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 "subject teaching" wg kryterium: Temat

  Lista filtrów

Dostawca treści

Wyrównaj
Wyświetlanie 1-15 z 17
Tytuł:
Usmenoknjiževni elementi u lektirnim djelima predmetne nastave
Autorzy:
Brala-Mudrovčić, Jasminka
Gračanin, Marija
Powiązania:
https://bibliotekanauki.pl/articles/1789185.pdf
Data publikacji:
2021-09-17
Wydawca:
Polskie Towarzystwo Ludoznawcze
Tematy:
Croatian literature
oral literature
required reading
subject teaching
Opis:
U radu se istražuje zastupljenost usmene književnosti u lektirnim književnim djelima predmetne nastave hrvatskih autora, koja su propisana Nastavnim planom i programom za osnovnu školu i koja interferiraju s usmenom književnošću. Izdvajale su se interferencije na temelju strukture, teme i motiva, likova, jezične igre, zavičajnosti, usmenoknjiževnih oblika i dr. Dolazi se do spoznaja kako je usmena književnost poprilično zastupljena, a da su se interferencije najviše odvijale na temelju zavičajnosti i domoljubnosti, tema i motiva te usmenoknjiževnih oblika. Istraživanje je dokazalo da su elementi usmene književnosti čvrsto i duboko umetnuti u lektirna književna djela hrvatskih autora i da se ni u kom slučaju ne smiju smatrati perifernim elementima kao što je bilo dugo vremena na hrvatskoj književnoj sceni kada se usmena književnost sustavno zanemarivala.
The paper investigates the representation of oral literature in reading literary works of subject teaching by Croatian authors, which are prescribed by the Curriculum for primary school and which interfere with oral literature. Interferences were singled out on the basis of structure, theme and motives, characters, language game, homeland, oral literary forms, etc. It is realized that oral literature is quite represented, and that interferences mostly took place on the basis of homeland and patriotism, motives and oral literary forms. The research proved that the elements of oral literature are firmly and deeply inserted in the reading works of Croatian authors and that in no case should they be considered peripheral elements as was the case for a long time on the Croatian literary scene when oral literature was systematically neglected.
Źródło:
Literatura Ludowa; 2021, 64, 6; 52-66
2544-2872
0024-4708
Pojawia się w:
Literatura Ludowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Last Educational Change in Finland – its Dimensions and Multiliteracy Teaching
Ostatnia zmiana edukacyjna w Finlandii – jej zakres i nauczanie wielostronnej alfabetyzacji
Autorzy:
Suwalska, Arleta
Powiązania:
https://bibliotekanauki.pl/articles/15823683.pdf
Data publikacji:
2021-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
multiliteracy
transversal competences
cross-subject teaching
multidisciplinary learning
educational change
Opis:
This article reveals the educational change in Finland in the context of multiliteracy. Multiliteracy is one of the seven transversal competences introduced by the Finnish basic education curriculum reform between the years 2012 and 2016. School multiliteracy is developed through cross-subject studies with the usage of particular language. There are involved various texts during teaching to prepare well-educated global citizens who are able to to overcome obstacles of the contemporary world and to follow the global changes in a job market. Multiliteracy helps prepare a global citizen with the skills of global lingua franca.
Źródło:
Studia Edukacyjne; 2021, 60; 199-211
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Fractality of trust among general educators and methodologists teaching educational subjects
Autorzy:
Wenta, Kazimierz
Powiązania:
https://bibliotekanauki.pl/articles/2012254.pdf
Data publikacji:
2015-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
general didactics
methodology of educational subject teaching
fractality of trust
theorists and practitioners of teaching
Opis:
The issue of public trust in research and teaching arouses varied interest and is involved in multiple strands of conflict and environmental conditions. As theorists and academic teachers, general educators teaching an educational subject, e.g. for trainee teachers, often tend to have limited trust among methodologists, who are also the teachers of this subject. Fractality of limited mutual trust generally situates itself on many substantive levels and corresponds to the technology of education, which is revealed in the so-called reliability and geometry of trust concerning the evaluation of the quality of education.
