Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "prospective teachers" wg kryterium: Temat

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-7 z 7
    Tytuł:
    Psychologiczna gotowość nauczycieli do tworzenia efektywnego środowiska e-edukacji: koncepcja badań
    Psychological readiness of teachers to create effective e-education environment - research concept
    Autorzy:
    Kaliszewska-Czeremska, Katarzyna
    Laconi, Stephanie
    Powiązania:
    https://bibliotekanauki.pl/articles/425999.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Szkoła Główna Handlowa w Warszawie
    Tematy:
    e-education
    teachers
    prospective teachers
    psychological readiness of teachers
    Opis:
    New needs of contemporary students caused by technology development and the change of the character of relations between students and teachers pose a challenge for the present-day school. Preparation of didactic staff for e-education seems to be in this context one of the most important tasks of the contemporary education system. If we want to prepare future generations of teachers to work in the dynamically changing educational reality, we need to take care of expanding the scope of competencies of this labor group. Shaping readiness to create an effective e-education environment appears to be a beneficial approach, important for both sides participating in the process of formal education. Yet, preparing an educational offer that would be adequately adjusted to the needs of particular labor group requires, in the first place, proper recognition of those needs. An accurate diagnosis of teachers' and prospective teachers' readiness to create effective e-education environments could enable optimization of actions in this area. In this article, issues connected with the preparation of teachers and prospective teachers to work in e-education have been discussed. Also, the author's proposition of a psychological examination of teachers' readiness at different stages of professional development to create effective e-education environments has been presented here.
    Źródło:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2015, 4 (61); 32-37
    1731-6758
    1731-7428
    Pojawia się w:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    School experiences retrospectively: relationship between recall of bullying experiences and perception of schools by pedagogy students
    Autorzy:
    Tłuściak-Deliowska, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/2005046.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    school bullying
    prospective teachers
    pedagogy students
    retrospective study
    school climate
    appraisal of school
    Opis:
    The presented study explored the memories of 332 pedagogy students about the bullying experiences and their former schools. Findings indicate that: (1) young adults have very different experiences with bullying, (2) time spent at middle school was assessed as the worst, (3) general judgment of school was correlated with bullying experiences, especially students who were involved in bullying problems as a victim or bystander were less positive in their appraisals of school. The study provides a unique account of how young adults view their school experiences. Data is discussed in terms of its psycho-educational implications.
    Źródło:
    The New Educational Review; 2016, 43; 167-178
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Development of prospective preschool and primary school teachers in the area of ICT use in education
    Autorzy:
    Smyrnova-Trybulska, Eugenia
    Powiązania:
    https://bibliotekanauki.pl/articles/1367590.pdf
    Data publikacji:
    2021-07
    Wydawca:
    Szkoła Główna Handlowa w Warszawie
    Tematy:
    preschool and primary school education
    prospective teachers
    information and communication technology (ICT)
    multimedia
    e-learning
    assessment
    Opis:
    The study was intended to examine the evaluation of the development of students’ and future teachers’ preparation in the area of digital preschool and primary school education, supported by information and communication technology (ICT). In this article, the author studies the concept and the curriculum of the “Information technology in the education of children of preschool and primary education” course implemented in the pedagogy program bachelor specialization referred to as “Preschool and primary school education,” with active e-learning support, particularly in the form of distance courses, applications, Internet sources, websites, and digital resources. The author analyzes details of the curriculum of the course, the concept of each task, criteria of their assessment, the learning outcomes, and examples of projects. A review is provided of a course based on some evaluative materials. Moreover, the author discusses selected results of surveys of students’ opinions about specific tasks, particularly the evaluation criteria of didactic applications and educational websites, self-reflections on course achievements, and fulfilment of their expectations.
    Źródło:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2021, 90, 3; 32-42
    1731-6758
    1731-7428
    Pojawia się w:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Role of Prospective Mathematics Teachers’ Knowledge of Content and Students in Integrating Mathematical Literacy
    Autorzy:
    Lestari, Nurcholif Diah Sri
    Juniati, Dwi
    Suwarsono, St.
    Powiązania:
    https://bibliotekanauki.pl/articles/1967623.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    knowledge of content and students
    prospective mathematics teachers
    mathematical literacy
    secondary mathematics classrooms
    Opis:
    This study aims to explore the role of knowledge of content and students of a prospective mathematics teacher in designing learning that integrates mathematical literacy into mathematics teaching and learning. This research was a case study with a single-case design. A participant selected from 75 prospective mathematics teachers through purposive sampling techniques was assigned to compile two sets of learning tools to teach mathematical literacy through learning the concepts of relationships and functions. The data were collected through in-depth semi-structured interviews based on her experiences of designing the learning tools. Then, the data were analyzed to reveal the role of Knowledge of Content and Students (KCS) in designing the learning. The results of the analysis show that KCS has a considerable role in the prospective mathematics teacher in designing learning. The researcher found that knowledge of students’ mastery of the prerequisite materials affected the depth of the material; knowledge about students’ misconceptions, errors, or difficulties influence teaching strategy decision and organizing learning material, and knowledge of students’ interests, motivation influences the selection of problem contexts and strategies to encourage students’ active participation in the class.
