: The following article discusses the alterations that form an integral part in native-like English fluid speech, or connected speech, and its role in English Language Teaching (ELT) and English as a Foreign Language (EFL) learning. The first section will analyse what exactly happens when native speakers speak in a fast and unrestricted way. The analysis will make reference to 4 specific phenomena associated with connected speech: assimilation, elision, catenation/intrusion, and vowel reduction/ centralisation, respectively. The second section will briefly detail some of the issues connected speech causes for learners of English, such as the lack of similarities between their native language and their target language. The third section will outline at length some methods through which instructors in EFL classrooms can bring connected speech into their language teaching arsenal. Both receptive and productive activities are included here to suit a variety of teaching styles and learner preferences.
{"title":"Connected speech in EFL pedagogy","authors":"Piotr Jednaszewski","doi":"10.21697/fp.2022.1.28","DOIUrl":"https://doi.org/10.21697/fp.2022.1.28","url":null,"abstract":": The following article discusses the alterations that form an integral part in native-like English fluid speech, or connected speech, and its role in English Language Teaching (ELT) and English as a Foreign Language (EFL) learning. The first section will analyse what exactly happens when native speakers speak in a fast and unrestricted way. The analysis will make reference to 4 specific phenomena associated with connected speech: assimilation, elision, catenation/intrusion, and vowel reduction/ centralisation, respectively. The second section will briefly detail some of the issues connected speech causes for learners of English, such as the lack of similarities between their native language and their target language. The third section will outline at length some methods through which instructors in EFL classrooms can bring connected speech into their language teaching arsenal. Both receptive and productive activities are included here to suit a variety of teaching styles and learner preferences.","PeriodicalId":189876,"journal":{"name":"Forum Pedagogiczne","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121521879","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}
: SENCos (Special Educational Needs Coordinators) constitute an element of the wide scope of solutions aimed at raising the quality of inclusive education. In many countries, they have an important role in creating, supporting and coordinating inclusive education in the mainstream school. In Poland, the position of a Special Educational Needs Coordinator has not been legally sanctioned so far. However, a proposal of the position called Inclusive Education Coordinator (in Polish abbreviated as KEW) appeared in two documents prepared by the Ministry of National Education in 2020. A vague reference to KEW can be found in Wspieranie podnoszenia jakości edukacji włączającej w Polsce ( Supporting the raising of the quality of inclusive education in Poland , 2020). More extensive information (with detailed consideration of the coordinator’s tasks) has been formulated in the project „Model edukacji dla wszystkich” ( A model of education for all , 2020). My study is aimed at confronting the suggestions for KEW’s tasks, specified in „Model edukacji dla wszystkich”, with the information on the role of SENCos in the English system of education, with special regard to the tasks designed for them and the difficulties with their implementation. In the first part of the article, some general references will be made to the present state of inclusive education in Poland. Then, the basic information concerning the role and tasks of coordinators (borrowed from foreign experiences, especially the British model) will be presented. The core of the study is an analysis of the suggestions for the role and tasks of KEWs included in „Model edukacji dla wszystkich” (2020). The paper is completed with final conclusions.
