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Tytuł:
To teach or not to teach conversational hedges?
Autorzy:
Kot, A.
Powiązania:
https://bibliotekanauki.pl/articles/577183.pdf
Data publikacji:
2013
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Opis:
While the existing literature focuses on analyzing individual hedges and comparing their use by native and non-native speakers, little attention has been paid to the teaching of conversational hedges. Research reveals that despite their pervasive nature in spoken discourse, hedges are regarded by teachers as ‘verbal garbage’ (Schiffrin 1987), not worthy of teaching. The aim of this study is to investigate college teachers’ perceptions of hedging devices in spoken discourse as well as their attitudes to the teaching of hedges. A questionnaire was administered to elicit the teachers’ responses. The results indicate that college teachers are aware of the significance and usefulness of hedges in spoken discourse; nevertheless, they have doubts about the value of teaching them. The paper will conclude with a discussion of the pedagogical implications of these findings.
Źródło:
Linguistica Silesiana; 2013, 34
0208-4228
Pojawia się w:
Linguistica Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
How to Teach Morality - Georg Lind (Review)
Autorzy:
Cobos, Semiramis Llanos
Powiązania:
https://bibliotekanauki.pl/articles/781157.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Lind
Konstanz Method of Dilemma Discussion
Moral ist Lehrbahr
How to Teach Morality
Opis:
In his recent book, Georg Lind develops the philosophical and methodological foundations of the Konstanz Method of Dilemma Discussion®, which provide both theoretical and practical work frames for developing moral and democratic competencies.
Źródło:
Ethics in Progress; 2016, 7, 1; 319-321
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
To Teach or not to Teach – Why We Do Need to Teach Foreign Law and Foreign Legal Systems as Well as Comparative Law Methods in a Global World?
Autorzy:
M, Kenig-Witkowska, Maria
Powiązania:
https://bibliotekanauki.pl/articles/902576.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
teaching foreign law
comparative law methods
comparative international law
international environmental law
Opis:
Artykuł odnosi się do zagadnień zawartych w tytule artykułu z perspektywy następujących pytań: dlaczego powinniśmy uczyć obcego prawa; dlaczego powinniśmy uczyć oraz sami uczyć się metod prawa porównawczego; dlaczego powinniśmy uczyć międzynarodowego prawa porównawczego i w końcu – dlaczego powinniśmy uczyć międzynarodowego prawa środowiska. Najkrótsza odpowiedź brzmi: ze względu na postępujące procesy globalizacji, w tym globalizacji przestrzeni prawnej i globalizacji obrotu prawnego. Uwagi zawarte w artykule są oparte na doświadczeniach wyniesionych z wieloletniej kariery akademickiej Autorki jako profesora prawa w Polsce oraz na zagranicznych uczelniach, również w Stanach Zjednoczonych, gdzie wykładała prawo środowiska Unii Europejskiej.
Źródło:
Studia Iuridica; 2016, 62; 153-163
0137-4346
Pojawia się w:
Studia Iuridica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczanie logiki. Tezy do dyskusji
How to Teach Logic: Debate Theses
Autorzy:
Wójcicki, Ryszard
Powiązania:
https://bibliotekanauki.pl/articles/963682.pdf
Data publikacji:
2002-06-01
Wydawca:
Uniwersytet Warszawski. Wydział Filozofii
Źródło:
Filozofia Nauki; 2002, 10, 2; 61-63
1230-6894
2657-5868
Pojawia się w:
Filozofia Nauki
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LESSON PLAN – ONLINE GAMES TO TEACH VOCABULARY TO YOUNG LEARNERS
Autorzy:
Okaz, Abeer Ali
Powiązania:
https://bibliotekanauki.pl/articles/955746.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Źródło:
Teaching English with Technology; 2014, 14, 1; 76-82
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Does math education in Poland teach creative thinking?
Autorzy:
Biernacki, Marek
Powiązania:
https://bibliotekanauki.pl/articles/421280.pdf
Data publikacji:
2014
Wydawca:
Wydawnictwo Uniwersytetu Ekonomicznego we Wrocławiu
Tematy:
effectiveness of mathematics education
Opis:
This work is a continuation of the article (Biernacki, Czesak 2013), which examined the most recent results (2012) of the Program for International Student Assessment. It turned out that Polish students have significantly improved their results in general subjects, but have great difficulties with creative thinking (the results are below the median). Analysis of the results of examinations in mathematics for students of the first year of two departments confirmed that students have great difficulty with problem solving. The author proposes to encourage students through the use of exercises and labs to take more time to solve tasks that require creative thinking, especially those relating to real-world problems of physics and economics.