Źródło:
The New Educational Review; 2015, 39; 73-83
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Fraktalność zaufania wśród dydaktyków ogólnych i metodyków edukacji przedmiotowej
Fractality of Trust Among Educators and Methodologists of the General Education Concerned
Autorzy:
Wenta, Kazimierz
Powiązania:
https://bibliotekanauki.pl/articles/461700.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Spraw Społecznych
Tematy:
general didactics
methodology of educational subject teaching
fractality of trust
theorists and practitioners of teaching
Opis:
The issue of public trust in research and teaching raises varied interest and is involved in multiple strands of conflict and environmental conditions. As theorists and academic teachers, general educators teaching participants of educational processes, e.g. trainee teachers, often tend to have limited trust in methodologists who are teach the same subject. Fractality of limited mutual trust generally situates itself on many substantive levels and corresponds to the technology of education, which is revealed in the so-called reliability and geometry of trust concerning the evaluation of the quality of education. The article has the nature of interdisciplinary research inspiration from the geometry of confidence to the fractal theory.
Źródło:
Labor et Educatio; 2014, 2; 153-166
2353-4745
2544-0179
Pojawia się w:
Labor et Educatio
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„Neugier beflügelt unsere Wahrnehmung“ – eine effektive Lernmethode im Fremdsprachenunterricht
Autorzy:
Weigl, Anna
Powiązania:
https://bibliotekanauki.pl/articles/914279.pdf
Data publikacji:
2017-08-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Cognitive and educational psychology
effective learning techniques
motivation
curiosity learning by teaching and subject orientated learning
Opis:
As in any human action, motivation is playing a key role in learning foreign languages. There are different types of motivation – one of them is curiosity. Curiosity is one of the strongest motivators, since it is based in the human character. Psychologists call curiosity the core of motivation. In my paper I will address a new learning technique, which consists of two didactic concepts at the same time: Learning by teaching and subject orientated learning. Subject orientated learning means the combination of a specific content to be learnt and a given person.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 1; 173-182
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Didaktika informatiky v príprave budúcich učiteľov informatiky a informačnej výchovy
Didactics of computer science in informatics and information technologies education teacher training
Autorzy:
STOFFOVÁ, Veronika
Powiązania:
https://bibliotekanauki.pl/articles/456718.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Rzeszowski
Tematy:
informatika
didaktika
didaktika informatiky
odborové didaktiky
predmetové didaktiky
informatics
computing
didactic of computer science
teaching of specific subject areas
subject didactics
Opis:
Cieľom štúdie je definovať didaktiku informatiky ako odborovú didaktiku a didaktiku programovania ako predmetovú didaktiku v príprave učiteľov informatiky.
The aim of the study is to define theme thodology of informatics as a union didactics and the methodology of programming as a subject didactics in informatics teacher training for elementary and secondary schools.
Źródło:
Edukacja-Technika-Informatyka; 2016, 7, 1; 230-242
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Materials education: now and in the future
Autorzy:
Goodhew, P.
Bullough, T.
Taktak, D.
Powiązania:
https://bibliotekanauki.pl/articles/200043.pdf
Data publikacji:
2010
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
materials education
teaching
subject profile
UKCME
Opis:
The state of education in materials science in the UK is reported, based on a National Subject Profile developed by the UK Centre for Materials Education. The curriculum content and methods of teaching are reviewed, and compared with the results of the largest ever education survey of materials scientists at Euromat 2009. A wide range of national opinions are presented, but the overall state of materials education in Europe is concluded to be very healthy.
Źródło:
Bulletin of the Polish Academy of Sciences. Technical Sciences; 2010, 58, 2; 295-302
0239-7528
Pojawia się w:
Bulletin of the Polish Academy of Sciences. Technical Sciences
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Refleksja z katedry
Reflections from the Rostrum
Autorzy:
Bukojemski, Michał
Powiązania:
https://bibliotekanauki.pl/articles/920867.pdf
Data publikacji:
2015-06-13
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teaching
documentary film
dramaturgy
subject
idea
storytelling
guide
Kędzielawska
Opis:
In his polemics with the Documentary Filmmaker Guide by Grażyna Kędzielawska, Michał Bukojemski claims that the notional apparatus, filmmaking methods, and production technologies described in the book do not adhere to the digital present day. The author believes that the teaching of documentary filmmaking in film school should begin with setting and describing the main goal, which is the film itself. Today’s documentary film has specific conditions, such as financing, distribution and shooting technologies. Speaking about various methods and practicing different forms of filmmaking are rather auxiliary goals that should be fulfilled in the course of studies. The author convinces us that both the subject and the story are crucial for the documentary film. And with them academic teachers should begin and end their teaching of documentary filmmaking.
