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Wyświetlanie 1-15 z 1104
Tytuł:
Wpływ przepisów oświatowych na pozycję społeczno-zawodową nauczycieli w okresie Polski Ludowej
The Influence of Educational Regulations on Social and Professional Position of Teachers in the Polish People’s Republic Period
Autorzy:
Szkoda, Edward
Powiązania:
https://bibliotekanauki.pl/articles/956147.pdf
Data publikacji:
1999
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
educational regulations
socio-professional position teachers
Polish People’s Republic Period
przepisy oświatowe
pozycja społeczno-zawodowa nauczycieli
Polska Ludowa
Źródło:
Biuletyn Historii Wychowania; 1999, 9/10; 29-32
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ewaluacja programu rozwijania zdolności twórczych dzieci przedszkolnych
Evaluation of creative powers development programme for pre-school children
Autorzy:
Poraj, Grażyna
Powiązania:
https://bibliotekanauki.pl/articles/2139076.pdf
Data publikacji:
2002
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
teachers’ education
evaluation
Opis:
Learning under an adult’s supervision is one of the essential conditions for child development. For the benefit of a child’s innate liveliness and his spontaneous discovery of the world, and in order to promote individuality, there is a call for new teaching methods at schools and nursery schools. This, however, entails boards of competent teachers with the necessary knowlege and skills at enhancing their pupils’ creativity and inventivess. Polish Foundation of Children and Teenagers in Warsaw, given assistance by Bernard Van Leer Foundation, has already prepared and carried out an educational programme intended for ore-school teaching circles. The programme propagated new methods of teaching children aged from 3 to 6. The presented article shows the programme’s evaluation research conducted on children. The research tried to provide an answer to the following question: do heightened competence of pre-school teachers’ and implementation of the new programme for working with children affect children’s development. The subject of analysis heavily relied on the children-made works, such sa: a picture of a human being, a picture on a freely-chosen subject and a picture Urban-Jellen’s Creative Thinking Test. In the research procedure both model and inspection nursery schools were taken into account. In the model nursery schools the teachers participated in the educational programme, and, supposedly, implemented the new programme for working with children. In the inspected nursery schools the teachers worked under traditional guidelines for teaching.
Źródło:
Acta Universitatis Lodziensis. Folia Psychologica; 2002, 06; 37-50
2353-4842
Pojawia się w:
Acta Universitatis Lodziensis. Folia Psychologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Diagnostic and intervention competences of a teacher regarding the work with students with CAN syndrome
Autorzy:
Seidler, Peter
Kurincova, Viera
Powiązania:
https://bibliotekanauki.pl/articles/28763448.pdf
Data publikacji:
2004-04-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers' competences
CAN syndrome
CAN child at school
Opis:
The paper discusses some problems of teachers' pre-gradual preparation and practice in the area of teachers' competences forming. The primary attention is paid to diagnostic and intervention competences in education.
Źródło:
The New Educational Review; 2004, 2; 9-16
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Opis i ocena pracy dydaktycznej profesora uczelni akademickiej
Description and evaluation of teaching performed by an academic teacher holding the position of a professor at university
Autorzy:
Jankowska-Polańska, Aurelia
Powiązania:
https://bibliotekanauki.pl/articles/415712.pdf
Data publikacji:
2004
Wydawca:
Małopolska Wyższa Szkoła Ekonomiczna w Tarnowie
Tematy:
proces dydaktyczny w szkole wyższej
dydaktyka
szkolnictwo wyższe
nauczyciele akademiccy
teaching process in higher education
teaching
higher education
university teachers
Opis:
W referacie przedstawiono refleksje o metodyce pracy dydaktycznej w uczelni akademickiej. Opisano cele i proces pracy dydaktycznej w Małopolskiej Wyższej Szkole Ekonomicznej w Tarnowie oraz dokonano oceny tego procesu.
Various prognoses of trends in people's demand in global economy of XXI century are exceptionally consistent only in one prediction - they prove that the most dynamic demand for different kind of educational services will develop. This phenomenon already appeared in Poland in the XX century. Polish society responded to a political system reform and economic reforms with educational boom. Universities find it difficult to face the challenge of economic boom. A lot of private universities have been founded, the number of students in the state universities has increased, but the number of university teachers remained the same. The tasks are more demanding and more responsible and one cannot ignore them. The paper presents rules, forms and results of teaching performed by an academic teacher holding the position of a professor at the Małopolska School of Economics in Tarnów. The paper raises some questions for a discussion of an improvement of teaching results at the university. Those questions are directed to the management of the school, its "owners" and teaching staff. The paper advances a hypothesis, that MWSE in Tarnów has a good chance and conditions to become an outstanding university as regards the level (quality) of the results. To implement these hypotheses an improvement of the university personnel management is needed. The management of the university personnel, a public institution is more complex and difficult than the management of a company, which products or services have their prices on the market. The paper presented here becomes a contribution to a theory of the management of a public sector institution. This branch of knowledge needs further development.
Źródło:
Zeszyty Naukowe Małopolskiej Wyższej Szkoły Ekonomicznej w Tarnowie; 2004, 5; 41-49
1506-2635
Pojawia się w:
Zeszyty Naukowe Małopolskiej Wyższej Szkoły Ekonomicznej w Tarnowie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Walka o utrzymanie narodowego (demokratycznego) ideału wychowawczego w polskiej oświacie w latach 1944-1947
The Struggle for Maintaining the National (Democratic) Educational Ideal in Polish Schools in 1944-1947
Autorzy:
Składanowski, Henryk
Powiązania:
https://bibliotekanauki.pl/articles/1953895.pdf
Data publikacji:
2004
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
Szkolnictwo
Tajna Organizacja Nauczycielska
Polski Komitet Wyzwolenia Narodowego
Polska Partia Robotnicza
Polskie Stronnictwo Ludowe
Tymczasowy Rząd Jedności Narodowej
Ministerstwo Oświaty
Związek Nauczycielstwa Polskiego
education
Clandestine Teachers' Organization (TON)
Polish Committee of National Liberation (PKWN)
Polish Workers' Party (PPR)
Polish Peasants' Party (PSL)
Provisional Government of National Unity (TRJN)
Ministry of Education
Polish Teachers' Association (ZNP)
Opis:
After the Polish Committee of National Liberation (PKWN) had been established, Communist education activists came to Poland from the Soviet Union. The group was led by Dr Stanisław Skrzeszewski who was appointed Head of the Education Department in Lublin. In order to draw teachers to work in the Polish school that was being rebuilt, they had to completely change the views of education they had propagated before. These were tactical actions supposed to neutralize the teacher circle's unfavorable or hostile attitudes. This resulted from the fact that the education structure of the London Government Delegation and the Clandestine Teachers' Organization (TON), working on the liberated lands, were under the influence of the Peasants' Party (SL), and they did not join the new authorities' organizational work, as they did not trust the Polish Workers' Party or the National People's Council. This is why in the “Appeal to the Polish Teachers” issued on 1 August 1944 by the Education Department in Lublin it was, among others, stated, that “The teacher has a complete freedom of democratic political views, speech and actions, according to his views”. The people managing the Education Department, knowing the moods prevailing in the society, did not want to introduce radical changes at the initial stage, and the curriculum, including history, was the same as the one before the war. This is proven, among others, by the “Directions for organizing public primary schools in the school year 1944/45”. Such actions resulted from the social-political situation obtaining in Poland at that time. The new authorities did not want to indispose the Polish society and the teachers towards themselves, as the Communist education activists coming from the USSR were already looked at with suspicion. They were also afraid for their own future fate, as the PKWN, and then the Provisional Government were not recognized by the two remaining superpowers of the anti-Hitler coalition, that is, the United States and Great Britain. This had a great influence on the compromise solutions decided on in the field of education. In the new Provisional Government of National Unity (TRJN) appointed on 28 June 1945, on the basis