Źródło:
Didactics of Mathematics; 2014, 11(15); 5-12
1733-7941
Pojawia się w:
Didactics of Mathematics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Uczyć teorii architektury
To teach the theory of architecture
Autorzy:
Loegler, R.
Powiązania:
https://bibliotekanauki.pl/articles/369845.pdf
Data publikacji:
2009
Wydawca:
Zachodniopomorski Uniwersytet Technologiczny w Szczecinie. Wydawnictwo Uczelniane ZUT w Szczecinie
Tematy:
architektura
nauczanie
architecture
teaching
Opis:
Zwrócenie uwagi na znajomość niektórych zagadnień odgrywających istotną rolę, które warsztat architekta czynią intelektualnie sprawnym i przydatnym w kreowaniu architektury i urbanistycznej przestrzeni będącej odpowiedzią nie tylko na potrzeby użytkowe, ale też na jej aspekty kulturowe, estetyczne, intelektualne, staje się nieodzownym elementem w procesie nauczania projektowania. Są nimi: teoria, pamięć, tożsamość, odrzucenie, interwencja, ingerencja.
Highlighting the knowledge of certain issues that play a key role and make the architect's apparatus of skills intellectually efficient and useful in creation of architecture and urban space, as an answer not only to utilitarian needs, but also to its cultural, aesthetic, and intellectual aspects, is becoming an indispensable element in the process of teaching design. These are: theory, memory, identity, rejection, intervention, interference.
Źródło:
Przestrzeń i Forma; 2009, 11; 149-154
1895-3247
2391-7725
Pojawia się w:
Przestrzeń i Forma
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Can Sport the power to teach, educate and rehabilitate - an attempt to find mutual dependencies
Autorzy:
Bryła, Marcin
Powiązania:
https://bibliotekanauki.pl/articles/1070837.pdf
Data publikacji:
2019
Wydawca:
Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
Tematy:
Sport can teach
The history of activities on sports in prisons
changes in the rules of the prison
educate
sport can reclaim
Opis:
At the beginning of XX century in Poland people prized physical culture. The aim was humans' growth - spiritual, physical and intellectual. Similar trends we can observed in England and The USA in the XIX century. Recognized the positive impact of sport on young people, consciously began to use it as resocialization remedy. In 1928 in Poland, physical education was introduced into prisons, reformatories and educational centres. Soon saw first results - mental abilities development and the spiritual arousal with them. In 1930 started global crisis. This resulted saving in sports resocialization programs in Poland. It's hard to evaluate this experimental resocialization program today. Prison menagement's reform after 1997 created new conditions. Prisoners should have possibilities to participate in sport classes. Sport has special meaning for unemployed and young people. There are activities conducive to biological, physical and mental development because they stimulate the nervous system. It gives well-being, joy and contentment. Sport shapes relationships because on the playing field people competing with themselves. Sport satisfies many humans' needs. It helps to overcome weakness, obstacles reach to success. Physical effort shapes self-discipline, persistence and positive character traits. Sport is proven way to reduce tensions' emotions, especially aggressive and supports resocialization process.
Źródło:
World Scientific News; 2019, 123; 1-13
2392-2192
Pojawia się w:
World Scientific News
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Transforming to Teach in an Inclusive Paradigm
Autorzy:
Garnier, Philippe
Powiązania:
https://bibliotekanauki.pl/articles/2057075.pdf
Data publikacji:
2022-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
inclusive education
paradigm
perspectives of meaning
teaching
Opis:
Since the Declaration of Salamanca and the Convention on the Rights of Persons with Disabilities, we have moved to an inclusive paradigm with regard to school. Mainstream schooling has become the rule. Thus, teachers in regular classes must work with all students, including those with special educational needs. It is not easy; many teachers face dilemmas in accommodating all types of students in the same classroom. This conceptual paper proposes a framework based on Mezirow’s transformative learning for understanding the transformations in teacher pedagogy needed to work in an inclusive school. It can be used as a basis for developing training mechanisms to support teachers in their transformation to work in an inclusive school.