Źródło:
Images. The International Journal of European Film, Performing Arts and Audiovisual Communication; 2015, 17, 26; 215-223
1731-450X
Pojawia się w:
Images. The International Journal of European Film, Performing Arts and Audiovisual Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dziecko z chorobą przewlekłą w systemie oświaty
A child with the chronic illness in the education system
Autorzy:
Serafin, Teresa
Powiązania:
https://bibliotekanauki.pl/articles/920030.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
child chronically ill
individual teaching
hospitalization – special school in the subject medicinal diagnosis
Opis:
Article with the chronic illness in the school system shows a sectioned regulations rela- ting to the provision of medical and psycho-educational school environment. Draws attention system chronically ill children can attend any school perimeter and get in the psycho-pedagogical assistance and identifies principles for implementing this aid, and for those children and yang people with the panel public psychological and pedagogical issued judgment about the need for individual teaching – they can purse teaching in the place of residence or in the separate room in the school – if it is clear the recommendations of the judgment. However, for children who need to be hospitalized organized learning activities and special care in schools operating in this therapeutic entities.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2013, 3; 45-67
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Suggestion for Modify of the School Educational Program at the Secondary Vocational School of Electrical Engineering
Autorzy:
BENEŠOVÁ, HANA
MACH, PETR
Powiązania:
https://bibliotekanauki.pl/articles/456645.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Rzeszowski
Tematy:
school educational program
curriculum
competences
targets
frontal form of teaching
excursion
vocational subject
photovoltaic
thin-films
Opis:
This article deals with the suggestion for modify the school education program at the Secondary Vocational School of Electrical Engineering, Pilsen, specifically by adding a chapter on thin film photovoltaic to the curriculum of the subject Use of Electric. The photovoltaic is increasingly considered to be one of the most important technologies of the 21st century. For this reason it is necessary to provide the students some information on this issue and to expand their competences.
Źródło:
Edukacja-Technika-Informatyka; 2017, 8, 3; 87-92
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkolna polonistyka w poszukiwaniu modelu wiedzy przedmiotowej
Polish language and literature studies in search of a model of a subject expertise
Autorzy:
Kaniewski, Jerzy
Powiązania:
https://bibliotekanauki.pl/articles/782864.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
teaching program
subject expertise
education reform
Polish language and literature
program nauczania
reforma edukacji
język i literatura polska
Opis:
My statement is about different concepts of Polish language and literature, which stem from official educational documents and from discussions between experts in the field. My analysis Szkolna polonistyka w poszukiwaniu modelu wiedzy przedmiotowej [27] focuses mostly on the last three education reforms (core curricula from 1999, 2008 and 2017) and points out a very apparent change in the proposed positioning of a student against knowledge (from subject orientation in 1999 to indisputable dominance of subject focus in the last core curriculum).
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia; 2019, 10, 285; 17-27
2082-0909
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Superare le difficoltà nel riconoscimento del soggetto nella lingua italiana
Overcoming Difficulties in Subject Identification in the Italian Language
Autorzy:
Banfi, Marcella
Ettori, Valeria
Ongaro, Alice
Powiązania:
https://bibliotekanauki.pl/articles/446335.pdf
Data publikacji:
2018-11-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
grammar teaching
subject identification
constructivism
semantic or notional method
didattica della grammatica
riconoscimento del soggetto
costruttivismo
approccio integrato
criteri nozional-funzionale o semantico
Opis:
Identifying the subject in a sentence, especially if the subject is not obvious, is difficult for secondary-school students. The apparent simplicity of this topic might cause one to consider it lightly; however, it should be considered generative for textual comprehension, for the production of cohesive and coherent texts, and for moving from parataxis to hypotaxis. Traditional grammar equates the syntactic notion of subject with the semantic notion of agent and with the communicative notion of topic, giving rise to possible misunderstandings. The present article offers a proposal that allows one to solve any ambiguity, developing a trajectory with two phases. Firstly, by using a functional criterion within the language (i.e., going from the singular to the plural of the sentence terms), students can correctly identify the subject. Secondly, through a semantic analysis carried out in competence-heterogeneous groups, students inductively comprehend the complexity of the function of “subject”, thereby linking the semantic criterion with the syntactic one. This analysis, only initially teacher-led, fosters learning by discovery, which brings students to an active, inclusively realised construction of knowledge, and it allows each student to work within their zone of proximal development. This method overcomes traditional “normative” grammar and enhances the student’s centrality: students are not given a ready-made description, but, rather, they are encouraged to build one by actively acting upon on the language.
