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    Wyświetlanie 1-11 z 11
    Tytuł:
    Orientacja na procesy uczenia się w polityce edukacyjnej Singapuru (aksjologiczne aspekty zmiany paradygmatu)
    Learning Process Orientation in Educational Policy of Singapore (Axiological Aspects of Paradigm Change)
    Autorzy:
    Nowosad, Inetta
    Powiązania:
    https://bibliotekanauki.pl/articles/1810717.pdf
    Data publikacji:
    2021-08-16
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    rozwój szkoły
    efektywna edukacja
    profesjonalne wspólnoty uczących się (PLC)
    efektywne systemy szkolne
    Singapur
    school development
    effective education
    professional learning communities (PLC)
    effective school systems
    Singapore
    Opis:
    Celem artykułu jest rozpoznanie uwarunkowań zmiany podejścia w orientacji na rozwój szkoły i procesy uczenia się oraz wprowadzanych interwencji politycznych zmieniających oblicze singapurskich szkół. Przyjmowane w systemie szkolnym koncepcje i rozwiązania stanowią o edukacyjnym sukcesie tego kraju. Analizowane w artykule reformy i interwencje polityczne pozwalają lepiej zrozumieć politykę edukacyjną i skuteczne wdrożenia ukierunkowane na procesy uczenia się jako warunek szybkiego reagowania szkół na zmiany. Wnioski przedstawione w artykule opierają się głównie na przeglądzie literatury przedmiotu, podejmowanych przez badaczy badaniach i analizie dokumentów źródłowych.
    The aim of the article is to identify the determinants of changes in the school development approach and learning processes. Another scientific goal is to show that the introduced political interventions have changed the Singaporean schools. The concepts and solutions, which were adopted in the school system, determine the educational success of this country. I would like to present the reforms and political interventions which contribute to a better understanding of educational policy. The effective implementations of reforms focused on learning processes and on conditions of schools to react quickly to educational changes. The results presented in the article are mainly based on the literature review or research, undertaken by researchers, or analysis of source documents.
    Źródło:
    Roczniki Pedagogiczne; 2021, 13, 2; 127-140
    2080-850X
    Pojawia się w:
    Roczniki Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Professional Learning Communities in the Contemporary Basic Education in Finland
    Autorzy:
    Suwalska, Arleta
    Powiązania:
    https://bibliotekanauki.pl/articles/16539513.pdf
    Data publikacji:
    2021-05-25
    Wydawca:
    Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
    Tematy:
    schools as Professional Learning Communities
    shared values and vision of education
    collective responsibility
    collaboration in schools
    trust and respect in education
    high-trust to teacher’s job
    reflective professional inquiry
    Opis:
    In the article I will pay attention to schools as Professional Learning Communities which include: shared values and vision of education, collective responsibility, reflective professional inquiry, collaboration and group, as well as individual, learning. I also analyze trust and respect, closely related to PLC in contemporary Finnish education.
    Źródło:
    Rocznik Pedagogiczny; 2020, 43; 81-94
    0137-9585
    Pojawia się w:
    Rocznik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Professional Learning Community (PLC) w Singapurze: możliwości i ograniczenia w kształtowaniu wysokiej jakości edukacji
    Professional Learning Community (PLC) in Singapore (Potential and Limitations in Shaping High-Quality Education)
    Autorzy:
    Nowosad, Inetta
    Powiązania:
    https://bibliotekanauki.pl/articles/16539509.pdf
    Data publikacji:
    2021-05-25
    Wydawca:
    Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
    Tematy:
    professional learning communities (PLC)
    Singapore
    new teacher professionalism
    teacher professional development
    Opis:
    The aim of this article is to recognise the Professional Learning Communities (PLC) model adopted in 2009 in Singapore as a national mode. The explicit use of the term of PLC together with related terms makes it possible to understand an educational policy which is focused on the implementation of concepts developed in a different, foreign context. The orientation adopted in Singapore identifies PLC not only as reinforcing incentives for teachers and their professionalism, but more broadly, as reinforcing the already high-quality education. The arguments and evidence presented in this article are mainly based on literature and research review, as well as on analyses of source documents.