Źródło:
The New Educational Review; 2022, 68; 129-138
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What can digital games teach us about (dominant) masculinity?
Autorzy:
Gałuszka, Damian
Powiązania:
https://bibliotekanauki.pl/articles/2194848.pdf
Data publikacji:
2020-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
digital games
masculinity
representations
gender
avatar
Opis:
Digital games are a medium of constantly growing socio-cultural significance, which strengthens and expands their potential to influence players. Participation in digital games, however, is indirect and thus accomplished through an avatar – a hero, an object or a more abstract structure that allows the player to impose his will in the game world. At the same time, male avatars embody a specific type of masculinity, symbolically affecting the user. This mutual interaction can be of particular importance in shaping the ideas and views around one’s masculinity or its patterns in the cultural and social dimension. In this sense, players learn from games how to be a man. This article constitutes an attempt at capturing the leading types of masculinity among the main protagonists of the most popular digital games. The study shows that many popular games reproduce the stereotypical narratives of dominant masculinity as understood by Zbyszko Melosik. The article contains an attempt at indicating the reasons for this state of affairs and the possible consequences for the players.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2020, 17, 1; 445-465
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WHAT THE GOOD (DIGITAL) LANGUAGE LEARNER CAN TEACH US?
Autorzy:
Turula, Anna
Powiązania:
https://bibliotekanauki.pl/articles/955500.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
good language learner
learner competence
multiliteracies
Opis:
The article revisits the question of the good language learner, with special regard to the contemporary digital learner of English as a foreign language. It focuses on the learner who can certainly be called successful based on the considerably high level of language proficiency s/he has reached (B2-C1). The question considered here – with reference to good learner studies of the 1970s – is to what extent such successful learners of English can actually be called “good language learners” as described in research to-date. In particular, it is interesting to investigate whether such learners effectively utilise the “plethora of creative routes for digital language learning” (Oxford and Lyn 2011: 157) available today. The answer to the questions above was sought in a two-partite study carried out in October-December 2014 among 106 first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first part of the study all the participants filled in a survey (N=106) whose purpose was to discover typical online language learning routines of the respondents. Subsequently, 16 study participants, randomly sampled from the main pool, took part in semi-structured interviews. The interviews were aimed at examining the nature of the online routines reported in the survey and confronting them with selected characteristics of good language learners identified in the early studies (Rubin 1975; Stern 1975) as well as the more contemporary studies into good digital language learning reported by Oxford and Lin (2011). The results of both parts of the study give a number of insights into how the participants of the study augment their language education with the use of the new media as well as show areas in which they still need the assistance of the (digital) teacher. As a result, it is argued here that while the respondents are good digital language learners from whom we may learn, there are still important things to be taught to them, with particular regard to developing digital learner autonomy, closely connected to a whole range of digital language learning strategies (Oxford and Lin 2011) and multiliteracies (Pegrum 2009).
Źródło:
Teaching English with Technology; 2016, 16, 3; 52-73
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LITERACY EDUCATION IN THE DIGITAL AGE: USING BLOGGING TO TEACH WRITING
Autorzy:
Tanti, Miriam
Powiązania:
https://bibliotekanauki.pl/articles/941242.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
blogging
writing instruction
literacy
Opis:
Through an in-depth and detailed analysis of one specific case, this study demonstrated that digital technologies, for example, blogging, wikis and social networking, have a role to play in the development of literacy skills in the primary classroom. The findings from this study suggest, that in this instance blogging was successfully integrated into teaching and learning sequences to achieve numerous English syllabus writing outcomes. This study also demonstrated that, in addition to the development of traditional literacy skills, concerned mainly with the ability to construct “well structured and well presented” (BOS, 2007, p37) texts, the collaborative use of the classroom blog provided students with the means to develop critical literacy skills in relation to interacting with an audience and each other (BOS, 2007).
Źródło:
Teaching English with Technology; 2012, 12, 2; 132-146
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Contests Hosting Service as a tool to teach programming
Autorzy:
Kluszczyński, Rafał
Mikulski, Łukasz
Nowicki, Marek
Bała, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/764323.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Źródło:
Annales Universitatis Mariae Curie-Skłodowska. Sectio AI, Informatica; 2009, 9, 1
1732-1360
2083-3628
Pojawia się w:
Annales Universitatis Mariae Curie-Skłodowska. Sectio AI, Informatica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What can normal gait biomechanics teach a designer of lower limb prostheses
Autorzy:
Pitkin, M.
