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

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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

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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

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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

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