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Wyszukujesz frazę "teacher assistant" wg kryterium: Temat


Wyświetlanie 1-3 z 3
Tytuł:
The Competence of Teacher Assistants in the Context of Working with Visually Impaired Students. Needs of the Environment and the Vision of Change
Autorzy:
Paplińska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/941101.pdf
Data publikacji:
2020-04-18
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
competencies
teacher of students with visual impairments
teacher assistant
blind students
visually impaired students
Opis:
The text contains an analysis of the competence of a special education teacher, with particular emphasis on the competence of one working as a teacher assistant with blind and visually impaired students. It attempts to answer the question of what competence a teacher assistant should have. On the one hand, this competence must be a response to the current needs of students with visual impairments, their teachers and parents. In line with the current approach to inclusive education, the teacher assistant who works with visually impaired students should be equipped with a whole array of competences, especially a number of highly specialised ones. On the other hand, taking into account e.g. creative and ethical competences, universities educating future teachers of the kind are not able to equip graduates with full competences.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 26; 319-341
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers and Teaching Assistants – Teamwork as Prevention of School Failure of Pupils During Primary Education
Nauczyciele i asystenci nauczycieli – praca zespołowa jako zapobieganie niepowodzeniom szkolnym uczniów w szkole podstawowej
Autorzy:
Eliášková, Klára
Kučerová, Olga
Powiązania:
https://bibliotekanauki.pl/articles/50468589.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
inclusion
teaching assistant
support measures
teacher-teaching assistant collaboration
pupils at risk of school failure
prevention of school failure
Opis:
This paper investigates the topic of teacher-teaching assistant collaboration in supporting pupils who are at risk of school failure. This topic was addressed, as one of the subtopics, by a longitudinal research study investigating the causes of school failure/success among primary school pupils in the Czech Republic. The aim of the present study is to describe the activities that teaching assistants pursue in relation to “at-risk” pupils or in relation to other pupils in the classroom. The descriptive part of the paper also reviews various forms of teacher-teaching assistant collaboration during the teaching process. This empirical study consists of two parts. In the theoretical introduction, we describe the system of support and advisory services used to implement inclusive education in Czech schools. We also describe the legislative definition of the teaching assistant position and present his/her job description. The empirical part of the paper presents the conclusions of our research survey, which captures how teaching assistance is currently practiced in Czech primary education.
Źródło:
Studia Edukacyjne; 2023, 70; 225-249
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
(Non)integrated culture in Polonia Maior elementary schools – from the perspective of the teachers of integrated classrooms
Autorzy:
PACHOWICZ, MATYLDA
Powiązania:
https://bibliotekanauki.pl/articles/938602.pdf
Data publikacji:
2019-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
special education
students with disability
integration and inclusive education
main and assistant teacher
universal and special education culture
Opis:
The Activities of Polish educational authorities are aimed at eliminating special education in Poland, for the development of integrated and inclusive education, following a model of certain European Union countries. Due to the new trends, the demand for special pedagogues in mainstream schools is increasing. Thus, the nature of both mainstream schools and mainstream pre-schools, as well as, special education establishments, is changing. Education of children with various types of development disorders has become a general educational problem. Not only does a narrow group of specialists deal with it, but it has also resulted in a change within the educational culture of Polish schools. In regard to the above, the school’s culture towards the Different, can be either pro-integrated or anti-integrated. A very important role, in the process of shaping a specific school culture, is played by teachers, their motivation to work, their professional preparation and the way they perceive the development of students with disorders.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 25; 177-196
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-3 z 3

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