of the agreement between the three superpowers concluded in Jalta, a Polish Peasants' Party (PSL) activist, the president of the Polish Teachers' Association (ZNP), Czesław Wycech became Minister of Education. When Czesław Wycech took over the function of the minister, the Communists, partly debarred from the posts of authority, still tried to influence the crucial decisions, keeping some of the most important positions. Żanna Kormanowa, an education activist who came from the Soviet Union, is a good example here. She had the key function of the Head of the School Reform and Curricula Department. Despite fears of losing it the Communists were able to keep the position. Formally not controlling the Ministry of Education, they in fact had a lot of influence on the curricula that were being prepared. Many PPR activists knew that establishing the TRJN was a necessary compromise. However, they could not understand why the party had given up just this ministry, as their educational work done so far was assessed as very good by the party leaders. They thought that reconstructing the contents of school education in history and forming a new, communist educational ideal, were an indispensable condition in the planned ideological attack. In this way a situation arose, in which the changes in education were being introduced by teachers connected with PSL, who did not agree with the former Ministry of Education's conception of reform. They did not accept the education ideal postulated by PPR, either. On the contrary, the main educational aims, which the Ministry of Education headed by the PLS pursued, were: “the principles of democracy understood as respect for human rights for freedom, for full development, for participation in material and cultural achievements according to one's work and abilities, as aspiration for dividing hardships and burdens that an individual has to bear for the common good”. These aims proved that the PSL wanted to build a fully democratic state, which was contrary to the principle of “the dictatorship of the proletariat” proclaimed by the PPR. However, in the situation that obtained at that time the Communists had to tolerate the views presented by the Ministry of Education. Until the forged elections of 1947 the Ministry tried to resist the PPR's influences and aimed at democratic changes in Poland, which was reflected, among others, in the curricula that were then issued. Having seized all the power in 1947 the Communists started putting into effect the ideals of education based on Marxist-Leninist ideology, alien to Polish people. Deserted in its struggle for democracy the PSL, supported practically by the Church alone, subjected to repressions and exposed to actions aiming at its dissent, was not able to defend the democratic and national education. The education ideas proclaimed by the PSL after the war were returned to practically only after the rise of the “Solidarity” trade union in 1980, and started being put into effecty after the breakthrough of 1989, when Poland regained full independence.
Źródło:
Roczniki Humanistyczne; 2004, 52, 2; 57-70
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Creative and Emotional Competence of Contemporary Teachers
Autorzy:
Dyrda, Beata
Przybylska, Irena
Powiązania:
https://bibliotekanauki.pl/articles/28762914.pdf
Data publikacji:
2005-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Professional competence
creativity
emotional intelligence
open-minded teachers
Opis:
In the article the authors present the theoretical and practical outline of creative and emotional competence as a main need of teachers. The theoretical part of the article considers the latest research into creativity and emotional intelligence. The authors pay special attention to the importance of these abilities in contemporary school. The diagnostic part concentrates on a results of the questionnaire study, led on the sample of 140 teachers of primary and secondary schools.
Źródło:
The New Educational Review; 2005, 6; 69-78
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Curriculum Planning as Teacher’s Steering Activity by Micro-level Management
Autorzy:
Doušková, Alena
Powiązania:
https://bibliotekanauki.pl/articles/28409147.pdf
Data publikacji:
2005-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
micro-level management
teacher training
teacher’s steering activity
curriculum planning
Opis:
The contribution addresses the problems of teacher training for curriculum as a process of curriculum planning for pupils in educational situations. The author characterizes curriculum projects according to the length of their duration; she mentions the components of the thematic plan of curriculum, and pays attention to the project of the teaching unit, the structure of the education situation as its basic element.
Źródło:
The New Educational Review; 2005, 5; 129-138
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Inquiries into Responsibilities of Teachers
Autorzy:
Michalak, Joanna M.
