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Tytuł:
Competences of an RE Teacher/Catechist in the Opinion of Schoolchildren
Autorzy:
Słotwińska, Helena
Buk-Cegiełka, Marta
Mariański, Janusz
Osewska, Elżbieta
Rybarski, Radosław
Stala, Józef
Powiązania:
https://bibliotekanauki.pl/articles/29551949.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet Papieski Jana Pawła II w Krakowie
Tematy:
competencies
teacher
educator
religion teacher
catechist
empirical research
Opis:
An important issue addressed in the presented article is the competencies of the RE teacher/ catechist. Two main problems are posed, summarized in the following questions: What competencies should a teacher of religion/catechist have? What qualities, according to secondary school pupils, should have an RE teacher? An attempt to answer such questions was made on the basis of an analysis of the literature on the subject and the results of a nationwide quantitative and qualitative study of secondary school pupils in Poland. The basic concepts of competence are discussed, groups of competencies relevant to the profession of religion teacher are characterized. Also presented are the results of research on the opinions of secondary school pupils regarding the person of a religion teacher/catechist.
Źródło:
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II; 2024, 14, 1; 89-107
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
Artykuł
Tytuł:
Discourses of Students in Initial Teacher Education: Perception of Mental Health Knowledge and Its Impacts on Their Well-being
Autorzy:
Kashahu (Xhelilaj), Ledia
Beshiri, Dilina
Sotirofski, Kseanela
Powiązania:
https://bibliotekanauki.pl/articles/37261796.pdf
Data publikacji:
2024-06-25
Wydawca:
Akademia Pedagogiki Specjalnej. Language and Society Research Committee
Tematy:
Teacher preparation
initial education
mental health
student’s well-being
Opis:
The mastery of teacher competencies is intrinsically linked to the quality of educational service (OECD, 2013). Consequently, the initial preparation of teachers and discourse on the competencies they should possess have long been focal points for educational researchers, predating even the Covid-19 pandemic (Caena, 2014). This discourse has intensified notably in recent times (UNESCO and UNICEF, 2021). A mixed methods approach is used in this study. First, a quantitative survey was used to create a descriptive and correlational analysis. Later, semi-structured interviews were utilized as a qualitative method to conduct some in-depth explorations. The quantitative part of study aims to explore the level of preparedness of students in Preschool and Elementary Education programs regarding mental health, the primary methods through which students acquire knowledge, and the relationship between this knowledge and their well-being throughout their teacher education journeys. The study sample comprised students from the Faculty of Education at the University “Aleksandër Moisiu”, Durrës, Albania (N=123), 19 of whom were interviewed to identify through qualitative methods the promoting factors and inhibiting factors of well-being and mental health during the study years. Based on the literature, a semi-structured interview instrument was prepared. For the quantitative data collection, two scales were developed for this study: one to gauge students’ perceived level of mental health knowledge and another to identify the sources of this knowledge acquisition. Student well-being was assessed using the self-assessment questionnaire CSSWQ (Renshaw, 2020). Data analysis was conducted using SPSS 22 software, while the qualitative data set was processed manually. According to the students’ self-reports, they demonstrated an above-average level of knowledge on mental health, deriving this knowledge from both the university’s curriculum and external sources. The study revealed weak positive correlations between mental health knowledge and academic efficacy (r = .024, n = 123, p < .008), but moderate positive correlations with academic satisfaction (r = .31, n = 123, p < .001), school connectedness (r = .31, n = 123, p < .001), college gratitude (r = .36, n = 123, p < .001), and student wellbeing (r = .34, n = 123, p < .001). Furthermore, this paper engages in discourse analysis to establish concrete recommendations for enhancing the relevant study programs.