特殊教育需要协调员(SENCos)是旨在提高全纳教育质量的广泛解决方案的一个组成部分。在许多国家，他们在创建、支持和协调主流学校的全纳教育方面发挥着重要作用。在波兰，特殊教育需要协调员的职位迄今尚未得到法律批准。然而，在2020年国家教育部准备的两份文件中，出现了一项名为“全纳教育协调员”(波兰语缩写为KEW)的职位提案。在Wspieranie podnoszenia jakości edukacji włączającej w Polsce(支持提高波兰全纳教育质量，2020年)中可以找到对KEW的模糊提及。更广泛的信息(详细考虑了协调员的任务)已在“全民教育模式”(2020年)项目中制定。我的研究目的是针对“Model edukacji dla wszystkich”中对KEW任务的建议，以及senco在英语教育系统中的作用的信息，特别是关于为他们设计的任务及其实施的困难。在文章的第一部分中，将对波兰全纳教育的现状进行一些一般性的参考。然后介绍协调员的作用和任务的基本情况(借鉴国外经验，特别是英国模式)。本研究的核心是分析《modeledukacji dla wszystkich》(2020)中对KEWs角色和任务的建议。论文以最后的结论完成。
{"title":"Projektowane zadania koordynatora ds. specjalnych potrzeb edukacyjnych w polskim systemie edukacji w kontekście brytyjskich doświadczeń SENCo","authors":"Zenon Gajdzica","doi":"10.21697/fp.2022.1.08","DOIUrl":"https://doi.org/10.21697/fp.2022.1.08","url":null,"abstract":": SENCos (Special Educational Needs Coordinators) constitute an element of the wide scope of solutions aimed at raising the quality of inclusive education. In many countries, they have an important role in creating, supporting and coordinating inclusive education in the mainstream school. In Poland, the position of a Special Educational Needs Coordinator has not been legally sanctioned so far. However, a proposal of the position called Inclusive Education Coordinator (in Polish abbreviated as KEW) appeared in two documents prepared by the Ministry of National Education in 2020. A vague reference to KEW can be found in Wspieranie podnoszenia jakości edukacji włączającej w Polsce ( Supporting the raising of the quality of inclusive education in Poland , 2020). More extensive information (with detailed consideration of the coordinator’s tasks) has been formulated in the project „Model edukacji dla wszystkich” ( A model of education for all , 2020). My study is aimed at confronting the suggestions for KEW’s tasks, specified in „Model edukacji dla wszystkich”, with the information on the role of SENCos in the English system of education, with special regard to the tasks designed for them and the difficulties with their implementation. In the first part of the article, some general references will be made to the present state of inclusive education in Poland. Then, the basic information concerning the role and tasks of coordinators (borrowed from foreign experiences, especially the British model) will be presented. The core of the study is an analysis of the suggestions for the role and tasks of KEWs included in „Model edukacji dla wszystkich” (2020). The paper is completed with final conclusions.","PeriodicalId":189876,"journal":{"name":"Forum Pedagogiczne","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132697357","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}
: Tadeusz Lewowicki’s Identity Behaviour Theory (TZT) is a pedagogical theory that enables a holistic view of identity and understands behaviors that determine a sense of identity better. In his theory, the author states six areas, the determinants of the sense of identity, especially among older people. The research aimed to find out the determinants of people’s sense of identity in the age of late adulthood living in the Polish and Czech parts of Cieszyn Silesia. The research involved people over 55 years old. The basis of analysis undertaken in this article is empirical material obtained in quantitative research. The statistical analysis results indicate statistically significant relationships between particular areas of Identity Behaviour Theory (TZT) and the sense of identity of older people living in the Polish and Czech parts of Cieszyn Silesia.
Tadeusz Lewowicki的身份行为理论(TZT)是一种教学理论，它使我们能够对身份有一个整体的看法，并更好地理解决定认同感的行为。在他的理论中，作者陈述了六个领域，这是认同感的决定因素，尤其是在老年人中。这项研究的目的是找出生活在西里西亚的波兰和捷克地区的人们在成年后期的认同感的决定因素。这项研究涉及55岁以上的人。本文的分析依据是定量研究中获得的实证资料。统计分析结果表明，身份行为理论(TZT)的特定领域与生活在西里西亚波兰和捷克部分的老年人的身份感之间存在统计学上的显著关系。
{"title":"Wyznaczniki poczucia tożsamości osób w wieku późnej dorosłości żyjących w polskiej i czeskiej części Śląska Cieszyńskiego","authors":"Katarzyna Jas","doi":"10.21697/fp.2022.1.22","DOIUrl":"https://doi.org/10.21697/fp.2022.1.22","url":null,"abstract":": Tadeusz Lewowicki’s Identity Behaviour Theory (TZT) is a pedagogical theory that enables a holistic view of identity and understands behaviors that determine a sense of identity better. In his theory, the author states six areas, the determinants of the sense of identity, especially among older people. The research aimed to find out the determinants of people’s sense of identity in the age of late adulthood living in the Polish and Czech parts of Cieszyn Silesia. The research involved people over 55 years old. The basis of analysis undertaken in this article is empirical material obtained in quantitative research. The statistical analysis results indicate statistically significant relationships between particular areas of Identity Behaviour Theory (TZT) and the sense of identity of older people living in the Polish and Czech parts of Cieszyn Silesia.","PeriodicalId":189876,"journal":{"name":"Forum Pedagogiczne","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128764295","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}
: The article is devoted to seniors, for whom it was a period of intense fear of dying. Many of them actually died, many lost their health, and many lost their loved ones. The study described in the article analysed the situation of seniors during the pandemic on the basis of the interview technique. The analysis focused on several problems faced by the respondents during the pandemic. The problems were selected out of those reported in subject literature and included: treatment, shopping opportunities, loneliness, social isolation, inactivity, information chaos exacerbated by seniors’ reduced ability to access electronic sources, fear of illness and fear of death. The interviews were conducted with 12 seniors and one caregiver who worked in a nursing home. They revealed that the main and most painful problems the respondents faced during the pandemic were: loneliness, inactivity, lack of access to religious practices in places of worship, as well as depression, anxiety and post-traumatic stress disorder they experienced in response to the situation. The results indicated that seniors should be provided with extra care – not only psychological but also medical and physiotherapeutic.
