Suchergebnisse

The objective of the article is to present the results of pilot studies carried out among the second-year students of extramural and full-time studies in pedagogy with the specialisation: kindergarten and early school pedagogy, and among the first-year students participating in the project entitled "Experimental programme of educating kindergarten and early school teachers at AIK". This project is co-financed from the European Union funds within the European Social Fund, and its objective is to increase the competences of people participating in education at the university level in order to meet the needs of economy, labour market and society through the preparation and implementation of the innovative programme of educating teachers of early education. The diagnostic-verification research was carried out in June 2019. The students evaluated their key competences obtained in the process of education. In order to compare them, the U Mann-Withney Test was applied. The analysis of the results makes it possible to evaluate the programmes that are the basis for preparing a new model of shaping the key competences of elementary education teachers. The article presents the assumptions of the programme of educating teachers, the methodological bases for the research, and the analysis of the collected research results. ; Celem artykułu jest zaprezentowanie badań pilotażowych przeprowadzonych wśród studentów drugiego roku studiów niestacjonarnych i stacjonarnych kierunku pedagogika ze specjalnością edukacja przedszkolna i wczesnoszkolna oraz studentów pierwszego roku uczestniczących w projekcie zatytułowanym: "Eksperymentalny program kształcenia nauczycieli przedszkoli i edukacji wczesnoszkolnej w AIK". Projekt ten jest współfinansowany ze środków Unii Europejskiej w ramach Europejskiego Funduszu Społecznego, który ma na celu podniesienie kompetencji osób uczestniczących w edukacji na poziomie wyższym, odpowiadających potrzebom gospodarki, rynku pracy i społeczeństwa, poprzez opracowanie i wdrożenie innowacyjnego programu kształcenia nauczycieli wczesnej edukacji. Badania diagnostyczno-weryfikacyjne zostały przeprowadzone w czerwcu 2019 roku. Studenci oceniali swoje kluczowe kompetencje, które uzyskali w trakcie procesu kształcenia. W celu ich porównania zastosowano Test U Manna-Withneya. Analiza wyników badań pozwala na ocenę realizowanych programów, które są podstawą do opracowania nowego modelu kształcenia kluczowych kompetencji nauczycieli edukacji elementarnej. W artykule przedstawiono założenia programu kształcenia nauczycieli, podstawy metodologiczne przeprowadzonych badań oraz analizę zgromadzonych wyników badań.

The article refers to relations in the process of communication between teacher and students. The author uses classical literature and an expert interview with an experienced school teacher to bring her point across. The author feels that the described issues are of particular significance for beginner pedagogues. Shakespeare's genius gives a broad perspective on the subject of communication, because in both comedies and dramas we observe the importance of the communication aspect, which may be transferred to the relationship between students and the teacher. This gives a broad picture of the possible scenarios that will appear in the teacher's work and allows one to draw conclusions from the heroes' mistakes, which may be identical to those made in the relationships with students.

Publikacja powstała w ramach projektu PO KL "PWP: PRZYSZŁOŚĆ EDUKACJI ZAWODOWEJ - lokalne partnerstwo na rzecz zwiększenia adaptacyjności nauczycieli zawodowych", realizowanego na zlecenie Wojewódzkiego Urzędu Pracy w Białymstoku. Publikacja prezentuje modernizację szkolnictwa zawodowego w modelach angażujących kapitał edukacyjny otoczenia szkoły oraz aspiracje rozwojowe kadry dydaktycznej, które należy traktować jako wyzwanie o charakterze strategicznym dla regionu i które powinno być podjęte równolegle i wspólnie przez organizacje pracodawców będących głównymi beneficjentami systemu kształcenia zawodowego.

This report discusses the following topics: basics of the vocational training system in Poland; causes of change in the development of vocational schools; formal and legal aspects of the school cooperation with the environment; modernization of vocational schools based on the development programs; combining the flexibility of employment with the Teacher Card.

