{"title":"Profil Rozwoju Emocjonalnego i Społecznego (PREiS) w szkolnej ocenie funkcjonalnej","authors":"","doi":"10.24131/3724.210205","DOIUrl":"https://doi.org/10.24131/3724.210205","url":null,"abstract":"","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69072396","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}
Adult education as an element of migrants’ integration – proposal of approach shift. In this article, I discuss the current approach to the education of adult migrants, which is rarely rooted in an andragogical perspective. To fill this gap, after pointing out its weaknesses, I propose a new paradigm of integration embedded in the traditions and concepts of adult education, i.e.: transformative learning (Mezirow, 2003), experiential learning (Jarvis, 2009), situational learning (Lave, Wenger, 1991), service learning (Eyler, Giles, 1999), and biographical learning (Alheit, 2009). At the same time, I also provide specific examples of good practices from Poland and around the world that can serve as inspiration for practitioners working with migrants. In the last part of the article, I present a synthetic proposal to change the approach of working with migrants based on their empowerment, agency and local resources.
{"title":"Edukacja dorosłych jako narzędzie inkluzji migrantów – propozycja zmiany podejścia","authors":"Marta Pietrusińska","doi":"10.24131/3724.190307","DOIUrl":"https://doi.org/10.24131/3724.190307","url":null,"abstract":"Adult education as an element of migrants’ integration – proposal of approach shift. In this article, I discuss the current approach to the education of adult migrants, which is rarely rooted in an andragogical perspective. To fill this gap, after pointing out its weaknesses, I propose a new paradigm of integration embedded in the traditions and concepts of adult education, i.e.: transformative learning (Mezirow, 2003), experiential learning (Jarvis, 2009), situational learning (Lave, Wenger, 1991), service learning (Eyler, Giles, 1999), and biographical learning (Alheit, 2009). At the same time, I also provide specific examples of good practices from Poland and around the world that can serve as inspiration for practitioners working with migrants. In the last part of the article, I present a synthetic proposal to change the approach of working with migrants based on their empowerment, agency and local resources.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42688631","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}
Teaching methods for working with migrant students. Polish Language in grades 4–8. The article, inspired by P. Gębal’s idea of integrative and inclusive education (Podstawy dydaktyki języka polskiego jako drugiego. Podejście integracyjno-inkluzyjne, Kraków 2018) presents some suggestions for applying teaching methods facilitating the process of learning Polish by migrant students during the second stage of education, i.e. in grades 4–8 of primary school. Our approach consists of 1) adapting existing teaching materials for native Polish students (adjusting the content of the readings and complementing them with exercises developing the integrated language skills of the students), and 2) applying student-activating and integrating methods and techniques that are typically used in teaching Polish as a foreign/second language. The paper also includes examples of such activities.
与流动学生合作的教学方法。4-8年级的波兰语。这篇文章的灵感来自P.GÉbal的融合和包容教育思想（Podstawy dydaktyki jÉzyka polskiego jako drugiego。Podejście integracyjno inkluzyjne，Kraków 2018），提出了一些建议，以应用教学方法促进移民学生在第二阶段教育（即小学4-8年级）学习波兰语。我们的方法包括1）为波兰本土学生改编现有的教学材料（调整阅读材料的内容，并通过培养学生综合语言技能的练习加以补充），以及2）应用学生激活和整合的方法和技巧，这些方法和技巧通常用于将波兰语作为外语/第二语言进行教学。该文件还包括此类活动的例子。
{"title":"Metodyka pracy z uczniami z doświadczeniem migracji. Język polski w klasach 4–8","authors":"M. Gębka-Wolak","doi":"10.24131/3724.190306","DOIUrl":"https://doi.org/10.24131/3724.190306","url":null,"abstract":"Teaching methods for working with migrant students. Polish Language in grades 4–8. The article, inspired by P. Gębal’s idea of integrative and inclusive education (Podstawy dydaktyki języka polskiego jako drugiego. Podejście integracyjno-inkluzyjne, Kraków 2018) presents some suggestions for applying teaching methods facilitating the process of learning Polish by migrant students during the second stage of education, i.e. in grades 4–8 of primary school. Our approach consists of 1) adapting existing teaching materials for native Polish students (adjusting the content of the readings and complementing them with exercises developing the integrated language skills of the students), and 2) applying student-activating and integrating methods and techniques that are typically used in teaching Polish as a foreign/second language. The paper also includes examples of such activities.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47962240","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 education of children with migration experience in the Polish school – problems and challenges Migrant families force their members, especially children, to directly “take root” not only in the life of the new community, but also to indirectly (self-)disinherit from their previous cultural assignment when they start schooling within the educational system of the host country. The involuntary nature of children’s migration in connection with the need to undertake compulsory schooling in new educational realities results in far-reaching changes of a process-oriented nature in their mental sphere. This is a specific response to the cultural shock experienced as a result of participating in a different educational process. For Poland (as a host country), the migration of increasing numbers of families − slow but with a constant upward trend − raises new challenges, including educational ones. Regardless of the already introduced administrative and legal solutions, educational solutions are still lacking in Poland to provide long-term care and support not only in the educational sphere, but also in the psychological sphere for all students of migrant parents
