teachers’ strike, normative acts, commentaries on acts, and also made use of own research.

Źródło:

Zeszyty Naukowe Wyższej Szkoły Gospodarki, seria Edukacja - Rodzina - Społeczeństwo; 2021, 5; 245-269
2450-9760

Pojawia się w:

Zeszyty Naukowe Wyższej Szkoły Gospodarki, seria Edukacja - Rodzina - Społeczeństwo

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 18.

Tytuł:

Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences

Autorzy:

Irie, Kay
Ryan, Stephen
Mercer, Sarah

Powiązania:

https://bibliotekanauki.pl/articles/780495.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

mindsets
Q methodology
pre-service teachers
EFL teachers
teacher beliefs

Opis:

This paper reports on a study investigating the mindsets of 51 pre-service teachers at an Austrian university using Q methodology. Despite the recent growth in interest in the concept of mindsets, little research has addressed the mindsets of teachers – most of it focusing on the mindsets of learners – and the research that does investigate teachers tends to focus on beliefs about learning or intelligence. This study offers a new perspective by focusing on teachers’ beliefs about their own teaching competences. A further aim of the study is to expand the methodological repertoire in language education researchers. This study considers the potential of Q methodology, a research approach used widely in social sciences and education, but, as yet, rare in this field. The data indicate that the most common mindset among the pre-service teachers is one based around a strong belief in the learnability of the more technical aspects of teaching, while interpersonal skills tend to be regarded as more of a natural talent fixed within the individual. One practical implication of this finding is that teacher education programmes may need to pay more attention to explicitly developing the interpersonal side of teaching. A further finding was that teacher mindsets are constructed through individuals’ management of various sets of implicit theories and tend not to conform to the established dichotomous model of mindsets.  

Źródło:

Studies in Second Language Learning and Teaching; 2018, 8, 3; 575-598
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

Job crafting wśród nauczycieli akademickich polskich i zagranicznych
Job crafting among primary and secondary school teachers and academic teachers

Autorzy:

Bartkowiak, Grażyna
Krugiełka, Agnieszka

Powiązania:

https://bibliotekanauki.pl/articles/1833722.pdf

Data publikacji:

2019

Wydawca:

Wyższa Szkoła Gospodarki w Bydgoszczy. Wydawnictwo Uczelniane

Tematy:

job crafting
nauczyciele akademiccy
academic teachers

Opis:

Przedmiot opracowania stanowi problematyka job crafting, aktualnie jeszcze (z punktu widzenia badań empirycznych) w niewielkim stopniu obecna w literaturze przedmiotu. Opracowanie jest złożone z dwóch części: teoretycznej, w której omówiono koncepcję job crafting i przytoczono wyniki badań nad samym zjawiskiem i czynnikami współwystępującymi z job crafting, a także empirycznej, obejmującej prezentację wyników badań jakościowych w grupie nauczycieli akademickich z Polski, a następnie z krajów Europy Zachodniej i Stanów Zjednoczonych. W ich wyniku okazało się, że zjawisko to występuje wśród obu grup nauczycieli akademickich, którzy podejmują działania zmierzające do dostosowania wykonywanej pracy do własnych preferencji, oraz że nauczyciele akademiccy w Polsce są zdania, iż w aktywności tej brakuje im autonomii i poczucia sensu wykonywanej pracy.
The subject matter of the study is the problem of job crafting, currently still (from the point of view of empirical research) to a small extent present in the literature of the subject. The study is composed of two parts: theoretical, which discusses the concept of job crafting and cited the results of research on the phenomenon and factors associated with job crafting, as well as empirical, including the presentation of results of qualitative research conducted in the group of teachers of primary, secondary and teacher schools. As a result, it turned out that this phenomenon also occurs in Polish conditions, both teachers of primary and lower secondary schools and academic teachers undertake activities aimed at adjusting the work done to their own preferences, and teachers are of the opinion that in this activity they lack autonomy and sense of meaning work done.

Źródło:

Zeszyty Naukowe Wyższej Szkoły Gospodarki, seria Edukacja - Rodzina - Społeczeństwo; 2019, 4; 15-30
2450-9760

Pojawia się w:

Zeszyty Naukowe Wyższej Szkoły Gospodarki, seria Edukacja - Rodzina - Społeczeństwo

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

Tytuł:

Namysł nad osobistymi przekonaniami na temat dziecka jako wyzwanie dla filozofii edukacyjnej nauczyciela (FEN)
Reflection on personal beliefs as a challenge for teacher’s educational philosophy (TEP)

Autorzy:

Lemańska-Lewandowska, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/1387981.pdf

Data publikacji:

2017-05-24

Wydawca:

Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego

Tematy:

teacher’s educational philosophy (TEP)
child
teacher’s reflection
teacher’s
personal beliefs

Opis:

The article presents the construct of the teacher’s educational philosophy in relation to thinking about the child and the student. The analysis of different ways regarding teacher’s thinking about his own decisions and actions towards the child reveals the sources and the ways of creating a personal educational philosophy. Individual beliefs about the students, nature of their development, their minds, their knowledge and learning processes can contribute to the continuous reflection and crystallization of TEP. In the following text the attention was also paid on possible teacher’s pedagogies that may arise from the mentioned reflection.

Źródło:

Problemy Wczesnej Edukacji; 2017, 38, 3; 116-123
1734-1582
2451-2230

Pojawia się w:

Problemy Wczesnej Edukacji

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

Tytuł:

Global Education at School – from Cultural to Global Competence: Teacher’s Role and Tasks

Autorzy:

Dernowska, Urszula

Powiązania:

https://bibliotekanauki.pl/articles/903457.pdf

Data publikacji:

2014-12-15

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

global education
teacher’s role
teacher’s tasks
culture competence
global competence
global classroom

Opis:

The author attempts to determine the specific role and tasks of the teacher in a global school and classroom. Nowadays, in a world that is growing smaller and flatter every day, the responsibility of a teacher gains particular importance. Teachers should perceive their students both as individuals and as members of heterogeneous, interdependent global community. In order to navigate the complexities of the 21st century, people need to be globally competent. The way to foster global competence at school is through cultural competence, transformational learning, and personalized education. Teachers who welcome and celebrate individual student differences in cultures, religions, languages, values and beliefs, interests and talents – simultanously create the climate of education that can support learning with others and among the others. Currently, cultural and global competences appear as teachers’ professional competences, as well as a purpose of classroom interactions.

Źródło:

Studies in Global Ethics and Global Education; 2014, 2; 28-42
2392-0890

Pojawia się w:

Studies in Global Ethics and Global Education

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

New rules for employing university teachers in the Statute on Higher Education and Science

Autorzy:

Stelina, Jakub

Powiązania:

https://bibliotekanauki.pl/articles/1975395.pdf

Data publikacji:

2018

Wydawca:

Akademia Leona Koźmińskiego w Warszawie

Tematy:

university teachers
labour law in higher education
appointment
employment contract
salaries of university teachers

Opis:

In the article, the author discusses the basic assumptions of the reform of the Law on Higher Education and Science, which is to be has been introduced in Poland in autumn 2018, with particular emphasis on the rules of employing university teachers. One of the most important changes in this area is the resignation from appointment as a basis for establishing employment relationships with this professional group in favour of an employment contract. It is the end of the process of departing from the employment model based on the special status of university teachers, which has lasted for over a dozen years. Now, they will largely be subject to general labour law regulations. This means making the legal regulation more flexible and therefore also reducing the protection against dismissal, the right to which has been vested in the appointed teachers so far. The author also believes that the changes currently being implemented are only the first stage of the reform, which should result in a significant increase in financial outlays for higher education institutions and in the approximation of the level of salaries of university teachers to standards in developed countries.

Źródło:

Krytyka Prawa. Niezależne Studia nad Prawem; 2018, 10, 2; 273-282
2080-1084
2450-7938

Pojawia się w:

Krytyka Prawa. Niezależne Studia nad Prawem

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

Planned changes in Polish development system for schools and teachers

Autorzy:

Kołodziejczyk, Jakub

Powiązania:

https://bibliotekanauki.pl/articles/639473.pdf

Data publikacji:

2012

Wydawca:

Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego

Tematy:

improving schools and teachers
professional development

Opis:

Paper describes a current condition of the system of improving teachers in Poland and changes planned. Analysis of the system structure of improving and the scope and aims of institutions supporting improving the functioning of schools and teachers were included in the first part of the text. In the second part planned changes including both organizational new solutions integrating all sorts institutions of a system of improving both supporting schools and teachers and the change in the way of conducting improving based on the process-based approach were described.

Źródło:

Zarządzanie Publiczne; 2012, 4(20); 59-71
2084-3968

Pojawia się w:

Zarządzanie Publiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

Kształcenie nauczycieli dla edukacji włączającej
Teachers Education for Inclusive Education

Autorzy:

Jachimczak, Beata

Powiązania:

https://bibliotekanauki.pl/articles/921101.pdf

Data publikacji:

2018-04-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

inclusive education
teachers education for inclusion

Opis:

Inclusive education as idea of education appeared in the 1990s. The main aim of inclusive education is full participation, opposition to exclusion of anyone from the possibility of education together with their peers, in their place of residence. It draws attention to the necessity to change the educational policy. In the inclusive education most important are needs (special needs) and oportunities of students, and support. One of the important conditions for the implementation of the idea is proper preparation of teachers for inclusive education. Analyzes of international experience indicate that there are similar problems in most countries. It is worth to recognize them, to take systemic action as soon as possible leading to the change of unfavorable indicators in Poland.

Źródło:

Studia Edukacyjne; 2018, 48; 33-43
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

Tytuł:

Inquiry on early childhood teachers preparation and retention

Autorzy:

Nowak-Fabrykowski, Krystyna
Aylor, Mary Lou

Powiązania:

https://bibliotekanauki.pl/articles/1387986.pdf

Data publikacji:

2017-05-24

Wydawca:

Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego

Tematy:

early childhood
teachers
retention

Opis:

The purpose of this study is to analyze early childhood teacher preparation and investigate the factors that motivated individuals to become early childhood teachers and that have kept them in the profession. This study reports the results of an online survey investigating motives of staying or leaving the early childhood profession. The results of this inquiry point to factors that influenced their choice, taking into consideration their professional preparation. Advice for new early childhood educators just entering the profession is also provided.

Źródło:

Problemy Wczesnej Edukacji; 2017, 38, 3; 61-72
1734-1582
2451-2230

Pojawia się w:

Problemy Wczesnej Edukacji

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 26.

Tytuł:

Improving teachers classroom assessment practices: perceptions of teachers in the Ellembelle District of Ghana

Autorzy:

Gyamfi, Abraham
Loganathan, Saranraj
Acquaye, Rosemary

Powiązania:

https://bibliotekanauki.pl/articles/25806551.pdf

Data publikacji:

2023

Wydawca:

Szkoła Główna Handlowa w Warszawie

Tematy:

teachers’ challenges
students’ performance self-assessment
peer assessment
performance assessment
rubrics

Opis:

This study looks at how teachers can improve their in-class assessment practice in the Ellembelle District in Ghana, and aims to identify the challenges confronted by teachers in classroom assessments, as well as ways to improve the classroom assessments themselves. A quantitative research method was adopted using a simple random sampling technique. The study was conducted among 207 professional teachers using a mailed questionnaire (primary data), which was analyses using statistical tools. The study found that teachers face many challenges in their classroom assessments, and thus proposed performance-based assessments, rubrics, peer assessment, portfolio assessment and self-assessment as strategies for improving classroom assessments. It is recommended that the Ghana Education Service ensure a decrease in strength in classrooms in the district, incorporate peer assessment, and conduct in-service training, self-assessment, and performance evaluation to improve effective classroom assessments.

Źródło:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2023, 101, 4; 56-62
1731-6758
1731-7428

Pojawia się w:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

The Sense of Didactic and General Self-efficacy in Literature Teachers in Poland and Slovakia

Autorzy:

Rubacha, Krzysztof
Siritova, Marina

Powiązania:

https://bibliotekanauki.pl/articles/1967759.pdf

Data publikacji:

2019-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

teachers’ sense of efficacy
literature teachers in Poland and Slovakia
socio-cognitive theory

Opis:

This paper discusses the results of a study of the sense of efficacy in literature teachers working in Poland and Slovakia. The findings presented in this paper show no difference registered in both types of the sense of efficacy when comparing teachers from each of the countries examined. The second result obtained amounted to a statistically significant difference between the general sense of efficacy on the one hand and the didactic sense of efficacy on the other. The mean for the sense of didactic efficacy is higher than for the general sense of efficacy. The results are subsequently referred to A. Bandura’s analyses within the framework of a socio-cognitive theory.

Źródło:

The New Educational Review; 2019, 55; 256-262
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

Tytuł:

Primary School Teachers’ Professional Performance in the Czech Republic, Bulgaria and Poland. Comparative Analysis

Autorzy:

Pituła, Beata
A. Sacher, Wiesława

Powiązania:

https://bibliotekanauki.pl/articles/2028720.pdf

Data publikacji:

2014-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

teachers
teachers’ professional performance
comparative study in the Czech Republic
Poland and Bulgaria

Opis:

The paper discusses research referring to a primary school teachers’ professional performance diagnosis in the Czech Republic, Poland and Bulgaria. The comparison of the research findings indicates similarities and differences which emerged due to the research between different groups of teachers from the three countries with an attempt to justify the results.

Źródło:

The New Educational Review; 2014, 35; 215-224
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 29.

Tytuł:

Znaczenie religijności w życiu prywatnym nauczycieli
The Importance of Religiousness in Teachers’ Private Life

Autorzy:

Krysztofik-Gogol, Elżbieta

Powiązania:

https://bibliotekanauki.pl/articles/952074.pdf

Data publikacji:

2014

Wydawca:

Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku

Tematy:

religiousness
teachers

Opis:

The text contains fragments of research results conducted within the framework of the project about dimensions of teachers’ religiousness (in Bialystok). Methodological conception of research was based on the diagnostic procedure and the triangulation strategy of methods and sources. In the quantitative orientation two research tools were used: The Santa Clara Strength of Religious Faith Questionnaire (T.G. Plante, M. Boccaccini) and Dimensions of the Religiousness Questionnaire (E. Krysztofik-Gogol). The biographical method with the semi-structured interview was used in the quality research orientation. Religiousness appears to a different degree and in a different way in teachers’ life. In the individual aspect of teachers’ life, religiousness constitutes a strong source of support in making important decisions and religious coping strategy. In the family life of examined teachers religiousness is connected with religious traditions and constitutes the element of educational influences. A social dimension of religiousness in teachers’ life is connected with tolerance shown to people of different faith.