Źródło:
Language, Discourse & Society; 2024, 12, 1 (23); 93-115
2239-4192
Pojawia się w:
Language, Discourse & Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
From the Classroom to the Newsroom: Evaluating the Impact of Media Practice on Digital Competence in Higher Education
Autorzy:
Furtáková, Lucia
Powiązania:
https://bibliotekanauki.pl/articles/52571535.pdf
Data publikacji:
2024
Wydawca:
Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
Tematy:
DigComp
Digital Competences
Digital Competence Wheel
Digital Literacy
Journalism
Students
Media and Communication Students
Media Workers
Opis:
Digital literacy and related digital competences are now an integral part of media work. Changes in technology and audience consumption habits have forced media professionals to acquire a wide range of digital skills. These include not only technical skills, such as mastery of digital tools and platforms, but also the ability to communicate and present content effectively in a digital environment. The aim of this study is to explore the level of digital competences of students who work in university media, compared to those who study at the faculty but are not part of its media. It also focuses on identifying the level of each of the DigComp framework’s digital competence areas that future media workers should develop in order to remain competitive. Research has shown that students working in university media have a higher total score in digital competence (75%) than students not working in (university) media (65%). It was also found that the most developed area for both groups of students is Communication and collaboration, followed by Information and data literacy. In contrast, the weakest area for both groups is Digital content creation. In terms of specific competencies, both groups have the same most developed competency, Netiquette, and the least developed competency, Programming. In general, however, students not working in (university) media have a total score in digital competence as well as in individual areas at the same level as the Generation Z average, and students working in university media are above the Generation Z average in all areas, confirming that working in media alongside media studies has a positive impact on raising levels of digital competence.
Źródło:
Media Literacy and Academic Research; 2024, 7, 1; 72-94
2585-8726
2585-9188
Pojawia się w:
Media Literacy and Academic Research
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigating the Effect of the Media Literacy Family Education Program on the Media Literacy Levels of 48-60-Month-Old Children and Their Mothers
Autorzy:
Kadan, Gül
Aral, Neriman
Powiązania:
https://bibliotekanauki.pl/articles/52570022.pdf
Data publikacji:
2024
Wydawca:
Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
Tematy:
Early Childhood
Family Education
Media
Media Literacy
Parent
Opis:
The research aimed to examine the effect of the media literacy family education program on the media literacy levels of 48-60-month-old children and their mothers. The research was conducted as distance education with 48-60-month-old children and their mothers attending independent kindergartens affiliated with the Çankırı Provincial Directorate of National Education during the 2019-2020 academic period. In this context, 18 mothers and children formed the experimental group and 22 mothers and children formed the control group. The quantitative part of the study, which was carried out with a convergent parallel mixed method model, consisted of a 2 x 3 mixed plot semi-experimental design with experimental and control groups consisting of pretest-post-test-permanence-test, and the qualitative part consisted of interviews with mothers after the program. In the study, the “General information form”, “Media literacy scale parent form”, “Media literacy scale child form” and “Semi-structured interview form” developed by the researchers were used as data collection tools, and the “Media literacy family education program” was prepared within the scope of the study. As a result of the research, a significant difference was found in the post-test scores of mothers and children in the experimental and control groups in favor of the experimental group. No significant difference was found in the comprehension dimension in the post-test-permanence-test scores of the mothers in the experimental group. In the interview held after the program, the mothers stated that there was a change in themselves and their children after the program, and that they found the training program effective. Based on the results obtained from the research, it can be recommended that parents act consciously about media and implement a media literacy family education program.
Źródło:
Media Literacy and Academic Research; 2024, 7, 1; 5-25
2585-8726
2585-9188
Pojawia się w:
Media Literacy and Academic Research
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Język równościowy w nauczaniu DaF na poziomie uniwersyteckim – postawy osób uczących i studiujących wobec jego zastosowania w praktyce dydaktycznej
Gender-fair language in teaching German as a foreign language at university level: teachers’ and students’ attitudes toward its use in teaching practice
Autorzy:
Błaszkowska, Hanka
Powiązania:
https://bibliotekanauki.pl/articles/52577083.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
gender-fair language
gendering
language change
German as a foreign language in higher education
gender-sensitive didactics
survey research
język równościowy
zmiany językowe
nauczanie języka niemieckiego jako języka obcego
dydaktyka wrażliwa na płeć
badanie sondażowe
Opis:
This paper focuses on gender-fair language and the attitudes of teachers and students of German as a foreign language (DaF) towards its use in university teaching. In the context of the survey study presented here, gender is understood as a construct that is manifested in specific, changing language use variants, such as in personal names. The surveyed teachers and students of applied linguistics at the University are current and future DaF linguists and educators, who, due to social changes, will be increasingly confronted with the issues under study in their professional lives. The aim of the study is, firstly, to determine whether gender-fair language is addressed in the DaF courses under study, if so, in what form and to what extent, and secondly, to record and describe the attitudes of the studied groups towards it, in order to raise awareness of this important phenomenon of contemporary German language use. Consequently, the conducted survey provides information about the presence of gender issues in DaF courses and the attitudes of the two groups towards gender-fair language. The results of the study are discussed in terms of their contribution to the development of gender-sensitive didactics of German as a foreign and as a second language.   .  