{"title":"Edukacja dzieci z doświadczeniami migracyjnymi w polskiej szkole – problemy i wyzwania","authors":"Krystyna Kamińska","doi":"10.24131/3724.190302","DOIUrl":"https://doi.org/10.24131/3724.190302","url":null,"abstract":"The education of children with migration experience in the Polish school – problems and challenges Migrant families force their members, especially children, to directly “take root” not only in the life of the new community, but also to indirectly (self-)disinherit from their previous cultural assignment when they start schooling within the educational system of the host country. The involuntary nature of children’s migration in connection with the need to undertake compulsory schooling in new educational realities results in far-reaching changes of a process-oriented nature in their mental sphere. This is a specific response to the cultural shock experienced as a result of participating in a different educational process. For Poland (as a host country), the migration of increasing numbers of families − slow but with a constant upward trend − raises new challenges, including educational ones. Regardless of the already introduced administrative and legal solutions, educational solutions are still lacking in Poland to provide long-term care and support not only in the educational sphere, but also in the psychological sphere for all students of migrant parents","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44436196","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}
Education and intercultural communication in the context of shaping intercultural competences In the context of anthropological and interactionist assumptions, the author indicates the challenges and tasks of intercultural education and communication in the process of shaping intercultural competences. The author draws attention and justifies the thesis that the changeability and dynamics of the multicultural world result in the need to develop a new theory of acculturation and a new policy of multicultural management. Also analysed are the intercultural competences that take on special significance in the revitalization of heterology, the science/learning about Others, and in the constant need for dialogue among cultures.
{"title":"Edukacja i komunikacja międzykulturowa w kształtowaniu kompetencji międzykulturowych","authors":"Jerzy Nikitorowicz","doi":"10.24131/3724.190301","DOIUrl":"https://doi.org/10.24131/3724.190301","url":null,"abstract":"Education and intercultural communication in the context of shaping intercultural competences In the context of anthropological and interactionist assumptions, the author indicates the challenges and tasks of intercultural education and communication in the process of shaping intercultural competences. The author draws attention and justifies the thesis that the changeability and dynamics of the multicultural world result in the need to develop a new theory of acculturation and a new policy of multicultural management. Also analysed are the intercultural competences that take on special significance in the revitalization of heterology, the science/learning about Others, and in the constant need for dialogue among cultures.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47508943","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 education of migrant students in the perspective of the urban integration policy in Gdansk The education and integration of students having experienced migration is a challenge for European education systems. The aim of the study was to identify the rules, technologies and institutional practices used by entities implementing local government integration policies and its recipients − parents and children. The municipal integration policy in Gdańsk complements the unregulated areas in the system of supporting the education of migrant students. The results of the study show, on the example of a group of immigrant youth, their teachers and parents, what impact local public policies may have on creating opportunities to redefine the situation of immigrants and equalize their chances for educational achievement and social mobility.
{"title":"Edukacja uczniów migrujących w perspektywie miejskiej polityki integracyjnej w Gdańsku","authors":"D. Jaworska","doi":"10.24131/3724.190303","DOIUrl":"https://doi.org/10.24131/3724.190303","url":null,"abstract":"The education of migrant students in the perspective of the urban integration policy in Gdansk The education and integration of students having experienced migration is a challenge for European education systems. The aim of the study was to identify the rules, technologies and institutional practices used by entities implementing local government integration policies and its recipients − parents and children. The municipal integration policy in Gdańsk complements the unregulated areas in the system of supporting the education of migrant students. The results of the study show, on the example of a group of immigrant youth, their teachers and parents, what impact local public policies may have on creating opportunities to redefine the situation of immigrants and equalize their chances for educational achievement and social mobility.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41332891","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 role of the teacher of Polish as a second language in language and cultural education. The article discusses the specifics of teaching Polish as a second language in school, based on previous findings in Polish language glottodidactics, to provide recommendations for the role of the teacher, taking into account the language and cultural dimensions of education. The teacher working with students with very different migration experiences, with various levels of knowledge of the Polish language and different motivations, must individualise the teaching process, which in turn requires a high level of pedagogical reflexivity. The authors begin with terminological explanations and considerations of the specificity of Polish as a second language in the context of school teaching. Next, they discuss the characteristic features and diversity of students having experienced migration, as well as, analyse the relationship between language teaching, cultural education and the transmission of culture to outline the necessary competencies and the role of the teacher of Polish as a second language. In summary, linguistic and cultural education is treated as part of the student’s integration process with the school community and not only. Keywords: integration; linguistic and cultural education; students with migration experience; teaching Polish as a second language; the role of a Polish language teacher.
