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Tytuł:
Vocational Teacher Educators’ Role Identity: A Case Study in Malta
Autorzy:
Said, Alison
Powiązania:
https://bibliotekanauki.pl/articles/2106870.pdf
Data publikacji:
2022-01-31
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Vocational Teacher Educators (VTEs)
Role Identities
Vocational Education (VET) Context
Identity Theory
Opis:
This paper gains a deeper understanding of the professional role identities of vocational teacher educators (VTEs) when compared with mainstream teacher educators (MTEs) in Malta. It is framed using identity theory from the structural symbolic interactionism perspective (Burke and Stets 2009). Data were collected through semi-structured interviews, adopting thematic analysis. Findings show that VTEs and MTEs underpin their teaching differently, influenced by the perceptions they have about their professional role identities. There is no “one size fits all” solution for each country, yet this study contributes to a field with a limited research base and offers new insights to identity theory.
Źródło:
Qualitative Sociology Review; 2022, 18, 1; 50-72
1733-8077
Pojawia się w:
Qualitative Sociology Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Specyfika i rola rzeczy w codzienności nauczycieli praktycznej nauki zawodu
The Specificity and Role of Things in Everyday Work of Teachers of Practical Vocational Training
Autorzy:
Bauer-Sierota, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/2149069.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet w Białymstoku. Wydział Pedagogiki i Psychologii
Tematy:
rzeczy
szkoła zawodowa
codzienność
nauczyciel zawodu
things
vocational school
everyday life
vocational teacher
Opis:
Celem artykułu jest ukazanie specyfiki i roli rzeczy w codzienności nauczycieli praktycznej nauki zawodu. Analiza wyników badań jakościowych pozwoliła dostrzec duże znaczenie rzeczy w codziennej pracy nauczycieli szkół zawodowych. Nauczyciel pozbawiony dostępu do rzeczy miałby ogromne trudności z przekazaniem swoim uczniom określonych umiejętności praktycznych – są one nieodzownym ogniwem procesu nauczania – uczenia się. Rzeczy mogą stanowić zagrożenie dla życia i zdrowia zarówno nauczycieli, jak i uczniów. Często stają się także dodatkowym bytem, za który nauczyciel ponosi odpowiedzialność w klasie. Odpowiednie wyposażenie szkoły w przedmioty i narzędzia decyduje o jej prestiżu. Rzeczy stanowią element konkurencyjności między szkołami. Niektóre mogą nawet pełnić rolę dyscyplinującą.
The purpose of the article is to present the specificity and role of things in everyday work of teachers of practical vocational training. The analysis of qualitative research results allowed to notice the great importance of things in the daily work of vocational school teachers. A teacher deprived of access to things would experience great difficulties in providing students with practical skills: they are an indispensable link in the teaching-learning process.Things can endanger the lives and health of both teachers and students.In addition, they are often an additional element for which the teacher bears responsibility in class. Properly equipping a school with things and tools determines its prestige, and things constitute an element of competition between schools. Some can even perform a disciplinary role.
Źródło:
Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN; 2019, 1(11); 127-138
2353-7914
Pojawia się w:
Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The image of a vocational school teacher in the eyes of students and its relationship with the effectiveness of education
Autorzy:
Pardej, Katarzyna
Waszkowski, Robert
Powiązania:
https://bibliotekanauki.pl/articles/36786100.pdf
Data publikacji:
2022-05-09
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
vocational education
vocational teacher
effective teaching
Natural Language Processing
sentiment analysis
machine learning
Opis:
The article discusses the competencies of vocational education teachers, as well as discusses the results of own research, which aimed to determine three types of teachers conceptualized by students - the most liked, the least liked, and the dream one. The research used the interview method, where the research technique was an interview, and the research tool was an interview questionnaire. The students' statements were analyzed using the Python Natural Language Toolkit used for natural language processing. In this way, the most common words used by students in describing teachers were selected. As a result, the personal qualities and pedagogical competencies of mechatronic teachers that students approve and disapprove of, as well as those that they lack and which would make a difference to the effectiveness of education, were identified.
Źródło:
Studia z Teorii Wychowania; 2022, XIII(1(38)); 121-140
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of the Key Competences of VET Teachers in Enhancing the Quality of the Teaching Process
Autorzy:
Gedvilienė, Genutė
Tūtlys, Vidmantas
Daukilas, Sigitas
Powiązania:
https://bibliotekanauki.pl/articles/1968720.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
key competences
vocational teacher
quality of the didactic process
interactive teaching and learning techniques.
