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Tytuł:
Gdy słowa wiodą na manowce. Krótka rzecz o pułapce polskiej metodyki
Where words lead astray. A short piece about the trap of Polish teaching methodology
Autorzy:
Klus-Stańska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1388140.pdf
Data publikacji:
2016-04-06
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
language
stereotypes
teaching methodology
change in education
Opis:
The text is an attempt to analyse the language of the Polish core curriculum for primary schools and the language of teaching methodology, created by the core curriculum, as a source of stereotype thinking about school and the (im)possibility of change in the model of education. In this perspective, the language of government documents appears as a significant barrier to changes in the educational system, perpetuating traditional teaching, and leading to the blocking of the development of students.
Źródło:
Problemy Wczesnej Edukacji; 2016, 33, 2; 9-22
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zmiana w edukacji a kultura szkoły w fińskiej szkole podstawowej
Change in Education and School Culture in Finnish Primary School
Autorzy:
Suwalska, Arleta
Powiązania:
https://bibliotekanauki.pl/articles/30146479.pdf
Data publikacji:
2022-03-30
Wydawca:
Wydawnictwo Diecezjalne Adalbertinum
Tematy:
change in education
Finnish educational change
trust in schools
school culture
the role of teachers in school culture
Opis:
The article presents the relationship between the change in the educational policy of Finland and the role of teachers in creating the culture of the Finnish primary school which helps prepare students for a successful life in the world of competition on the labor market and for independent decision-making. Finland has consistently developed an educational culture inscribed in the high quality of teachers' work, along with enormous trust in this profession at every level of education.
Źródło:
Studia Ełckie; 2022, 24, 1; 95-106
1896-6896
2353-1274
Pojawia się w:
Studia Ełckie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jak zmienia się „gramatyka edukacji”? O przejawach i konsekwencjach (wymuszonej) iedukacji
How the “grammar of schooling” is changing? About of phenomena and consequences of forced an ieducation
Autorzy:
Czerepaniak-Walczak, Maria Zofia
Powiązania:
https://bibliotekanauki.pl/articles/2139329.pdf
Data publikacji:
2020-09-04
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
„gramatyka edukacji”
zmiana w edukacji
edukacja zdalna
podejścia badawcze
“grammar of schooling”
change in education
distance learning and teaching
research approach
Opis:
W tekście podjęta jest problematyka zmian w kształceniu, uczeniu się i wychowaniu w warunkach sytuacji wymuszonej wprowadzeniem powszechnej zdalnej edukacji wywołanej pandemią. W artykule wykorzystana jest koncepcja „gramatyki edukacji” przyjęta za D. Tyackiem i W. Tobinem. Celem artykułu jest przedstawienie „gramatyki edukacji” jako ramy koncepcyjnej analizy stałości i dynamiki struktur i funkcjonowania edukacji szkolnej oraz zwrócenie uwagi na znaczenie relacji i interpretacji tego, co przeszłe, teraźniejsze i możliwe w formalnej, powszechnej edukacji. które niespodziewanie zmieniło się, a znane elementy i słowa nabrały nowych znaczeń.  Koncepcja ta pomaga poznać mechanizmy rządzące trwałością wzorów i norm praktyk edukacyjnych oraz zrozumieć reakcje szokowe na gwałtowne zmiany w edukacji. W tym tekście wyznacza ramę opisu i wyjaśniania specyfiki nowej organizacji interakcji edukacyjnych w warunkach upowszechniania stosowania mediów cyfrowych (iedukacji), ze szczególnym uwzględnieniem izolacji społecznej i oraz projektowania badań nad edukacją i w edukacji na każdym jej poziomie.
The text deals with the problem of changes in education in a situation forced by the introduction of universal remote education caused by a pandemic. The article uses the concept of the “grammar of schooling"; adopted after D. Tyack and W. Tobin. The aim of the article is to present the “grammar of schooling" as a framework for the conceptual analysis of constancy and dynamics of structures and functioning of school education and to draw attention to the importance of relations and interpretation of what is past, present and possible in the formal, universal education. which has unexpectedly changed, and the familiar elements and words have taken on new meanings. This concept helps to reveal the mechanisms governing the sustainability of patterns and norms of educational practices and to understand shock reactions to rapid changes in education. In this text, this concept sets the framework for describing and explaining the specifics of the new organization of educational interactions in the conditions of the mass of the use of digital media (ieducation), with particular emphasis on education in the social isolation. It is also shown as an attractive frame in the design of education research at every level of schooling.
Źródło:
Forum Oświatowe; 2020, 32, 1(63); 13-23
0867-0323
2450-3452
Pojawia się w:
Forum Oświatowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Innovations in education: High demand, low efficiency?
Innowacje w edukacji: Wysokie zapotrzebowanie, niska skuteczność?