Una difficoltà tra gli studenti della scuola secondaria di primo grado è l’identificazione del soggetto, soprattutto quando non trasparente. L’apparente semplicità dell’argomento fa sì che spesso venga affrontato con leggerezza; tuttavia, è da ritenersi generativo per la comprensione testuale, per la produzione di testi coesi e coerenti e per il passaggio dalla struttura lineare della frase a quella gerarchica. La grammatica tradizionale identifica la nozione sintattica di soggetto con quella semantica di agente e con quella comunicativa di tema, dando luogo a possibili incomprensioni. L’articolo vuole fornire una proposta che permetta di sciogliere questa ambiguità, articolando un percorso in due passaggi: prima, attraverso l’utilizzo di un criterio funzionale interno alla lingua (ovvero il passaggio dal singolare al plurale dei termini della frase) si portano gli studenti a riconoscere inequivocabilmente il soggetto. Poi, attraverso un’analisi semantica, condotta a gruppi eterogenei per competenze, si giunge, induttivamente, alla comprensione della complessità della funzione “soggetto”, ancorando così il criterio semantico a quello sintattico. Quest’analisi, solo inizialmente guidata, vuole veicolare un apprendimento per scoperta che porti gli studenti a una costruzione attiva di conoscenza, realizzata in chiave inclusiva e permettendo a ciascuno di lavorare nella propria zona di sviluppo prossimale. Questo metodo supera quello della tradizionale grammatica “normativa” e valorizza la centralità dello studente: non si fornisce infatti una descrizione preconfezionata, bensì si stimolano gli studenti a costruirne una, agendo attivamente sulla lingua.
Źródło:
Italica Wratislaviensia; 2018, 9.2; 37-53
2084-4514
Pojawia się w:
Italica Wratislaviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Political and legal doctrines as a teaching subject at legal studies in the Third Polish Republic
Autorzy:
Zmierczak, Maria
Powiązania:
https://bibliotekanauki.pl/articles/913080.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
political and legal doctrines
Marxist theory of state and law
content of teaching of “political and legal doctrines”
importance of subject for lawyers formation
Opis:
The article presents a historical analysis of the content of one subject offered since 1956 to the Polish students of law, namely the “History of political and legal doctrines.” Until the 1989 this subject was treated as an introduction and presentation of only false, non-scientific ideas, confronted with the only true Marxist theory of law and state. After 1990 the subject called “Political and legal doctrines” or “Political and legal ideas” was steadily developing, it gave the broad knowledge of different political ideas like liberalism, conservatism, socialism as well as knowledge of different understanding of law, beginning with natural law, positivism and so on. At the same time the subject was depreciated and treated as a second rank, the score for students steadily diminished or the subject became non-obligatory. The article describes the long discussion of researchers and academic teachers of “Political and legal doctrines” at the faculties of law, focusing on the content of subject, the scope of coursebooks, the methodology of research and the methods of teaching. But the most important argument is, that “political and legal doctrines” became actually – together with history of law – almost the only subject, giving the students understanding and knowledge about the connection between philosophy, social science and law. The vast horizons seem necessary for lawyers, if they don’t want to be excessive positivist and dogmatic practitioners of statutes. The knowledge of different doctrines should allow them in future to have critical and broaden attitude to statutes. The conclusion is, that without the studying of “Political and legal doctrines” the studies of law change into simple dogmatic legal training.
Źródło:
Czasopismo Prawno-Historyczne; 2020, 72, 2; 173-197
0070-2471
Pojawia się w:
Czasopismo Prawno-Historyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Twórca utworu naukowego w orzecznictwie sądów ubezpieczeń społecznych
Author of an Academic Work in the Case Law of Social Insurance Courts
Autorzy:
Szyjewska-Bagińska, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1596153.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
Tematy:
a teaching work
an academic work
an academic
an author
being subject to social insurance
utwór dydaktyczny
utwór naukowy
pracownik naukowy
twórca
podleganie ubezpieczeniom społecznym
Opis:
Definicja twórcy wynikająca z ustawy o prawie autorskim1 jest zupełnie inna aniżeli definicja twórcy zawarta w ustawie o systemie ubezpieczeń społecznych. Specyficzna i wąska definicja twórcy obowiązująca w prawie ubezpieczeń społecznych wyklucza możliwość, aby autorzy utworów naukowych podlegali ubezpieczeniom społecznym jako twórcy. Z uwagi na powszechność i przymusowość ubezpieczenia społecznego konieczne staje się wskazanie innej podstawy podlegania tym ubezpieczeniom. W przypadku twórców dzieł naukowych wykonujących pracę, której efektem jest powstanie utworu o charakterze naukowym lub dydaktycznym, w orzecznictwie przyjmuje się, że na potrzeby ubezpieczeń społecznych są oni traktowani: po pierwsze, jako pracownicy; po drugie, jako osoby wykonujące czynności na podstawie umowy o świadczenie usług; bądź po trzecie, jako wykonawcy umowy o dzieło. W artykule omówiono orzecznictwo sądów ubezpieczeń społecznych dotyczące twórców utworów naukowych i dydaktycznych.