Powiązania:
https://bibliotekanauki.pl/articles/306996.pdf
Data publikacji:
2013
Wydawca:
Politechnika Wrocławska. Oficyna Wydawnicza Politechniki Wrocławskiej
Tematy:
biomechanics
prosthetics
anthropomorphicity
biomechanika
protetyka
Opis:
Compensating a limb loss with prosthesis is a challenging task due to complexity of the human body which cannot be fully matched by the available technical means. Designer of lower limb prostheses wants to know what specification of the device could provide the best approximation to the normal locomotion. Deep understanding of the latter is essential, and gait analysis may be a valuable tool for this. Once prosthesis is built, gait analysis may help in comparing the wearer’s performance with the new device and with the prior art, and in verification of the hypotheses being put forward during the development process. In this lecture, we will discuss some synergies of normal gait. We will focus on the required biomechanical properties of a prosthetic leg that can allow the prosthesis’s inclusion in normal gait synergy without demanding excessive compensatory movements. We will consider contribution of leg joints to generation of propulsion for adequate design of lower limb prostheses especially those with power supply.
Źródło:
Acta of Bioengineering and Biomechanics; 2013, 15, 1; 3-10
1509-409X
2450-6303
Pojawia się w:
Acta of Bioengineering and Biomechanics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dlaczego warto uczyć interpretacji?
Why Is It Worth to Teach How to Interpret Texts?
Autorzy:
Jaskóła, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/510805.pdf
Data publikacji:
2012
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
synectics
interpretation
poetry
Opis:
The article presents the possibilities of using the techniques of synestics in the process of teaching how to interpret poetry. The author of the article uses exercises and techniques of synestics in two functions: educational and didactic. She creates situation in which students have not read the text they were asked to read and explains how exercises can lead to devel-oping self¬ awareness that encourages reading. A lesson that leads to interpreting Anna Świr-szczyńska’s poem Budowałam barykadę [I Built a Barricade] motivates reading Adam Mickie-wicz’s Reduta Ordona [Ordon’s Redoubt]. The author describes a process of presenting poetic texts to the lower secondary school student in a way that makes him realize important exis-tential problems undertaken by the poetry.
Źródło:
Postscriptum Polonistyczne; 2012, 2(10); 127-136
1898-1593
2353-9844
Pojawia się w:
Postscriptum Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jak uczyć komunikacji wizualnej?
How to Teach Visual Communication?
Autorzy:
Johnsson, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/509570.pdf
Data publikacji:
2018
Wydawca:
Akademia Finansów i Biznesu Vistula
Tematy:
komunikacja
wizualizacja
technologia
rozwój
informacja
communication
technology
development
information
Opis:
W artykule autorka rozważa wybrane aspekty związane z komunikacją wizualną i problematyką jej nauczania. Pomimo pytania zawartego w tytule, nie próbuje nań odpowiedzieć. Podkreśla, że zagadnienie komunikacji wizualnej jest bardzo obszerne, jest przedmiotem badań stosunkowo młodej dziedziny badawczej – komunikologii. Komunikacja ze względu na gwałtowny rozwój technologii jest sferą dynamiczną. Jej użytkownicy i odbiorcy są zdani na nieustanną naukę znajdywania sposobów na komunikację. Autorka podkreśla znaczenie efektywnego języka komunikacji dla takich wartości jak wolność i demokracja. Autorka posłużyła się metodą obserwacji bez interwencji opartą na osobistych doświadczeniach.
In the article, the author considers certain aspects related to visual communication and the problems of teaching in this subject. Despite the question in the title, she does not try to answer it. She emphasizes that the issue of visual communication is very extensive, it is the subject of research of a relatively young field of research. Communication due to the rapid development of technology is a dynamic sphere. Its users and recipients are reliant on continuous learning to find ways to communicate. The author emphasizes the importance of an effective language of communication for such values as freedom and democracy. The author has used the method of observation without intervention based on personal experience.