{"title":"Seniors during the COVID-19 pandemic","authors":"Anna Seredyńska","doi":"10.21697/fp.2022.1.27","DOIUrl":"https://doi.org/10.21697/fp.2022.1.27","url":null,"abstract":": The article is devoted to seniors, for whom it was a period of intense fear of dying. Many of them actually died, many lost their health, and many lost their loved ones. The study described in the article analysed the situation of seniors during the pandemic on the basis of the interview technique. The analysis focused on several problems faced by the respondents during the pandemic. The problems were selected out of those reported in subject literature and included: treatment, shopping opportunities, loneliness, social isolation, inactivity, information chaos exacerbated by seniors’ reduced ability to access electronic sources, fear of illness and fear of death. The interviews were conducted with 12 seniors and one caregiver who worked in a nursing home. They revealed that the main and most painful problems the respondents faced during the pandemic were: loneliness, inactivity, lack of access to religious practices in places of worship, as well as depression, anxiety and post-traumatic stress disorder they experienced in response to the situation. The results indicated that seniors should be provided with extra care – not only psychological but also medical and physiotherapeutic.","PeriodicalId":189876,"journal":{"name":"Forum Pedagogiczne","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126725982","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}
: With regard to a continuous tendency of ageing of the global population it is expected that in the upcoming decades the number of persons who will be losing both their vision and hearing will be increasing. In senior years acquiring multisensory disability leads to the decrease of the quality of life. The article focuses on the description of the im-plications the simultaneous loss of vision and hearing has for the psychosocial functioning of seniors. It is based on the review of empirical materials. In view of the existing research, the consequences of the combined deficits are much more severe than the consequences of each single deficit. The most frequently reported negative effects of acquired deafblindness include decrease of cognitive functions, limitation of social contacts, problems performing activities of daily living, mental health disorders, with mood disorders in particular. The research has shown an urgent need to introduce systemic assistive solutions in the area of prevention and rehabilitation. Those solutions should be aimed at increasing the quality of life of the seniors who are losing both vision and hearing.
{"title":"Psychospołeczne aspekty utraty wzroku i słuchu w późnej dorosłości","authors":"Kornelia Czerwińska","doi":"10.21697/fp.2022.1.14","DOIUrl":"https://doi.org/10.21697/fp.2022.1.14","url":null,"abstract":": With regard to a continuous tendency of ageing of the global population it is expected that in the upcoming decades the number of persons who will be losing both their vision and hearing will be increasing. In senior years acquiring multisensory disability leads to the decrease of the quality of life. The article focuses on the description of the im-plications the simultaneous loss of vision and hearing has for the psychosocial functioning of seniors. It is based on the review of empirical materials. In view of the existing research, the consequences of the combined deficits are much more severe than the consequences of each single deficit. The most frequently reported negative effects of acquired deafblindness include decrease of cognitive functions, limitation of social contacts, problems performing activities of daily living, mental health disorders, with mood disorders in particular. The research has shown an urgent need to introduce systemic assistive solutions in the area of prevention and rehabilitation. Those solutions should be aimed at increasing the quality of life of the seniors who are losing both vision and hearing.","PeriodicalId":189876,"journal":{"name":"Forum Pedagogiczne","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122956687","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}
Łukasz Tomczyk, J. Wnęk-Gozdek, Anna Włoch, Katarzyna Zaremba
W okresie od 1 września 2020 roku do 31 sierpnia 2023 roku realizowany jest międzynarodowy projekt badawczy pt. „DANUBE/Development of new andragogical diagnostic approaches and interventions of the adult docility phenomenon”. W wielonarodowe działania andragogiczne zaangażowani są przedstawiciele polskiej uczelni – Uniwersytetu Pedagogicznego im. Komisji Edukacji Narodowej w Krakowie (Joanna Wnęk-Gozdek, Anna Włoch, Artur Fabiś, Katarzyna Zaremba, Łukasz Tomczyk). Głównym koordynatorem projektu :nansowanego ze źródeł Erasmus+ (2020-1-SK01-KA204-078313) są przedstawiciele słowackiego