Źródło:
Neofilolog; 2024, 62/1; 61-77
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Job-relevant competences from the perspective of students of humanities and social studies at three European universities. Research findings of the project “Enhancing Quality Teaching of Humanities and Social Sciences in Higher Education for 21+”
Autorzy:
Mroczkowska, Dorota
Jeran, Agnieszka
Brywczyńska, Maja
Nymś-Górna, Agnieszka
Jankowiak, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/52915304.pdf
Data publikacji:
2024-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
students
labour market
social sciences
humanities
future competencies
job-relevant competencies
Opis:
The text addresses the key competencies of the future relevant to the labour market from the perspective of students of the humanities and social sciences. It is based on the research carried out in three universities: in Poland, the Czech Republic and Slovakia (a total of 603 students were surveyed) in 2022 as part of the Erasmus+ project grant KA220-HED. Research results indicate that students perceive critical thinking, problem-solving, and interpersonal communication skills as the most important for future work, given that creativity is ranked in the middle of the three universities by students. Students ranked low emotion management, time management skills and digital competencies in the labor market. In terms of gender in the 4Cs, there are differences – for men, critical thinking is more important than for women, while communication and cooperation are more important for women. There are no differences in assessing the importance of creativity – this reflects the stereotypical image of differences between occupations perceived as more male and female.
Źródło:
Edukacja Międzykulturowa; 2024, 27, 4; 129-140
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Main Issues of Implementing Media and Information Literacy in School Education in Central Asian Countries (The Case of Kazakhstan, Kyrgyzstan, and Uzbekistan)
Autorzy:
Dadakhonov, Azamjon Oltmishevich
Powiązania:
https://bibliotekanauki.pl/articles/52571533.pdf
Data publikacji:
2024
Wydawca:
Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
Tematy:
Central Asia
Consequences
Educational Impact
Challenges
Integration
Media and Information
Literacy (MIL)
School Education
Opis:
In today’s interconnected world, implementing media and information literacy (MIL) into school education is essential to equip students with the critical skills needed to navigate an increasingly complex information landscape and discern between credible sources and misinformation. By fostering a generation of media-literate individuals, students can be empowered to become responsible consumers, creators, and contributors in the digital age, thus safeguarding democratic principles and promoting informed civic engagement. This research paper delves into the critical challenges surrounding the implementation of MIL in school education across Central Asian countries, with a specific focus on Kazakhstan, Kyrgyzstan, and Uzbekistan. Through a comprehensive examination, the study addresses key issues such as the perceptions of MIL trainers and experts regarding its significance, exemplary approaches for integration into school education, assessment methods of MIL education programs, differences between Central Asian and global MIL programs, the impact of MIL deficiency on the educational system, and the potential consequences of neglecting its implementation. Drawing on in-depth interviews, existing literature, and comparative analyses, the paper sheds light on the complexities and implications of MIL implementation within the unique context of Central Asia.
Źródło:
Media Literacy and Academic Research; 2024, 7, 1; 51-71
2585-8726
2585-9188
Pojawia się w:
Media Literacy and Academic Research
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Media Literacy In Higher Education: “Know-Where” and “Know-Whether”... Know-Why to Know Better?
