Studia z Teorii Wychowania最新文献

{"title":"Teacher - an Architect of Children Preschool Education During Pandemic COVID – 19","authors":"J. Andrzejewska, Bożena Grzeszkiewicz, Ewa Lewandowska","doi":"10.5604/01.3001.0054.1207","DOIUrl":"https://doi.org/10.5604/01.3001.0054.1207","url":null,"abstract":"IntroductionThe scope of researches was built around one main category, that is the category of change, which occurred in preschool education during Covid-19 period.Aim of conducted researches:The main objective was to display outcomes of conducted researches that were based on triangulated quantitative and qualitative analysis. In the article were discussed concepts of preschool teachers’ perception of changes that occurred in three categories, such as:•Functioning and organization of preschool as an institution,•Children behavior and playing activities of preschool children,•Preschool children relations among themselves and relations between educators and parents.What is more, researcher was interested in analysis of the activities that preschool educators chose to engage in and in the structure of education that preschool teachers were creating while teaching and caring for children during that specific, uncertain and not stable times. The researcher assumption was that preschool teachers were not only passive takers but also active creators of changes in preschool education what would be displayed in their views, opinions, attitudes, and assessments gathered in that specific times of pandemic and that they would respectively adapt to new and changing reality. Research material was gathered by filling the questionnaires by preschool teachers and then subsequently analysis the data. Moreover, this procedure allows teachers and educators to share their views about challenges they needed to fulfill, such as providing online preschool education. Knowledge:Preschool educators displayed reflexive, concerned and thoughtful approach toward the challenges of analysis the functioning of preschools as institutions during that difficult pandemic reality they were participating in. They noticed changes occurring in such fields as: organization of institutions; activities toward health protection of children and preschool employers; social relations; ways of teachers, children and parents work; professional development; work overload; and the sense of uncertainly of future.Teachers indicated the fields, in which they were able to constructively work out the solutions and actively adjust to new pandemic limitations regarding law, work policies, social challenges and challenges regarding health, methodic adjustments and learning new computer software.","PeriodicalId":488846,"journal":{"name":"Studia z Teorii Wychowania","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ vocational fit - implications for the teacher-student relationship from the perspective of hermeneutic pedagogy","authors":"Stefan T. Kwiatkowski","doi":"10.5604/01.3001.0054.1199","DOIUrl":"https://doi.org/10.5604/01.3001.0054.1199","url":null,"abstract":"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.","PeriodicalId":488846,"journal":{"name":"Studia z Teorii Wychowania","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-Determination Theory SDT as educational and upbringing inspiration","authors":"Urszula Oszwa, Tomasz Knopik","doi":"10.5604/01.3001.0054.1202","DOIUrl":"https://doi.org/10.5604/01.3001.0054.1202","url":null,"abstract":"The Self-Determination Theory (SDT) is a universal macro-theory that comprehensively explains the mechanism of arousing and sustaining intrinsic motivation through six mini-theories. International research conducted for more than four decades indicates the applicability of the assumptions of SDT in educational practice, providing a multifaceted inspiration, both in the education and upbringing of the younger generation. The article presents the results of empirical explorations, verifying the theory's assumptions. In addition, tools developed on the basis of SDT that can be applied in the context of teaching-learning have been discussed. Potential challenges in the process of implementing the assumptions of SDT into the practice of education and upbringing have been also presented.","PeriodicalId":488846,"journal":{"name":"Studia z Teorii Wychowania","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"„School for learning not for schooling”. Constructionism and the learning environment - based on the activities of the Darunsikkhalai School for Innovative Learning","authors":"Patrycja Brudzińska","doi":"10.5604/01.3001.0054.1211","DOIUrl":"https://doi.org/10.5604/01.3001.0054.1211","url":null,"abstract":"The learning environment is a unique conglomerate, the shape of which depends, among others, on the adopted didactic paradigm. The quality of learning enablers is influenced by the institution-specific understanding of learning, the definition of knowledge and the roles of students and teachers. The article presents the results of qualitative research using the method of interview and document analysis. It is an attempt to characterize elements of the Darunsikkhalai School for Innovative Learning learning environment in Bangkok. A school whose main program assumption is constructionism. Three components of the learning environment were distinguished and characterized, which include both the material/physical area, the area of interaction, taking into account the specificity of interactions of students, teachers, parents, representatives of the academic and local environment, as well as the area of students' own activity.","PeriodicalId":488846,"journal":{"name":"Studia z Teorii Wychowania","volume":"1 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sources of Teacher Efficacy Questionnaire: Psychometric characteristics of Polish adaptation","authors":"Elżbieta Strutyńska, Magdalena Boczkowska, Maciej Karwowski","doi":"10.5604/01.3001.0054.1209","DOIUrl":"https://doi.org/10.5604/01.3001.0054.1209","url":null,"abstract":"The study presents the theoretical basis and psychometric properties of the Sources of Teacher Efficacy Questionnaire (STEQ), by C. K. W. Hoi and co-authors in the Polish adaptation. The sample included 946 teachers. Confirmatory factor analysis conducted showed a good fit of the four-factor model. Analyses confirmed the reliability and validity of the scale. The major contribution to explaining the sources of teachers' sense of efficacy comes from experiencing mastery. Knowing the sources of teachers' efficacy allows for a better understanding of their self-efficacy