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Wyświetlanie 1-15 z 55
Tytuł:
Pedagógusaink értékorientációjáról
Autorzy:
Sándor, Albert
Powiązania:
https://bibliotekanauki.pl/articles/2131194.pdf
Data publikacji:
2016
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
education
educators
value
Opis:
The school’s vision and mission statement of drafting, educational program design must be based on those values, which testify to the members of the teaching staff, whose mediation are able and wish to take it up. These values can then be confronted with the values expected by the partners. If the school teachers of contradictory, conflicting fundamental values, respectively. The values held by teachers are not consistent with the school’s values (mission statement), then this can be a constant source of conflict. In no way it can operate successfully in such a school. Most schools do not deal with teachers’ value system consciously, but the decision-making situations they will eventually surface.
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2016, 2(21); 191-193
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Characteristics of Democracy and Humanism in Janusz Korczak’s Legacy
Charakterystyka demokracji i humanizmu w spuściznie Janusza Korczaka
Autorzy:
Marhaim, Tsipi
Powiązania:
https://bibliotekanauki.pl/articles/916087.pdf
Data publikacji:
2020-01-19
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Korczak
democracy
humanism
education
educators
Opis:
In this article the author discusses the revolutionary and unique democratic-humanistic educational approach of Janusz Korczak (1878-1942), which emphasized the fundamental values of the human being concentrated on children and concerning their rights. The author presents democracy as a societal way of life, as practiced by Korczak, Wilczyńska and Falska. They administered their orphanages democratically, as expressed in Korczak’s writings. Social and moral education is presented through a social lifestyle based on fundamental principles of democratic education in the spirit of Korczak. The article also examines the characteristics of democracy itself in the historical perspective and in relation to Korczak’s democratic and humanistic approach. Humanism and democracy as regulators of social life can be greatly inspiring for teachers, educators and parents involved in the process of child education.
Źródło:
Studia Edukacyjne; 2017, 46; 425-438
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kadra ucząca dorosłych: warunki, kompetencje i rozwój
Autorzy:
Mazurkiewicz, Grzegorz
Powiązania:
https://bibliotekanauki.pl/articles/639375.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
adult educators
adult learning
changes
development
Opis:
The paper presents reflections rising from a study on adult learning professions in Poland. Changes in the socio-political and legal context created phenomena that have occurred in the adult education systems, mechanisms and approaches. The article focuses on the impact of those processes on a specific professional group – adult educators. Because of the increasing importance of life long learning and the promising vision of a knowledge society, new initiatives in education open challenging possibilities for human development.Based on interviews with practitioners the article describes the professional situation of adult educators: training, development, awareness, values, priorities and practice. There  is a new trend noticeable in these interviews – the emergence of a new kind of educator. The specific working style of this new group (operating like a closed caste) with a specific language and communication style, value system, ethics and critical skills resulted in the creation of the new culture of life long learning. The culture of adult educators has developed skills of survival in fragmented reality of Polish educational policy, a chaotic legal frame and the strong pressure of labour market.