Autorzy:
Čiderová, Denisa
Belvončíková, Eva
Powiązania:
https://bibliotekanauki.pl/articles/52571029.pdf
Data publikacji:
2024
Wydawca:
Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
Tematy:
“Know-Where”
“Know-Whether”
Know Better
Know-How
Know-What
Know-Why
Media (and Information) Literacy Education
Opis:
With the objectives of the Grünwald Declaration (1983), the Alexandria Proclamation (2006), the UNESCO Paris Agenda (2007) and the concept of media literacy (alias understanding and using mass media in either an assertive or non-assertive way, including an informed and critical understanding of media, the techniques they employ and their effects) on mind, it goes without saying that any communication takes place in a certain context (set of facts and circumstances surrounding a media text for the purpose of its interpretation as defined by Wilson et al., 2011, p. 182). Having media literacy on mind, “know-where” to search for information and “knowwhether” such researched information identifies facts imply in our understanding media and literacy, respectively. Then, know-why corresponds with our perception of the context (Wilson, 2011), and know better conveys “to know or understand the truth about something” (Merriam-Webster, n.d.). The perspective of Haider & Sundin (2022) is the one that the purpose of information literacy is to support people’s knowledge, competencies and resources for their proficient engagement with information (incl. finding, evaluating, producing, and communicating situated information in contextappropriate ways). On the one hand, literacy is a conceptual entity in the context of educational sciences; on the other hand, information literacy (just like media literacy) merely specifies media or information, data, digital, or artificial intelligence (AI) as an entity for literacy to latch onto. In the global survey – addressed to UNESCO networks of Associated Schools and university Chairs in May 2023 slightly over one-tenth of 450 institutions (of which 44% were from Europe) confirmed that they have developed institutional policies and/or formal guidance concerning the use of generative AI applications. Curriculum delivery at higher education institutions adheres to Bloom’s taxonomy (Bloom, 1956), which can be applied in two alternative modes: the traditional approach or the flipped approach, in a variety of cultural backgrounds. The aim of our paper is to map the awareness of media (and information) literacy among higher education students at the University of Economics in Bratislava with instruction either in the Slovak language or in the English language. Findings reveal gaps in recognition of sponsored content just like relatively low awareness of generally respected fact-checking online sites with remarkable discrepancies between the cohort studying in the Slovak language and the cohort studying in the English language.
Źródło:
Media Literacy and Academic Research; 2024, 7, 1; 26-50
2585-8726
2585-9188
Pojawia się w:
Media Literacy and Academic Research
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Podcasts as an Attractive Educational Tool
Autorzy:
Krúpová, Viera
Powiązania:
https://bibliotekanauki.pl/articles/52572785.pdf
Data publikacji:
2024
Wydawca:
Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
Tematy:
Broadcast
Education
Educational Institutions
Media
Podcast
Radio
Opis:
Media plays a key role in the learning process. Many listeners, viewers, readers, or visitors of online platforms look to the media as a source of new information to expand their knowledge. With a constantly changing lifestyle that keeps accelerating and putting ever higher demands on people to do several things at once, new media are gaining popularity. One of them is a podcast, which reflects the modern person’s need to do more things at once – that is, to gain new knowledge or to be educated in addition to other activities. The ambition of this study is to focus on podcasts in terms of education and on what this form of media offers to its listeners. In more detail, we want to focus on two specific categories of podcasts – official media and official educational institutions. The main goal of this study is to map and point out how the media and official educational institutions, selected by us, use podcasts for education, what forms they prefer, what the frequency of presented materials is and how they process educational content. We will also focus on evaluating whether and in what form podcasts are offered to users.
Źródło:
Media Literacy and Academic Research; 2024, 7, 1; 145-161
2585-8726
2585-9188
Pojawia się w:
Media Literacy and Academic Research
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Projekt badawczo-edukacyjny „Ukrainian Teaching Materials 2022” dla wrocławskich przedszkoli i edukacji wczesnoszkolnej – prezentacja wyników badań sondażowych
Research and educational project “Ukrainian Teaching Materials 2022” for Wrocław’s pre- and early school education – a presentation of survey results
Autorzy:
Kondracka-Szala, Marta
Noel, Andrea Maria
Swałdek, Weronika
Powiązania:
https://bibliotekanauki.pl/articles/52229562.pdf
Data publikacji:
2024-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
migracja
edukacja wczesnoszkolna
edukacja przedszkolna
język obcy
wojna w Ukrainie
dziecko z doświadczeniem migracji wojennej
inkluzja językowa i kulturowa
język ojczysty
migration
preschool education
foreign language
early school education
native language
war in Ukraine
child with war migration experience
language and cultural inclusion
Opis:
Alongside the tragic consequences of the armed conflict, the Russian attack on Ukraine in 2022 resulted in an upheaval within the educational system in Poland. This situation posed challenges for Ukrainian children arriving in Poland as well as for teachers and students in educational institutions where refugee children were being admitted without restrictions. The author’s research and educational project “Ukrainian Teaching Materials 2022” for Wrocław’s pre – and early school education in 2022 aimed to support the development of language skills among refugee children in their native language and in Polish, and to support preschool and early school teachers in this endeavour by providing them with appropriately prepared methodological packages. A diagnostic survey identified teachers’ needs regarding methodological materials. At the same time, a follow-up focus group interview conducted 30–40 days later presented teachers’ reflections and experiences in teaching in linguistically and culturally diverse groups during the initial period of the war migration. The project was also aimed to raise awareness among teachers and to cultivate an open attitude towards using bilingual and Ukrainian-language materials in working with children with war migration experience. Due to the collected extensive research material, the research findings were divided into two parts: the first part presents the theoretical and methodological context of the project as well as the results of the survey. In contrast, the second part presents the results of the focus group research and discussion based on the literature review.