and, consequently, their engagement in teaching.","PeriodicalId":488846,"journal":{"name":"Studia z Teorii Wychowania","volume":"46 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Maria Montessori`s pedagogy in the Lublin region. Thirty years of educational activities and perspectives of development","authors":"Beata Bednarczuk","doi":"10.5604/01.3001.0054.1198","DOIUrl":"https://doi.org/10.5604/01.3001.0054.1198","url":null,"abstract":"The aim of the paper is presentation of the history of thirty-year activities including dissemination of Maria Montessori's alternative system of education in the Lublin region. In the 1992 – 1994 years the project of Individualized Education based on the Montessori method assumptions became realized in the Institute of Pedagogy of the Maria Curie-Skłodowska University in Lublin. This resulted in development of an alternative way of thinking about education, creating mixed grade classrooms whose work is based on the Montessori approach as well as initiating a new trend in the educational and research activities in the Institute of Pedagogy, Maria Curie-Skłodowska University in Lublin. But first of all educational activities proved to be essential for the children`s developmental achievements and popularization of the ideas of Montessori pedagogy in Poland. The paper presents multi-concept activities and their documentary evidence in the synthetic way. The development perspectives and challenges for the Montessorian educators in the region are outlined.","PeriodicalId":488846,"journal":{"name":"Studia z Teorii Wychowania","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship building as a response to the crisis of trust in school","authors":"Beata Jakimiuk","doi":"10.5604/01.3001.0054.1195","DOIUrl":"https://doi.org/10.5604/01.3001.0054.1195","url":null,"abstract":"The school is a place where many events, experiences, interactions and behaviours occur. Various reactions and interactions in school space can lead to multiple challenging situations which require adequate solutions. In this article I would like to analyse the issue of trust crisis in the teacher-student relationship and its consequences. The aim of this analysis is to present the character of this crisis and to demonstrate possible solutions based on the concepts by a Danish educator Jesper Juul.","PeriodicalId":488846,"journal":{"name":"Studia z Teorii Wychowania","volume":"12 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preserve and develop what is natural, or the joy of learning","authors":"Monika Wiśniewska-Kin","doi":"10.5604/01.3001.0054.1201","DOIUrl":"https://doi.org/10.5604/01.3001.0054.1201","url":null,"abstract":"The article presents the results of an implementation diagnostic study. The implementation of the educational project Effective astonishment. Learning to read triggers thinking to read began in the local environment (Lodz) in the 2018/2019 school year. The research on children's learning skills in the process of identifying sound and graphic images, as well as reading and writing was carried out in a group of five hundred 5-6-year-old children in the 2021/2022 school year. The research adopted a didactic intervention model. The researcher acted as a participant observer, while the material came from participant observation. The observation was focused around the intervention activities designed in the innovative model of initial literacy learning. The observation covered students' activities, as well as the effects of these activities. The results of the study reconstructed the importance of the initiated educational environment in the process of triggering children's learning skills in identifying sound images of the voice and graphic images of the letter, synthesis and analysis, reading technique, reading comprehension and making meaning of graphic visualization.","PeriodicalId":488846,"journal":{"name":"Studia z Teorii Wychowania","volume":"33 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative education and gender","authors":"Agnieszka Gromkowska-Melosik","doi":"10.5604/01.3001.0053.9196","DOIUrl":"https://doi.org/10.5604/01.3001.0053.9196","url":null,"abstract":"The aim of this article is to present the importance of gender studies in comparative pedagogy and the role of women scientists in its development. The first part of the text is devoted to a gradual comparative increase in interest in gender issues, both in scientific and didactic contexts. This is followed by the presentation of two basic theoretical approaches to the analysis of cultural gender in comparative pedagogy in the context of inequality: direct gender inequality and structural inequality (gender, class, race). Both approaches are illustrated with examples of research and publications. In the second part of the text, an attempt is made to show the role of women as researchers in the development and organisation of comparative pedagogy, concerning scholarly work and in holding positions in international associations of comparative pedagogy. The article is intended to contribute to understanding the phenomenon of expanding the problem field of comparative pedagogy.","PeriodicalId":488846,"journal":{"name":"Studia z Teorii Wychowania","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135548774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Problems of conducting comparative studies in education","authors":"Bogusław Śliwerski","doi":"10.5604/01.3001.0053.9195","DOIUrl":"https://doi.org/10.5604/01.3001.0053.9195","url":null,"abstract":"The author critically analyses the persistence in comparative pedagogy of such approach to conducting interdisciplinary and transdisciplinary research, inadequate to the state of integration of the sciences worldwide, and perpetuating the atomisation of the humanities and social sciences characteristic of the 20th century. As such, the author explains the reasons for comparative education to become more open in exploring education in its broader political, cultural, religious, legal and economic context. The discipline necessarily needs to consider the comparative nature of ideas, paradigms, theories, concepts or philosophies of education, to refine its diagnostic tools with respect to differences in the aforementioned contexts, and to refine theory maps and methods of comparative research thus minimising errors in comparison of what is, nonetheless, incomparable.","PeriodicalId":488846,"journal":{"name":"Studia z Teorii Wychowania","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135549136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}