Źródło:

Pogranicze. Studia Społeczne; 2014, 23; 249-264
1230-2392

Pojawia się w:

Pogranicze. Studia Społeczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

KSZTAŁCENIE NAUCZYCIELI – KILKA REFLEKSJI
TEACHERS EDUCATION – A FEW REFLECTIONS

Autorzy:

Piecuch, Aleksander

Powiązania:

https://bibliotekanauki.pl/articles/479253.pdf

Data publikacji:

2018-06-30

Wydawca:

Uniwersytet Zielonogórski. Instytut Inżynierii Bezpieczeństwa i Nauk o Pracy. Polskie Towarzystwo Profesjologiczne.

Tematy:

szkolnictwo wyższe
kształcenie nauczycieli
higher education
teachers education

Opis:

Ostatnie ćwierćwiecze to czas istotnych przemian nie tylko społeczno-ekonomicznych, ale również dokonujących się zmian w szkolnictwie wyższym. Obserwowanym skutkiem tych przemian jest regres w kształceniu nauczycieli. W najbliższych latach ze szkolnictwa może odejść znacząca liczba nauczycieli, która prawdopodobnie przy obecnym systemie kształcenia nie zostanie zastąpiona przez nowe kadry.
The last quarter of a century is a time of significant transformations not only of socio-economic but also of changes in higher education. The observed effect of these changes is the recession in teacher education. In the coming years there may be a significant number of teachers leaving the education system and probably will not be replaced by new staff in the present system.

Źródło:

Problemy Profesjologii; 2018, 1; 45-54
1895-197X

Pojawia się w:

Problemy Profesjologii

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

Pride in Teachers’ Everyday Work. Conditions and Contexts

Autorzy:

Pawłowska, Beata

Powiązania:

https://bibliotekanauki.pl/articles/1024300.pdf

Data publikacji:

2020-01-31

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

Emotions
Pride
Power
Status
Self-Esteem
Teachers
Ethnography
Polska

Opis:

The aim of this article is to elaborate on the reasons behind feeling the emotion of pride within the professional context of actions undertaken by contemporary Polish teachers. The article attempts to answer the question of what role pride plays in teachers’ career building process and their daily work. All considerations focus on the social construction of the meaning of pride, established from teachers’ perspectives. Pride is here referred to as social emotion, in line with an interpretivist approach. The following reflections are based on the data collected due to: 1) multiple observations conducted by the author in the years 2008-2016 in the primary, as well as junior high schools; 2) interviews with teachers, parents, and other school staff. Pride in teachers’ work arises in three main contexts: 1) pride due to prestige, 2) pride due to one’s recognition (appreciation), and 3) pride as a result of diverse interactions, for example, teacher-student. The emotion at hand is, like shame, of a social origin and plays a key role when it comes to interactions, social control, as well as maintaining social order. And yet, most of the researchers would give the lead to emotions such as shame, guilt, or related stigma. Based on the collected data, this article focuses on the emotion of pride in the process of identity building by employees—teachers.

Źródło:

Qualitative Sociology Review; 2020, 16, 1; 28-48
1733-8077

Pojawia się w:

Qualitative Sociology Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

Myths about Gifted Learners from the Perspective of Teachers

Autorzy:

Portešová, Šárka
Budíková, Marie
Juhová, Dana

Powiązania:

https://bibliotekanauki.pl/articles/2031766.pdf

Data publikacji:

2014-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

myths
intellectually gifted
teachers

Opis:

The aim of the presented paper was to find out whether Czech and Slovak teachers are affected by myths about the gifted. We selected myths concerning the nature of giftedness, its identification, social and emotional characteristics of the gifted, and their education. The myths were examined in regard to determinants regarding educators. Data from 434 teachers (350 women) were collected by a foreign questionnaire. The results showed that these educators tend to hold myths about overachievement of the gifted without special care, simultaneity of giftand creativity, and the correlation of giftedness with social and emotional problems. The group with a higher risk to be susceptible to certain myths are teachers over 40 years of age, with experience longer than 10 years, teaching in villages and having no contact with giftedness. Thus, we recommend focusing especially on further training of these high-risk groups of teachers in order to rebut their misconceptions about the gifted. The research was supported by the research grant of the Grant Agency of the Czech Republic registered under number P407/11/1272.

Źródło:

The New Educational Review; 2014, 37; 229-242
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 33.

Tytuł:

DIGITAL AND MEDIA COMPETENCES: KEY COMPETENCES FOR EFL TEACHERS

Autorzy:

Palacios Hidalgo, Francisco Javier
Gómez Parra, M.ª Elena
Huertas Abril, Cristina A.

Powiązania:

https://bibliotekanauki.pl/articles/955791.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

ICT
digital competence
media competence
ESL/EFL teachers
teachers’ professional needs

Opis:

The usefulness of ICT in language learning is unquestionable nowadays. There are many digital educational resources available for foreign and second language teachers, materials which are progressively acquiring an important role in the teaching-learning process. In order to respond to the increasing presence of such technologies in the classroom, teachers need to acquire digital and media competences, two key elements for lifelong training process. However, these are superficially addressed in teacher education. In this light, both in-training and in-service educators demand more skills and specific training to be able to teach students how to use technologies and, ultimately, help them develop their own digital and media competences. Following an exhaustive bibliographical revision of scientific literature in the field, this theoretical paper seeks to revise the concepts of digital and media competences as well as to reflect on how superficially they are addressed at universities and teacher-training centres. After this, the importance of both competences as key elements for teachers is brought to light, as well as some useful suggestions to help foreign and second language teachers acquire and develop them and, simultaneously, teach them to their students.

Źródło:

Teaching English with Technology; 2020, 20, 1; 43-59
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

Tytuł:

Mentoring as Professional Development for Mentors

Autorzy:

Szymańska-Tworek, Aleksandra

Powiązania:

https://bibliotekanauki.pl/articles/22446658.pdf

Data publikacji:

2022-07-29

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

teachers of English
mentoring
professional development for mentor teachers
student teaching

Opis:

The present paper concerns the topic of mentoring in the context of pre-service teacher education. Mentoring refers here to assistance or guidance provided by a school-based teacher who agrees to mentor a student teacher during her or his practicum. More specifically, the paper examines if mentoring can be recognized as a form of professional development for mentor teachers. While a great deal of literature has looked at the benefits student teachers gain from mentoring, an ongoing line of research has acknowledged that teachers in their roles as mentors also can benefit professionally from the experience of mentoring. However, the bulk of this research comes from the Anglo-Saxon context and it cannot be assumed that the experiences of British, American or Australian teachers are shared by teachers in Poland. The aim of the present study then was to identify the ways in which Polish teachers of English who have undertaken the role of a mentor develop professionally through mentoring. The instrument used was a web-based questionnaire. The main findings show that mentor teachers gain professionally primarily through the process of mentoring—being a mentor enhances their capacity for self-reflection and positively impacts their leadership skills, confidence as a teacher, willingness to self-develop, as well as their enthusiasm and commitment to teaching. On the other hand, mentors do not feel they learn directly from student teachers, although, in general, they recognize cooperation with student teachers as an inspirational and positive experience.

Źródło:

Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-22
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 35.

Tytuł:

Do Teachers Want to Work with Inspectors? The Monitoring Programmes

Autorzy:

Joana, Luciana

Powiązania:

https://bibliotekanauki.pl/articles/2057069.pdf

Data publikacji:

2022-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

inspectors of education
teachers
monitoring
content analysis
Portugal

Opis:

The emerging dichotomy between control and support/monitoring, which takes place when the performance of inspection at schools is at stake, was crucial to the definition of our goal: knowing the perceptions of teachers and inspectors regarding the relationship between them and the impact of this relation in the collaborative work that they must undertake in the context of the monitoring programmes. The methodological option, of a qualitative nature, comprised a case study involving five school clusters. We used questionnaires and semi-structured interviews as data collection instruments. Data were analysed through content analysis and descriptive statistical analysis. In total, the study involved 130 participants, including teachers and inspectors. The research results show the contradictory nature of the multiple activities under the responsibility of this inspection body, which means that inspectors are not always well received by teachers, even if the activities have a different nature from the evaluation and control ones.

Źródło:

The New Educational Review; 2022, 68; 82-91
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 36.

Tytuł:

Development and evaluation of methodological measures related to teachers’ digital competence

Autorzy:

Demeshkant, Nataliia

Powiązania:

https://bibliotekanauki.pl/articles/472494.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie

Tematy:

teachers,
theories,
competences,
digital skills,
behavioral changes

Źródło:

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia; 2019, IX
2083-7267
2450-3487

Pojawia się w:

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 37.

Tytuł:

Jakość życia nauczycieli emerytów i rencistów
The quality of the teachers pensioners

Autorzy:

Zajdel, Krzysztof Andrzej

Powiązania:

https://bibliotekanauki.pl/articles/417540.pdf

Data publikacji:

2013

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

jakość życia emerytów
nauczyciele emeryci
praca emerytów nauczycielskich
the quality of the pensioners life
teachers pensioners
teachers pensioners work

Opis:

Jakość życia nauczycieli nie jest taka zła. Pracują więcej (dłużej) na swoją emeryturę, mają też średnio tych świadczeń więcej, aniżeli wynikałoby to z powszechnych opinii. Oczywiście że są nauczyciele pobierający nieduże świadczenia, ale przecież jest i wielu emerytów z innych branż, tak zwany stary portfel, którzy też nie mają za dużo pieniędzy. Nie jest też tych nauczycieli emerytów tak dużo, jak chciałoby widzieć to społeczeństwo. 4 procent nauczycieli emerytów wśród wszystkich emerytów – to nie jest duży współczynnik średniej krajowej. Dobrze, że jeszcze niektórym udaje się dorobić do emerytury w macierzystej bądź innej placówce, ale te czasy powoli się kończą. Presja społeczna i kurczący się rynek pracy, niż demograficzny, zamykanie szkół – powoli wykruszają tę grupę społeczności emeryckiej z dodatkowego źródła pracy. Dyrektor staje przed dylematem: mieć fachowca z doświadczeniem, ale drogiego w wynagradzaniu, czy taniego nauczyciela, ale nie wiadomo jakiego? Ma też naciski ze strony władz zwierzchnich, czasami nakaz, aby takich pracowników nie zatrudniać. To wszystko powoduje, że emerytowany pedagog będzie miał problemy ze znalezieniem dodatkowego źródła dochodu pracując w swojej specjalności. Tym samym jakość życia tych najuboższych zdecydowanie ulegnie pogorszeniu.
The quality of the teachers life now not is such bad. They work on their pension more (longer), they also have the average of these services more, than this would result from general opinions. Obviously that there are teachers taking small services, but he is and many different pensioners from different trades, called so the old wallet which do not also have for a lot of money. He is not theses of pensioners these teachers so a lot of how this society would like to see. 4 percentage of among all pensioners teachers – this is not the large coefficient of the national average. Well, that he still is successful to work in addition some to the pension in the mother or different post, but these times end slowly. They social pressure and the shrinking market of the work, than demographic, closing the schools – crumble up slowly this the group of the pensionary community from the additional source of the work. Does the manager stand up before the dilemma: to have the expert with the experience, but dear in rewarding, the cheap teacher, but it is not known what? The my theses pressures from the side of superior powers, sometimes the order, not to employ such workers. This in all results that working in his speciality the retired educator will have problems with finding of the additional source of the income. The same the quality of the life of these not rich – he will undergo the deterioration decidedly.

Źródło:

Rocznik Andragogiczny; 2013, R. 2013; 237-252
1429-186X
2391-7571

Pojawia się w:

Rocznik Andragogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 38.

Tytuł:

English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study

Autorzy:

Werbińska, Dorota
Bozyiǧit, Elif
Guerra, Luis
Ekiert, Małgorzata
Kӧse, Serhan

Powiązania:

https://bibliotekanauki.pl/articles/911931.pdf

Data publikacji:

2019-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

English private tutoring
henomenography
language teachers
teachers’ conceptualizations

Opis:

Private English tutoring, understood as the paid English teaching service offered to students to supplement their learning of English at school or prepare them for an examination in English, has become a popular out-of-school learning activity. In order to obtain deeper insights into its intricacies, the need arises to examine the experience of one of its pivotal stakeholders – the private tutors. This article is based on a phenomenographic study with a view to investigating the conceptions of private tutoring held by 15 English teachers from three countries (Poland, Portugal, and Turkey) who offer private teaching services in English in their local contexts. The findings suggest that there are at least three conceptions according to which private tutoring can be experienced by the participants: as a source of income, as helping, and as professional development. The study also poses the question if there is space for formal training of private tutors and calls for further research into English private tutoring

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 2; 175-196
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 39.

Tytuł:

Teachers’ Professional Development and Burnout Syndrome

Autorzy:

Koczoń-Zurek, Sabina

Powiązania:

https://bibliotekanauki.pl/articles/31342771.pdf

Data publikacji:

2007-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

teachers’ professional development
burnout syndrome
teachers’ professional activity

Opis:

The author of the article aims to present in short the results of the empirical verification of R. Kwaśnica’s concept concerning teachers’ professional development. The first part of the article deals with theoretical matters: the understanding of professional development and burnout syndrome. These terms are presented as opposing. Ch. Maslach’s theory on burnout along with Kwaśnica’s views were the basis of the research. The research was done from 2000 – 2002 on the sample of 257 teachers from different schools in different parts of Poland. In the second part of the article chosen results are referred: a diagnosis of professional development phases: preconventional, conventional, postconventional and the states of teachers’ professional activity: expanding from not disturbed activity, through first symptoms of burnout to burnout syndrome. Some essential conclusions can be drawn from the research. First of all, professional development can protect teachers from experiencing burnout, mainly due to growing professional competences, job adaptation and increasing creativity in teachers’ attitude. Moreover, it turned out that, depending on the phase of professional development, different factors stimulate teachers’ growth- these factors must be strengthened to prevent from burnout.

Źródło:

The New Educational Review; 2007, 11; 231-238
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 40.

Tytuł:

Skala Resilience Nauczycieli (SRN) – polska adaptacja Teachers’ Resilience Scale (TRS) M. Platsidou i A. Danilidou
Teachers’ Resilience Scale (SRN) – Polish Adaptation of Teachers’ Resilience Scale (TRS) by M. Platsidou and A. Danilidou

Autorzy:

Boczkowska, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/2037926.pdf

Data publikacji:

2021-10-06

Wydawca:

Akademia Ignatianum w Krakowie

Tematy:

Resilience nauczycieli
resilience
nauczyciele
czynniki chroniące
czynniki ryzyka
teachers'resiliens
teacher's
protective factors
risks factors

Opis:

W artykule zaprezentowano polską adaptację narzędzia Teachers’ Resilience Scale (M. Platsidou, A. Danilidou). Skala służy do diagnozowania resilience wśród nauczycieli. W artykule zawarto informacje dotyczące procedury adaptacyjnej – opracowania polskiej wersji językowej i sprawdzenia właściwości psychometrycznych skali. Badania walidacyjne zostały przeprowadzone wśród 317 nauczycieli. Podstawowa struktura skali zbliżona jest do wersji oryginalnej - eksploracyjna i konfirmacyjna analiza czynnikowa potwierdziły jej czteroczynnikową strukturę (Kompetencje osobiste, Spójność rodziny, Kompetencje społeczne i wsparcie współpracowników, Znaczenie duchowości). Uzyskane dane empiryczne wskazują na satysfakcjonującą rzetelność, stabilność i trafność prezentowanego narzędzia.
This article presents the Polish adaptation of Teachers' Resilience Scale (M. Platsidou, A. Danilidou). The scale is used to diagnose resilience among teachers. The article contains information about the adaptation procedure - development of the Polish language version and testing the psychometric properties of the scale. Validation studies were conducted among 317 teachers. The primary structure of the scale is similar to the original version - exploratory and confirmatory factor analysis confirmed its four-factor structure (Personal Competences, Family Cohesion, Social Competence and Peer Support, Spiritual Influences). The empirical data obtained indicate satisfactory reliability, stability and accuracy of the presented scale.

Źródło:

Edukacja Elementarna w Teorii i Praktyce; 2021, 16, 4(62); 109-132
1896-2327

Pojawia się w:

Edukacja Elementarna w Teorii i Praktyce

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 41.

Tytuł:

Delivering Multilingual Schools – Emergence and Development of Language Beliefs in Immigrant Teachers

Autorzy:

Putjata, Galina

Powiązania:

https://bibliotekanauki.pl/articles/555451.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej

Tematy:

multilingual education
immigrant teachers
language biography

Opis:

“How Come We Don’t Deliver?” asks Elana Shohamy in the title of her paper on imagined multilingual schools and tackles the striking issue in education: the need for a paradigm shift towards a multilingual approach. This paper focuses on the role of immigrant teachers in this process. Based on the sociolinguistic framework of linguistic markets and the pedagogical framework of professionalization, it presents a qualitative study on teachers’ language beliefs. Using linguistic biographies, this study reconstructs how beliefs towards multilingualism emerge and develop under different educational settings. The findings indicate significant deviations in the perception of multilingualism and showcase deep insights into the development of these perceptions over time. The results reveal the importance of socio-political setting and contribute to a reflected understanding of linguistic diversity management in multilingual education and the need for teacher professionalization.

Źródło:

Applied Linguistics Papers; 2018, 25/2; 53-69
2544-9354

Pojawia się w:

Applied Linguistics Papers

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 42.

Tytuł:

Life Satisfaction of Slovak Teachers

Autorzy:

Kariková, Soňa
Valent, Marián

Powiązania:

https://bibliotekanauki.pl/articles/1963520.pdf

Data publikacji:

2020-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

andragogical counselling
development needs
teaching employees
head teachers
life satisfaction questionnaire

Opis:

The study is one of the outputs of the project APVV - 16-0573 Application of the Model of Andragogical Counselling in the context of professionalization of the teaching profession. The aim of this part of the research was to find differences in life satisfaction of teachers and compare them depending on their position - managerial position vs. non-managerial position. The study is based on the conception of professional development as a continuous process including all dimensions of teacher personality development. The contribution presents results obtained from a modified Questionnaire of Life Satisfaction, while concentrating on identification of various factors in eight areas of the professional life of teachers at the given time for participants of continuing education (N 228, average age 43 years). It was found that respondents reported average to above average satisfaction in all areas studied. The highest level of satisfaction was expressed in the areas of health and relationship with pupils. They were least satisfied with their remuneration.

Źródło:

The New Educational Review; 2020, 59; 13-23
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 43.

Tytuł:

Reluctant Role Models: Men Teachers and the Reproduction of Hegemonic Masculinity

Autorzy:

Sargent, Paul

Powiązania:

https://bibliotekanauki.pl/articles/2106924.pdf

Data publikacji:

2013-07-31

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

Masculinities
Men Teachers
Male Role Models
Boys

Opis:

In-depth interviews with men teachers and other key personnel in early childhood education (ECE) revealed that the men are attempting to perform a type of subordinate masculinity that could challenge traditional gender relations. However, their attempts are thwarted by the gender regime embedded in the occupational structure, particularly the demand that they perform as “male role models” for the boys in their classes. This means that they are prescribed to perform in stereotypical ways and to purposely model traditional masculinity to boys, thereby inculcating hegemonic norms of masculinity.

Źródło:

Qualitative Sociology Review; 2013, 9, 3; 188-203
1733-8077

Pojawia się w:

Qualitative Sociology Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 44.

Tytuł:

Kompetencje psychospołeczne w kształceniu nauczycieli języków obcych
Psychological and social competencies in foreign language teachers’ training

Autorzy:

Kempny, E.

Powiązania:

https://bibliotekanauki.pl/articles/326602.pdf

Data publikacji:

2018

Wydawca:

Politechnika Śląska. Wydawnictwo Politechniki Śląskiej

Tematy:

kształcenie nauczycieli
kompetencje nauczycieli
kompetencje psychospołeczne
education of teachers
teacher’s competencies
psychological and social competences

Opis:

Celem artykułu jest refleksja nad rolą i miejscem kompetencji psychospołecznych w kształceniu przyszłych nauczycieli języków obcych. Intencją autorki jest zwrócenie uwagi na istotność kompetencji psychospołecznych w aktualnej rzeczywistości edukacyjnej jako czynnika zwiększającego efektywność przygotowania studentów do pełnienia roli nauczyciela języka obcego i wychowawcy, jak również czynnika zwiększającego szanse uczestników systemu edukacji na skuteczniejsze przygotowanie się do funkcjonowania na rynku pracy oraz ich przystosowanie się do wymogów współczesnego świata.
The objective of this article is to reflect upon the role and position of psychological and social competencies in training foreign language teachers-to-be. The author’s intent is to draw attention to the importance of psychological and social competences in the educational reality, as a factor increasing the effectiveness of student preparation for the role of a foreign language teacher and an educator, as well as a factor increasing the opportunities of the educational system participants for more effective preparation for the labour market and their adaptation to the requirements of the modern world.

Źródło:

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska; 2018, 132; 289-301
1641-3466

Pojawia się w:

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 45.

Tytuł:

Belferomowa. Uwagi o współczesnym profesjolekcie nauczycieli
Teacher Talk: Notes on the Contemporary Professional Jargon of Teachers

Autorzy:

Wileczek, Anna

Powiązania:

https://bibliotekanauki.pl/articles/2095999.pdf

Data publikacji:

2022-07-13

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

profesjolekt nauczycieli
nieoficjalna komunikacja nauczycieli
subkod profesjonalny
professional jargon of teachers
teachers’ informal communication
professional subcode

Opis:

Artykuł dotyczy opisu subkodu profesjonalnego współczesnych nauczycieli w odniesieniu do specyficznego, nieoficjalnego wzoru/stylu komunikacyjnego, który jest rozpoznawany jako „mówienie po nauczycielsku”. Językowy materiał badawczy, pozyskany z ankiet, wywiadów i komunikatów badanej grupy, został poddany analizie semantyczno-pragmatycznej (z perspektywy socjolingwistycznej). W zasobie omawianego profesjolektu zrekonstruowano trzy profile leksykalno-semantyczne związane z wykonywaniem wskazanego zawodu (profesjonalizmy, neologizmy znaczeniowe, mikroteksty formuliczne) oraz zidentyfikowano istotne pola znaczeniowe, m.in.: nauczanie, jego organizacja i dokumentacja, miejsce i czas pracy, osoby w interakcji edukacyjnej, formuły „rozgrywek” komunikacyjnych. W obrazie świata utrwalonym w profesjolekcie nauczycieli dominuje człowiek jako podmiot interakcji zawodowej (nauczania, organizacji pracy, jej dokumentowania, rozwoju zawodowego), podlegający wymogom i rygorom instytucji, w której pracuje, nawiązujący relacje z innymi podmiotami – uczniami – chętnie współpracujący w ramach standardowych kontaktów komunikacyjnych i nowych mediów, wykorzystujący społeczności o więzi zawodowej do samokształcenia, podtrzymania kontaktu, realizacji potrzeb towarzyskich itp. Profesjonalno-socjolektalne nachylenie belferomowy powoduje, że oprócz rejestru profesjonalnego (neologizmy, akronimy, neosemantyzmy) można wskazać tu także struktury, w których dominuje parametr ekspresywny lub ludyczny. Dodatkowo liczne przykłady mniej lub bardziej kliszowanych znaków drugiej klasy (powiedzeń, uwag, tekstów minimalnych) pozwalają wnioskować o uczestnictwie nauczycieli w permanentnej grze społeczno-komunikacyjnej.
In this article, Anna Wileczek describes a professional subcode of present-day teachers in relation to a specific, unofficial pattern/conversational style, which is known as “teacher talk”. Wileczek has conducted semantic-pragmatic analyses (from a sociolinguistic perspective) of the linguistic database collected from questionnaires, interviews, and teachers’ communicators. She has reconstructed three lexical-semantic profiles related to the teaching profession (professionalisms, neologisms, formulaic microtexts) and she has identified meaningful semantic fields: teaching, its organization and documentation/reporting, place and time of workplace, persons in educational interaction, and formulas of communication games. In the image of the world fixed in the professional jargon of teachers, the dominating position is occupied by the human person as the subject of professional interaction (teaching, organization of work, its documentation, professional development). The teacher is subjected to the requirements and rigors of the institution in which they work, establishing relations with other subjects – the students – willingly cooperating within the framework of standard communication contacts and new media, using communities with a professional bond to self-educate, maintain contact, meet the social needs, etc. Due to the professional-sociolectical leaning of teacher talk it is also possible to indicate structures in which the expressive or ludic parameter dominates, alongside the professional register (consisting of neologisms, acronyms, and neosemantisms). In addition, numerous examples of more or less clichéd signs of the second class (sayings, remarks, verbal shortcuts) allow us to draw conclusions about the participation of teachers in the ongoing social and communicative game.

Źródło:

Postscriptum Polonistyczne; 2022, 29, 1; 1-24
1898-1593
2353-9844

Pojawia się w:

Postscriptum Polonistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 46.

Tytuł:

The teaching of pragmatics by native and nonnative language teachers: What they know and what they report doing

Autorzy:

Cohen, Andrew D.

Powiązania:

https://bibliotekanauki.pl/articles/780889.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

native teachers (NTs) and nonnative teachers (NNTs)
L2 vs. FL pragmatics
pragmalinguistics
sociopragmatics

Opis:

The paper focuses on how nonnative teachers of a target language (NNTs) deal with pragmatics in their classes. It starts with a discussion of what pragmatics entails. Next, issues relating to the teaching of pragmatics are identified, such as the language background of the teacher, comparisons between second- (L2) and foreign-language (FL) instruction, and the potential role of digital media and other means in providing models for pragmatic behavior. Then, an international survey is presented which probed into the experiences of NNTs of various languages while teaching the pragmatics of their language of instruction. A total of 113 teachers were asked to indicate what they taught with regard to pragmatics, 30 native-language teachers (NTs) and 83 NNTs. They were also asked to report on their experience as teachers of L2 and FL pragmatics (e.g., if they encountered classroom moments when they did not feel like an authority on some aspect of pragmatics, what they did about it). Since pragmatics is a meeting of language and culture, the teacher respondents were asked to assess their knowledge regarding pragmalinguistics (i.e., the language forms) and sociopragmatics (sociocultural knowledge). In addition, they were asked to give their opinion regarding similarities and differences between the teaching of FL as opposed to L2 pragmatics, as this traditional dichotomy gives way to a more hybrid reality in an increasingly globalized world. Similarly, they were asked about their methods for teaching pragmatics (e.g., their use of digital media and their handling of dialect differences). Finally, they were asked to suggest areas in which they would like to see research conducted that would inform the teaching of pragmatics. The paper reports the findings from the study, including statistical differences in reported teaching of criticism, sarcasm, and cursing, as well as in the use of digital media and in having students gather data on pragmatics.

Źródło:

Studies in Second Language Learning and Teaching; 2016, 6, 4; 561-585
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 47.

Tytuł:

System wynagradzania nauczycieli w Polsce – skutki dla lokalnych budżetów
Teachers’ remuneration system in Poland – the consequences for local budgets

Autorzy:

Sekuła, Alicja
Nucińska, Joanna

Powiązania:

https://bibliotekanauki.pl/articles/2194778.pdf

Data publikacji:

2022

Wydawca:

Kancelaria Sejmu. Biuro Analiz Sejmowych

Tematy:

teachers
teachers’ salaries
educational part of the general subsidy
expenditure on education

Opis:

The paper investigates the issue of teachers’ remuneration system in Poland. The first section presents education as a public task of Polish municipalities, powiats and voivodeships, as well as cities with powiat status that fulfil the responsibilities of both communes and powiats. The next part discusses the criteria (especially those concerning teachers) for dividing the educational part of the general subsidy from the state budget among local government units. The following section covers the principles by which teachers’ salaries are calculated. The empirical part of the article presents the structure and dynamics of educational expenditure on salaries in the years 2004–2020 and compares its amount with the educational part of the subsidy. Then the difference between the minimum and average salaries of teachers is analysed. The last part is a case study showing the impact of teachers’ salaries on expenditure in Lublin’s budget.