This publication was created as part of the Human Capital "PIP: The Future of professional Education - local partnership to increase the adaptability of vocational teachers" program at the request of the Regional Labour Office in Bialystok, in the framework of Measure 8.1 Development of employees and enterprises in the region, sub-measure 8.1.3 Strengthening the partnership for local adaptation, co-financed by the European Union under the European Social Fund. The aim of the project is to develop the end of June 2015 collaboration solutions of local institutions and companies for the modernization of enterprises and vocational schools in the Podlaskie region in terms of forms of work organization, forms of performing work, work-life balance and adaptability of professional teachers threatened with unemployment.

Mariusz Wielebski, Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego [From the decision on special education eligibility to an individual educational and therapeutic plan]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 339-354. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.19 In my article I would like to show the complicated way from the decision about special education to individual educational and therapeutic plan. I am going to show how government statements are sometimes hard and complicated for parents, teachers and other specialists, who are looking after the children with special educational needs. I try to show everyday life in my job – teacher, specialist of pedagogical therapy. I hope my article will help and change our reality. ; Mariusz Wielebski, Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego [From the decision on special education eligibility to an individual educational and therapeutic plan]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 339-354. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.19 In my article I would like to show the complicated way from the decision about special education to individual educational and therapeutic plan. I am going to show how government statements are sometimes hard and complicated for parents, teachers and other specialists, who are looking after the children with special educational needs. I try to show everyday life in my job – teacher, specialist of pedagogical therapy. I hope my article will help and change our reality.

The modern model of state education in Russia promotes patriotism and devotion to the authorities. Young people must be proud of their origin and, in spite of deteriorating material conditions, should stay in the country contributing to its development. Cadet Corps Alumni are an example of a patriotic education model. Several years of learning in the military school shapes their beliefs and teaches them complete surrender to authority. Patriotism, combined with the sense of external threat, has become the driving force behind the reconstruction of the Russian superpower. One of the cornerstones of the school is the acceptance of Putin's Russia by spreading the vision of becoming an international representative of the country. The increase in military spending and functioning of military schools such as the Corps of Cadets give rise to fears that in the future Russia the army will become one of the tools of the superpower on the arena of foreign policy. ; The modern model of state education in Russia promotes patriotism and devotion to the authorities. Young people must be proud of their origin and, in spite of deteriorating material conditions, should stay in the country contributing to its development. Cadet Corps Alumni are an example of a patriotic education model. Several years of learning in the military school shapes their beliefs and teaches them complete surrender to authority. Patriotism, combined with the sense of external threat, has become the driving force behind the reconstruction of the Russian superpower. One of the cornerstones of the school is the acceptance of Putin's Russia by spreading the vision of becoming an international representative of the country. The increase in military spending and functioning of military schools such as the Corps of Cadets give rise to fears that in the future Russia the army will become one of the tools of the superpower on the arena of foreign policy.