    Źródło:
    Rocznik Pedagogiczny; 2020, 43; 63-79
    0137-9585
    Pojawia się w:
    Rocznik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Nurturing the leadership that matters in a time of uncertainty
    Autorzy:
    Christopher, Bezzina,
    Joanna, Madalińska-Michalak,
    Powiązania:
    https://bibliotekanauki.pl/articles/892214.pdf
    Data publikacji:
    2019-08-22
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    authenticity
    leadership
    positive leadership
    professional learning communities
    Opis:
    This paper aims to challenge school principals, teachers and teacher educators to seriously engage with concepts that are deemed central to educational improvement, namely positive leadership and authenticity. It is argued that when teachers as leaders work with and for others to build communities that are relevant and meaningful they can have an impact on collective growth. The paper adopts a different approach, one that encourages the reader to engage not only at the conceptual level but to move from in inward to an outward perspective. The intention being to get the reader to make personal decisions that can have an impact at the personal and collective level. It is argued that only in this way can change be brought about.
    Źródło:
    Kwartalnik Pedagogiczny; 2019, 64(2 (252)); 231-241
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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
    Artykuł
    Tytuł:
    Rozwój zawodowy nauczycieli w modelu professional learning community
    Teachers’ Professional Development in the Professional Learning Community Model
    Autorzy:
    Giebułtowska, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/461646.pdf
    Data publikacji:
    2018-02-17
    Wydawca:
    Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Spraw Społecznych
    Tematy:
    professional development
    teachers’ learning in the workplace
    the professional learning community model
    learning communities
    teachers’ collaboration
    Opis:
    The article presents the major underlying assumptions for the model of the professional learning community. Creating a learning environment and a culture of cooperation is one of six features that distinguish this model from other models of school functioning. In the community, teachers study their own everyday practice and watch their students’ progress. They plan and develop solutions and methods, implement them and evaluate their effectiveness. They develop new skills and competences. The gradually enhanced awareness leads to a change in attitudes, beliefs, and habits. The issues discussed here are part and parcel of pedagogical discourse on teacher’s development in the workplace.
    Źródło:
    Labor et Educatio; 2017, 5; 57-72
    2353-4745
    2544-0179
    Pojawia się w:
    Labor et Educatio
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    School Principal Leadership and Learning through Practitioner Research: Towards Innovations in Education
    Autorzy:
    Madalińska-Michalak, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/461684.pdf
    Data publikacji:
    2018-02-17
    Wydawca:
    Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Spraw Społecznych
    Tematy:
    practitioner research
    leadership
    innovative environment learning
    quality of learning
    teachers
    academics
    professional learning communities
    Opis:
    The purpose of the paper is to contribute to the literature on leadership, innovation and learning for quality of school education. The special attention is paid to the role of school principal leadership in creating and sustaining the innovative learning environments that support the development of critical practitioner research. It is assumed that practitioner research can promote creative partnerships between those institutions in which teachers and academics work in order to support knowledge creation and quality of teaching. This paper presents chosen findings of a study that involved interviews with a number of focus groups involving school leaders in a number of Polish state schools. The main aim of this research was to recognize the experiences and the needs of school principals concerning practitioner research, their perceptions on the role of school leaders in supporting culture for quality improvements in practitioner research, and on the conditions of mutual participation of academics and practitioners in the social process of creating educational knowledge. Findings direct our attention to the role of school principals and their leadership in creating the innovative learning environments that are favorable for mutual participation of academics and practitioners in the social process of educational knowledge creation
    Źródło:
    Labor et Educatio; 2017, 5; 137-154
    2353-4745
    2544-0179
    Pojawia się w:
    Labor et Educatio
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Do Professional Learning Communities reify or interrupt the language of pedagogical practice?