Źródło:

Studia BAS; 2022, 2(70); 49-70
2080-2404
2082-0658

Pojawia się w:

Studia BAS

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 48.

Tytuł:

Quality of life and physical activity of kindergarden teachers

Autorzy:

Brodáni, Jaroslav
Žišková, Ivana

Powiązania:

https://bibliotekanauki.pl/articles/1031773.pdf

Data publikacji:

2015

Wydawca:

PPHU Projack Jacek Wąsik

Tematy:

activity
age
kindergarden
life quality
ontogenesis
relations
teachers

Opis:

The contribution presents the relationship between the frequency of physical activity during the week and fields of life quality of kindergarden teachers in three mature parts. In the research took part kindergarden teachers from Slovakia (n = 211) who were divided into groups according to their ontogenesis. The life quality was observed with a modified questionnaire SQUALA and the physical activity level frequency during the week. The data is presented by descriptive characteristics (n, M, SD) and statistic importance of differences, let us say relationships which are measured by non-parametric methods (W, U, rs), by the importance level (p<0.05; p<0.10). The results showed the most numerous correlations between the physical activity during the week and fields of life quality of teachers in age group from 36-46 years (middle mature) who do the physical activity M: 3.250 during the week by SD: 2.761. In this group were proved positive correlations with the field of physical well-being (p<0.01), psychosocial well-being (p<0.01), material well-being (p<0.01), education (p<0.10), free time (p<0.05), appearance and property of things (p<0.01). Specially this age is characteristic by reaching the highest goals of physical and mental performance. In the groups of younger and older mature we do not find so many important relationships between the physical activity and some fields of life quality. In these groups we did not find any important correlations of physical activity with physical well-being where the group of young mature reached the same level of physical activity as the group of middle mature. The conclusions show the importance of physical activity in life of kindergarden teachers, they show some possibilities of influencing the life quality through the physical activities but also creating the optimal conditions possibilities to increase the life quality in social environment. The contribution is part of the Ministry of Education grant KEGA 014UKF-4/2013 Improving the quality and level of health of adolescents by means of physical activity in primary and secondary schools.

Źródło:

Physical Activity Review; 2015, 3; 11-21
2300-5076

Pojawia się w:

Physical Activity Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 49.

Tytuł:

Effects of Acoustic Treatment on Music Teachers’ Exposure to Sound

Autorzy:

Kozłowski, E.
Młyński, R.

Powiązania:

https://bibliotekanauki.pl/articles/177728.pdf

Data publikacji:

2014

Wydawca:

Polska Akademia Nauk. Czytelnia Czasopism PAN

Tematy:

music teachers
sound pressure level
acoustic treatment

Opis:

In this study, music teachers’ exposure to sound was tested by measuring the A-weighted equivalent sound pressure level (SPL), the A-weighted maximum SPL and the C-weighted peak SPL. Measurements were taken prior to and after acoustic treatment in four rooms during classes of trumpet, saxophone, French horn, trombone and percussion instruments. Results showed that acoustic treatment affects the exposure of music teachers to sound. Daily noise exposure levels (L_{EX, 8 h}) for all teachers exceeded a limit of 85 dB while teaching music lessons prior to room treatment. It was found that the L_{EX, 8 h} values ranged from 85.8 to 91.6 dB. The highest A-weighted maximum SPL and C-weighted peak SPL that music teachers were exposed to were observed with percussion instruments (L_Amax = 110.4 dB and L_Cpeak = 138.0 dB). After the treatments, daily noise exposure level decreased by an average of 5.8, 3.2, 3.0, 4.2 and 4.5 dB, respectively, for the classes of trumpet, saxophone, French horn, trombone and drums, and did not exceed 85 dB in any case.

Źródło:

Archives of Acoustics; 2014, 39, 2; 159-163
0137-5075

Pojawia się w:

Archives of Acoustics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 50.

Tytuł:

Classroom-based language efficiency assessment: a challenge for EFL teachers

Autorzy:

Wach, Aleksandra

Powiązania:

https://bibliotekanauki.pl/articles/919795.pdf

Data publikacji:

2012-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Language assessment
Teacher assessment
Teachers’ beliefs
Teacher as assessor

Opis:

This paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to them.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 1; 81-92
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 51.

Tytuł:

Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor

Autorzy:

Wróbel, Monika

Powiązania:

https://bibliotekanauki.pl/articles/2179116.pdf

Data publikacji:

2013-08-01

Wydawca:

Instytut Medycyny Pracy im. prof. dra Jerzego Nofera w Łodzi

Tematy:

burnout
emotional labor
empathy
teachers

Opis:

Objectives: The present study was designed to examine the links between empathy, emotional labor (both surface and deep acting), and emotional exhaustion as well as determine if emotional labor mediates the relationship between empathy and emotional exhaustion in teachers. It was assumed that emotional labor can take two opposite directions (positive mood induction and negative mood induction). Thus, the additional aim of the study was to analyze the mediating role of mood regulation strategies in the relationship between empathy and emotional exhaustion. Materials and Methods: A sample of 168 teachers from Łódź and its surroundings completed a set of questionnaires: Emotional Labor Scale; Mood Regulation Scales, Maslach Burnout Inventory, and Empathic Sensitivity Scale. Results: The results provided mixed support for the hypotheses indicating that both types of emotional labor, negative mood induction and emotional exhaustion were positively intercorrelated. Moreover, deep acting was a significant mediator in the relationship between empathy and emotional exhaustion. The analyzed link was also mediated by negative mood induction, whereas positive mood induction did not emerge as a significant mediator. Conclusions: The study provided insight into the role of empathy and emotional labor in the development of teacher burnout. It also confirmed that deep acting and negative mood induction mediate the relationship between empathy and emotional exhaustion in teachers.

Źródło:

International Journal of Occupational Medicine and Environmental Health; 2013, 26, 4; 581-592
1232-1087
1896-494X

Pojawia się w:

International Journal of Occupational Medicine and Environmental Health

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 52.

Tytuł:

PEDAGOGICAL DIAGNOSTICS OF EARLY CHILDREN LITERACY AND THE NATIONAL CURRICULUM OF PRE-PRIMARY EDUCATION FROM THE PERSPECTIVE OF TEACHERS

Autorzy:

JANA, VENZELOVÁ

Powiązania:

https://bibliotekanauki.pl/articles/460584.pdf

Data publikacji:

2017

Wydawca:

Państwowa Wyższa Szkoła Zawodowa w Chełmie

Tematy:

teachers diagnostic competence
literary and linguistic literacy
views or pre-primary teachers
preschool age

Opis:

This paper describes the current national curriculum of pre-primary education in Slovakia. An area of education focused on the development of literary and linguistic literacy in pre-school children is defined here. Diagnostic competence allows teachers to evaluate children’s level, even regarding initial signs of reading and writing skills, as well as early signs of literacy that manifest themselves before the child starts attending elementary school. The contribution presents the views of teachers pre-primary education on linguistic and literary literacy of children.

Źródło:

Scientific Bulletin of Chełm - Section of Pedagogy; 2017, 2; 107-118
2084-6770

Pojawia się w:

Scientific Bulletin of Chełm - Section of Pedagogy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 53.

Tytuł:

Rozwój zawodowy nauczycieli w modelu professional learning community
Teachers’ Professional Development in the Professional Learning Community Model

Autorzy:

Giebułtowska, Joanna

Powiązania:

https://bibliotekanauki.pl/articles/461646.pdf

Data publikacji:

2018-02-17

Wydawca:

Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Spraw Społecznych

Tematy:

professional development
teachers’ learning in the workplace
the professional learning community model
learning communities
teachers’ collaboration

Opis:

The article presents the major underlying assumptions for the model of the professional learning community. Creating a learning environment and a culture of cooperation is one of six features that distinguish this model from other models of school functioning. In the community, teachers study their own everyday practice and watch their students’ progress. They plan and develop solutions and methods, implement them and evaluate their effectiveness. They develop new skills and competences. The gradually enhanced awareness leads to a change in attitudes, beliefs, and habits. The issues discussed here are part and parcel of pedagogical discourse on teacher’s development in the workplace.

Źródło:

Labor et Educatio; 2017, 5; 57-72
2353-4745
2544-0179

Pojawia się w:

Labor et Educatio

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 54.

Tytuł:

Incomplete Intelligentsia: Efforts of Folk Teachers to Improve Their Social Status within the Habsburg Monarchy

Autorzy:

Bogus-Spyra, Marzena

Powiązania:

https://bibliotekanauki.pl/articles/601625.pdf

Data publikacji:

2020

Wydawca:

Polska Akademia Nauk. Instytut Historii im. Tadeusza Manteuffla PAN w Warszawie

Tematy:

teachers of people’s schools
intelligentsia
Austrian Silesia
Cieszyn Silesia
teachers’ associations
the process of social modernisation

Opis:

As part of the modernisation process, the authorities of major European countries ascribed to teachers of people’s schools the role of educating the lower strata of society (inhabitants of villages, manual workers, etc.). Similarly, they put this professional group in charge of the realisation of the hidden purpose of state education: shaping subjects so that they would accept the social and political order. Given their required education and the social tasks they undertook, it was assumed folk teachers would be associated with opinion-forming groups and the intelligentsia. However, in fact, for a long time, they were denied belonging to either of these groups. During the long nineteenth century, they had to struggle with a negative reception of their efforts in those circles in which the school and the teacher were perceived as unnecessary institutions. In most regions of Central Europe, for example in Austrian Silesia, thanks to the improvements of the professional competencies of the teachers and their dedication in fulfilling their obligations, both at school and outside it, the teachers and their organisations were successful in changing this perception of them. They were also actively involved in the political activities of various national camps. Nevertheless, in most official institutions, they were not the ones making the most important decisions concerning elementary education. At the same time, however, without their cooperation, none of the educational and social plans would have been implemented in practice.Thanks to their participation in the public life of local communities, especially rural ones, over time they became the new opinion-formers, playing the role of an intelligentsia that works among the people. They were not only elementary education specialists, but also pedagogues, activity-inspirers for the adult inhabitants, and experts in dealing with all kinds of situations and emergency issues.

Źródło:

Acta Poloniae Historica; 2020, 121
0001-6829

Pojawia się w:

Acta Poloniae Historica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 55.

Tytuł:

The Sense of Didactic Self-efficacy in Mathematics Teachers with Various Personal Theories Regarding Gender Differences and Mathematical Giftedness

Autorzy:

Rubacha, Krzysztof
Sirotova, Mariana

Powiązania:

https://bibliotekanauki.pl/articles/1969296.pdf

Data publikacji:

2018-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

didactic self-efficacy
mathematics teachers
teachers’ personal theories
gender differences
mathematical giftedness

Opis:

The paper presents a quasi-experimental study clarifying the variability of maths teachers’ sense of self-efficacy based on their personal theories regarding differences in mathematical giftedness between girls and boys. Didactic self-efficacy is understood as a judgment of the possibility of teaching all learners. A ‘personal theory’ is understood as a verbalized group of judgments regarding the source of mathematical giftedness among girls and boys. The two variables, i.e. ‘personal theories’ and ‘biological sex’, were introduced in a two-factor NOVA model. A strong main effect for ‘personal theories’ was noted, while there was no statistically significant effect for biological sex. The result shows that gender stereotypes can weaken teachers’ sense of didactic self-efficacy, and consequently block pupils’ opportunity for development.

Źródło:

The New Educational Review; 2018, 53; 261-270
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 56.

Tytuł:

International research on teachers and their job satisfaction – an analysis of research approaches and intents

Autorzy:

Kasáčová, Bronislava
Jonek, Henrieta

Powiązania:

https://bibliotekanauki.pl/articles/22659593.pdf

Data publikacji:

2023-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

international comparison
teaching as a profession
subjective workload
teachers’ life satisfaction
research on teachers’ job satisfaction

Opis:

The study presents theoretical starting points and research approaches dedicated to the teaching profession in an international context. It provides interesting insights into the relationship between teachers’ workload and their life satisfaction. The research presented in this study is focused on primary and pre-primary teachers. The authors present the results of a theoretical survey of the current studies and identify the intents of the research objective. They plan to expand the research objective to include a comparison of cross-cultural data between teachers from Slovakia, Poland and the Czech Republic. The findings are intended to provide valuable knowledge and inspiration for improving the working conditions of teachers. In addition, they can contribute to the innovation of undergraduate teacher education and lifelong teacher education programs. The current international research is aimed to find out how teachers in the early stages of children’s education, i.e. teachers of primary and pre-primary education, manage the demands of their profession through the lens of their specific professional activities. Subsequently, the obtained results are compared with the feeling of satisfaction in their life. The aim of this research is to provide an international comparison of teachers from Slovakia, Poland and the Czech Republic.

Źródło:

Edukacja Międzykulturowa; 2023, 23, 4; 72-83
2299-4106

Pojawia się w:

Edukacja Międzykulturowa

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 57.

Tytuł:

A Qualitative Analysis of Primary School Teachers’ Burnout Patterns

Autorzy:

Depolli Steiner, Katja

Powiązania:

https://bibliotekanauki.pl/articles/1998094.pdf

Data publikacji:

2017-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

primary school teachers
teacher burnout
burnout patterns
burnout profiles

Opis:

The aim of this study was to propose a classification of teachers’ burnout patterns. For this purpose, a qualitative analysis of different burnout patterns shown in a sample of Slovenian primary school teachers was performed. Respondents’ burnout scores were obtained via the MBI-ES. Eight distinct burnout profiles emerged from the analysis, indicating that the territory between the positive and negative endpoints of teacher burnout is complex. The findings of the study could be used as a framework for future research regarding teacher burnout and for designing interventions for its amelioration.

Źródło:

The New Educational Review; 2017, 48; 179-189
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 58.