Atak Rosji na Ukrainę w 2022 roku spowodował, obok tragicznych konsekwencji konfliktu zbrojnego, również zachwianie systemem edukacji w Polsce. Sytuacja ta była trudna zarówno dla dzieci ukraińskich przybywających do Polski, jak i dla nauczycieli i dzieci w placówkach edukacyjnych, do których dzieci uchodźcze były przyjmowane bez ograniczeń. Autorski projekt badawczo-edukacyjny „Ukrainian Teaching Materials 2022” dla wrocławskich przedszkoli i edukacji wczesnoszkolnej z 2022 roku miał na celu wsparcie rozwoju umiejętności językowych u dzieci uchodźczych w ich języku ojczystym oraz w języku polskim, a także wsparcie nauczycieli przedszkolnych i wczesnoszkolnych w tej pracy poprzez przekazanie im odpowiednio przygotowanych pakietów metodycznych. Przeprowadzony sondaż diagnostyczny określił potrzeby nauczycieli w zakresie materiałów metodycznych, natomiast zrealizowany 30–40 dni później wywiad fokusowy zaprezentował refleksje nauczycieli i ich doświadczenia z pracy dydaktyczno-wychowawczej w grupach mieszanych językowo i kulturowo w początkowym okresie migracji wojennej. Projekt miał również na celu rozwijanie wśród nauczycieli świadomości i postawy otwartości na wykorzystanie materiałów dwujęzycznych i ukraińskojęzycznych w pracy z dziećmi z doświadczeniem migracji wojennej. Ze względu na obszerność zebranego materiału badawczego wyniki badań zostały podzielone na dwie części: pierwsza prezentuje kontekst teoretyczny i metodologiczny projektu oraz wyniki badań sondażowych, natomiast część druga stanowi prezentację wyników badań fokusowych i dyskusję w oparciu o studia literaturowe.
Źródło:
Edukacja Międzykulturowa; 2024, 25, 2; 177-193
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Security of Personal Data in Cyberspace in the Opinion of Students of the University of Udine
Autorzy:
Melchior, Claudio
Soler, Urszula
Powiązania:
https://bibliotekanauki.pl/articles/31342007.pdf
Data publikacji:
2024-05-09
Wydawca:
Akademia Sztuki Wojennej
Tematy:
personal data
security
cybersecurity
„privacy paracox”
sociological research
technological education
Opis:
The escalating concerns surrounding personal data security in cyberspace necessitate a comprehensive examination of user awareness, attitudes, and behaviours. This study, conducted among University of Udine students, delves into the multifaceted dimensions of personal data security, exploring aspects such as perceptions and behaviours related to privacy, network security, and legal compliance. The research objectives involve assessing respondents’ awareness of data transfer on the network, their general concerns about cyber risks, and the coherence between awareness, concern, and actual online behaviour. A convenience sample of 518 predominantly young respondents was gathered through an online questionnaire. Results reveal a noteworthy disparity between declared awareness and actual concern, leading to a „privacy paradox”. While respondents express awareness of data transfer, their specific concern is limited, predominantly focusing on commercial aspects rather than acknowledging broader cybersecurity threats. This discordance extends to online behaviour and the predominant use of devices such as smartphones, which are simultaneously the most used by respondents but also perceived to have the greatest data loss and the least possibility of implementing data protection actions. The findings underscore the critical need for ongoing cybersecurity education, particularly targeting younger populations, to bridge the gap between theoretical awareness and practical implementation of secure online practices. This study prompts further investigation into diverse cultural contexts, proposing a shared model for technological education across European societies to foster secure behaviours in the digital landscape
Źródło:
Cybersecurity and Law; 2024, 11, 1; 227-247
2658-1493
Pojawia się w:
Cybersecurity and Law
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers of Preschool and Early School Education Facing the Challenge of Working With Talented Young Learners – a Study Based on Qualitative and Quantitative Research
Autorzy:
Kamińska, Aneta
Powiązania:
https://bibliotekanauki.pl/articles/44456958.pdf
Data publikacji:
2024
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
young talented learners
challenges of teaching talented learners
diagnosis
teaching methods
individualization
Opis:
Research objective: The main goal of this article is to portray the challenges that early education and preschool teachers encounter when working with talented young learners in public preschools and kindergartens. Problem and research methods: The author investigates the complexities of working with talented young learners, utilizing quantitative methods such as standardized surveys and interviews with early education and preschool teachers. The process of argumentation: The introduction outlines the topic, followed by a brief description of the challenges in teaching talented learners. The research method is then discussed. Finally, the findings and recommendations for practice are presented. Research results: The findings indicate that early education and preschool teachers face some challenges in teaching talented learners, mostly connected with recognition, diagnosis, and individualized instruction. Many teachers feel unprepared, lack sufficient time, and receive little support from colleagues and administrators. They also seldom seek help from specialists. Conclusions, innovations, and recommendations: There is a need for comprehensive political regulation in Poland to enhance the individualization of education for talented young learners. Support for teachers through collaboration with headmasters, parents, and specialists is vital. Teamwork and assistance are essential to effectively meet the needs of these learners.