Autorzy:
Nowosad, Inetta
Błaszczyk, Maja
Powiązania:
https://bibliotekanauki.pl/articles/544210.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Kazimierza Wielkiego w Bydgoszczy
Tematy:
change
effectiveness of education innovation
innovation in education
Opis:
The rate and the scope of changes in education are reasons to take up the subject of innovation, which is more marked in the outside environment than within school walls. This indicates the problem of a mismatch between the skills attained within the educational system and employers’ needs. OECD experts see a solution to this problem in creating an innovative environment at school and justifying the central place of innovation in political and educational debates. The assessment of conditions that have built up the existing demand for innovation has become a basis for viewing innovation in education as a scientific category, including the distinction between innovation and change. The analysis of definitions was made here through the prism of utility and relevance to school reality. The analyses carried out in the article answer the question of whether we are dealing with an excess or a lack of innovation within school reality.
Źródło:
Przegląd Pedagogiczny; 2019, 2; 323-334
1897-6557
Pojawia się w:
Przegląd Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Analiza polityki oświatowej wobec pozoru demokracji w szkolnictwie publicznym
The analysis of educational policy against simulation of democracy in public education
Autorzy:
Śliwierski, Bogusław
Powiązania:
https://bibliotekanauki.pl/articles/16538917.pdf
Data publikacji:
2015
Wydawca:
Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
Tematy:
democracy
education in democracy
public education
education policy
simulation
change
education reforms
totalitarianism
authoritarianism
Opis:
My article is a synthetic recognition of macro-Polish governments’ evolution over 25 years of political transformation. It is presented from the perspective of education for democracy, in a democracy and not about democracy. I explain, how it is possible, that the Poles after they got rid of monistic doctrine of the totalitarian state, are subjected to hidden process of democratization of education and the school system. I analyze public education ,mechanisms and structures for its management in a way that counteracts democratic change. The school is subjected to a mechanism of political gamemakers. It becomes an institution which is painfully ineffective and without its face. This institution devastates traditions and allows intellectual regression. There are threats to educational reforms which lie not only in the sociopolitical mechanisms, but also and perhaps primarily within the education system, which has not created procedures to eliminate Pharisees of innovation from it. Polish educational system after 25 years of transformation is not only partially reprivatized but highly bureaucratic and fully involved in political parties.
Źródło:
Rocznik Pedagogiczny; 2015, 38; 9-29
0137-9585
Pojawia się w:
Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The urgency to improve the quality of private higher education in Poland
Autorzy:
Równy, Kazimierz
Powiązania:
https://bibliotekanauki.pl/articles/703193.pdf
Data publikacji:
2008
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
private higher education in Poland
education in sustainable development and climate change
educational standards
commercialization of higher education
Opis:
The author, who has been involved in higher education teaching for about 60 years (including about a decade abroad and another decade in the Polish private higher education schools), calls for an urgent reform of the majority of the existing private tertiary education establishments in Poland. Generally the quality of private higher education in Poland (re-established in 1991) is very low. This realisation seems to challenge the post-1991 domestic private higher education foundation premise which assumed that this sphere of human activity can be treated as a commercial good. Presently one third of the total number of the Polish students who have not been granted admission by foreign or Polish state universities are studying in numerous private higher learning institutions. It means that the preparation and predispositions of those students for higher level education are generally beneath the entry examination requirements of the above mentioned state universities. In consequence those students should require higher quality individual care (especially tutoring) than that at the disposal of the domestic private schools. However, in practice those schools are short of high quality academic personnel and the teaching is usually done by rather inexperienced people. In addition, those schools do not provide tutorials in small student groups (except for languages). A teacher of a core subject may have as many as 350-600 students at lectures. A closer look at the founders of the private higher learning schools makes one notice that they do not follow the noble rule of bringing up young people but are rather preoccupied with getting as much money out of this activity as possible. Some of them could possibly be good enough as managers in some other businesses, but generally not in such delicate activity dealing with the minds of the young people. In conclusion, the author suggests discontinuing at least half of the existing more than 300 of such private higher schools and taking under strict quality control the other half.
Źródło:
Nauka; 2008, 4
1231-8515
Pojawia się w:
Nauka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
iPad jako narzędzie edukacyjnej zmiany? Porównawcze badanie wdrożenia projektu edukacyjnego w Libii i Polsce
Is the iPad a Tool for Educational Change? International Comparative Study on iPads’ Implementation at Libyan and Polish Schools
Autorzy:
Kopciewicz, Lucyna
Bougsiaa, Hussein
Powiązania:
https://bibliotekanauki.pl/articles/919931.pdf
Data publikacji:
2019-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Mobile Technologies
school
change
early education in Poland and in Libya
iPad
Opis:
This comparative small-scale (Libyan and Polish sample) qualitative study investigates two educational models of iPads’ implementation and integration with the overall pedagogical objectives in early education in Libya and Poland. The basic methodological frame was video-ethnography supplemented by semi-structured interviews with parents, teachers and children. The questions asked were designed to recognize how technology might fit within the school’s overall vision. The results indicate that each technology initiative can be potentially transformative for schools, teachers and students. The iPad as an open educational tool encourages a student-centered model of learning, whereas teachers predominantly use frontal teaching methods. Furthermore, the teachers in the two countries have considerably different perceptions and expectations regarding the role and outcome of mobile technology.