Tytuł:

Nauczyciel wobec problemu ubóstwa

Autorzy:

Pituła, Beata
Waligóra-Huk, Anna

Powiązania:

https://bibliotekanauki.pl/articles/2157769.pdf

Data publikacji:

2016

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

attitudes of teachers
poverty
innocent children poverty
teachers’ actions against children poverty

Opis:

The article presents the results of the researches, conducted in 2005-2015 , which have given the opportunity to answer to the questions about teachers‚ attitudes to the most important, nowadays social problems. During the research we have been looking for the answer to the questions about teachers’ knowledge about the issue of poverty; categories of perception of the poverty; consequences of the poverty and eliminating the effects of poverty, as well as the preventive actions. The research sample consisted of teachers from elementary and secondary schools from Bytom city (the place of the research was purposeful selected because of the increasing rate of unemployment, which implying lower participation of the residents in the consumption of social goods). This article presents a brief analysis of the

Źródło:

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2016, 1(20); 179-184
1898-0171

Pojawia się w:

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 59.

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

/5

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Skocz do pozycji: 60.

Tytuł:

Perspectives for foreign language teachers’ professional development in the German-Polish border region

Autorzy:

Lis, Tomasz
Janachowska-Budych, Marta

Powiązania:

https://bibliotekanauki.pl/articles/911737.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

German-Polish border region
professionalisation of teachers
foreign language teachers
trans-border educational activities
foreign language
neighbouring language

Opis:

The aim of the paper is to identify key areas as well as to offer an overview of significant topics that should be addressed within training for foreign language teachers, enabling them to use the educational potential of the German-Polish border region in intercultural foreign languages teaching. In order to achieve this goal, in the first part of the paper the main concepts of pupiloriented education in a border region will be described (i.e. cross-border cooperation, learner-orientation, region-orientation, participation, sustainability, and competence for successful living and communicating in a border region), as they give insights into the essential fields of knowledge and skills that should be aimed at in terms of teacher-oriented activities during the process of professionalisation. On this basis, in the second part of the article, concrete recommendations on priority topics within the professional development of foreign language teachers will be made, according to the specific educational potential of the German-Polish border region.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 153-168
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 61.

Tytuł:

Problemy kształcenia i doskonalenie nauczycieli w Polsce – w kierunku profesjonalizacji zawodu
Problems of education and teacher training in Poland – towards professionalisation of the profession

Autorzy:

Szempruch, Jolanta

Powiązania:

https://bibliotekanauki.pl/articles/2194779.pdf

Data publikacji:

2022

Wydawca:

Kancelaria Sejmu. Biuro Analiz Sejmowych

Tematy:

education of teachers in Poland
teachers’ professional training
teachers’ competences

Opis:

The article presents a general analysis of the problems concerning education and teacher training in Poland. The aim of the paper is to discuss the main concepts and solutions used in education and teacher training, taking into account continuity and the uniqueness of professional formation and supporting teachers in their development. The author focuses also on the analysis of the process of education and teacher training in the perspective of the development of their professionalism and professional pragmatics. The solutions in teacher training, used in some countries that educate the best teachers in the 21st century, are shown. In this context, recommendations for changes in the process of education and teacher training in our country are presented.

Źródło:

Studia BAS; 2022, 2(70); 27-47
2080-2404
2082-0658

Pojawia się w:

Studia BAS

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 62.

Tytuł:

Strajk nauczycieli w komunikatach medialnych Związku Nauczycielstwa Polskiego na Twitterze
Teachers’ Strike in Media Messages of the Polish Teachers’ Union (Związek Nauczycielstwa Polskiego) on Twitter

Autorzy:

Paradowski, Rafał

Powiązania:

https://bibliotekanauki.pl/articles/2096286.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej. Instytut Socjologii

Tematy:

Twitter
small data
content analysis
teachers’ strike
media communication

Opis:

Niniejszy artykuł prezentuje próbę zaadoptowania nowych technik badawczych z zakresu small/big data do analizy zjawisk społecznych. Zadanie to zrealizowano na przykładzie komunikacji medialnej prowadzonej przez Związek Nauczycielstwa Polskiego (ZNP) na Twitterze w trakcie przygotowywania i prowadzenia strajku nauczycieli w 2019 roku. Strajk był szeroko komentowany w mediach tradycyjnych i internetowych sieciach społecznościowych, a żywiołowość dyskusji oraz zaangażowanie w nią ogółu społeczeństwa zacierały przekaz informacyjny każdej ze stron, utrudniając obiektywną ocenę tego zjawiska społecznego. Główny problem badawczy został sprowadzony do pytania o elementarne treści składające się na przekaz medialny ZNP kierowany do opinii publicznej. Pytania szczegółowe dotyczyły: najczęściej poruszanych tematów w dyskursie, haseł głoszonych przez związkowców oraz miejsca, jakie w przekazach medialnych zajmują uczniowie i egzaminy państwowe. Część analityczna opierała się na text mining – metodzie analogicznej do klasycznej analizy treści, lecz wykorzystującej możliwości small/big data. Baza danych składała się z 488 unikatowych tweetów pobranych z trzech oficjalnych kont ZNP na Twitterze za okres od 1 stycznia do 4 kwietnia 2019. Studium zakładało, że częstość występowania słów-kluczy lub poszczególnych tematów w postach powinna korelować dodatnio z wagą przywiązywaną przez nadawcę do danych zagadnień. Właściwe badanie udało się zrealizować w czasie prawie rzeczywistym, tj. w okresie kilku dni w czasie trwania strajku. 
This article presents an attempt to adapt new research techniques in the field of small & big data to the analysis of social phenomena. This task was carried out on the example of media communication conducted by the Polish Teachers' Union (ZNP) on Twitter during the preparation and realisation of the teachers' strike in 2019. The strike was widely commented in traditional media and on internet social networks, and the spontaneity of the discussion and the involvement of the general public blurred the information message of each party, making it difficult to objectively assess this social phenomenon. The main research problem has been reduced to the question about the elementary contents that make up the ZNP’s media message addressed to the public. The detailed questions concerned: the most frequently discussed topics in the discourse, slogans proclaimed by members of the union and the position that students and state exams have in the messages. The analytical part was based on text mining – a method analogous to the classic content analysis, but using the small & big data possibilities. The database consisted of 488 unique tweets gathered from three official ZNP’s Twitter accounts for the period 2019-01-01–2019-04-23. The study assumed that the frequency of keywords or particular topics in posts should correlate positively with the importance attached by the sender to the given issues. The actual survey was carried out in almost real time, i.e. over  a period of several days during the strike.     

Źródło:

Konteksty Społeczne; 2020, 8, 2; 91-111
2300-6277

Pojawia się w:

Konteksty Społeczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 63.

Tytuł:

Attitudes of Teachers from Mainstream Schools to Education Including Children with Disabilities

Autorzy:

Sakowicz-Boboryko, Agnieszka

Powiązania:

https://bibliotekanauki.pl/articles/1967952.pdf

Data publikacji:

2019-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

inclusive education
attitude
teachers
students with disabilities

Opis:

The article presents a study whose aim was to learn the attitudes of teachers of upper elementary grades from mainstream schools to education including students with disabilities. It was also an attempt to learn their opinions on the chances and limitations of implementing inclusive assumptions in educational practice as well as their needs and expected support in the performance of professional tasks related to teaching students with disabilities. The study involved 145 teachers of grades 4-8 of elementary schools. The following research tools were used: The Scale of Teachers’ Attitudes to Inclusive Education, developed on the basis of the Survey of Attitudes Toward the Inclusion of Students with Special Needs by M.A. Winzer (Polish adaptation by W. Pilecka & J. Kossewska), and a survey questionnaire for teachers. The obtained results show that many teachers approach skeptically the new solutions in education for students with disabilities. Their ambiguous or negative attitude to inclusive education corresponds to the sense of lack of proper preparation to teaching students with disabilities and a critical assessment of the state of readiness of mainstream schools (both in formal and social/mental terms) to the implementation of educational inclusion assumptions.

Źródło:

Kultura i Edukacja; 2019, 4(126); 109-124
1230-266X

Pojawia się w:

Kultura i Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 64.

Tytuł:

Some Psychological Factors Related to Work Engagement in Teachers

Autorzy:

Paulík, Karel

Powiązania:

https://bibliotekanauki.pl/articles/1963491.pdf

Data publikacji:

2020-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

teachers
work engagement
meaningfulness of work
personality traits
job satisfaction
workload

Opis:

This paper explores a number of psychological factors related to work engagement in teachers. Using a sample of 449 lower and upper secondary school teachers, it focuses on the Big Five personality traits, respondents’ age, and several factors based on the teachers’ subjective evaluation of their work - including the meaningfulness of their work, job satisfaction, and workload. The results indicate that teachers’ work engagement is connected primarily with their job satisfaction and perception of the meaningfulness of their work (which functioned as predictors), as well as respondents’ Big Five personality traits (of which extraversion and conscientiousness were predictors). Perceived workload emerged as a negative predictor.

Źródło:

The New Educational Review; 2020, 59; 203-213
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 65.

Tytuł:

Entrepreneurship in High School Education – Perspectives of Colombian Teachers

Autorzy:

Rico Alonso, Angélica
Cardenas, Angela

Powiązania:

https://bibliotekanauki.pl/articles/1837670.pdf

Data publikacji:

2020-12-31

Wydawca:

Akademia Ignatianum w Krakowie

Tematy:

entrepreneurship
entrepreneurship teachers
high school education
education alliances

Opis:

The term entrepreneurship has been seen from a productive perspective, tending towards the development of business ideas. However, today it is also associated with the strengthening of skills and attitudes on a personal level. In Colombia, Law 1014 of 2006 regulates entrepreneurship as part of academic training, at all educational levels. Despite it being an initiative raised by the government, concrete actions on the subject are being directed by teachers in classrooms. For this reason, the views of high school teachers, through the lens of qualitative research, are essential for exploring the reality that education occupies in this aspect, and that increasingly highlights some obstacles which hinder its progress. Therefore, the aim of this article – immersed in the framework of a doctoral thesis about the practices of entrepreneurship among high school teachers in public schools in Bogotá – is to expose which actions have been aimed at integrating entrepreneurship into Colombian high school education from the experience of teachers, as well as to unveil their criticism of the absence of the entrepreneurial process from the first grades established in the law, the role of the National Service of Learning (SENA) as an important institution in Colombia related to entrepreneurship in the classrooms, the lack of a more human vision that is less focused on production in entrepreneurship education, and the huge gap in teacher training in the area.

Źródło:

Multidisciplinary Journal of School Education; 2020, 9, (2) 18; 35-60
2543-7585

Pojawia się w:

Multidisciplinary Journal of School Education

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 66.

Tytuł:

ENRIQUE PEÑA NIETO’S EDUCATION REFORM IN THE WAITING ROOM

Autorzy:

Wątróbka, Magdalena Małgorzata

Powiązania:

https://bibliotekanauki.pl/articles/642964.pdf

Data publikacji:

2017

Wydawca:

Fundacja Copernicus na rzecz Rozwoju Badań Naukowych

Tematy:

education system
education reform
centralization
teachers’ union
teachers’ evaluation

Opis:

The analysis provided in this article aims to explain and disclose the processes that have influenced the education system in Mexico since the Aztec Empire, until the presidency of Enrique Peña Nieto. One of the issues presented in this paper is relation established by political party PRI (Partido Revolucionario Institucional) who rules Mexico for more than 70 years and institutions responsible for education, leading to centralization. The consequence of these processes is the attempt to introduce education reform by the government Enrique Peña Nieto. Without a doubt, the most important question asked in this article is „why education reform causes so many emotions among the teachers, especially members of the union and their associating organizations?”.

Źródło:

The Copernicus Journal of Political Studies; 2017, 2
2299-4335

Pojawia się w:

The Copernicus Journal of Political Studies

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 67.

Tytuł:

Doskonalenie zawodowe nauczycieli – kategorie, kompetencje, praktyka
Teachers’ Professional Improvement – Category, Reference, Practice

Autorzy:

Kosiba, Grażyna

Powiązania:

https://bibliotekanauki.pl/articles/2137950.pdf

Data publikacji:

2012-11-27

Wydawca:

Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Tematy:

doskonalenie zawodowe
kompetencje
nauczyciel
professional improvement
reference
teachers

Opis:

Badania dotyczące zaangażowania nauczycieli w doskonalenie ich własnych zawodowych kompetencji odbyły się na terenie Małopolski i objęły 225 losowo dobranych osób pracujących w szkołach różnych typów, na wsi i w różnej wielkości miastach. Oceny zaangażowania nauczycieli w doskonalenie zawodowe dokonano poprzez analizę różnych sfer ich działalności edukacyjnej i koncepcyjno-refleksyjnej, za pomocą opracowanego przez autorkę kwestionariusza ankiety. Wyniki badań pokazały, iż w ostatnich latach (od 1999 roku – czas wdrażania reformy edukacji), w porównaniu z poprzednimi dekadami zwiększyła się znacznie aktywność doskonaleniowa nauczycieli. Wyniki badań ujawniły też, że w działaniach autoedukacyjnych badanych dominuje model doskonalenia zawodowego, który wspiera rozwój nauczycieli nastawionych na realizację instrumentalnych celów edukacji.
The research took place in the Małopolska region, Poland, and comprised 225 randomly chosen subjects employed in the different types of schools in villages, towns and cities. The evaluation of the teachers’ engagement in their professional improvement was done by the analysis of the different domains of educational and conceptual activity of the teachers. For this purpose the questionnaire developed by the author of this paper was used. The results of the research show that the teachers’ activity in training courses – compared to the previous decades – has considerably increased. Furthermore, the results show that this kind of courses that improves teachers’ development set to directed to the instrumental aims in education, dominates in the teachers’ self-education.

Źródło:

Forum Oświatowe; 2012, 24, 2(47); 123-138
0867-0323
2450-3452

Pojawia się w:

Forum Oświatowe

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 68.