Źródło:
Multidisciplinary Journal of School Education; 2024, 13, 1 (25); 349-365
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Theologically Inspired and Supported Patriotism as a Component of Poland’s National Security. Concept of Research and its Social Application
Autorzy:
Smuniewski, Cezary
Urych, Ilona
Boguszewski, Mariusz
Powiązania:
https://bibliotekanauki.pl/articles/29551978.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet Papieski Jana Pawła II w Krakowie
Tematy:
patriotism
theology
national security
Poland’s cultural heritage
religiously inspired pro-societal behaviours
national responsibility
research project
Opis:
The article presents a concept of research and its social application concerning the creation and modelling of theologically inspired and supported patriotic attitudes in the Polish historical and security-related context. It concerns patriotism which, primarily, refers to Poland’s national heritage, theology, Catholic social science and national responsibility; secondly, it is directed at a sovereign economic development locally and on the international arena; thirdly, it shapes pro-societal and pro-defence attitudes; fourthly, it takes into account contemporary challenges linked with the environment, demography, migrations and “temporal challenges”. The text is classified among the papers on conceptualization of research projects in the area of security studies, social policies and political science, account being taken of the contexts and problem references to theology, history and cultural anthropology.
Źródło:
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II; 2024, 14, 1; 257-272
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
Artykuł
Tytuł:
“Poorest creatures in the world”. Identities and aspirations of governesses in the Kingdom of Poland, 1864–1914 – areas of research
Autorzy:
Urbanik-Kopeć, Alicja
Powiązania:
https://bibliotekanauki.pl/articles/48899230.pdf
Data publikacji:
2023
Wydawca:
Polska Akademia Nauk. Instytut Historii Nauki im. Ludwika i Aleksandra Birkenmajerów
Tematy:
governess
homeschooling
emancipation
female education
19th century
guwernantki
edukacja domowa
emancypacja
edukacja kobiet
XIX wiek
Opis:
The article aims to present areas of research in the project about the aspirations and identities of governesses in the Kingdom of Poland, 1864–1914. The article discusses both secondary and primary sources, the latter in the form of about 200 personal memoirs from the time in which homeschooling for girls is mentioned. The article makes a preliminary overview of their content, pointing to the intended routes of interpretation and forming a research hypothesis. It discusses the liminal position of the governesses in the context of class and gender relations.
Źródło:
Rozprawy z Dziejów Oświaty; 2023, 60; 149-167
0080-4754
Pojawia się w:
Rozprawy z Dziejów Oświaty
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Adult Educators’ Approaches to the Educational Process and the Expected Results. Introspection Reconstructed in the Phenomenographic Research
Autorzy:
Dobrzyniak, Marta
Plyska, Yuriy
Powiązania:
https://bibliotekanauki.pl/articles/20311758.pdf
Data publikacji:
2023-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
educators’ approaches
adult education
phenomenography
learning outcomes
Opis:
The paper’s topic refers to phenomenographic research with the participation of adult educators. The paper reflects educators’ concepts regarding expected learning outcomes or the learning process. These individual concepts were identified based on reconstructions of adult educators’ experiences. The purpose of the paper is to demonstrate the variety of approaches which educators apply in the educational process and the learning outcomes that adult learners are expected to achieve – according to the educators’ assumptions. Reference to selected theoretical models included in the paper allows looking at the theoretical context.
Źródło:
The New Educational Review; 2023, 73; 149-161
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 503

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