At present, the Bologna Declaration is the most important document for the academic community worldwide. This act, signed in 1999 by 29 European education ministers, lists goals that are expected to bring European education systems closer together. The implementation of the Declaration's objectives and their adoption in the development of tertiary education is known as the Bologna Process. The main goal of the Bologna document is to establish the European Higher Education Area by 2010. This noble goal is to be pursued by implementing transparent and comparable systems of research degrees, adopting an education system based on three cycles and common application of credits. Harmonisation of academic communities across Europe would not happen without efforts to promote student and teacher mobility or without joint European efforts to improve the quality of education. Eight years have passed since the Bologna Declaration was signed. The academic community has taken steps to pursue its objectives so it is interesting to see how far they have been put into practice at universities. This will help us to assess the mobilisation of the entire Bologna movement in extenso. Also, such analysis will identify areas where progress has been most significant and those where more effort is required. The arrangements developed by education ministers in Bologna in 1999 and during subsequent (cyclical) meetings in Berlin (2001), Prague (2003), Bergen (2005) and London (2007) should, or even must, be translated into practice. With this in view, the Author attempts to describe the actual progress towards implementation of the Bologna objectives as this considerably influences the development of Poland's higher education. However, not all domestic universities seem to be sufficiently involved. In his discussion, the Author relies on findings from studies conducted in public and non-public schools of tertiary education in the Kujawsko-Pomorskie voivodship (one of Poland's provinces). Recapitulation of those studies is likely to produce the real picture of progress towards the Bologna objectives in Poland's higher education. ; Deklaracja Bolońska jest obecnie najważniejszym dokumentem dla środowiska akademickiego w skali globalnej. Akt ten, podpisany przez 29 europejskich ministrów szkolnictwa wyższego w 1999 r., formułuje cele prowadzące do zbliżenia europejskich systemów kształcenia. Realizacja dezyderatów zawartych w Deklaracji, a także ich dostosowanie do zmian zachodzących w szkolnictwie, nazywane są Procesem Bolońskim. Głównym celem zapisów zawartych w bolońskim dokumencie jest stworzenie do 2010 r. Europejskiego Obszaru Szkolnictwa Wyższego. Realizacja tego szczytnego celu polega na wdrażaniu przejrzystych i porównywalnych systemów stopni naukowych, przyjęciu systemu kształcenia opartego na trzech poziomach kształcenia i powszechnym stosowaniu systemu punktów kredytowych. Harmonizacja środowisk akademickich Europy nie nastąpiłaby także bez promowania mobilności studentów i nauczycieli akademickich oraz współpracy europejskiej w zakresie podnoszenia jakości kształcenia. Od podpisania Deklaracji Bolońskiej minęło już osiem lat. Środowisko akademickie stara się wdrażać te założenia, dlatego też warto przeprowadzić rozeznanie, w jakim stopniu i zakresie są one urzeczywistniane w uczelniach. Umożliwi to ocenę mobilizacji całego ruchu bolońskiego in extenso. Wskaże też, w których dziedzinach postęp jest największy, a w których należy zwiększyć wysiłki. Uzgodnienia wypracowane przez ministrów szkolnictwa wyższego w Bolonii w 1999 r. oraz podczas późniejszych (cyklicznych) spotkań - w Berlinie (2001), Pradze (2003), Bergen (2005) i Londynie (2007) - powinny, a nawet muszą, znaleźć odzwierciedlenie w praktyce. Z tego względu autor podjął próbę określenia stanu faktycznego implementacji założeń Procesu Bolońskiego. Wywiera ona bowiem znaczny wpływ na rozwój polskiego szkolnictwa wyższego. Jednak nie wszystkie krajowe uczelnie biorą w niej udział wystarczająco efektywnie. Autor opiera swe rozważania na wynikach badań przeprowadzonych w publicznych i niepublicznych szkołach wyższych województwa kujawsko-pomorskiego. Rekapitulacja tych badań może jednak przedstawiać realny obraz realizacji założeń ruchu bolońskiego w polskim szkolnictwie wyższym.

In recent decades, society has fundamentally changed; there are political changes affecting education and, consequently, demands on teachers' work change, as well as parents' and society's expectations of teachers. The main aim of this qualitative research is to map the changes in the conditions of teachers' work in the Czech Republic in the last thirty years according to the subjective perception of teachers-experts, i.e. respondents. The respondents are teachers who have been active in the profession for at least thirty years. All the respondents are women working as primary school teachers (Dáša, Lucie, Jana, Danka, Blanka, Dominika, Karolína).In the research we deal with the following areas: interpersonal relationships at the workplace, communication and cooperation with pupils' parents, and the teacher-pupil relationship.The most important results of this research are as follows. The respondents are aware of and perceive the decreasing authority of the teacher today. They point out that the teacher's authority has degraded in the eyes of pupils, parents, and society. The most widespread problem faced by teachers is the disruptive behavior of pupils, which may interfere with teaching.Moreover, today's teachers sometimes have to deal with parents who are completely uncritical of their children, whom they trust completely. When problems arise, these parents never see the root cause in their child but in other classmates or, most frequently, in the teacher. If a child receives a bad grade, these parents are willing to go to the teacher and try to find the error on their side rather than in their own children.

