Temat: Transformative teacher professionalism - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Conceptualising Teacher Vision as a Possible Framework for Transformative Teacher Professionalism
Autorzy:: Ergünay, Onur
Powiązania:: https://bibliotekanauki.pl/articles/2149000.pdf
Data publikacji:: 2020
Wydawca:: Uniwersytet w Białymstoku. Wydział Pedagogiki i Psychologii
Tematy:: Transformative teacher professionalism
teaching as a mature profession
quality teacher
teacher vision
Opis:: The characterisation of quality teachers differs in transformative teacher professionalism. It represents a more dynamic and proactive teaching profession. This paper reports on conceptualising teacher vision based on the related literature and recommends it as a possible framework for transformative teacher professionalism. Following the explanation of transformative teacher professionalism and teaching as a mature profession, characterisation and conceptualisation of teacher vision are addressed. Then an attempt to justify teacher vision as a possible framework for transformative teacher professionalism is done. The paper ends with a set of recommendations for the use of teacher vision in further research on teacher professionalism and teacher education.
Źródło:: Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN; 2020, 1(13); 37-46
2353-7914
Pojawia się w:: Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Sieci współpracy i samokształcenia nauczycieli – pozory zmiany czy przestrzeń możliwości rozwoju kultury szkoły i jej uczestników
Autorzy:: Ewa, Filipiak,
Powiązania:: https://bibliotekanauki.pl/articles/892384.pdf
Data publikacji:: 2019-04-29
Wydawca:: Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:: learning in the zone of proximal development
transformative learning
learning by expanding
networks of learning professionals
collective teacher’s professionalism
strategies and tools for learning about the teacher in the network
collaborative learning in professional communities
Opis:: Setting up cooperation and teachers’ self-education networking has been determined by a top-down regulation of the Minister of Education. It seems that in the course of implementation activities, legislative and administrative interventions related to this recommendation, one has lost the thinking of the nature and special characteristics of this type of learning and knowledge. The article analyses the special features of the collective learning process, and presents the fundamental theories constituting the interpretive and paradigmatic framework for the learning interpreted in such a way: Lev S.Vygotski’s cultural-historical theory, Jerome S. Bruner’s socio-cultural theory, Yrjö Engeström’s expansive learning theory and learning by expanding, Jack Mezirow’s transformative learning, Etienne Wenger’s situated learning theory and Jean Lave and Etienne Wenger’s community of practice concept, a participant of “teaching conversation”, the specific tools and strategies necessary to equip the cognitive box with teachers’ tools, have been selected and characterised. An example of a network of learning professionals is shown. In conclusion, one highlights the apparent activities of the created networks, projecting a certain understanding and instrumental understanding of the practice on practitioners, which hinders Bruner’’s challenge of transforming the school into a culture of learning communities.
Źródło:: Kwartalnik Pedagogiczny; 2019, 64(1(251)); 33-46
0023-5938
Pojawia się w:: Kwartalnik Pedagogiczny
Dostawca treści:: Biblioteka Nauki

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