Źródło:
Zeszyty Naukowe Uczelni Vistula; 2018, 61(4) Architektura; 172-181
2353-2688
Pojawia się w:
Zeszyty Naukowe Uczelni Vistula
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Przygotowanie asystentów i doktorantów do nauczania przedmiotów ilościowych
Educating Assistant Lectures and Ph. D. Students to Teach Qualitative Subjects
Autorzy:
Domański, Czesław
Powiązania:
https://bibliotekanauki.pl/articles/907538.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Opis:
Social demand for statistical methods and their applications is constantly growing, hence educating junior members of academic staff is becoming an issue of utmost importance. It is vital for a young academic teacher to take an active part in the process o f learning, to practise interpretation and analysis - to give written and oral presentation of findings, and finally, to possess an interactive style of teaching. The latter one is particularly essential in case of statistics, where concept reasoning and interpretation are as important as the technical aspect of data analysis. Working out the most effective teaching style poses a great challenge for the academic teacher of statistics and goes far beyond the standard presentation of teaching content.
Źródło:
Acta Universitatis Lodziensis. Folia Oeconomica; 2009, 227
0208-6018
2353-7663
Pojawia się w:
Acta Universitatis Lodziensis. Folia Oeconomica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A well-told story… will covid-19 teach us to listen to a city?
Autorzy:
Niezabitowski, Michał
Powiązania:
https://bibliotekanauki.pl/articles/1932706.pdf
Data publikacji:
2021-07-12
Wydawca:
Krajowy Ośrodek Badań i Dokumentacji Zabytków
Tematy:
museum
story
public
city
pandemic
Opis:
As a result of the pandemic, in March 2020, world museology was cut off from the direct contact with their public. Owing to the introduced regulations, Polish museums were closed down on three occasions (14 March – 4 May 2020, 15 Oct 2020 – 31 Jan 2021, and 20 March – 4 May 2021). When searching for new forms of activity, in 2020, museums made an enormous technological progress, and mastered numerous new competences allowing them to move in cyberspace with ease. The pace at which they introduced various ‘online’ formats is worthy of appreciation. Presently, the time has come to ask whether the effectiveness in reaching the public via such means truly contributed to consolidating a strong bond with them. In order to get the answer to this, it is necessary to critically assess the museum efforts, which will not be possible without researching into the Polish public over that period. Wishing to voice my opinion in the critical discourse on the museums’ activity during the pandemic, I have decided to share my experience from a selected activity of the Museum of Krakow: I have presented the effects of the social Programme titled ‘Stay at Home and Tell Krakow’ (#zostanwdomuiopowiedzkrakow). The Museum created this programme convinced that a city dweller, exposed to the oppression of the pandemic will feel the urge to share his or her experience. Apparently, the appeal made by the Museum of Krakow was eagerly responded to. The Museum received ‘stories’ about the pandemic in different formats: prose, poems, diaries, visual arts, and even musical pieces and artifacts. The results of the ‘Stay at Home and Tell Krakow’ Programme are currently hard to sum up, however, what seems a valuable and worth analysing experience is the focus of residents’ attention on the Museum which they considered an institution trustworthy enough to entrust it their private, often intimate reflections on living through that challenging period.
Źródło:
Muzealnictwo; 2021, 62; 163-172
0464-1086
Pojawia się w:
Muzealnictwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Disclosure and narrative: what Beauvoir can teach us about racism
Autorzy:
Pamerleau, William
Powiązania:
https://bibliotekanauki.pl/articles/2076816.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Filozofii i Socjologii
Tematy:
Simone de Beauvoir
racism
oppression
narrative identity
existentialism
disclosure
Opis:
In The ethics of ambiguity, Simone de Beauvoir provides a powerful analysis of how we make our lives meaningful by disclosing the world. There are strong similarities between this account and theories of narrative identity: both describe how we select, interpret, and assess value for the events in our lives. Reading Beauvoir’s existentialist work through the lens of narrative identity allows us to better appreciate the social dimension of disclosure, however, since social narratives play a vital role in constructing our identity. For example, we find that our identities are partly assembled from life-scripts provided from our culture, which may define social groups in negative and rigid terms. This approach, then, allows us to understand the subtleties of racism and similar forms of oppression. Our ability to disclose a meaningful life is compromised by the imposition of restrictive and harmful narratives or by the refusal of others to recognize our chosen identities. The approach also offers ways to remedy these forms of oppression. In particular, it suggests the need to listen to the narratives of oppressed groups and think critically about how our own narratives impose or deny meanings.