A definition of an author resulting from the Law on Copyright is completely different than the definition of an author contained in the Act on the social insurance system. The specific and narrow definition of an author in force in the social insurance law excludes the possibility for authors of academic works to be subject to social insurance as authors. Due to the universal and compulsory character of social security it becomes necessary to identify another base for being subject to this insurance. For authors of academic works performing work which results in the creation of a work of an academic or teaching nature, the case law assumes that for the needs of social insurance they are treated: firstly, as employees; secondly, as persons performing acts on the basis of a service contract; or thirdly, as a performer of a contract for a specific task. The paper discusses the current rulings of social insurance courts concerning authors of academic and teaching works.
Źródło:
Acta Iuris Stetinensis; 2017, 18, 2; 359-382
2083-4373
2545-3181
Pojawia się w:
Acta Iuris Stetinensis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Challenges in Teaching: Perceptions and Experiences of Teachers of Ethics in Poland
Wyzwania w nauczaniu: Opinie i doświadczenia nauczycieli etyki w Polsce
Autorzy:
Madalińska-Michalak, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/461652.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Spraw Społecznych
Tematy:
ethics as a curriculum subject
place and role of ethics in school education in Poland
teachers of ethics as a school subject
challenges in teaching
teacher education
etyka jako przedmiot nauczania
miejsce i rola etyki w edukacja
szkolna w Polsce
nauczyciele etyki
wyzwania w pracy nauczyciela
edukacja nauczyciela
Opis:
This paper reports on a nationwide mixed methods study that investigated the challenges faced by teachers who teach ethics at schools in Poland. Several challenges affecting teachers in Poland were identified. These challenges included: qualifications of teachers; teacher education; didactics (teaching and learning); teaching materials and teaching aids; attractiveness of ethics as the subject at school; organization of work for delivering lessons of ethics; pupil traits and teaching programs; stereotypes related to the perception of ethics as the school subject. In the paper the special attention is paid to the challenges related to qualifications of teachers of ethics and their teacher education. The findings suggest that support provided for teachers of ethics must be aligned to local and school educational policies and educational conditions as well as strategies at national level. This paper contributes to understanding the complexities of the work of teachers who teach ethics at schools in Poland.
W artykule przedstawiono wyniki ogólnopolskich badań z zastosowaniem podejścia ilościowego i jakościowego, w których poddano analizie wyzwania stojące przed nauczycielami uczącymi etyki w szkołach. Analiza wyników badań pozwoliła na identyfikację szeregu wyzwań, z którymi mierzą się nauczyciele etyki. Wyzwania te obejmowały: kwalifikacje nauczycieli; kształcenie nauczycieli; dydaktykę (nauczanie i uczenie się); materiały dydaktyczne i pomoce naukowe; atrakcyjność etyki jako przedmiotu w szkole; organizację pracy w celu realizacji lekcji etyki; cechy ucznia i programy nauczania; stereotypy związane z postrzeganiem etyki jako przedmiotu szkolnego. W artykule zwrócono szczególną uwagę na wyzwania związane z kwalifikacjami nauczycieli etyki i ich całożyciowej edukacji. Wyniki sugerują, że wsparcie nauczycieli etyki jest uzależnione od polityki edukacyjnej na poziomie kraju, regionu i szkoły oraz od warunków, jakie są tworzone nauczycielom etyki. Artykuł wnosi wkład w zrozumienie złożoności pracy nauczycieli, którzy uczą etyki w szkołach w Polsce.
Źródło:
Labor et Educatio; 2018, 6; 152-177
2353-4745
2544-0179
Pojawia się w:
Labor et Educatio
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 17

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