Opis:
Research problem - Today the quality of vocational education and training (VET) and especially the quality of the didactic process in VET highly depend on the capabilities of VET teachers to structure knowledge and skills they impart when dealing with the increasing volume of vocational and professional knowledge, and also on their capability to integrate the requirements of occupation and needs of students when coping with the challenges posed by fast technological development and changing student identity. The goal of this study is to explore the role and potential of key competences of VET teachers and how their development could equip VET teachers with the above-mentioned capabilities. The research methodology is based on both quantitative and qualitative research methods. The quantitative study was carried out by using a standardised questionnaire. Such a study helps disclose the personality traits of VET teachers, ways of their professional development and specific characteristics of their educational process. The participants in this research were VET teachers from different VET schools in Lithuania. Research data were analysed by using mathematical-statistical methods: descriptive statistics, nonparametric hypothesis testing, and factor analysis. Qualitative research was carried out by interviewing VET teachers from different VET schools and centres in Lithuania. Key competences and their development significantly contribute to the development of professional identity and personality factors of VET teachers. There is a direct and positive interdependency between the development of key competences of VET teachers and the quality of didactics, pedagogy and the expertise of VET teachers in the given occupational field. Key competences help VET teachers to shape and develop their professional identity and to cope with the current methodological and organisational challenges in the fields of curriculum design, organisation of training processes (including application of contemporary educational technologies), and vocational didactics.
Źródło:
The New Educational Review; 2019, 56; 255-270
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Dual Model of Practical Professional and Pedagogical Training of Future Teachers for Vocational Schools in Germany
Autorzy:
Turchyn, Andrii
Kashuba, Olexandra
Kravchuk, Тetiana
Navolska, Halyna
Derkach, Halyna
Powiązania:
https://bibliotekanauki.pl/articles/18105171.pdf
Data publikacji:
2022-09-28
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
vocational school teacher
practical vocational training
occupational practice
school practice
pedagogical internship
duality
Germany
Opis:
Aim. The aim of the research is to identify and analyse the particularities of a dual model of practical professional and educational training of future vocational school teachers in Germany; to outline the prospects for the use of advanced ideas and positive experience of such a model in the training teachers in higher pedagogical educational institutions. Methods. The following methods have been used: interpretative - analytical method, some elements of general philosophical dialectical method (analysis, synthesis, analogy, comparing, systematisation, generalisation); empirical level methods (interview, observation); the method of theoretical generalisation. Results. The prospects of using the positive experience of a dual model of practical professional and pedagogical training of teachers of vocational school in Germany in a similar practice of teacher training have been determined: initiation of previous practical activity in the production of the chosen speciality as a necessary prerequisite for admission to a higher education institution; introduction of pedagogical internship; cooperation of higher education institutions with enterprises, institutions and organisations. Conclusion. A dual model of organising practical vocational training for future vocational school teachers, guarantees a high level of practical training for higher education applicants, makes balance among the educational needs of young people, labour market requirements and educational opportunities. Originality. The structure and content of the practical training of future professional school teachers in Germany have been characterised; the features of a dual model approach to its organisation have been investigated.
Źródło:
Journal of Education Culture and Society; 2022, 13, 2; 713-728
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
University in front of the necessity of teacher development towards intercultural dialogue and understanding – forms and methods
Autorzy:
Aneta, Rogalska-Marasińska,
Powiązania:
https://bibliotekanauki.pl/articles/892505.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
Intercultural education
changes in contemporary university
vocational teacher education
development of teacher’s intercultural abilities
organizational forms of education
teaching-learning methods
Storyline Method
Project Method
gap between social needs and multicultural teacher training.
Opis:
A contemporary teacher should represent a high level of consciousness about multicultural challenges involved in senses and meanings, social priorities, political and pedagogical ideas. At present, vocational preparation of disciples of education and their elder colleagues to cope with multicultural problems through intercultural education is weak or doesn’t exist at all. Multicultural courses or workshops that sometimes appear among educational propositions of professional development are rather valuable announcements of further, hopefully compulsory, activities. Today we pose questions about mission, or raison d’etre of our universities. We want to define educational aims and objectives, the range of university freedom or its dependence on business and economy. Neoliberal values, economical language, profits and losses, effectiveness, product and success, and finally business categories of thinking and acting (treating people) profoundly change university communities. Thus traditional university values are dragged out by tough rules of market game. In spite of that, students of pedagogical faculties should get special, deepened and humanistic training. It raises costs of education, but is the best investment for the future. One of the pedagogical areas which should play an important role in that process, is didactics. Organizational forms of education and learning-and-teaching methods are important elements of that pedagogical sub-discipline. The process of updating teachers’ training goes hand in hand with multicultural challenges. New methods, strategies, and shorter techniques, should be applied to correct present situation. That may entail some structural changes inside university’s order. Organizational forms, being influenced by new methods (like Storyline Method and Project Method) and approaches responding to new social problems (developing common abilities to live in multicultural societies) may get a new shape. Teachers need to feel free in applying various forms and methods to reach, in most natural ways for their pupils from different backgrounds, educational aims – aims which will develop each individual personality due to global and humanistic priorities.