Źródło:
Zarządzanie Publiczne; 2009, 1 (5)
2084-3968
Pojawia się w:
Zarządzanie Publiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kierunki zmian w kulturze kształcenia pedagogów. Deskrypcje i reinterpretacje
Directions of change in the culture of education of educators. Descriptions and reinterpretations
Autorzy:
Duraj-Nowakowa, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/2132154.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji
Tematy:
przesłanki edukacji pedagogów
cele przygotowywania pedagogów
zmiany w kulturze kształcenia pedagogów
rationale for educating educators
goals of educating educators
changes in the culture of educating educators
Opis:
Cel. Celem opracowania czynimy przegląd stanowisk pedeutologicznych wobec zmian w kulturze edukacji przyszłych pedagogów. Materiały i metody. Rozpoznawaniu problemu poznania służy metoda studyjna piśmiennictwa i analiza pozyskanych stamtąd materiałów. Za istotne wsparcie przyjmujemy wyniki obserwacji uczestniczących – longitudinalnie – z trzech, organizacyjnie, szczebli edukacji przyszłych pedagogów. Wyniki. Wynikiem podjętych zadań jest układ (jak w śródtytułach) trojakich kwestii rozwiązywanej problematyki bez unikania trudności ich lapidarnej, ale zarazem zasadnej charakterystyki. Trudności bowiem – spoglądając systemologicznie – dotyczą wszystkich komponentów całościowego ujęcia specyfi ki trzech typów przesłanek przemian w kulturze akademickiej edukacji pedagogów. Wnioski. Adekwatnie do dynamicznie zmieniających się potrzeb zachęcam do wspólnoty rozumień danej problematyki i – też wspólnotowego – podejmowania dyskusji nad optymalnie formowanymi projektami w kwestii usprawnień nie tylko tematycznego myślenia, ale i – w następstwie – prób modernizowania działań w praktyce uczelni wyższych. Wymaga to zarówno renowacji zamysłów, jak i reformowania ich wdrożeń.
Aim. The purpose of the study is to review pedeutological positions against changes in the education culture of future educators. Materials and methods. The study method of writing and analysis of the materials obtained from there is used to identify the problem of cognition. We take as important support the results of observations of participating – longitudinally – from three, organizationally, levels of education of future educators. Results. The result of the tasks undertaken is the arrangement (as in the middle titles) of three issues solved issues without avoiding the diffi culties of their lapidary but at the same time reasonable characterization. The diffi culties, when viewed systemically, concern all the components of the overall approach to specifi city the three types of rationale for changes in the academic culture of educators’ education. Conclusion. Therefore, in order to respond adequately to the rapidly changing needs, I encourage a community of understanding of the issue and, the Community too, to discuss optimally formed projects for improvements not only of thematic thinking but and in the aftermath attempts to modernise the activities in the practice of higher education institutions. Which requires both the renovation of ideas and the reform of their implementations.
Źródło:
Wychowanie w Rodzinie; 2022, XXVI, (1/2022); 153-169
2082-9019
Pojawia się w:
Wychowanie w Rodzinie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Europejski projekt profesjonalizacji edukatorów dorosłych
EUROPEAN PROJECT FOR PROFESSIONAL DEVELOPMENT OF ADULT EDUCATORS
Autorzy:
Jurzysta, Katarzyna
Staszewicz, Monika
Powiązania:
https://bibliotekanauki.pl/articles/418115.pdf
Data publikacji:
2011
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
PROFESSIONALISATION
ADULT EDUCATORS
COMPETENCIES AND QUALIFICATIONS
Opis:
The following text combines the main points and conclusions established during implementations of the two interconnected, international research projects. The first of the projects, named “TEACH”, was conducted between 2004 and 2008. Its main goal was to create a curriculum and educational model for adult educators on a national and European scale. The second project, named “QF2Teach”, was conducted between 2009 and 2011. Its main goal was to form a unified European model involving the key competences of adult educators that combined with European Qualification Framework would identify their professional qualifications more specifically.
Źródło:
Rocznik Andragogiczny; 2011, R. 2011; 246-255
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Challenges of Ukrainian Refugee Educators Abroad: Survey Results Based on the Example of Poland
Autorzy:
Lukianova, Larysa
Ovcharuk, Oksana
Powiązania:
https://bibliotekanauki.pl/articles/20311712.pdf
Data publikacji:
2023-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
refugee educators
survey
adult education
Ukraine
Polska
Opis:
Abstract The study presents the results of the online case study of Ukrainian refugee educators who were forced to move to Poland. The study aimed to investigate problems encountered by refugee educators and find possible options for supporting them and their professional activities per the interests expressed during the survey in the context of lifelong learning. The conceptual background of the research problem was based on the theory of adult education and the recent international strategies. The research sample consisted of 124 refugee educators aged 35–55+ years who have the potential to work by the obtained speciality. Data were collected using a Google Forms questionnaire; qualitative research methods were used. The results allowed for formulating conclusions and perspectives on the educators’ professional development and support.