In recent decades, society has fundamentally changed; there are political changes affecting education and, consequently, demands on teachers' work change, as well as parents' and society's expectations of teachers. The main aim of this qualitative research is to map the changes in the conditions of teachers' work in the Czech Republic in the last thirty years according to the subjective perception of teachers-experts, i.e. respondents. The respondents are teachers who have been active in the profession for at least thirty years. All the respondents are women working as primary school teachers (Dáša, Lucie, Jana, Danka, Blanka, Dominika, Karolína).In the research we deal with the following areas: interpersonal relationships at the workplace, communication and cooperation with pupils' parents, and the teacher-pupil relationship.The most important results of this research are as follows. The respondents are aware of and perceive the decreasing authority of the teacher today. They point out that the teacher's authority has degraded in the eyes of pupils, parents, and society. The most widespread problem faced by teachers is the disruptive behavior of pupils, which may interfere with teaching.Moreover, today's teachers sometimes have to deal with parents who are completely uncritical of their children, whom they trust completely. When problems arise, these parents never see the root cause in their child but in other classmates or, most frequently, in the teacher. If a child receives a bad grade, these parents are willing to go to the teacher and try to find the error on their side rather than in their own children.

The effectiveness of teaching the religion depends on the degree of the linguistic efficiency for the sender and for the recipient and by the degree of linguistic awareness of the religion instruction teacher i.e. his knowledge about mechanisms of the linguistic intercommunication. In the religious education transmission it seems essential to be perceiving language of the religious education by pupils. Amongst pupils and religion instruction teachers from primary schools and post-secondary a belief that the new manuals are adapted for the age and the level of the religious knowledge of pupils is dominating, they aren't proposing more serious linguistic problems concerning remarks. This belief results from the low-end acquaintance of the religious /terminology pupil's/ and of religion instruction teacher's /conformism/. Pupils of upper secondary schools are more conscious of their gaps in the knowledge of a language religious however the little percentage is only trying to make up for these gaps through the participation in active religious education /especially this beyond the school/.

This report discusses the following topics: the system of vocational education in societies and economies based on knowledge and creativity; emerging challenges for vocational training systems; support for adapting vocational schools for socio-economic trends; support through human capital management for vocational teachers; support for creating a culture of employability; employability; concept, characteristics and relationships with security in the labor market; lifelong learning and the creation of work-life balance of teachers and instructors of vocational schools; approaches to shape the structure of employment in the system of vocational educatio; reconversion and outplacement of teachers and instructors of apprenticeship; opportunities for vocational teachers outside the public education system.

The aim of this paper is to indicate a diverse nature of the issues investigated in public policy sciences, particularly emphasizing the importance of the health policy in explaining social reality. By resolving public problems, numerous needs of society, inter alia, health needs can be met. One of the sciences which explains social problems and public policy has an interest in is the health policy. Both the health policy and public policy have two dimensions, i.e. applicable and theoretical. In terms of 'applicable' one, active participation of all social life entities affecting awareness of developing health resources is vital. And in the theoretical one, as a science, health policy addresses theoretical problems related to satisfying health needs of individual and collective populations. However, in the existing definitions of the health policy, there is no reference to "health needs". One can only assume that this category is used intuitively as it is hard to imagine numerous activities and decisions taken without identifying the needs, so that the health system could meet them. Reverting to health policy in its practical sense it is crucial to teach the public responsibility for their own behavior towards health. Health education deals with the skills needed to care about health in an accountable and independent way. This kind of education plays an important part in the implementation of public policy since its task is not only to transfer knowledge, but also to develop skills to make informed choices and decisions and thus to shape a democratic society with an independent way of thinking. The applicable role of the health policy is to improve the management of the health sector. In this respect, the organization of the treatment process, which is to provide comprehensive medical care for patients and therefore to improve the existing relations of a public nature, is essential.