Tytuł:

Tanatopedagogika w procesie kształcenia nauczycieli
Thanatopedagogy in teachers education process

Autorzy:

NIEROBA, Ewa
ZAWŁOCKI, Ireneusz
NIEWIADOMSKI, Krzysztof

Powiązania:

https://bibliotekanauki.pl/articles/455227.pdf

Data publikacji:

2010

Wydawca:

Uniwersytet Rzeszowski

Tematy:

tanatopedagogika
kształcenie nauczycieli
thanatopedagogy
teachers education

Opis:

Artykuł uzasadnia potrzebę wzbogacenia programów kształcenia nauczycieli o zajęcia z tanatologii. Autorzy zaprezentowali wymierne korzyści edukacji w tym zakresie dla osobowościowego rozwoju nauczycieli oraz dla efektywności ich pracy pedagogicznej. W opracowaniu wskazano również na wieloaspektową wartość wychowania uczniów do cierpienia, umierania i śmierci.
The article justifies the need of enhancing educational programs for thanatology classes. The authors presented distinct advantages of education in that field for the teachers personal development and the effectiveness of their pedagogical work. The case study also points out at the multipronged worth of upbringing students to suffering, dying and death.

Źródło:

Edukacja-Technika-Informatyka; 2010, 1, 1; 250-256
2080-9069

Pojawia się w:

Edukacja-Technika-Informatyka

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 69.

Tytuł:

Induction of newly qualified teachers: limits, needs and opportunities

Autorzy:

Stîngu, Mihaela

Powiązania:

https://bibliotekanauki.pl/articles/628389.pdf

Data publikacji:

2013

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

newly qualifi ed teachers, induction programme, teacher professional deve-lopment, mentoring

Opis:

In Europe induction is becoming a very important phase of teacher training, but still little is said about its limitations and pitfalls. The purpose of this paper is twofold. First, it analyzes both a series of limitations and pitfalls encountered in the implementation of the induction process. Second, it identifi es precautions that need to be taken into consideration when implementing such programmes, in order to determine some opportunities of impro-ving the induction process. With the intention of achieving the purpose stated above, we used a case study approach to investigate the Estonian induction programme that has been implemented since 2004. We have chosen this case because it is recognized in Europe as one of the best induction programmes and it bears a resemblance to the Romanian educational system.The results of our study point to a number of problems that arise in various aspects re-garding mentors, newly qualifi ed teachers, school culture and a university approach. Taking those problems into account, we will propose how they could be remedied.

Źródło:

Journal of Education Culture and Society; 2013, 4, 1; 148-157
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 70.

Tytuł:

Nauczyciele i kształtowanie kompetencji międzykulturowej uczniów
Teachers and shaping learners’ intercultural competence

Autorzy:

Szczurek-Boruta, Alina

Powiązania:

https://bibliotekanauki.pl/articles/597695.pdf

Data publikacji:

2013

Wydawca:

Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku

Tematy:

TEACHERS
INTERCULTURAL COMPETENCE
BILINGUAL TEACHING
INTERCULTURAL EDUCATION

Opis:

Shaping learners’ intercultural competence has been slowly paving its way to a due rank in education. Developing intercultural competence results from familiarization with culture, which may take place in a direct or indirect way. What is essential here is the role of the teacher, who functions as a mediator between cultures. The presented study aims at indicating the growing significance of intercultural aspects of education in Europe - a united multiculturalness bothered by the crisis, as well as presenting (in reference to bilingual teaching) theoretical and practical solutions for intercultural education, providing inspiration for pedagogical practice. Bilingual teaching, as one of the most innovative forms of foreign language teaching, is a manifestation of practical implementation of the intercultural approach to education and it enhances shaping intercultural competence.

Źródło:

Pogranicze. Studia Społeczne; 2013, 21; 155-170
1230-2392

Pojawia się w:

Pogranicze. Studia Społeczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 71.

Tytuł:

Przywództwo edukacyjne nauczyciela
Teachers’ educational leadership

Autorzy:

Wiśniewska, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/540779.pdf

Data publikacji:

2016

Wydawca:

Mazowiecka Uczelnia Publiczna w Płocku

Tematy:

Teacher
leadership
educational leadership
subjectivity
teachers’ responsibility
nauczyciel
przywództwo
przywództwo edukacyjne
podmiotowość
odpowiedzialność nauczyciela

Opis:

The paper presents considerations on teachers’ educational leadership. What forms the basis of this consideration is the thesis that contemporary educational processes are more and more often reduced to management strategies in which teachers are treated as clerks and functionaries of the educational system. However, according to the author, the teaching profession primarily comes down to the personal dimension and consists in perceiving teachers as professionals who are ethically committed to facilitating students’ development. The paper presents problems connected with teachers’ educational leadership in the personal dimension based on the responsibility rule. What has been presented includes the essence of educational leadership, the notion, models and standards of this leadership as well as the selected teaching skills determining personal and responsible educational leadership
Artykuł prezentuje rozważania o przywództwie edukacyjnym nauczyciela. Podstawą rozważań jest teza, że we współczesnej rzeczywistości procesy edukacyjne sprowadzane są coraz częściej do strategii zarządzania a nauczyciel traktowany jest jako urzędnik/funkcjonariusz systemu oświaty. Praca nauczyciela, zdaniem autorki, ma jednak przede wszystkim wymiar osobowy i jest pochodną rozumienia nauczyciela jako profesjonalisty, etycznie zaangażowanego we wspieranie rozwoju ucznia. W artykule przedstawiono problematykę przywództwa nauczycielskiego w wymiarze osobowym opartym na zasadzie odpowiedzialności. Przedstawiono istotę przywództwa, pojęcie, model i standardy przywództwa edukacyjnego. Scharakteryzowano wybrane kompetencje nauczycielskie determinujące osobowe i odpowiedzialne przywództwo nauczyciela

Źródło:

Społeczeństwo. Edukacja. Język; 2016, 4; 103 -113
2353-1266
2449-7983

Pojawia się w:

Społeczeństwo. Edukacja. Język

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 72.

Tytuł:

A study on the components of teachers’ professional competence

Autorzy:

Symanyuk, Elvira E.
Pecherkina, Anna A.

Powiązania:

https://bibliotekanauki.pl/articles/2004964.pdf

Data publikacji:

2016-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

competence
teachers’ professional competence
innovative school
conventional school

Opis:

The aim of this research was to study the activity-related, personality-related and socio-communicative components of school teachers’ professional competence. The survey of 380 teachers using standardised questionnaires identified the manifestation specificities of the components, depending on the work in conventional or innovative schools and the length of work experience. Significant differences were found between teachers working in innovative and conventional schools. The length of work experience was found to condition the differences between the activity-related and the personality-related components. The results obtained showed that teachers in innovative schools focus on professional development and achieving independence and are optimistic and tolerant of uncertainty. Those from conventional schools tend to strive for stable working conditions and demonstrate high anxiety levels and rigidity.

Źródło:

The New Educational Review; 2016, 44; 198-210
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 73.

Tytuł:

Undesirable Behaviour of Pupils Towards Teachers in Slovak Schools

Autorzy:

Petlák, Erich
Tišťanová, Katarina
Juszczyk, Stanisław

Powiązania:

https://bibliotekanauki.pl/articles/1967787.pdf

Data publikacji:

2019-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

education
school
behaviour of learners
questionnaire
teachers’ views

Opis:

Recently, a great deal of attention has been paid globally to education of both children and youth. It has been the result of ever-growing requirements of learners’ knowledge, as well as educational cultivation of young people. Contemporary society has been witnessing undesirable actions of learners against teachers. That is why the paper discusses learners’ interactions with teachers and how they are assessed by teachers. The paper also introduces implications for improving the quality of teachers’ interventions in educational processes.

Źródło:

The New Educational Review; 2019, 55; 170-184
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 74.

Tytuł:

Academic Teachers’ Self-Evaluation of English Language Competences and Teaching Methodology

Autorzy:

Pituła, Beata
Wlaźlak, Grzegorz

Powiązania:

https://bibliotekanauki.pl/articles/1963518.pdf

Data publikacji:

2020-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

academic teachers
self-assessment
teaching competence
language competence

Opis:

The article presents research on the linguistic and didactic competences of academic teachers in a technical university as part of an EU project to improve the effectiveness of education of academic teachers. It indicates the relation between language and methodological competences in teaching content classes in English. Participants who rated their teaching competences more highly also rated their language competences more highly. Based on these findings, the authors make suggestions concerning the preparation of stafffor the university.

Źródło:

The New Educational Review; 2020, 59; 35-46
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 75.

Tytuł:

RELATIONS BETWEEN LIFE SATISFACTION AND PROFESSIONAL DETERMINANTS AND SOCIO-CULTURAL FACTORS AMONG PHYSICAL EDUCATION TEACHERS

Autorzy:

Nowak, Paweł F.

Powiązania:

https://bibliotekanauki.pl/articles/449239.pdf

Data publikacji:

2019-04-20

Wydawca:

Politechnika Opolska. Wydział Wychowania Fizycznego i Fizjoterapii

Tematy:

life satisfaction, teachers, public health

Opis:

The aim of the study reported in this paper was to examine life satisfaction among physical education teachers, as well as to look for relationships of its level within selected parameters related to the occupation of teaching and socio-cultural factors. The research applied to a group of 99 physical education teachers from the Opolskie Voivodeship. The Polish adaptation of the SWLS life satisfaction scale was employed for this purpose [10]. An original survey questionnaire developed by this author was also used, as it enabled the determination of the ways in which free time is spent and the duration of time per day when the interviewed subjects sit for excessively long periods. The study did not demonstrate statistically significant dependences between the gender of the subjects as well as their level of education and the investigated parameters. Most teachers reported a high (55.6%) level of life satisfaction, whereas average satisfaction was reported by 41.4 % of the subjects, and by a few as low as 3%. The study did not reveal any statistically significant correlations between life satisfaction and age, work experience nor the time spent in a sitting position. Only 46.5% of the teachers stated that if they had more free time for themselves, they would embark on some form of physical activity among other tasks. The subjects who declared working longer hours more often stated that they are willing to take various forms of rest excluding physical activity. For the reasons outlined above, it seems necessary to encourage physical activity among physical education teachers as a manner of expending free time. Further research should strive to determine the factors responsible for life satisfaction among a variety of factors, not just socio-cultural, professional, or economic ones, with a note that such a study should involve a larger population.

Źródło:

Journal of Physical Education & Health - Social Perspective; 2018, 7, 12; 59-65
2084-7971

Pojawia się w:

Journal of Physical Education & Health - Social Perspective

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 76.

Tytuł:

Traits of geometrical language used by future mathematics teachers

Autorzy:

Pietrucha, Anna
Maj-Tatsis, Bożena

Powiązania:

https://bibliotekanauki.pl/articles/749162.pdf

Data publikacji:

2014

Wydawca:

Polskie Towarzystwo Matematyczne

Tematy:

language and communication
geometrical language
pre-service mathematics teachers

Opis:

The paper presents a research on how future mathematics teachers use mathematical language and how they transmit and communicate their reasoning. The aim of the research was to elaborate on the characteristics of geometrical language used by students during transforming verbal information into figural one and vice versa. The results show the difficulty in expressing one’s thoughts by formal language. Meanings can be easily distorted because of the use of colloquial language that causes lots of ambiguities. The conclusions driven from relevant research depict the role that intuition plays in expressing mathematical thoughts. Moreover, it is not as easy as it may appear to transform verbal information into figural one, and figural into verbal one. However, teaching and developing these competences should be an integral part of mathematics education.

Źródło:

Didactica Mathematicae; 2014, 36
2353-0960

Pojawia się w:

Didactica Mathematicae

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 77.

Tytuł:

Wybrane elementy pracy nauczyciela pozwalające ocenić jego postawę zawodową
The Main Areas of Description Teacher’s Occupational Silhouettes

Autorzy:

BAŁAŻAK, Marta

Powiązania:

https://bibliotekanauki.pl/articles/455486.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Rzeszowski

Tematy:

nauczyciel
praca nauczyciela
obowiązki zawodowe
wartość pracy nauczyciela
teacher
teacher’s work
professional duties
teacher’s work value

Opis:

Praca nauczyciela stanowi wielką wartość nie tylko dla kształtowania młodego pokolenia. Jest wartością złożoną z wielu komponentów takich jak: obowiązki zawodowe i samo nastawienie do nich, realizacja poszczególnych funkcje zawodowych, realizacja celów, prowadzenie działań pedagogicznych w środowisku wychowawczym.
Teacher’s work makes great value, not only for shaping the young generation. It is the complex value that consists of many elements that are evaluated such as vocational duties and the attitudes to them, fulfilling the teachers’ functions, realization of professional goals, doing of pedagogical activities in the environment.

Źródło:

Edukacja-Technika-Informatyka; 2015, 6, 2; 24-31
2080-9069

Pojawia się w:

Edukacja-Technika-Informatyka

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 78.

Tytuł:

Teachers in the Private and Public Spheres: Ethical Orientations in Educational Interactions

Autorzy:

Michvocíková, Veronika
Sirotová, Mariana
Rubacha, Krzysztof Mariusz
Książek, Ewelina

Powiązania:

https://bibliotekanauki.pl/articles/18653971.pdf

Data publikacji:

2023-06-20

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

Ethical orientations
educational interactions
private sphere of teachers
public sphere of teachers
gender stereotypes
care
parental role

Opis:

Aim. The main aim of the article is a presentation of a comparative study of differences in ethical orientations used by teachers in educational practice in two settings: in private life as parents and in the public sphere, working as teachers. Methods. First, a hypothesis was proposed to test the observations by Lawrence Kohlberg (1984) and Carol Gilligan (1993) regarding the relative stability of ethical orientations in terms of the ethics of care and justice. To this end, an assumption was made that teachers prefer the former in contacts with their own children (private sphere) while favouring the latter in relationships with students (public sphere). The paired samples t-test confirmed this hypothesis. Results. Based on the analysis, gender was found not to influence teachers’ ethical orientations in the private sphere; however, it seems to play a part in the public sphere. This ambivalence was revealed in male teachers. Contrary to gender stereotype, in contacts with their own children, they tend to lean towards the ”feminine” ethics of care, but when acting in their public capacity they perpetuate the ‘masculine’ stereotype by following the ethics of justice in their school interactions. Conclusion. It is worth emphasising the ambiguity of the results obtained and the instability of their interpretations. The actions of the teachers studied do not confirm the thesis about the stability of ethical orientations in educational work and are, therefore, indicative of ambivalence towards the role of gender in this process.