Źródło:
The New Educational Review; 2023, 73; 134-146
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Integrating Blogs in Student teachers’ Practical Work
Autorzy:
Biberman-Shalev, Liat
Powiązania:
https://bibliotekanauki.pl/articles/2149001.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet w Białymstoku. Wydział Pedagogiki i Psychologii
Tematy:
Blogs
blogging approaches
teacher education
teacher educators
Opis:
A variety of technological platforms can help advance teacher education. The current review focuses on the contributions of blogs and blogging in teacher education. The introduction will begin with an explanation of the blog platform, a description of its generic characteristics, and a review of the variety of blog functions. This will be followed by a review of research from various parts of the world that examined the practical uses and the benefits of the blog in the context of teacher education. The final section will present a summary of the benefits of blogging in teacher education and some implications for teacher educators.
Źródło:
Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN; 2020, 1(13); 99-108
2353-7914
Pojawia się w:
Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Curse of Totalitarianism and the Challenge of Critical Pedagogy
Autorzy:
Giroux, Henry A.
Powiązania:
https://bibliotekanauki.pl/articles/1808128.pdf
Data publikacji:
2020-06-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
totalitarianism
critical pedagogy
education
social responsibility
educators
crisis
Opis:
Expanding critical pedagogy as a mode of public pedagogy suggests being attentive to and addressing modes of knowledge and social practices in a variety of sites that not only encourage critical thinking, thoughtfulness and meaningful dialogue, but also offer opportunities to mobilize instances of moral outrage, social responsibility and collective action. Such mobilization opposes glaring material inequities and the growing cynical belief that today’s culture of investment and finance makes it impossible to address many of the major social problems facing the United States, Canada, Latin America and the larger world. Most importantly, such work points to the link between civic education, critical pedagogy and modes of oppositional political agency that are pivotal to creating a politics that promotes democratic values, relations, autonomy and social change.
Źródło:
Chowanna; 2020, 1(54); 1-22
0137-706X
2353-9682
Pojawia się w:
Chowanna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Evaluation of continuous nursing education
Autorzy:
Tachtsoglou, K.
Lera, M.
Iliadis, Ch.
Frantzana, A.
Kourkouta, L.
Powiązania:
https://bibliotekanauki.pl/articles/1918885.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Medyczny w Białymstoku
Tematy:
Nurses
continuing nursing education
educators
obligations
importance
Opis:
Introduction: Continuing nursing education and the practice of newly acquired skills in clinical practice consist of increasingly important tools for improving patients’ care in today's health environment. Purpose: The purpose of this review study is to delve into the evaluation of continuing nursing education and its outcomes along with the educator’s role and obligations. Materials and Methods: A review of Greek and international literature was carried out, focusing on views regarding continuing nursing education and lifelong learning. The material of the study consisted of articles on the topic, found in Greek and international databases such as: Google Scholar, Mednet, Pubmed, Medline and the Hellenic Academic Libraries Association (HEAL-Link). Results: Evaluation of continuing nursing education is an integral part of improving the quality of educational activities. This assessment designates whether nurses meet the desired learning outcomes and provides feedback on ways to improve educational experiences that ultimately improve patient care. Conclusions: The final results of continuing nursing education activities should be aimed at improving nursing professional practice, and therefore, the care provided to patients by nurses.