    Autorzy:
    Philpott, Carey
    Powiązania:
    https://bibliotekanauki.pl/articles/1387974.pdf
    Data publikacji:
    2017-03-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    Professional Learning Communities
    reification
    discourse
    teacher community
    Opis:
    In Professional Learning Communities (PLCs) teachers discuss observed classroom practice with the intention of improving it. The research reported in this paper considers how these discussions either reify or interrupt (Little 2003) teachers’ language of practice. Reification will tend to constrain learning within existing ways of linguistically construing sense. Disruption might establish a new discourse for practice that will enable learning. The data is transcriptions of PLCs from two schools in Scotland.
    Źródło:
    Problemy Wczesnej Edukacji; 2017, 37, 2; 7-18
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Learning Community’s Program – a Fresh Approach to the Single Teacher
    Program wspólnoty uczącej się – nowe podejście do pojedynczego nauczyciela
    Autorzy:
    Cohen-Brenner, Daphne
    Powiązania:
    https://bibliotekanauki.pl/articles/913310.pdf
    Data publikacji:
    2017-09-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    professional development
    physics learning/teaching
    professional learning communities
    Opis:
    Promoting physics studies depends highly on the teacher’s instruction quality. This paper re-examines the influence of participation in a learning community on the teacher’s professional development. As an outcome, improving his students’ physics learning abilities, in light of theories on the process of change, is obtained thanks to the teacher participating the progra Daphne Cohen Brenner is a physics teacher and district instructor in Israel, leading a professional learning community. The article is based on the Ph.D. thesis written at AMU University in the framework of doctoral studies in education.
    Źródło:
    Studia Edukacyjne; 2017, 45; 403-412
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    School as a Professional LEARNING Community: A Comparison of the Primary and Lower Secondary Levels of Czech Basic Schools
    Autorzy:
    Novotný, Petr
    Pol, Milan
    Hloušková, Lenka
    Lazarová, Bohumíra
    Sedláček, Martin
    Powiązania:
    https://bibliotekanauki.pl/articles/2028732.pdf
    Data publikacji:
    2014-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    school improvement
    professional learning communities
    organizational learning
    supportive factors
    Opis:
    This article deals with two subjects which form an inevitable part of the discussion on Czech basic schools. First, there is school development from the inside, individual and group learning and organizational development in schools. Second, there is the double task of Czech basic schools to provide pupils with primary and, subsequently, lower secondary education. The aim of the analysis is to compare evidence given by teachers at the primary and lower secondary levels of basic schools about processes which create the dimensions of a professional learning community. Analysis of the data obtained from this research, which was carried out in Czech basic schools, leads to the conclusion that despite a relatively large conformity in the adult actors’ perception of systematicity in handling the subjects of learning, this perception cannot be considered homogeneous.
    Źródło:
    The New Educational Review; 2014, 35; 163-174
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LEARNING DESIGNS AND THE DEVELOPMENT OF STUDY SKILLS: REUSE AND COMMUNITY PERSPECTIVES
    Autorzy:
    Walker, Simon
    Masterman, Liz
    Powiązania:
    https://bibliotekanauki.pl/articles/941256.pdf
    Data publikacji:
    2009
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Learning Design
    Reuse
    Study Skills
    Communities of Practice
    Professional Learning Communities
    Opis:
    This paper takes as its starting-point the role of reusable learning designs and of practitioner communities in disseminating effective pedagogic practice. The authors note the findings of previous research indicating a gap between teachers’ stated intention to reuse others’ materials and the practicalities of reuse, and comment on the shortcomings of both Wenger’s communities of practice and Hung and Nichani’s quasi-communities as models of the types of community that might foster the reuse of learning designs. They suggest that another model is needed to address the ‘scaffolding’ of teachers into the practice of sharing. To explore both themes, the authors then present an investigation into the reusability of learning designs. This was set in the context of a regional initiative, within the London Borough of Greenwich, to support students’ development of study skills through blended learning. Questions raised by the findings include the cost-benefits of adaptation versus creation of one’s own learning designs, and the reusability of designs created ‘in the abstract.’ The authors conclude by introducing the CAMEL model of collaboration as a potential means to overcome the discrepancy between the theory and reality of reuse through establishing relationships of trust mediated by both online and face-to-face communication.
    Źródło:
    Teaching English with Technology; 2009, 9, 2; 16-31
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-11 z 11

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