{"title":"Sprawozdanie z realizacji międzynarodowego projektu badawczego „Danube/ development of new andragogical diagnostic approaches and interventions of the adult docility phenomenon”","authors":"Łukasz Tomczyk, J. Wnęk-Gozdek, Anna Włoch, Katarzyna Zaremba","doi":"10.21697/fp.2022.1.32","DOIUrl":"https://doi.org/10.21697/fp.2022.1.32","url":null,"abstract":"W okresie od 1 września 2020 roku do 31 sierpnia 2023 roku realizowany jest międzynarodowy projekt badawczy pt. „DANUBE/Development of new andragogical diagnostic approaches and interventions of the adult docility phenomenon”. W wielonarodowe działania andragogiczne zaangażowani są przedstawiciele polskiej uczelni – Uniwersytetu Pedagogicznego im. Komisji Edukacji Narodowej w Krakowie (Joanna Wnęk-Gozdek, Anna Włoch, Artur Fabiś, Katarzyna Zaremba, Łukasz Tomczyk). Głównym koordynatorem projektu :nansowanego ze źródeł Erasmus+ (2020-1-SK01-KA204-078313) są przedstawiciele słowackiego","PeriodicalId":189876,"journal":{"name":"Forum Pedagogiczne","volume":"51 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113938663","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}
: Suffering, in its broad sense, is present in every person’s life. Suffering accompanies each individual human being at every degree of longitude and latitude and it can, therefore, be considered a universal theme. Suffering coexists with man, and thus it belongs to those areas of human activity and reflection that are constantly undertaken anew. Even though suffering can be discerned in the animal world, the concept of “suffering” seems to affect man in a particular way, and it is an inherent part of human existence. Suffering may reveal to man his own depth and layers of his personality, which he might otherwise often remain unaware of. Human earthly life begins and is fulfilled between immanence and transcendence. For a believer, suffering belongs to the latter. Suffering may reveal itself in many different forms and degrees of intensity. In spite of many attempts to seek an answer to the question “why”, suffering still remains the great mystery. Therefore, a suffering man should always evoke in us the feeling of compassion and respect. As far as possible one should offer him help, comfort and hope. The process of education should sensitize young people to the presence of suffering both in their life as well as in that of others around them.
{"title":"Man in the face of suffering. Pedagogical perspective","authors":"Jan Niewęgłowski","doi":"10.21697/fp.2022.1.25","DOIUrl":"https://doi.org/10.21697/fp.2022.1.25","url":null,"abstract":": Suffering, in its broad sense, is present in every person’s life. Suffering accompanies each individual human being at every degree of longitude and latitude and it can, therefore, be considered a universal theme. Suffering coexists with man, and thus it belongs to those areas of human activity and reflection that are constantly undertaken anew. Even though suffering can be discerned in the animal world, the concept of “suffering” seems to affect man in a particular way, and it is an inherent part of human existence. Suffering may reveal to man his own depth and layers of his personality, which he might otherwise often remain unaware of. Human earthly life begins and is fulfilled between immanence and transcendence. For a believer, suffering belongs to the latter. Suffering may reveal itself in many different forms and degrees of intensity. In spite of many attempts to seek an answer to the question “why”, suffering still remains the great mystery. Therefore, a suffering man should always evoke in us the feeling of compassion and respect. As far as possible one should offer him help, comfort and hope. The process of education should sensitize young people to the presence of suffering both in their life as well as in that of others around them.","PeriodicalId":189876,"journal":{"name":"Forum Pedagogiczne","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127626759","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}
: Foster care may be provided either in a family or institutional form. The tasks of institutional foster care include, among others, satisfying the needs of students, pro-viding access to education and various kinds of activities, including extracurricular and recreational activities, and enabling children to develop their interests. This article focuses on the school and extracurricular activities of students in institutional care. The research was based on a questionnaire survey with a sample of 633 students of care and educational institutions of socialisation and family type from 6 provinces of eastern, north-eastern, south-eastern, and central Poland. The analysis indicates that every 7th student does not have any interests, and the activities they choose are mainly recreational, including sports. In turn, as many as 40 pct. of the students who indicate having some types of interests, fail to develop them.