Źródło:

Journal of Education Culture and Society; 2023, 14, 1; 76-84
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 79.

Tytuł:

Listening in Older Second Language Learners: The Teachers’ Perspective

Autorzy:

Słowik, Agata

Powiązania:

https://bibliotekanauki.pl/articles/954163.pdf

Data publikacji:

2017

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

SLA
top-down and bottom-up listening
geragogy
older adults
teachers’ perspective

Opis:

There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research. 

Źródło:

Journal of Education Culture and Society; 2017, 8, 1; 148-163
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 80.

Tytuł:

The principal’s behaviors and job satisfaction among middle school teachers

Autorzy:

Tłuściak-Deliowska, Aleksandra
Dernowska, Urszula

Powiązania:

https://bibliotekanauki.pl/articles/2012442.pdf

Data publikacji:

2015-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

teachers
job satisfaction
school culture
organization
school

Opis:

This paper focuses on the connection between the principal’s behaviors and job satisfaction among teachers. The study was conducted on a sample of 74 five middle school teachers. It was found that: (1) middle school teachers perceived their principals as supportive rather than restrictive, (2) teachers are satisfied with their job in middle schools, (3) the principal’s supportive and directive behavior was positively correlated with job satisfaction, (4) the principal’s restrictive behavior was found not significantly correlated with job satisfaction and finally (5) the principal’s directive behavior was a significant predictor of job satisfaction among middle schools teachers.

Źródło:

The New Educational Review; 2015, 39; 215-225
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 81.

Tytuł:

Manifestations of Pupil Aggression towards Teachers in Elementary and Secondary Schools

Autorzy:

Kohútová, Jana
Emmerová, Ingrid

Powiązania:

https://bibliotekanauki.pl/articles/1997315.pdf

Data publikacji:

2017-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

aggression
pupil
teacher
pupils’ aggressive behaviour towards teachers

Opis:

The study focuses on pupils’ aggression towards teachers. The goal of the study was to determine a statistically significant relationship between the forms of aggressive behaviour and the age of teachers and the length of their teaching experience. The research sample consisted of 268 teachers of elementary schools, secondary vocational schools and grammar schools in the region of Banská Bystrica. Results revealed a statistically significant negative relationship between teachers’ age and the years of teaching experience in three forms of aggressive behaviour: refusal to obey instructions, intentional disruption and ironic remarks. A statistically significant relationship was observed between the length of teachers’ teaching experience and destruction of school property.

Źródło:

The New Educational Review; 2017, 50; 17-25
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 82.

Tytuł:

Cooperation, Effective Classroom Prevention and Intervention Strategies: Teachers’ and Parents’ Views

Autorzy:

Žužek Lackovič, Barbara
Pšunder, Mateja

Powiązania:

https://bibliotekanauki.pl/articles/1968199.pdf

Data publikacji:

2019-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

teachers
parents
cooperation
inappropriate behaviour
classroom strategies

Opis:

Teachers and parents are partners; each has an important role in achieving a common goal, which is rearing and educating children. Research has shown that successful teacher-parent cooperation positively contributes to holistic child development, academic success and behaviour, as well as reducing disciplinary problems. For teachers and parents to acquire a better mutual understanding and support is striving towards this common goal, it is important that each knows the other’s views and perspectives. The presented study focused on how teachers and parents perceive cooperation when managing disciplinary problems in the classroom and what they believe are the most successful classroom prevention and intervention strategies. The pooled survey used in this research included 107 class teachers and 291 parents from eleven primary schools in the North-East Region of Slovenia. The research has shown some important differences in the attitudes of teachers and parents, which should be taken into account when improving classroom management.

Źródło:

The New Educational Review; 2019, 56; 233-243
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 83.

Tytuł:

Teachers and Success – Psychological Characteristics and Perceived Success Sources

Autorzy:

Karwowski, Maciej
Lebuda, Izabela

Powiązania:

https://bibliotekanauki.pl/articles/31342746.pdf

Data publikacji:

2007-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

teachers
success
dimension of success
successful teachers
social stratification

Opis:

In this article three separate, but connected studies are presented. The first and second studies conducted on two large samples of teachers (N=610&N=200) were realized to find an answer to the question about relationship of some personality characteristics (study 1.) or creative attitude (study 2.) and feeling of being a man/ woman of success in teachers’ case. The results showed statistically significant correlations between achieved success (in self-assessment) and such personality traits as: extraversion, conscientiousness and agreeableness (all relations are positive) and a negative correlation with neuroticism. In the second study significant differences in nonconformity, algorithmic behaviour and heuristic behaviour were found between teachers who think about themselves as people of success and those who did not achieve success. Successful teachers (in their own eyes) were more conformist and intellectually rigid (higher algorithmic and lower heuristic behaviour levels) than those who did not achieve success. The third study deals with the problem of teachers’ success source definitions and elements which could help to achieve success. The analysis of the data conducted in the Polish General Social Survey between 1992 and 2002 shows that teachers, similarly to the rest of society, see success sources mainly in individual abilities and activity (ambition, hard work), but one can see an interesting phenomenon of a growing number of factors which could be associated with social stratification – mainly family income and parents’ education level.

Źródło:

The New Educational Review; 2007, 11; 177-194
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 84.

Tytuł:

W kręgu nauczycielskiej asystencji w konstelacji kompetencji nauczycielskich
In the circle of teachers Assistance in the constellation of teachers’ competence

Autorzy:

Muchacka, Bożena
Solak, Adam

Powiązania:

https://bibliotekanauki.pl/articles/451755.pdf

Data publikacji:

2015

Wydawca:

Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie

Tematy:

teachers
upport teaching
learning outcomes
effects of education
nauczyciele
asystencja nauczycielska
efekty kształcenia
efekty wychowania

Opis:

The authors take the text to reflect the personality competences and professional priorities for teachers functioning in the situation of a change, and on the recommendations to development of Polish educational space. The article deals with the assistance of teachers, through which the authors understand the correlation structure of teaching personality with a practical impact on diverse spheres of the student as an individual and as a member of the school community and other social groups. The school next to the family is the principal place of assistance of children in their comprehensive development. The positive experiences in school foster the development of the potential for health, strengthen self-esteem, help overcoming difficulties, help develop life skills – personal and social. In contrast, negative experiences increase the risk of health risk behaviors and disorders in the procedure. Therefore, so it is very important that the school acted efficiently and responsibly in educational tasks, that teachers responsibly in the spirit of the rights and duties treated the students, that school does not become a place with unpleasant experiences and negative feelings for them, but the place of the assistants presence which requires good, which is present in the mature teacher ethos. This article aims to identify the significant components of the ethos of the assistance of teachers that are apparent within the competence of teachers and the competence of the “young Europeans”.
Autorzy podejmują w tekście refleksję nad kompetencjami osobowościowymi i profesjonalnymi priorytetowymi dla nauczycieli funkcjonujących zawodowo w sytuacji zmiany oraz nad rekomendacjami kierunku rozwoju polskiej przestrzeni edukacyjnej. Artykuł traktuje o asystencji nauczycielskiej, przez którą autorzy rozumieją współzależność struktur nauczycielskiej osobowości z praktycznym oddziaływaniem na wielorakie sfery życia ucznia jako jednostki oraz jako członka społeczeństwa szkolnego i innych grup społecznych. Szkoła obok rodziny jest głównym miejscem asystencji dziecku w jego wszechstronnym rozwoju. Pozytywne doświadczenia szkolne sprzyjają rozwojowi potencjału dla zdrowia, umacniają poczucie własnej wartości, ułatwiają pokonywanie trudności, pomagają rozwijać umiejętności życiowe – osobiste i społeczne. Natomiast doświadczenia negatywne zwiększają ryzyko zachowań zagrażających zdrowiu oraz zaburzeń w postępowaniu. Dlatego tak bardzo ważną sprawą jest, by szkoła pełniła efektywnie i odpowiedzialnie zadania wychowawcze, aby nauczyciele odpowiedzialnie w duchu praw i obowiązków traktowali uczniów, by szkoła nie stawała się dla nich miejscem przykrych doświadczeń i negatywnych uczuć, lecz miejscem asystenckiej obecności wymagającym dobra, które jest obecne w dojrzałym nauczycielskim etosie. Niniejszy artykuł ma na celu wskazanie na istotne elementy składowe etosu asystencji nauczycielskiej, które uwidaczniają się w kompetencjach nauczycieli i kompetencjach „młodych Europejczyków”.

Źródło:

Journal of Modern Science; 2015, 27, 4; 51-66
1734-2031

Pojawia się w:

Journal of Modern Science

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 85.

Tytuł:

The teachers errors - didactical self-analysis

Autorzy:

Freudenthal, Hans

Powiązania:

https://bibliotekanauki.pl/articles/748890.pdf

Data publikacji:

1989

Wydawca:

Polskie Towarzystwo Matematyczne

Opis:

The article contains no abstract

Źródło:

Didactica Mathematicae; 1989, 11, 01
2353-0960

Pojawia się w:

Didactica Mathematicae

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 86.

Tytuł:

A Processual Approach to the Study of Transitions of Middle School (Gymnasium) Teachers

Autorzy:

Kędzierska, Hanna

Powiązania:

https://bibliotekanauki.pl/articles/1932748.pdf

Data publikacji:

2020-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

middle schools teachers
transitions
managing transitions strategy
processual approach

Opis:

This paper presents the results of research carried out during the first stage of the Polish education system transition process initiated by the education reform of 2017. The study was conducted with teachers of schools to be dissolved, who decided to transform their institutions into a new type of school – general education secondary school (lyceum), while retaining staff and organizational resources of the hitherto middle schools (gymnasium). A processual approach adopted in this project allowed me to capture the changes as they were happening and the analysis of the conditions of transition trajectories.

Źródło:

Kultura i Edukacja; 2020, 2(128); 139-155
1230-266X

Pojawia się w:

Kultura i Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 87.

Tytuł:

Teachers’ Feedback and Trainees’ Confidence: Do They Match?

Autorzy:

Haro Soler, María del Mar

Powiązania:

https://bibliotekanauki.pl/articles/2028603.pdf

Data publikacji:

2021-06-30

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

translator education
online learning
blended learning
teachers’ feedback
self-efficacy beliefs

Opis:

Due to the COVID-19 pandemic, traditional face-to-face learning was suddenly replaced by online learning in universities all over the world. This sudden switch posed a wide variety of challenges to teachers and students. This paper focuses on one teaching practice, teachers’ feedback, and on a students’ form of self-perception, self-efficacy beliefs, both inherent to the teaching-learning process, whether it occurs in the classroom or a virtual environment. An action-research mixed-method study was performed to analyze how teachers’ feedback can impact translation students’ self-efficacy beliefs in three educational modes: face-to-face lessons, blended learning and online learning. This study was performed in two phases. Firstly, a quasi-experimental field study was performed before the outbreak of the pandemic in three groups of the same course: one offered traditional classes, whereas the other two included blended learning. Following the essence of action-research, the results of this first phase were implemented in an online translation course during the pandemic. After comparing and contrasting the results obtained in these two phases, we can conclude that indirect, elaborate and dialogic feedback fostered the students’ self-efficacy beliefs, irrespective of the educational mode.

Źródło:

Research in Language; 2021, 19, 2; 187-210
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 88.

Tytuł:

Niepełnosprawność głosu u nauczycieli. Raport z badań
Voice Disability in Teachers. Research Report

Autorzy:

Hamerlińska, Agnieszka

Powiązania:

https://bibliotekanauki.pl/articles/2007045.pdf

Data publikacji:

2021-12-22

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

głos
niepełnosprawność głosowa
VHI
nauczyciele
voice
voice disability
teachers

Opis:

Nauczyciele to grupa zawodowa, w której najczęściej diagnozowane są zaburzenia głosu. Niepełnosprawność głosowa może rozwijać się przez wiele lat, co utrudnia wykonywanie pracy i codzienne funkcjonowanie. W ostatnim czasie obserwuje się zarówno wzrost liczby szkoleń z profilaktyki zaburzeń głosu, jak i samych zaburzeń. Wśród 221 nauczycieli przeprowadzono badania mające na celu przedstawienie stanu niepełnosprawności głosowej w danej populacji oraz tego, ile z badanych osób znajduje się pod opieką foniatry. Z badań wynika, że u większości nauczycieli – 173 osób (78 proc.) – stopień niepełnosprawności głosu był niski, u 41 osób (18 proc.) średni, u 6 (3 proc.) nie występował, a u 1 osoby (1 proc.) był duży. Spośród badanych nauczycieli 62 proc. znajduje się pod stałą opieką foniatry. Najbardziej narażona chorobowo jest sfera fizyczna głosu. Nauczyciele nadużywają głosu (co widać przy subiektywnej ocenie procentowej używania głosu – p = 0,025). Należy podkreślić, że stanowią grupę zawodową, która potrzebuje wzmożonego wsparcia w zakresie profilaktyki opisywanego problemu.
Teachers are the professional group in which voice disorders are most often diagnosed. Voice disability can develop over many years, which makes it difficult to work and function daily. Recently, there has been an increase in the number of training courses, both in the prevention of voice disorders and the disorders themselves. Research was carried out among 221 teachers to present the state of voice disability in a given population and how many of the surveyed people are under the care of a phoniatrist. The research shows that in the majority of the surveyed teachers – 173 people (78%) – the degree of voice disability was low, in 41 people (18%) average, in 6 people (3%) it did not occur, and in 1 person (1%) was large. 62% of the teachers surveyed are under the constant care of a phoniatrist. The physical sphere of the voice is the most vulnerable. Teachers abuse the voice (which can be seen at the subjective percentage price – p = 0.025) and this is the cause of voice disability. Teachers are a professional group that needs increased and continuous support in the prevention of voice disorders.

Źródło:

Logopaedica Lodziensia; 2021, 5; 59-68
2544-7238
2657-4381

Pojawia się w:

Logopaedica Lodziensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 89.