Źródło:
ARGUMENT: Biannual Philosophical Journal; 2021, 11, 1; 207-221
2083-6635
2084-1043
Pojawia się w:
ARGUMENT: Biannual Philosophical Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wolność nauczania a autonomia edukacji akademickiej zgodnie z ustawą 2.0
The Freedom to Teach vs. Autonomy of Academic Education According to Act 2.0
Autorzy:
Chorążewska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2189193.pdf
Data publikacji:
2023-02-28
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
higher education institution
freedom to teach
curriculum autonomy
academic education
Act 2.0
uczelnia wyższa
wolność nauczania
autonomia programowa
edukacja akademicka
ustawa 2.0
Opis:
The issue of work is the autonomy of academic education. Analyzing the factual and legal conditions for adopting the so-called Constitution for Science and applying Act 2.0. in the field of conducting studies leads to considering the presented issue. In this way, the work aims to determine whether legal rules of creating studies curricula, in force since the 2019/2020 academic year, provide universities with the necessary institutional autonomy and guarantee freedom of teaching. The work concludes that the adopted regulation adequately realizes the autonomy of academic education. The analyses show that the adopted solutions enough balance the requirement to protect the public interest and the need to respond to the needs of the socio-economic partners of higher education institutions. In this way, the quality of education is balanced with the need to introduce new curricular content into the programs of study, responding to the challenges of today’s university graduates.
Artykuł został poświęcony zagadnieniu autonomii edukacji akademickiej. Do rozważenia tytułowego zagadnienia prowadzi analiza uwarunkowań faktycznych i prawnych przyjęcia tzw. Konstytucji dla Nauki oraz praktyki wykładni i stosowania jej w zakresie prowadzenia studiów. W ten sposób celem pracy staje się ustalenie, czy reguły prawne tworzenia programów studiów obowiązujące od roku akademickiego 2019/2020 zapewniają uczelniom wyższym w tym zakresie niezbędną autonomię instytucjonalną oraz gwarantującą wolność nauczania. W konkluzjach pracy stwierdza się, że przyjęta regulacja w odpowiedni sposób realizuje autonomię programową uczelni wyższej. Przeprowadzone analizy wykazują, że przyjęte rozwiązania odpowiednio równoważą wymóg ochrony interesu publicznego z potrzebą reagowania na potrzeby partnerów społeczno-gospodarczych uczelni wyższych. W ten sposób równoważy się jakość kształcenia względem konieczności wprowadzania do programów studiów nowych treści programowych, odpowiadających na wyzwania stawiane współcześnie absolwentom uczelni wyższych.
Źródło:
Przegląd Prawa Konstytucyjnego; 2023, 1(71); 187-199
2082-1212
Pojawia się w:
Przegląd Prawa Konstytucyjnego
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Preparing teachers of Early Childhood Education to teach a foreign language: the PEPELINO portfolio in practice
Autorzy:
Rokita-Jaśkow, Joanna
Król-Gierat, Werona
Powiązania:
https://bibliotekanauki.pl/articles/1806750.pdf
Data publikacji:
2021-10-13
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Opis:
Teaching a foreign language at pre-primary level has been officially introduced in Poland in 2015 as a follow-up to European policy guidelines (European Commission 2011b). Teachers are agents of any language policy as it is them who have to warrant its implementation through pedagogical practice. While most of the studies conducted on policy implementation focus on teacher beliefs and multilingual practices (e.g., Haukås 2016; Lundberg 2019), the following paper concentrates on implementing European language policy guidelines in respect of early foreign language education and pluralistic approaches. It describes a quantitative study of early education in-service teachers who attended a 3-semester preparation course for language teaching. The data analysis revealed that ‘supporting the linguistic development of children with other first languages than Polish’ gained the least support among the respondents, despite a significant course module devoted to this issue. Therefore, the conclusion can be drawn that the teachers will be able to raise interest in language learning by very young learners, by drawing on their experience as Early Childhood Educators, yet it will be difficult to foster plurilingualism and attitudes of intercultural interest by teachers who often lack intercultural experience and plurilingual awareness themselves.
Źródło:
Problemy Wczesnej Edukacji; 2021, 52, 1; 153-169
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-25 z 137

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