Źródło:
Progress in Health Sciences; 2019, 2; 37-42
2083-1617
Pojawia się w:
Progress in Health Sciences
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
Tytuł:
Możliwości wykorzystania grywalizacji w zdalnej edukacji
Autorzy:
Para, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1181998.pdf
Data publikacji:
2021
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
gamification
distance education
students' motivation
educators' competences
education applications
Opis:
The article deals with using game mechanisms (gamification) to increase students' motivation and involvement in remote educational activities. Distance learning has become the dominant form of learning at various levels of education during the Covid-19 pandemic. It is very likely that also in the future, remote courses will constitute a considerable part of the educational offer of universities as well as other educational institutions. Along with the popularization and mass implementation of distance learning, the role of educators and the importance of their digital competences increased. In a relatively short time, teachers and educators had to adapt the course content and materials to the needs and technical possibilities of distance learning. One of the greatest challenges was maintaining the participants' involvement and motivation in remote classes, supported by gamification. This article aims to explain the concept of gamification and discuss game mechanisms along with their possible applications in distance education. The author discusses the effectiveness of gamification in light of selected psychological theories in the context of distance learning and its technological conditions. The article provides examples of selected applications and platforms that may help gamify remote classes at the higher education level.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2021, 88, 1; 21-29
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Doświadczenie i rozmienie kompetencji przez edukatorów osób dorosłych. Perspektywa fenomenograficzna
Experiencing and understanding competencies by adult educators. Phenomenographic perspective
Autorzy:
Dobrzyniak, Marta
Powiązania:
https://bibliotekanauki.pl/articles/464446.pdf
Data publikacji:
2019
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
kompetencje
edukatorzy osób dorosłych
fenomenografia
competencies
adult educators
phenomenography
Opis:
Artykuł koncentruje się na kompetencjach doświadczanych przez edukatorów osób dorosłych. Treść artykułu jest oparta na wynikach badania fenomenograficznego przeprowadzonego w 2017 i 2018 roku. Przedstawiona przestrzeń wynikowa stanowi uporządkowany zbiór indywidualnych koncepcji i zbiorowych sposobów doświadczania i rozumienia kompetencji. Poprzedza ją przegląd wybranych teorii dotyczących edukacji dorosłych oraz opis zastosowanej metody fenomenograficznej stanowiącej podstawę badania.
The article is focused on competencies experienced by adult educators. The content of the dissertation is based on the results of a phenomenographic rese- arch carried out in 2017 and 2018. The outcome space is an organized collection of individual conceptions and collective ways of experiencing and understanding competencies. It is preceded by an overview of selected theories that address adult education and an outline of the phenomenographic method that was applied in the research.
Źródło:
Edukacja Dorosłych; 2019, 1; 131-143
1230-929X
Pojawia się w:
Edukacja Dorosłych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Opinions of prisoners and penitentiary educators on performance of work by persons deprived of liberty
Opinie osadzonych i wychowawców penitencjarnych na temat pracy wykonywanej przez osoby pozbawione wolności
Autorzy:
Lewicka-Zelent, Agnieszka
Pytka, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/1627374.pdf
Data publikacji:
2021-09-23
Wydawca:
Fundacja Pedagogium
Tematy:
praca
więzień
wychowawcy penitencjarni
work
prisoner
penitentiary educators
Opis:
Praca stanowi jedną z najważniejszych aktywności człowieka, zważywszy na wiele jej walorów. Dlatego dąży się do tego, żeby osoby pozbawione wolności mogły podjąć pracę lub kontynuować ją, przebywając w warunkach izolacyjnych. Jednak aranżując skuteczne oddziaływania związane z zatrudnieniem osób skazanych, warto poznać ich opinie na ten temat. Jednostronny obraz zjawiska może być zakłócony i dlatego postanowiono poznać opinie wychowawców penitencjarnych i ich podopiecznych na temat pracy wykonywanej przez osoby pozbawione wolności. W badaniach przeprowadzonych na przełomie 2018 i 2019 roku wykorzystano metodę sondażu diagnostycznego. Narzędziami były autorskie kwestionariusze ankiet: dla osób skazanych (N = 396) oraz dla wychowawców zatrudnionych podczas odbywania kary pozbawienia wolności (N = 326). Przeprowadzone analizy statystyczne ujawniły dużo różnic istotnych statystycznie między opiniami porównywanych grup osób, zwłaszcza związanych z przyczynami i skutkami wykonywanej pracy przez osoby pozbawione wolności oraz ich zaangażowaniem w nią.