    Źródło:
    The New Educational Review; 2019, 57; 151-160
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Komparácia názorov učiteľov a študentov* učiteľstva na prácu so žiakmi so špeciálnymi výchovno-vzdelávacími potrebam
    Autorzy:
    Rovňanová, Lenka
    Zólyomiová, Patrícia
    Powiązania:
    https://bibliotekanauki.pl/articles/2131195.pdf
    Data publikacji:
    2016
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    rofessional competencies
    pedagogical activities
    prospective teachers
    difficulty level
    students with intellectually gifted
    inclusive education
    children and students with special educationa
    Opis:
    This paper presents partial results of a comparative research aimed at developing professional competencies of teachers with an emphasis on activities with children with special educational needs, including gifted children. The aim was to determine whether there are differences between teachers with different length of teaching experience and students - future teachers in the subjective assessment of their performance in selected professional activities. We also investigated whether there is a correlation between variables (length and difficulty of teaching experience of professional activity). The research instrument was a questionnaire of our own design. The sample included 318 respondents: teachers with different length of teaching experience (n = 160) and master’s students of faculties of MBU** (n = 158). The data obtained were processed using descriptive statistics with many variables tools and interpreted at the chosen level of statistical significance (p <0.05). The results indicate the presence of statistically significant differences between the two groups and the presence of correlations between variables. It provides a firm foundation for the necessary changes in undergraduate teacher training and preparation for the implementation of inclusive education.
    Źródło:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2016, 2(21); 175-190
    1898-8431
    Pojawia się w:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Droga do zawodu nauczyciela i motywy jej wyboru – w świetle autobiograficznych wypowiedzi studentów studiów pedagogicznych
    The road to the teaching profession and the motives of choice, in light of autobiographical statements of students of pedagogical studies
    Autorzy:
    Dróżka, Wanda
    Madalińska-Michalak, Joanna Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/2138531.pdf
    Data publikacji:
    2016-12-31
    Wydawca:
    Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
    Tematy:
    zawód nauczycielski
    drogi dojścia do zawodu nauczyciela
    motywy wyboru zawodu
    biografia
    kształcenie nauczycieli
    kandydaci do zawodu
    teaching as a career
    paths do teaching
    career motivation
    autobiographical studies
    teacher education
    prospective teachers
    Opis:
    W artykule przedstawiono wyniki badań jakościowych nad drogą do zawodu nauczyciela i towarzyszącymi jej motywami. W badaniach wzięto pod uwagę uwarunkowania biograficzne oraz społeczno-kulturowe i ekonomiczne. Badania zostały przeprowadzone na przełomie 2013/14 roku na Uniwersytecie Jana Kochanowskiego w Kielcach, na Wydziale Pedagogicznym i Artystycznym. Objęto nimi 65 kandydatów na nauczycieli – studentów magisterskich studiów pedagogicznych na specjalności edukacja wczesnoszkolna i przedszkolna z nauczaniem języka angielskiego. W badaniach zastosowano metodę swobodnej wypowiedzi autobiograficznej na temat. „Moja droga do zawodu nauczycielskiego. Kontekst autobiograficzny i społeczno-kulturowy”. Badania pozwoliły na zdobycie wiedzy na temat kształtowania się dróg wejścia do zawodu nauczyciela i motywacji wyboru zawodu u kandydatów na nauczycieli oraz ukazanie szerszego kontekstu jej kształtowania się i rozwoju. Wyniki badań wzbogacają wiedzę o zawodzie nauczyciela oraz o rozwoju zawodowymnauczycieli we współczesnych uwarunkowaniach.
    This paper presents the results of qualitative research on the path to teaching as a career and the accompanying motivation. In the research, biographical, socio-cultural and economic conditions are critically considered. The study was conducted during the 2013-14 academic year in the University of Jan Kochanowski’s the Department of Education and the Arts. It involved 65 prospective teachers—postgraduate students in teacher education, with a specialization in preschool and early education with English language teaching. The research used the authobiographical method on the theme “My Way to the Teaching Profession: Autobiographical and Socio-cultural Context.” The study allowed the researchers to gain knowledge about the formation of the path to the teaching as a career and the prospective teachers’ motivations. The paper presents the broader context of prospective teachers’ formation and development. The results of the research enrich knowledge of teaching as a career and the professional development of teachers under modern conditions.
    Źródło:
    Forum Oświatowe; 2016, 28, 1(55); 161-179
    0867-0323
    2450-3452
    Pojawia się w:
    Forum Oświatowe
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    REFLECHIR SUR LES TICE EN CLASSE D’ANGLAIS: CAS DES ENSEIGNANTS EN FORMATION INITIALE
    New technologies in the classroom: The case of prospective language teachers
    Autorzy:
    Kotuła, Krzysztof
    Powiązania:
    https://bibliotekanauki.pl/articles/1036682.pdf
    Data publikacji:
    2019-09-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    reflective practice
    CALL
    ludic strategies
    training prospective foreign language teachers
    designing foreign language lessons
    refleksyjna praktyka
    TIK
    strategie ludyczne
    kształcenie przyszłych nauczycieli języka obcego
    planowanie lekcji języka obcego
    Opis:
    The goal of the present paper is to question the validity of the claim which sees reflection as an important part of the work of an efficient language teacher. A quasi-experiment was conducted by the author in order to determine whether reflection is a factor which can in some way influence the teacher’s capacity to plan a FL lesson effectively, incorporating new technologies. A reflective thinking questionnaire (RTQ, Kember et al., 2000) was administered to assess the level of reflective thinking in 47 university students. Next, their lesson projects were evaluated by two independent experts. The correlational study seems to show that reflection may indeed be a factor which influences the quality of the work of a foreign language teacher in an important way.
    Źródło:
    Neofilolog; 2014, 43/1; 81-93
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies