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Tytuł:
Teachers’ Professional Development and Burnout Syndrome
Autorzy:
Koczoń-Zurek, Sabina
Powiązania:
https://bibliotekanauki.pl/articles/31342771.pdf
Data publikacji:
2007-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ professional development
burnout syndrome
teachers’ professional activity
Opis:
The author of the article aims to present in short the results of the empirical verification of R. Kwaśnica’s concept concerning teachers’ professional development. The first part of the article deals with theoretical matters: the understanding of professional development and burnout syndrome. These terms are presented as opposing. Ch. Maslach’s theory on burnout along with Kwaśnica’s views were the basis of the research. The research was done from 2000 – 2002 on the sample of 257 teachers from different schools in different parts of Poland. In the second part of the article chosen results are referred: a diagnosis of professional development phases: preconventional, conventional, postconventional and the states of teachers’ professional activity: expanding from not disturbed activity, through first symptoms of burnout to burnout syndrome. Some essential conclusions can be drawn from the research. First of all, professional development can protect teachers from experiencing burnout, mainly due to growing professional competences, job adaptation and increasing creativity in teachers’ attitude. Moreover, it turned out that, depending on the phase of professional development, different factors stimulate teachers’ growth- these factors must be strengthened to prevent from burnout.
Źródło:
The New Educational Review; 2007, 11; 231-238
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia
Autorzy:
Milutinović, Jovana J.
Anđelković, Aleksandra K.
Powiązania:
https://bibliotekanauki.pl/articles/1969299.pdf
Data publikacji:
2018-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
constructivism
teachers’ epistemological beliefs
teachers’ professional development
teaching practice
Opis:
Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.
Źródło:
The New Educational Review; 2018, 53; 239-249
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Attitudes towards Mandatory and Optional Professional Development Programmes in the Republic of Serbia
Autorzy:
Gavranović, Valentina
Alčaković, Slavko
Powiązania:
https://bibliotekanauki.pl/articles/20311736.pdf
Data publikacji:
2023-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ professional development
attitudes
motivation
mandatory and optional professional programmes
Opis:
This study focuses on teachers’ professional development practices in the Republic of Serbia, presenting the results obtained from questionnaires of mixed research conducted to investigate teachers’ attitudes towards different forms of professional development programmes, how often teachers participate in them, and why. The results show a high degree of correlation between their positive attitudes and the frequency of participation when teachers are externally motivated, and no correlation if they self-direct their professional development. The research draws attention to the need to re-examine the existing teacher professional development policies considering the needs of teachers and their teaching practices.
Źródło:
The New Educational Review; 2023, 73; 201-211
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teacher’s Expertise in the Context of Didactic Paradigms’ Multifariousness
Autorzy:
Gałecka, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/1932058.pdf
Data publikacji:
2020-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
expert teacher
expertise in pedagogy
teachers’ professional development
didactic paradigms
self-efficacy
self-awareness
Opis:
Many professions have some identified features or performance rules that are considered characteristic of an expert. However the standards and expectations regarding teachers’ work might not have been clear to the majority of the teachers. The attributes that are demanded or expected from teachers are very diversified and span many fields of expertise. One of the reasons behind it may be the co-existence of multiple paradigms in the social sciences. Those paradigms cannot be applied simultaneously since the disparities between them are often insurmountable. Yet they define the role of a teacher and hence are crucial to the assertion of expertise in teaching. Therefore I come to the conclusion that understanding paradigms and their consequences for the role of a teacher may provide the necessary criteria of performance and a path to becoming an expert teacher. Without the knowledge and understanding of the basic concepts and the meaning of what it is that the teacher is trying to achieve through their performance, the teacher will not be able to work deliberately on their development or to critically reflect on it.
Źródło:
Kultura i Edukacja; 2020, 4(130); 80-93
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kompetencje nauczycielskie – próba syntezy (projekt autorski)
Autorzy:
Pankowska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/606543.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
teacher’s professional competence, teacher’s professional development, pedeutological research
kompetencje zawodowe nauczycieli, rozwój zawodowy nauczycieli, badania pedentologiczne.
Opis:
The article is an attempt at synthesis of different approaches to the teacher’s professional competence. The author surveys selected typologies, singling out criteria of the division of competence. Then she proposes a multidimentional presentation of the structure of competence in the form of “competence diagram”, and points out the possibilities of its practical use as a tool in planning and evaluating the teachers’ training and their individual development, as well as in pedeutological research.
Artykuł jest próbą dokonania syntezy różnych podejść do zawodowych kompetencji nauczycielskich. Autorka dokonuje przeglądu ich typologii, wyróżniając kryteria podziału kompetencji. Następnie przedstawia własną propozycję wielowymiarowego ujęcia struktury kompetencji w postaci „siatki kompetencji” oraz wskazuje możliwość praktycznego jej wykorzystania jako narzędzia w planowaniu i ewaluacji kształcenia nauczycieli, indywidualnym rozwoju zawodowym oraz badaniach pedeutologicznych.
Źródło:
Lubelski Rocznik Pedagogiczny; 2016, 35, 3
0137-6136
Pojawia się w:
Lubelski Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Doskonalenie zawodowe nauczycieli - podwyszanie kompetencji ogólnych i specjalistycznych
Professional Development of Teachers - Improvement of General and Specialist Qualifications
Autorzy:
Zaleski-Ejgierd, Andrzej
Powiązania:
https://bibliotekanauki.pl/articles/416466.pdf
Data publikacji:
2014-04
Wydawca:
Najwyższa Izba Kontroli
Tematy:
professional development of teachers
public schools
Opis:
The audit, which covered the years 2009 2011, was aimed at evaluating the organisation and results of educating and professional development of teachers, as well as at examining whether public funds assigned for this purpose were spent properly. The audit was conducted at the Ministry of National Education (MEN), at eight regional teacher development centres, at 23 local self-government units and at 23 public schools. In this audit, NIK has found several serious irregularities in the system for professional development for teachers, such as, in particular: the funds assigned for this purpose are not managed properly, qualifications gained by teachers tend not to be used after trainings, understated funds have been planned for teachers training in local self-government units budgets and in the budget of the Minister of National Education, and the promotion system for teachers is not connected with schools achievements.
Źródło:
Kontrola Państwowa; 2014, 59, 2(355); 119-131
0452-5027
Pojawia się w:
Kontrola Państwowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zachowania konsumenckie doskonalących się nauczycieli a zaspokajanie potrzeby samorealizacji
Consumer behaviour of teachers during professional training versus meeting the need for self-development
Autorzy:
Olechowska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/962525.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet w Białymstoku. Wydział Pedagogiki i Psychologii
Tematy:
teacher’s self-development
teacher’s professional development
zachowania konsumenckie nauczycieli
potrzeba samorealizacji
nauczyciela
rozwój zawodowy nauczyciela
Opis:
Doskonalenie zawodowe jest konstytutywną cechą zawodu nauczyciela, a podejmowanie działań w celu podnoszenia i poszerzania swoich kwalifikacji zawodowych przez nauczycieli jest dzisiaj szczególnym elementem oceny jakości ich własnej pracy, a nawet pracy placówek oświatowych, w których są zatrudnieni. Należałoby zatem spodziewać się, że podejmując wysiłek doskonalenia się nauczyciele wybierają takie formy zajęć (studia, kursy doskonalące, szkolenia itd.), które zaspokajają rzeczywistą potrzebę samorealizacji i służą podnoszeniu jakości ich pracy. Celem tekstu jest przedstawienie podejmowanych przez nauczycieli działań w kierunku doskonalenia zawodowego jako zachowań konsumpcyjnych. Artykuł składa się z krótkiego wprowadzenia teoretycznego dotyczącego ważniejszych pojęć, takich jak konsumpcja i zachowania konsumpcyjne, prezentacji założeń i wyników ilościowo-jakościowych badań przeprowadzonych w grupie nauczycieli oraz wniosków. Tekst kończy się konkluzją, iż wiele zachowań konsumenckich badanych nauczycieli nie pozwoliło na zaspokojenie rzeczywistych, a jedynie otoczkowych lub pozornych składowych potrzeby samorealizacji, a świadczą o tym cechy sposobów, jakie wybrali badani w celu jej zaspokojenia.
Professional development is a constitutive feature of the teaching profession. Taking action to improve and broaden professional skills is today an important element in assessing the quality of teachers’ work, and also the work of educational institutions, in which they are employed. It would therefore be expected that in order to improve themselves, teachers choose such forms of activities (studies, professional courses, trainings, etc.) that meet a real need for self-realization and serve to improve the quality of their work. The purpose of the text is to present the activities undertaken by teachers leading to improve their professional competences as consumer behaviour. The article consists of a brief introduction on the most important theoretical concepts such as consumption and consumer behaviour, presenting the assumptions and results of quantitative and qualitative research conducted in a group of teachers and conclusions. The text ends with a conclusion that consumer behaviour of teachers does not allow them to meet the real, but only apparent need for self-development. The features of professional development chosen by the teachers to satisfy this need prove this conclusion.
Źródło:
Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN; 2016, 1
2353-7914
Pojawia się w:
Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Research-Based Teacher Education and Professional Development. Achievements and Contributions of EDiTE
Europejskie inicjatywy doskonalenia kompetencji badawczych nauczycieli. Doświadczenie z realizacji projektu EDiTE
Autorzy:
Ligus, Rozalia Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2138094.pdf
Data publikacji:
2013-12-30
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
kompetencje badawcze nauczycieli
nauczycielskie studia doktoranckie
profesjonalny rozwój nauczycieli
doctorate in teacher education
researched-based teacher education
teachers’ professional development
Opis:
This article’s aim is to describe some of the sources of the European debate over the third cycle studies in teacher education in Europe. Then it will introduce the international Project EDiTE as one of the collaborative initiatives concerning the European scientific proposal of the teachers’ lifelong learning development. Next, some good practices of promoting the doctoral research based teacher education on national levels will be presented. Finally, in the article, there will be revealed selected findings of the EDiTE team that are focused on the current needs in teacher education that have been pointed by different stakeholders of five European countries represented by the project consortium, while interviewing them in 2013 y. The main goal of this article is to involve the stakeholders in a thought provoking debate for future roles of teachers in Europe, but not through looking for a ‘standardized teacher model’ or to create a ‘European super teacher’, but to see the dilemmas that should be shared while questioning ‘What makes a teacher European?,’ as Michael Schratz underlines, in a diversity of national identities and in the face of challenges of 21st century.
Celem niniejszego artykułu jest przedstawienie wybranych stanowisk reprezentowanych przez pięć europejskich uniwersytetów, które poszukują najlepszych rozwiązań dla powołania studiów doktoranckich dla nauczycieli. Debata nad potrzebą rozwiązań adekwatnych do obecnego stanu wiedzy jak i potrzeba „formowania” specyficznych dla profesji nauczycielskiej umiejętności (kompetencji), które wpisują się w program lifelong learning w świecie dynamicznych zmian społecznych i coraz to nowych osiągnięć w obszarze nauki, zachęca do stawiania pytań o jakość i istotę edukacji nauczycieli. Artykuł nawiązuje również do źródeł powołania międzynarodowego projektu EDiTE (Eureopean Doctorate in Teacher Education), którego celem jest wypracowanie programu studiów doktoranckich dla nauczycieli promującego w znacznej mierze kompetencje badawcze (research-based teacher education). W świetle tych działań wskazane zostaną przykłady realizowane na uniwersytetach europejskich. W ostatniej części tekstu opisane będą wybrane wyniki badań z przeprowadzonego 2013 r. procesu konsultacji na temat potrzeb w kształceniu nauczycieli w Europie. Jednym z ważniejszych celów nie jest wypracowanie standardu nauczyciela uniwersalnego, ale raczej odpowiedź na pytanie, co w świecie dynamicznych zmian czyni nauczyciela Europejczykiem?
Źródło:
Forum Oświatowe; 2013, 25, 3(50); 137-149
0867-0323
2450-3452
Pojawia się w:
Forum Oświatowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education for sustainable development - from students' and geography teachers' knowledge to educational activities
Autorzy:
Angiel, Joanna
Pokojski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2137043.pdf
Data publikacji:
2019-02-10
Wydawca:
Uniwersytet Warszawski. Wydział Geografii i Studiów Regionalnych
Tematy:
Education for sustainable development
geography teachers
professional development of geography teachers
Opis:
The paper presents the topic of academic education for sustainable development (ESD). A diagnostic survey was made in a form of a questionnaire in three groups of respondents: active geography teachers, participants of postgraduate program preparing for teaching geography and undergraduate students majoring in geography. The conducted research revealed how the groups of respondents difer in regards perception and preparedness to use of SD and ESD in school geographical education
Źródło:
Miscellanea Geographica. Regional Studies on Development; 2019, 23, 1; 47-52
0867-6046
2084-6118
Pojawia się w:
Miscellanea Geographica. Regional Studies on Development
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mentoring as Professional Development for Mentors
Autorzy:
Szymańska-Tworek, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/22446658.pdf
Data publikacji:
2022-07-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
teachers of English
mentoring
professional development for mentor teachers
student teaching
Opis:
The present paper concerns the topic of mentoring in the context of pre-service teacher education. Mentoring refers here to assistance or guidance provided by a school-based teacher who agrees to mentor a student teacher during her or his practicum. More specifically, the paper examines if mentoring can be recognized as a form of professional development for mentor teachers. While a great deal of literature has looked at the benefits student teachers gain from mentoring, an ongoing line of research has acknowledged that teachers in their roles as mentors also can benefit professionally from the experience of mentoring. However, the bulk of this research comes from the Anglo-Saxon context and it cannot be assumed that the experiences of British, American or Australian teachers are shared by teachers in Poland. The aim of the present study then was to identify the ways in which Polish teachers of English who have undertaken the role of a mentor develop professionally through mentoring. The instrument used was a web-based questionnaire. The main findings show that mentor teachers gain professionally primarily through the process of mentoring—being a mentor enhances their capacity for self-reflection and positively impacts their leadership skills, confidence as a teacher, willingness to self-develop, as well as their enthusiasm and commitment to teaching. On the other hand, mentors do not feel they learn directly from student teachers, although, in general, they recognize cooperation with student teachers as an inspirational and positive experience.