Źródło:
Studia Edukacyjne; 2019, 52; 192-211
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bariery zmiany edukacyjnej – przegląd literatury
Barriers in Educational Changes – Literature Review
Autorzy:
Atroszko, Bartosz
Powiązania:
https://bibliotekanauki.pl/articles/2140115.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
bariery zmiany
zmiana edukacyjna
zmiany w edukacji
change barriers
educational change
changes in education
Opis:
Artykuł przedstawia przegląd kluczowej polskiej i anglojęzycznej literatury dotyczącej barier zmiany edukacyjnej. Celem przeglądu była odpowiedź na pytanie: jakie są główne kategorie barier zmiany edukacyjnej wymieniane w piśmiennictwie naukowym? Na potrzeby przeglądu wyróżniono trzy poziomy występowania barier: poziom makro, mezo i mikro. Na poziomie makro najczęściej wskazywano na politykę oświatową państwa oraz dominujący w edukacji paradygmat. Na poziomie mezo wskazywano na politykę oświatową samorządu, kulturową oczywistość szkoły, szkolną kulturę, hiperinnowacyjność, kwestie organizacyjne i związane z przywództwem, edukację nauczycieli oraz zasoby potrzebne do przeprowadzenia zmiany. Na poziomie mikro wyróżniono opór nauczycieli wobec zmian, sytuację nauczycieli-innowatorów oraz ubezwłasnowolnienie mentalne nauczycieli.
The article presents a review of a key Polish and English literature about barriers in educational change. The aim of the review was an answer to the following question: what are the main categories of barriers in educational changes in academic papers? For the review purposes three levels of barrier appearance were distinguished: macro, mezzo and micro. At the macro level a state educational policy was most often indicated as well as the paradigm that dominates in education. At the mezzo level the educational policy of local self-government was mentioned as well as the school culture, hyper-innovativeness, organisational and leadership issues, teachers education and resources need for making a change. The micro level includes teachers’ resistance against a change, the status of teachers-innovators and teachers’mental incapacitation.
Źródło:
Teraźniejszość – Człowiek – Edukacja; 2019, 22, 2(86); 25-40
1505-8808
2450-3428
Pojawia się w:
Teraźniejszość – Człowiek – Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Action Research as a Path to Change in the Teaching/Learning Process
Autorzy:
Cierpiałowska, Tamara
Powiązania:
https://bibliotekanauki.pl/articles/44450055.pdf
Data publikacji:
2023
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
action research
universal design in education (UDL)
inclusive education
teaching-learning process
change in the educational process
Opis:
Objectives of the research: The aim of this article is to present the action research method and the methodology for its implementation, using the example of a framework report of research conducted by the author. The research presented herein was designed to capture the changes in the teaching/learning process in a selected classroom following the implementation of the Universal Design for Learning (UDL) approach. Research methods: The method used in the research was the action research method. A short description of the context of the issue: In a rapidly changing world, education researchers face the challenge of how to study and analyze the educational process, which is (and must remain) changeable in order to keep up with the changing reality. Action research is an interesting methodological proposal. Three cycles of research are presented; for each cycle, the planning process (including research questions), actions taken, data collection methods, and results were specified separately. Research findings: The analysis shows that the research and innovative activities resulted in the development of students’ skills in planning, organizing, and managing their learning, as well as the development of their independence, responsibility, creativity, and problem-solving skills. Their willingness to cooperate also increased. As a result, they became more active (self‑)learners. At the same time, the teachers shifted from their traditional, central role of teaching others to that of facilitators, creating learning conditions for a diverse group of students. Conclusions and recommendations: It was demonstrated that action research is a valuable way of bringing about reflective change in the teaching/learning process. Action research is worth promoting to teacher-practitioners, as it is an effective way to introduce bottom-up changes that optimize the educational process.
Źródło:
Multidisciplinary Journal of School Education; 2023, 12, 2 (24); 257-275
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Postawy nauczycieli matematyki wobec zmian w edukacji
Autorzy:
Czajkowska, Monika
Powiązania:
https://bibliotekanauki.pl/articles/2157709.pdf
Data publikacji:
2015
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
changes in education
teaching of mathematics
teachers’ attitudes
reluctance to change
Opis:
One of the objectives of schools is preparing the younger generation for life not just at the present time but for the future above all. The ongoing changes in the society involve the need for changes in education, which requires teachers – including mathematics teachers – to develop professional skills constantly. It is important that teachers modify their teaching methods and adapt them to changing circumstances. However, the research shows that mathematics lessons are similar and methods used have been the same for many years. In the article the author formulates a thesis that one of the reasons for that are mathematics teachers’ attitudes towards change. On the basis of the research done the author presents the typology of these attitudes pointing out that reluctance, scepticism, and sham approval for implementing changes in teaching methods are predominant attitudes among teachers. As a result, mathematics teachers educate in the same way as they used to be a dozen or several dozen years ago.
Źródło:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2015, 3(18); 81-94
1898-0171
Pojawia się w:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 17

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