Tytuł:

Increasing Pre-service Kindergarten Teachers’ Mathematics Teaching Efficacy through Lesson Study

Autorzy:

Mihajlović, Aleksandra

Powiązania:

https://bibliotekanauki.pl/articles/1967801.pdf

Data publikacji:

2019-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

lesson study
pre-service kindergarten teachers
teacher efficacy beliefs
self-efficacy

Opis:

The study aimed to investigate the effects of Lesson Study on the self-efficacy beliefs of pre-service kindergarten teachers. A quasi-experimental design with two parallel groups was used. The sample consisted of 49 students divided into a control group (27) and an experimental group (22). The pre-service kindergarten teachers in the experimental group followed an adjusted Lesson Study design, while the control group followed the traditional way of pre-service teaching practice. Findings indicate that there was no significant difference in teacher self-efficacy total scores between the groups, but there was a significant difference in the self-reported competence to effectively teach mathematics lessons and ability to get and keep pupils motivated.

Źródło:

The New Educational Review; 2019, 55; 89-99
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 90.

Tytuł:

TEACHERS’ BELIEFS CONCERNING INCLUSIVE EDUCATION FOR STUDENTS WITH SPECIAL NEEDS RESEARCH REPORT

Autorzy:

KATARZYNA, ĆWIRYNKAŁO,
Agnieszka, Żyta,

Powiązania:

https://bibliotekanauki.pl/articles/903718.pdf

Data publikacji:

2019-08-28

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

inclusive education
teachers
students with special educational needs

Opis:

Inclusive education is becoming more and more common in Poland. The attitude of people working in a given setting, including teachers, is considered most important among the factors that are vital for successful inclusion (Hughes, 2006). They should accept the idea of school inclusion/integration and believe that a child should be in their setting. In the article, the Authors presented the findings of quantitative research conducted in 2012 among 138 teachers. The research subject were the opinions of special, integrated and mainstream teachers on teaching students with special educational needs and on their experiences in this area. The analysis showed teachers’ increasing openness (as compared to 2003) to inclusive education and statistically significant differences in attitudes toward inclusion for students with different disabilities among teachers working in different types of schools.

Źródło:

Szkoła Specjalna; 2015, LXXVI(4); 245-259
0137-818X

Pojawia się w:

Szkoła Specjalna

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 91.

Tytuł:

Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives

Autorzy:

Mierzwa, Ewelina

Powiązania:

https://bibliotekanauki.pl/articles/628625.pdf

Data publikacji:

2019

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

Key words: foreign language enjoyment, foreign language teachers, enjoyment, SLA, gender differences, positive psychology

Opis:

Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.  Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data. Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom. Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.

Źródło:

Journal of Education Culture and Society; 2019, 10, 2; 170-188
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 92.

Tytuł:

Cooperation with Parents as an Aspect of the Teacher’s Skills and Tools
Współpraca z rodzicami jako element warsztatu pracy nauczyciela

Autorzy:

Marzec, Bożena

Powiązania:

https://bibliotekanauki.pl/articles/1199575.pdf

Data publikacji:

2020-12-30

Wydawca:

Libron

Tematy:

teacher’s skills and tools
cooperation
parents
teachers
children
control
plan
warsztat pracy
współpraca
rodzice
nauczyciele
dzieci
kontrola

Opis:

The purpose of this article is to look at the teacher’s cooperation with parents as an important aspect of the skills and tools used by teachers from the perspective of practical activities. The basis for these considerations is the results of conducted research, including analysis of existing data resulting from the external evaluation carried out in the course of two school years (2017/2018 and 2018/2019) regarding the “Parents are kindergarten partners” requirement. In addition, plans for cooperation with parents for the 2019/2020 school year and the results of the NIK audit regarding cooperation of schools with parents in terms of the implementation of educational tasks were analyzed. Practical guidelines are important to help teachers build proper relationships, and thus provide the basis for good cooperation with parents.
Celem niniejszego artykułu jest spojrzenie na współpracę nauczyciela z rodzicami jako składową warsztatu pracy z perspektywy podejmowanych działań praktycznych. Podstawę rozważań stanowią wyniki przeprowadzonych badań, w tym analiza danych zastanych wynikających z przeprowadzonej w ciągu dwóch lat szkolnych – 2017/2018 i 2018/2019 – ewaluacji zewnętrznej w zakresie wymagania „Rodzice są partnerami przedszkola”. Ponadto analizie poddano plany współpracy z rodzicami na rok szkolny 2019/2020 oraz wyniki kontroli NIK w zakresie współpracy szkół z rodzicami w realizacji zadań wychowawczych. Istotne są wskazania praktyczne, które pomogą nauczycielom zbudować prawidłowe relacje, a tym samym dadzą podstawy dobrej współpracy z rodzicami.

Źródło:

Konteksty Pedagogiczne; 2020, 2, 15; 137-152
2300-6471

Pojawia się w:

Konteksty Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 93.

Tytuł:

Teacher’s Competences – Prospects for Development and Professional Training

Autorzy:

Jaszczyszyn, Elżbieta
Cichocki, Andrzej

Powiązania:

https://bibliotekanauki.pl/articles/507163.pdf

Data publikacji:

2015

Wydawca:

Akademia Ignatianum w Krakowie

Tematy:

teacher’s competences
development of competences
professional development
perspective of development

Opis:

After brief remarks related to the current discourse present in the professional literature on the perspective of the development of competences and professional improvement, this text focuses on ideas which have important implications for their perspective of development and the assessment of the process of professional improvement of teachers, namely (a) building teachers’ professionalism, especially for those who are trapped in an increasingly formalized system, based on documents, content of teachers training courses and then in a rigid career path and (b) defining and assessing the standards of the professional development process. The text ends with the thesis that the most valuable resources available in each school are the teachers, that there is an urgent need to remodel the current system and to concentrate on strengthening the potential present in the idea of the professionalization of teachers (and their assessment) in terms of teaching standards (related to what they should know and be able to do).

Źródło:

Journal of Preschool and Elementary School Education; 2015, 7; 13-30
2084-7998

Pojawia się w:

Journal of Preschool and Elementary School Education

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 94.

Tytuł:

ESL@FACEBOOK: A TEACHER’S DIARY ON USING FACEBOOK

Autorzy:

Simpson, Monique N.

Powiązania:

https://bibliotekanauki.pl/articles/941202.pdf

Data publikacji:

2012

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

ESL
Facebook
social networking site
Internet
accountability
teacher’s diary
action research

Opis:

This study investigates whether Facebook would be an ‘effective and easy’ teaching tool in ESL classes in South Korean universities. Using a teacher’s diary, action research was conducted. The study indicated that Facebook is not different from other new teaching tools; the teacher must familiarize him/herself with the tool to use it confidently. Second, a student’s ‘lazy factor’ is quite problematic in the learning process. Lastly, action research and a teacher’s journal can increase teacher’s self-accountability.

Źródło:

Teaching English with Technology; 2012, 12, 3; 36-48
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 95.

Tytuł:

Professional Advancement of RE Teachers in the Context of the Challenges of the Information Society

Autorzy:

Balicka, Beata

Powiązania:

https://bibliotekanauki.pl/articles/1199262.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Papieski Jana Pawła II w Krakowie

Tematy:

information society
RE teacher
advancement of teachers

Opis:

In the first years of political transformation in Poland starting in 1989, one of the crucial issues was the reform of education, including changes in the procedure of professional advancement for teachers. At that time, it was also important for the Catholic Church to restore Religious Education in schools, which returned to the state education system in the 1990–1991 school year. Since then, RE teachers have had the same rights and obligations as teachers of compulsory subjects and undergone the same professional advancement procedure. Twenty years have passed since the new procedure of career progression for teachers was introduced in Poland. Therefore the author of the article attempts to answer the following questions: To what extent does the procedure meet the challenges of the information society and in what direction should it evolve due to the rapid development of information and communication technology in the world?

Źródło:

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II; 2020, 11, 2; 65-78
2391-6559
2083-8018

Pojawia się w:

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 96.

Tytuł:

Teachers’ perceptions of inclusive education on the backgrounds of Greek schools

Autorzy:

Kokkali, Danai
Sokol, Mariana
Rozlutska, Galyna

Powiązania:

https://bibliotekanauki.pl/articles/1932503.pdf

Data publikacji:

2020-12-30

Wydawca:

Państwowa Wyższa Szkoła Zawodowa w Chełmie

Tematy:

inclusion
educational quality
teachers’ perceptions
special needs

Opis:

The relevance of the problem under consideration is that the inclusion phenomenon in Greece, as an expression of every child’s right to educational equality, remains an important moral and political issue that needs to be addressed further. Greece, like most European countries, has followed the principles of the Salamanca Declaration. The feature of inclusive education is the willingness of teachers to accept students with special educational needs. Their attitudes and knowledge about inclusive education are important, as they are indicators of such willingness. The aim of this article is to study teachers’ perceptions of inclusive education on the background of Geek schools.

Źródło:

Scientific Bulletin of Chełm - Section of Pedagogy; 2020, 1; 49-57
2084-6770

Pojawia się w:

Scientific Bulletin of Chełm - Section of Pedagogy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 97.

Tytuł:

The Self-efficacy of Physical Education Teachers and Burnout in the Teaching Profession

Autorzy:

Sas-Nowosielski, Krzysztof
Kowalczyk, Agnieszka

Powiązania:

https://bibliotekanauki.pl/articles/1967518.pdf

Data publikacji:

2019-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

physical education teachers
burnout
self-efficacy

Opis:

Teachers, including physical education (PE) teachers, are at risk of burning out in their work. The consequences of this syndrome have a negative impact on the teacher themselves and on their students. Therefore it is very important to identify factors that may prevent its occurrence. Self-efficacy is considered one such factor. The aim of the study was to determine if self-efficacy specific to PE teachers is related to their burnout. The study was conducted using a survey method, with the use of the Physical Education Teaching Efficacy Scale [PETES] and the Maslach Burnout Inventory. A total of 401 PE teachers were surveyed. PE teachers turned out to be rather moderately burnt out, except for one dimension - a reduced sense of personal accomplishments - which in almost the whole sample reached high values. Regression analyses conducted for all three dimensions of burnout were significant, explaining from 4% up to 10% of the variance. The dimension of accomplishments was positively predicted by two kinds of self-efficacy: applying scientific knowledge in teaching PE, and teaching students with special needs. Emotional exhaustion was significantly and negatively predicted by assessment efficacy, and using technology efficacy, and positively by accommodating skill level differences of efficacy. Finally, depersonalization was negatively predicted by instructional efficacy.

Źródło:

The New Educational Review; 2019, 58; 179-188
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 98.

Tytuł:

Adopting Lesson Study to Enhance Pre-Service Teachers’ Pedagogical Knowledge

Autorzy:

Triyanto, -
Handayani, Rif’ati Dina

Powiązania:

https://bibliotekanauki.pl/articles/1968196.pdf

Data publikacji:

2019-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

lesson study
pedagogical knowledge
pre-service teachers
teaching practices

Opis:

Most pre-service teachers work individually in preparing their teaching and learning activities and rarely work closely with others. The purpose of this research was to investigate pre-service teacher pedagogical knowledge through lesson study. Data were collected with the use of an interview and observation. Qualitative data were analyzed in four stages: organizing data, exploring and sorting data, descriptive analysis, invention interpretation, and validation. Results indicated that lesson study enhanced pedagogical knowledge of the pre-service teacher in planning, preparation, teaching strategies, problem-solving, classroom management, questioning skills, and assessment. Lesson study enhanced the pre-service teacher’s experience by comprehensively focusing on all facets of school in learning and teaching settings offering learning experiences.

Źródło:

The New Educational Review; 2019, 56; 244-254
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 99.

Tytuł:

Professional Preparation of In-Service Teachers for ‘Prayas’ Program in Science and Impact in Classrooms

Autorzy:

Sanjeev, Kumar

Powiązania:

https://bibliotekanauki.pl/articles/1969383.pdf

Data publikacji:

2018-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

PRAYAS
science
in-service teachers
DIET
SSA

Opis:

Today most teachers enter teaching by means of a one or two-year undergraduate program in education (B.Ed.). There is provision of in-service training for teachers to make teaching effective in bringing quality to education. Various in-service teacher training programs are organized by District Institutes of Educational Training and State Institute of Educational Management and Training under Sarva Shiksha Abhiyaan in Himachal Pradesh. Yet, the impact of the training has not been reflected in the classrooms for the last fifteen years. There is not optimum improvement in the academic achievement of students. It is necessary to make teaching enjoyable and flexible through various activities, small projects and ICT in the new era. Creative and experimental activities are very much needed in the teaching of mathematics and science subjects. These activities help in building student confidence and give students more opportunities of learning. ‘PRAYAS’ at the upper-primary level is one of the programs organized by the DIET Solan to professionally prepare in-service teachers for implementing it at the school level. The objective of the study was to study the impact of the ‘PRAYAS’ in-service training program in Science in the educational block Kandaghat block of district Solan of Himachal Pradesh. Three schools were conveniently selected, two Govt. Senior Secondary Schools Chail and Kalhog, and one Govt. High School, Sakori, of the concerned educational block. Data was collected with the use of a semi-structured interview and the observations were recorded. It was found in the study that students made models and activities on the topics of their textbooks under the ‘PRAYAS’ program with eco-friendly materials and waste materials, utilized where suited. In this way, students learnt to use waste materials in everyday life. The models and activities were very low cost and easy to handle and care. The students learnt and understood the concepts easily. The outcomes of the program are discussed in the paper, which will be beneficial for the educational planners and administrators and in-service teachers of the State.

Źródło:

The New Educational Review; 2018, 52; 247-257
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 100.

Tytuł:

Professionalization and Professionalism of Teaching and Teachers in Israel

Autorzy:

Zuzovsky, Ruth
Donitsa-Schmidt, Smadar

Powiązania:

https://bibliotekanauki.pl/articles/2149022.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet w Białymstoku. Wydział Pedagogiki i Psychologii

Tematy:

professionalization
professionalism
policy actions
teachers
teaching in Israel
professional development

Opis:

The paper describes the main national-level policy actions and initiatives taken over four decades, from the 1980s to the present, to promote the professionalization of teaching in Israel and enhance the professionalism of Israeli teachers. It also includes a critical reflection on the success of these measures.

Źródło:

Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN; 2020, 1(13); 55-62
2353-7914

Pojawia się w:

Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN

Dostawca treści:

Biblioteka Nauki

/5

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