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-22
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Planned changes in Polish development system for schools and teachers
Autorzy:
Kołodziejczyk, Jakub
Powiązania:
https://bibliotekanauki.pl/articles/639473.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
improving schools and teachers
professional development
Opis:
Paper describes a current condition of the system of improving teachers in Poland and changes planned. Analysis of the system structure of improving and the scope and aims of institutions supporting improving the functioning of schools and teachers were included in the first part of the text. In the second part planned changes including both organizational new solutions integrating all sorts institutions of a system of improving both supporting schools and teachers and the change in the way of conducting improving based on the process-based approach were described.
Źródło:
Zarządzanie Publiczne; 2012, 4(20); 59-71
2084-3968
Pojawia się w:
Zarządzanie Publiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Contemporary Concepts in Teachers Education in the Context of European Commission Standards
Autorzy:
Dyrda, Beata
Przybylska, Irena
Powiązania:
https://bibliotekanauki.pl/articles/28766332.pdf
Data publikacji:
2006-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
pedeutology
teachers education
competences
professional development
Opis:
In the article the authors intend to pinpoint a variety of notions of teachers professional education and growth. The abundance of ideas can be attributed to different social needs and expectations. Political, economic and cultural changes in Poland resulted in growing attention in the area of education and teachers’ social role. The authors try to outline the latest tendencies in pedeutology, particularly concentrated on the models of teachers education.
Źródło:
The New Educational Review; 2006, 9; 43-52
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:
The Current Situation of Education and Continuing Professional Development of RE Teachers in Poland in the Context of the Social Challenges
Autorzy:
Osewska, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/1199390.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Papieski Jana Pawła II w Krakowie
Tematy:
Religious Education
teachers
continuing professional development
Polska
Opis:
The author of this article presents Religious Education teachers continuing professional development in Poland in the context of political, social, economic, cultural and educational changes. During the last years, Poland has developed a national strategy for teacher training and introduced many new regulations. The aim of the new legal solutions is to prepare RE teachers as will be competent specialists in theology, accomplished in didactics and pedagogy and capable of caring for – and contributing to – the upbringing of pupils of varying needs; as well as organizers of social activities in class and school, also in effective cooperation with the local parish. Despite the many changes, RE teachers still have very difficult situation in Poland and face many challenges.
Źródło:
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II; 2012, 2, 2; 123-131
2391-6559
2083-8018
Pojawia się w:
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teacher’s Competences – Prospects for Development and Professional Training
Autorzy:
Jaszczyszyn, Elżbieta
Cichocki, Andrzej
Powiązania:
https://bibliotekanauki.pl/articles/507163.pdf
Data publikacji:
2015
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
teacher’s competences
development of competences
professional development
perspective of development
Opis:
After brief remarks related to the current discourse present in the professional literature on the perspective of the development of competences and professional improvement, this text focuses on ideas which have important implications for their perspective of development and the assessment of the process of professional improvement of teachers, namely (a) building teachers’ professionalism, especially for those who are trapped in an increasingly formalized system, based on documents, content of teachers training courses and then in a rigid career path and (b) defining and assessing the standards of the professional development process. The text ends with the thesis that the most valuable resources available in each school are the teachers, that there is an urgent need to remodel the current system and to concentrate on strengthening the potential present in the idea of the professionalization of teachers (and their assessment) in terms of teaching standards (related to what they should know and be able to do).
Źródło:
Journal of Preschool and Elementary School Education; 2015, 7; 13-30
2084-7998
Pojawia się w:
Journal of Preschool and Elementary School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
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