{"title":"Zainteresowania szkolne i pozaszkolne podopiecznych pieczy instytucjonalnej","authors":"M. Ruszkowska","doi":"10.21697/fp.2022.1.21","DOIUrl":"https://doi.org/10.21697/fp.2022.1.21","url":null,"abstract":": Foster care may be provided either in a family or institutional form. The tasks of institutional foster care include, among others, satisfying the needs of students, pro-viding access to education and various kinds of activities, including extracurricular and recreational activities, and enabling children to develop their interests. This article focuses on the school and extracurricular activities of students in institutional care. The research was based on a questionnaire survey with a sample of 633 students of care and educational institutions of socialisation and family type from 6 provinces of eastern, north-eastern, south-eastern, and central Poland. The analysis indicates that every 7th student does not have any interests, and the activities they choose are mainly recreational, including sports. In turn, as many as 40 pct. of the students who indicate having some types of interests, fail to develop them.","PeriodicalId":189876,"journal":{"name":"Forum Pedagogiczne","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115065252","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}
Summary: The article describes the subject of indirect education ( mass media ) for the protection of nature realized by the Environmental Society of Stanisław Staszic in Łódź in “Czasopismo Przyrodnicze Ilustrowane”, in the years 1927–1939. The article is based on the thematic and chronological structure. The chronological criterion applies in the framework of the substance-based division. In the process of scientific research an external and internal critique was undertaken concerning the historical sources, the hermeneutic understanding was applied.
{"title":"Education for environmental protection realized by the Environmental Society of Stanisław Staszic in Łódź in “Czasopismo Przyrodnicze Ilustrowane” in the years 1927–1939","authors":"Edyta Wolter","doi":"10.21697/fp.2022.1.26","DOIUrl":"https://doi.org/10.21697/fp.2022.1.26","url":null,"abstract":"Summary: The article describes the subject of indirect education ( mass media ) for the protection of nature realized by the Environmental Society of Stanisław Staszic in Łódź in “Czasopismo Przyrodnicze Ilustrowane”, in the years 1927–1939. The article is based on the thematic and chronological structure. The chronological criterion applies in the framework of the substance-based division. In the process of scientific research an external and internal critique was undertaken concerning the historical sources, the hermeneutic understanding was applied.","PeriodicalId":189876,"journal":{"name":"Forum Pedagogiczne","volume":"35 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115120889","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}
: The main purpose of this article is to show the specificity of the presence of foreign students studying in higher education institutions, with particular emphasis on pedagogy. At the beginning of the paper internationalization of higher education and challenges as well as opportunities of this phenomenon are discussed. Then, presented are quantitative data that illustrate the specificity of the presence of foreign students at higher education institutions, in the global and Polish context (including those related to the presence of foreign students in pedagogical faculties). Finally, there are remarks and postulates related to the needs and activities that may contribute to increasing the degree of internationalization of higher education in Poland, in the general context and in relation to pedagogical fields of study. According to author’s assumptions, the discussed issues should be an inducement to taking further actions aimed at multidimensional popularization of this phenomenon – both in theoretical considerations and in practical activities.
{"title":"Umiędzynarodowienie uczelni wyższych w Polsce z uwzględnieniem kierunków pedagogicznych","authors":"J. Korczak","doi":"10.21697/fp.2022.1.18","DOIUrl":"https://doi.org/10.21697/fp.2022.1.18","url":null,"abstract":": The main purpose of this article is to show the specificity of the presence of foreign students studying in higher education institutions, with particular emphasis on pedagogy. At the beginning of the paper internationalization of higher education and challenges as well as opportunities of this phenomenon are discussed. Then, presented are quantitative data that illustrate the specificity of the presence of foreign students at higher education institutions, in the global and Polish context (including those related to the presence of foreign students in pedagogical faculties). Finally, there are remarks and postulates related to the needs and activities that may contribute to increasing the degree of internationalization of higher education in Poland, in the general context and in relation to pedagogical fields of study. According to author’s assumptions, the discussed issues should be an inducement to taking further actions aimed at multidimensional popularization of this phenomenon – both in theoretical considerations and in practical activities.","PeriodicalId":189876,"journal":{"name":"Forum Pedagogiczne","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122468378","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}
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