Work, given its many benefits, is one of the most important human activities. This is why efforts are made to enable persons deprived of their liberty to take up a job or to continue working while remaining in isolation. Nevertheless, when arranging effective measures of influence related to the employment of the convicted persons, it is useful to know their opinions on the matter. A one-sided image of the phenomenon can be distorted, therefore it was decided to find out the opinions of penitentiary educators and their charges on the performance of work by persons deprived of liberty. The research conducted in late 2018 and early 2019 used the method of a diagnostic survey. The tools used were original questionnaires: for prisoners (N=396) and for educators employed while serving a sentence of imprisonment (N=326). The statistical analyses carried out revealed many statistically significant differences between the opinions of the compared groups of respondents, especially related to: the motives and effects of the performance of work by persons deprived of liberty and their commitment to it.
Źródło:
Resocjalizacja Polska; 2021, 21; 303-316
2081-3767
2392-2656
Pojawia się w:
Resocjalizacja Polska
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A narrative inquiry into Iranian EFL teacher educators’ voice about challenges of call teacher education
Autorzy:
Meihami, Hussein
Powiązania:
https://bibliotekanauki.pl/articles/2085221.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CALL teacher education
EFL teacher educators
biographical narratives
Opis:
The rapid integration of technology in EFL learning and teaching requires competent EFL teachers to use Computer-Assisted Language Learning (CALL) in their classes. Hence, the role of CALL teacher education in preparing competent EFL teachers is significant. However, conducting CALL teacher education is not without challenges. Given the importance of examining these challenges, the purpose of the current study was to investigate Iranian EFL teacher educators’ voice about the challenges of conducting CALL teacher education programs. To that end, eight Iranian EFL teacher educators’ biographical narratives were analyzed to obtain challenges concerning CALL teacher education. The thematic analysis of the narratives, based on the principles of ethnography semantics, indicated that challenges such as inertia, ignorance of training CALL educators, insufficient time to address CALL compared to other topics, insufficient infrastructure, insufficient standards, and lack of established methodology to administrate CALL teacher education were among the main obstacles of conducting CALL teacher education in the Iranian context. Moreover, the findings revealed that lack of EFL teachers’ motivation to participate in such programs, insufficient CALL infrastructure in schools and institutes, and EFL teachers’ inertia were other challenges in CALL teacher education. The findings suggest that the stability of CALL can be reached by removing the challenges of CALL teacher education if policy-makers address issues such as the required budgets, CALL infrastructures, and teacher motivation in CALL teacher education.
Źródło:
Teaching English with Technology; 2021, 21, 2; 92-111
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A European Project for the Education for Sustainable Development in Higher Education
Autorzy:
Suomalainen, Sinikka
Powiązania:
https://bibliotekanauki.pl/articles/1390625.pdf
Data publikacji:
2016
Wydawca:
Wyższa Szkoła Bankowa w Poznaniu
Tematy:
sustainable development
higher education
university educators
competence development
ESD
Opis:
University Educators for Sustainable Development (UE4SD) is a 3-year project (2013- 2016) with 53 partners from 33 countries across Europe supporting teaching and learning for sustainability in higher education, and providing support and resources for professional development of educators. The main results include identifying the best practice examples of professional development in education for sustainable development (ESD) for European university educators, developing an online platform resource, and an academy of ESD. A mapping of opportunities for university teachers´ competence development in education for sustainable development has been carried out. Based on four regional reports (Northern, Southern, Eastern, and Western Europe) this state of the art report was compiled. The best practices of the mapping are published in the Leading Practice Publication including insights into the status of ESD and strategies. An online platform of resources will be further developed for support of university educators’ competences. One of the main outputs will be developing an Academy for ESD in higher education in Europe. The project is funded by the European Commission, and Life Long Learning Programme (LPP) – academic networks.
Źródło:
Studia Periegetica; 2016, 15(1); 159-167
1897-9262
2658-1736
Pojawia się w:
Studia Periegetica
Dostawca treści:
Biblioteka Nauki
Artykuł
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