Źródło:
Kwartalnik Pedagogiczny; 2016, 61(3 (241)); 135-158
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedeutology and hermeneutic pedagogy: Encounter between teacher and student in light of the concept of vocational fit
Autorzy:
Kwiatkowski, Stefan T.
Powiązania:
https://bibliotekanauki.pl/articles/36197412.pdf
Data publikacji:
2023-12-06
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
teacher
teacher-student relationship
personality
vocational personality
vocational fit
hermeneutic pedagogy
humanistic pedagogy
Opis:
The starting point and at the same time the axis of the considerations presented in the article was the introduction of the teacher-student relationship - the impulse to undertake them was the assumptions of hermeneutic pedagogy, whose specific branch, focused on the process of understanding the senses and meanings of what happens between the student and the educator, was referenced to this key relationship for the school microsystem. Then, in reference to the category of „meeting” of the teacher and the student, the issue of vocational fit was presented, which was shown from the point of view of the psychological (personalistic) approach in pedeutology, taking into account the specific catalog of duties of the older of the participants of this dyad in relation to the younger of them – it was emphasized that only a teacher optimally suited to the profession will be able to create such conditions for his students, that will enable them to achieve self-knowledge and form a cultural personality in terms of hermeneutic (humanistic) pedagogy. In the next part of the article, the vocational fit of teachers was shown in reference to John L. Holland’s Theory of Career Choice (the Theory of Vocational Personality) and the Five Factor Theory of Personality of Paul T. Costa and Robert R. McCrae - it also quoted the results of empirical analyzes relating to this issue, and in reference to assumptions of hermeneutic pedagogy, an attempt was made to interpret them in a different way than before, taking into account the look at the problem from a new perspective.
Źródło:
Studia z Teorii Wychowania; 2023, XIV(4 (45)); 125-148
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Przygotowanie do zawodu nauczycieli w świetle raportu NIK i sporu o awans naukowy z dydaktyk przedmiotowych
Vocational Preparation for the Teaching Profession in Light of the Supreme Chamber of Audit Report and of the Dispute About ScientificPromotion in School Subject Teaching
Autorzy:
Śliwerski, Bogusław
Powiązania:
https://bibliotekanauki.pl/articles/915656.pdf
Data publikacji:
2020-01-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
didactics
subject/school didactics (detailed one)
teacher
vocational preparation
teacher qualification
Opis:
The core idea of the paper’s analysis is the incoherent school and academic government authority’s politics and the chaos caused by it in the process of educating future teachers of school subjects in general education and vocational training (general and mass one) in Poland. The author stresses the role and importance of subject teaching (detailed/specialized teaching) in relation to general teaching and models of vocational teachers’/academic education in contemporary tertiary education.
Źródło:
Studia Edukacyjne; 2017, 46; 7-22
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Misja nauczyciela szkoły zawodowej
The mission of vocational school teachers
Autorzy:
Kust, Izabella
Czerepaniak-Walczak, Maria
Radziewicz-Winnicki, Andrzej
Powiązania:
https://bibliotekanauki.pl/chapters/1035714.pdf
Data publikacji:
2020-12-11
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
misja
autorytet
nauczyciel szkoły zawodowej
dwuprofesjonalizm
pasja
Mistrz
relacje Mistrz - uczeń
mistrzostwo w zawodzie
mission
master
authority
master-apprentice relationship
vocational school teacher
dual professionalism
passion
professional mastery
Opis:
The article attempts to answer the question: what is the mission of practical vocational training teachers? The following thesis has been assumed: The mission of a technical teacher is dual professionalism consisting in applying both specialist and pedagogical knowledge to prepare students for their future careers. Teachers who are passionate about their profession shape the culture of their schools and contribute to the enhanced quality of education. The following questions are asked in the article: 1. What is the mission of vocational school teachers and how should it be understood? 2. How is mastery expressed? How does mastery relate to mission? How does mentorship relate to mission? 3. How is the mission accomplished? The above questions are discussed in the context of the work of a vocational school teacher.
Źródło:
Pedagogika i edukacja wobec kryzysu zaufania, wspólnotowości i autonomii; 287-307
9788323543039
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczyciel przedmiotów artystycznych w szkolnictwie zawodowym w świetle aktów prawnych
Autorzy:
Dominika, Rutkowska-Sagata, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/892491.pdf
Data publikacji:
2018-02-07
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
art education
art education teacher
vocational education
education law
Opis:
The paper analyses legislation concerning art education teachers in public vocational schools and focuses on the regulations on the required educational qualifications of the teaching staff members and currently available evaluation tools. Inaccuracies and lack of transparency are put into the limelight.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(4 (246)); 195-203
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 22

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