Powiązania:
https://bibliotekanauki.pl/articles/28762907.pdf
Data publikacji:
2005-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
pedeutology
teacher’s profession
teacher in modern school
responsibilities of teacher and their kinds
Opis:
Despite a lot of works on teaching and teacher education, little attention has been paid to the search for the essence, contents and conditions of the category of “responsibility” as presented by the contemporary philosophers. In this paper a variety of theoretical references to the approaches and traditions dealing with the widely seen field of responsibility in the philosophy is presented, and consequently an attempt to translate them into the problems of pedagogical responsibility, which amounts to resolving doubts inherent in the area defined by the question about relationships between the teacher’s responsibility and the social function s/he performs, is undertaken. The problems dealt with in my paper may constitute an important contribution to the development of our knowledge about the teacher’s profession. The obtained analytical results of the research prove the existence of the need for the educational sciences to solve a lot of significant problems. In order to deal with them the answer to the question “What teacher does the modern school need?” must be found. In connection with this the answers to the following questions should be given: What conditions teacher’s responsibility? Who does the teacher feel answerable to and how is (or will be) his responsibility evaluated? What or/and who is the teacher responsible for? Does the fact that the teacher’s work is monitored and assessed by the units of educational authorities mean that the teacher is answerable only to them? Do teachers focus only on carrying out orders and achieving their own goals and the goals of the “insiders” in the system? How do teachers perceive the contemporary world and its future? What tasks is the contemporary teacher assigned in the light of the demands of the changing world?
Źródło:
The New Educational Review; 2005, 6; 43-57
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
On the Need of Innovation in Teacher Training
Autorzy:
Petlák, Erich
Pokrivčáková, Silvia
Powiązania:
https://bibliotekanauki.pl/articles/28409155.pdf
Data publikacji:
2005-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
school transformation
external transformation of education
new tasks in teacher training
teacher’s individual concept of teaching
knowledge integration
immigrant education
languages teaching
parents requirements
Opis:
Slovak education is still undergoing transformation changes. The changes are influenced by objective and subjective factors, provoking several questions, e.g. the ones concerning new objectives resulting from the need to improve the training of future teachers. Training of teachers for the first level of elementary schools of extraordinary importance has become. It is expected to reflect several current tasks connected with, for example, the migration of people in Europe as well as with the preparation for language competence.
Źródło:
The New Educational Review; 2005, 5; 107-116
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Reflection of Values in the Pre-service Elementary School Teacher Education
Autorzy:
Göbelová, Taťána
Powiązania:
https://bibliotekanauki.pl/articles/28409149.pdf
Data publikacji:
2005-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
qualification
education
being (existence)
educational paradigms
educational priorities of future teachers
philosophical orientation
Opis:
The paper focuses on individual educational paradigms and related priorities in values. It deals with the plurality (diversity) of value-based systems in education. The current educational concepts are then confronted with the students’ approach to their own priorities in the university education. The paper considers the difference between qualification (competence) and education as a category of being.
Źródło:
The New Educational Review; 2005, 5; 139-144
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teacher Professional Development
Autorzy:
Píšová, Michaela
Powiązania:
https://bibliotekanauki.pl/articles/28765658.pdf
Data publikacji:
2005-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teacher professional development
teachers’ careers
learning to teach – development of professional competence
stage models of professional development
novice teachers – experts in the profession
Opis:
The text aims to provide a review of recent educational research conducted in the field of teacher professional development in order to contribute to the ongoing discussion concerning both initial and further education of teachers.
Źródło:
The New Educational Review; 2005, 7; 171-185
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Attitudes to Education Transformation in Czech Schools
Autorzy:
Šimíčková, Helena
Powiązania:
https://bibliotekanauki.pl/articles/28409136.pdf
Data publikacji:
2005-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ attitudes
risky factors for adoption of the Czech schools transformation
reflection of the teacher’ s work
self-reflection
research problems
questions and hypotheses
research aims
interpretation of research results
conclusions for pedagogical practice
Opis:
The text deals with teachers’ attitudes and opinions of the transformation of the Czech schools. It answers the following question: Which are the risky factors for current teachers to be able to adopt the concept of the integrated teaching process and to be able to get rid of residue of the encyclopaedic approach to the teaching process in Czech schools. Teachers’ attitudes and their connection with reflection of their work and their self-reflection are defined briefly. The author describes research problems, questions, hypotheses and aims of the research realised in 20 schools in the city of Ostrava and its neighbourhood within the Research Project of our organisation named New Opportunities in Education of Teachers, Educators and Pupils for the Learning Society of the 21st Century (VZO CEZ: JOB/98: 174500001) during the years 2000– 2003. She interprets results of this research and conclusions following from it for the pedagogical practice.
Źródło:
The New Educational Review; 2005, 5; 117-127
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Constructions of Citizenship and Enterprise: Using Associative Group Analysis with Teachers in Hungary, Slovenia and England
Autorzy:
Ross, Alistair
Read, Barbara
Pergar Kuscer, Marjanca
Fülöp, Marta
Pucko, Cveta
Berkics, Mihaly
Sándor, Monika
Hutchings, Merryn
Powiązania:
https://bibliotekanauki.pl/articles/28765634.pdf
Data publikacji:
2005-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Citizenship
Enterprise
Cooperation
Competition
Teachers
Opis:
This paper presents findings from a joint project supported by the British Academy and the Academies of Science of Hungary and Slovenia. The research aimed to identify similarities and differences between the ways in which teachers (of primary and secondary age children) in the three countries constructed and understood the terms ‘citizenship’, enterprise’, ‘cooperation’ and ‘competition’. Concepts associated by teachers with each of the four words have been analysed using the Associative Group Analysis technique (AGA), and this paper is based on our analysis of the responses given to the first two of these terms. AGA has normally been used to contrast two populations: this paper demonstrates a novel way to show a three-way relationship. There are significant differences between the different countries, and to a lesser extent between primary and secondary teachers within each country. ‘Citizenship’ in particular is clearly perceived very differently by the English teachers, who stress words that can be categorised as indicating pro-social behaviour, a sense of rights and duties, being part of a community and being linked to education. These categories were relatively infrequently mentioned by Hungarian or Slovene teachers, who tended instead to stress aspects referring to the specific nation, and legal or institutional terms (which were much less frequently mentioned by the English teachers). These results are analysed in terms of different histories, cultural patterns and trajectories, and there is a brief discussion on the implications for the practice and training of teachers.
Źródło:
The New Educational Review; 2005, 7; 111-139
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The case study of 'e-teacher' methodology implementation for e-learning resources development
Autorzy:
Kisielewska, J.
Chrząszcz, A.
Powiązania:
https://bibliotekanauki.pl/articles/333222.pdf
Data publikacji:
2005
Wydawca:
Uniwersytet Śląski. Wydział Informatyki i Nauki o Materiałach. Instytut Informatyki. Zakład Systemów Komputerowych
Tematy:
etapy rozwoju treści
nauczyciele e-szkoleń
content development steps
teachers e-training
Opis:
The paper discusses several methodological aspects of an on-line courses running that are dealing with e-learning technologies applied for teachers works at primary and secondary schools. The courses were developed within Leonardo da Vinci ‚e-Teacher’ project frames. The paper authors presented the possible choices available for these courseware development, teaching/learning strategies definition, various media delivery proposals, interaction methods and the training assAessment. Several factors of the resources decision making ability items were also discussed.
Źródło:
Journal of Medical Informatics & Technologies; 2005, 9; 285-292
1642-6037
Pojawia się w:
Journal of Medical Informatics & Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Values Preferred by Teachers and Students for Teacher Training Faculties
Autorzy:
Stanek, Janusz
Powiązania:
https://bibliotekanauki.pl/articles/28765639.pdf
Data publikacji:
2005-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
value
teachers
axiology
social stratification
profession
teaching speciality
Opis:
In his article, the author outlines the values preferred by teachers and those aspiring to the profession. The presented data point to a very broad convergence between what teachers and students indicated with regard to their attitude towards values. Although one can observe certain, rather subtle, differences (related to, among others, the socio-demographic characteristics of those surveyed), they are of secondary importance and do not cause the axiological bases for the functioning of both groups to differ. What is significant is also the placement of such values as safety, responsibility and children. These values have a static character, connected with necessity and, at the same time, with the need to maintain one’s property. They proved to be slightly more appreciated by teachers than by students. The research shows one essential yet weak correlation: two values, wisdom and honesty, find a slightly wider acknowledgement among teachers than among their future colleagues. The same can be said of the case when the same values are chosen as primary. In this context, referring everything that takes place in the social space to distant, better times seems to be justified. No matter how it was in the real historical dimension, it appears justified to assert that it is undoubtedly better to live in an environment where the majority of those representing a given professional group (especially one as important for the social structure as teachers) recognise the importance of wisdom and honesty.
Źródło:
The New Educational Review; 2005, 7; 152-170
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 1104

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