This book proposes a theoretical-methodological approach to resocialization diagnosis from a positive perspective. The author presents theoretical assumptions of positive diagnosis in resocialization and creates its methodological model. Her starting point is the belief that a well-conducted diagnostic process, inherently linked with the process of resocialization, belongs to the most important factors which determine the effectiveness of the latter. Her standpoint is that both processes should be carried out within the same theoretical-methodological paradigm; she points out that diagnosis serves as the basis for planning resocialization activities, which are directly tied to its results. Moreover, diagnosis is further developed in the course of resocialization, while methods used are subject to modification during the whole process. In the conceptualisation of the area, scope and object of resocialization diagnosis, the author took into consideration assumptions which follow from: a) the concept of personality as a system of interdependencies, where individual development is treated as an unstable process, influenced by many contradictory internal and external forces; b) the idea of a dynamic "system of attitudes towards the world," which implies a psychological perspective on the subject of its interest, that is a human being in the process of self-development; c) the concept of resilience, which refers to the processes and mechanisms conducive to a proper (positive) functioning of an individual — despite life's adversities, risk factors, developmental hazards, and traumatic past experiences; and d) the concept of salutogenesis, which harks back to the transactional theory of stress. This view calls for an interdisciplinary approach to diagnosis in resocialization, which would encompass data from the field of psychology and social pedagogy, developmental psychology and health, special needs education and biosciences. From this perspective the object of resocialization diagnosis are multifarious conditions which determine the process of "shaping" the human being or, more specifically, problems in his or her development throughout the life cycle, including environmental, cultural and personal factors. In the positive approach to resocialization diagnosis proposed by the author, various categories of diagnostic description of an individual are important, such as multidimensionality (various areas of activity), continuity (development throughout the life cycle), orientation of individual development (prosocial, prodevelopmental vs. antisocial, destructive) and, most importantly, necessity to discover individual resources (potential). The proposed approach situates the diagnostic process in the paradigm of positive psychology and positive resocialization, basic to human cognition, which focus on autocreation and creative resocialization, at the same time pointing out the necessity to identify the unique potential of an individual (positive diagnosis). The book comprises two chapters. The first one presents the theoretical assumptions of resocialization diagnosis; the second chapter explains its methodological premises. The models presented by the author (so called complementary approach) assume the priority of positive diagnosis (focused on resources and potential) and a supplementary role of negative diagnosis (focused on deficits and disorders). Chapter One ("Positive and negative diagnosis in resocialization — general theoretical assumptions") comprises: a) a description of the main approaches in resocialization diagnosis — pathogenic and salutogenic — with their specific ways of explaining adaptive disorders; and b) a description of the major factors and problems in diagnosis for resocialization. On the whole, the author adopts the approach typical of salutogenesis to explain adaptive disorders. She also provides evidence that it is possible to implement the concepts of positive psychology in resocialization diagnosis. She presents resocialization models which refer to resilience and salutogenesis, using them as the theoretical foundation of positive diagnosis in resocialization: the risk model, the well being model and models which support development. As a result, she creates a complementary model of supporting development. In Chapter Two ("Positive and negative diagnosis in resocialization — narrowing down on the theoretical and methodological assumptions), the reader is introduced to the theoretical problems of social maladaptation and to the specific objects of positive and negative diagnosis. The author describes adaptive disorders in the context of basic markers, dimensions and mechanisms of human development on the one hand and developmental disorders on the other, focusing mainly on the cognitive mechanisms of development and psychopathology of developmental disorders (cognitive distortions). She analyses the environmental and sociocultural context of development and demonstrates a risk factor model and a protective factor model. It is against this background that she creates a complementary methodological model of resocialization diagnosis, in which positive diagnosis (salutogenic approach) is treated as primary, and negative diagnosis (pathogenic approach) as supplementary. A discussion of the model of resocialization diagnosis closes with remarks on the markers and characteristic features of a resocialization pedagogue's ethics of conduct — the teacher acting both as a diagnostician and a tutor who fosters the process of inner transformation of a socially maladapted individual.