{"title":"Rola nauczyciela języka polskiego jako drugiego w kształceniu językowo-kulturowym","authors":"K. Stankiewicz, A. Żurek","doi":"10.24131/3724.190304","DOIUrl":"https://doi.org/10.24131/3724.190304","url":null,"abstract":"The role of the teacher of Polish as a second language in language and cultural education. The article discusses the specifics of teaching Polish as a second language in school, based on previous findings in Polish language glottodidactics, to provide recommendations for the role of the teacher, taking into account the language and cultural dimensions of education. The teacher working with students with very different migration experiences, with various levels of knowledge of the Polish language and different motivations, must individualise the teaching process, which in turn requires a high level of pedagogical reflexivity. The authors begin with terminological explanations and considerations of the specificity of Polish as a second language in the context of school teaching. Next, they discuss the characteristic features and diversity of students having experienced migration, as well as, analyse the relationship between language teaching, cultural education and the transmission of culture to outline the necessary competencies and the role of the teacher of Polish as a second language. In summary, linguistic and cultural education is treated as part of the student’s integration process with the school community and not only. Keywords: integration; linguistic and cultural education; students with migration experience; teaching Polish as a second language; the role of a Polish language teacher.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46516277","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}
Teaching Polish as a second language in light of constructivist didactics. An original glottopedagogical model. The text presents constructivism, inclusion and inclusive learning, positive education, interculturalism and transculturalism as key concepts for contemporary Polish glottodidactics. In the conclusion of this discussion, we present P. E. Gębal’s original glottopedagogical model of teaching Polish as a second language, which integrates all these paradigms. The above-mentioned concepts as well as the pedagogical and didactic activities in the presented model are aimed at developing the language and cultural skills of all members of the school community. The Polish language and Polish culture are presented as the means of the integration and inclusion of students with the experience of migration to the Polish educational system and to life in Poland.
{"title":"Nauczanie języka polskiego jako drugiego w świetle założeń dydaktyki konstruktywistycznej. Autorski model glottopedagogiczny","authors":"Przemysław E. Gębal, Monika J. Nawracka","doi":"10.24131/3724.190305","DOIUrl":"https://doi.org/10.24131/3724.190305","url":null,"abstract":"Teaching Polish as a second language in light of constructivist didactics. An original glottopedagogical model. The text presents constructivism, inclusion and inclusive learning, positive education, interculturalism and transculturalism as key concepts for contemporary Polish glottodidactics. In the conclusion of this discussion, we present P. E. Gębal’s original glottopedagogical model of teaching Polish as a second language, which integrates all these paradigms. The above-mentioned concepts as well as the pedagogical and didactic activities in the presented model are aimed at developing the language and cultural skills of all members of the school community. The Polish language and Polish culture are presented as the means of the integration and inclusion of students with the experience of migration to the Polish educational system and to life in Poland.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42212388","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}
This paper presents a process of instruction to improve the teaching quality of lecturers in higher education through the development of communication skills. One of the main instruments in the process of the personal instruction of lecturers is the filming of lessons. The lesson is observed both by the lecturer and the observer. Then a conversation that includes feedback and reflection constitutes the tool for changing behaviors and improving the quality of the interpersonal communication. The instrument is aimed at the empowerment and personal growth of the lecturer and is not focused on assessment. The observation tool using lesson filming and personal conversation can contribute to reducing fears of feedback and to improving the lecturer’s reflective ability and interpersonal communication.
{"title":"How to improve the quality of teaching in higher education? The application of the feedback conversation for the effectiveness of interpersonal communication","authors":"Orit Lehrer-Knafo","doi":"10.24131/3724.190203","DOIUrl":"https://doi.org/10.24131/3724.190203","url":null,"abstract":"This paper presents a process of instruction to improve the teaching quality of lecturers in higher education through the development of communication skills. One of the main instruments in the process of the personal instruction of lecturers is the filming of lessons. The lesson is observed both by the lecturer and the observer. Then a conversation that includes feedback and reflection constitutes the tool for changing behaviors and improving the quality of the interpersonal communication. The instrument is aimed at the empowerment and personal growth of the lecturer and is not focused on assessment. The observation tool using lesson filming and personal conversation can contribute to reducing fears of feedback and to improving the lecturer’s reflective ability and interpersonal communication.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44899791","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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