In this article, we discuss the issues of motivation and motive in education in the context of the zombie culture that permeates school life, where engagement in achieving goals is an action devoid of interpersonal relations. In the analysis, we go beyond the dualistic understanding of motive, which is construed as either inside or outside the subject. We refer to the proposal of cultural-historical theory of action, in which motive is understood as a system of social relations. From this perspective, understanding a child’s motive requires a methodological grasp of the dynamics and complexity of the relationship: the social situation of the child’s development and institutional values, goals, and demands. Recalling examples from studies on school practice, we show the significance of interactions based on the student’s and teacher’s mutual interest in each other’s activities, and we defy the common belief equating learning with development.
{"title":"Nauczyciel i uczeń w obliczu zagrożenia zombifikacją. Problem motywu i motywacji w perspektywie kulturowo-historycznej","authors":"P. Gąsiorek, B. Zamorska","doi":"10.24131/3724.190210","DOIUrl":"https://doi.org/10.24131/3724.190210","url":null,"abstract":"In this article, we discuss the issues of motivation and motive in education in the context of the zombie culture that permeates school life, where engagement in achieving goals is an action devoid of interpersonal relations. In the analysis, we go beyond the dualistic understanding of motive, which is construed as either inside or outside the subject. We refer to the proposal of cultural-historical theory of action, in which motive is understood as a system of social relations. From this perspective, understanding a child’s motive requires a methodological grasp of the dynamics and complexity of the relationship: the social situation of the child’s development and institutional values, goals, and demands. Recalling examples from studies on school practice, we show the significance of interactions based on the student’s and teacher’s mutual interest in each other’s activities, and we defy the common belief equating learning with development.","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":"46559382","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 problem under investigation is violence experienced in schools by students with mental disorders during primary and secondary education. The article is based on an analysis of interviews conducted among 20 adults with mental disorders aged 23-53. It discusses the types of violent behaviours these people encountered in the school environment and focuses on those who committed this violence, namely peers and adults. The method applied was the qualitative in-depth interview with elements of biographical narrative. The basic findings are that regardless of the stage of education, there are students with mental disorders who are subjected to violence in the school environment. The research also shows that schools, and especially teachers, lack up to date knowledge on how to work in the regular classroom with children that have mental disorders. The conclusions are that schools need to keep pace with policy changes and teachers require support. Disability studies need to be introduced into the curriculum of teacher education.
{"title":"Violence in the school environment: The perspective of students with mental disorders","authors":"M. Dziekońska","doi":"10.24131/3724.190205","DOIUrl":"https://doi.org/10.24131/3724.190205","url":null,"abstract":"The problem under investigation is violence experienced in schools by students with mental disorders during primary and secondary education. The article is based on an analysis of interviews conducted among 20 adults with mental disorders aged 23-53. It discusses the types of violent behaviours these people encountered in the school environment and focuses on those who committed this violence, namely peers and adults. The method applied was the qualitative in-depth interview with elements of biographical narrative. The basic findings are that regardless of the stage of education, there are students with mental disorders who are subjected to violence in the school environment. The research also shows that schools, and especially teachers, lack up to date knowledge on how to work in the regular classroom with children that have mental disorders. The conclusions are that schools need to keep pace with policy changes and teachers require support. Disability studies need to be introduced into the curriculum of teacher education.","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":"41683496","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 aim of the article is to indicate and briefly present the categories emerging from the research analyses that are important from the point of view of rearing and education, focused on the design and implementation of activities undertaken by people, both for their individual development and involvement in society. In relation to the comparative analysis, undertaken within this perspective, of various concepts that have an impact on the education and rearing process, the discussed issues oscillate mainly around the following distinguished categories: awareness, reflection, action and understanding. The reflection in its entirety examines the broadly understood concern for humanity in the modern globalized world, taking into account six main areas of human praxis: economics, politics, religion, ethics, art, and pedagogy. As it turned out, education is and should be humanistic education, derived from paideia and humanitas with elements of the humanities and humanism.
{"title":"O potrzebie wychowania humanistycznego. Wybrane kategorie i ich znaczenie dla rozwoju indywidualnego i społecznego","authors":"Magdalena Joachimowska","doi":"10.24131/3724.190204","DOIUrl":"https://doi.org/10.24131/3724.190204","url":null,"abstract":"The aim of the article is to indicate and briefly present the categories emerging from the research analyses that are important from the point of view of rearing and education, focused on the design and implementation of activities undertaken by people, both for their individual development and involvement in society. In relation to the comparative analysis, undertaken within this perspective, of various concepts that have an impact on the education and rearing process, the discussed issues oscillate mainly around the following distinguished categories: awareness, reflection, action and understanding. The reflection in its entirety examines the broadly understood concern for humanity in the modern globalized world, taking into account six main areas of human praxis: economics, politics, religion, ethics, art, and pedagogy. As it turned out, education is and should be humanistic education, derived from paideia and humanitas with elements of the humanities and humanism.","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":"43516686","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 choice of a field of study is influenced by many factors. This text focuses on the personal preferences and social determinants of choosing a study programme in the field of teaching. Based on selected factors (prestige of the profession, social importance of the profession, interest in working with children, etc.), the motives of the students are surveyed.The work follows the research of Prof. Marta Klímová, D.Sc. from 1973, who conducted studies among students of teacher training programmes. In the current research, parts of Prof. Klímová’s questionnaire are used, but they have been updated to reflect the changed conditions in education and the political-economic system. The studied group consisted of students of the first year of the Bachelor’s degree in Teacher Training for Kindergarten and Teacher Training for the First Level of Primary School who attend the Warsaw Management University in Karviná in a blended learning programme1 . The presented study shows that students of the blended learning programmes in Primary School Teacher Training and Kindergarten Teacher Training are motivated to study to increase their professional qualifications and to pursue their interest in teaching and working with children. An important factor that positively influenced the results of the research in terms of the interest in teaching and working with children was certainly the fact that 55% of respondents had previously worked in the field of education, often for several years. The research survey showed that these respondents liked their job, and therefore decided to expand their qualifications.
{"title":"Factors influencing the choice of a pedagogy study programme among Czech students in blended learning","authors":"Lucie Zormanová","doi":"10.24131/3724.190207","DOIUrl":"https://doi.org/10.24131/3724.190207","url":null,"abstract":"The choice of a field of study is influenced by many factors. This text focuses on the personal preferences and social determinants of choosing a study programme in the field of teaching. Based on selected factors (prestige of the profession, social importance of the profession, interest in working with children, etc.), the motives of the students are surveyed.The work follows the research of Prof. Marta Klímová, D.Sc. from 1973, who conducted studies among students of teacher training programmes. In the current research, parts of Prof. Klímová’s questionnaire are used, but they have been updated to reflect the changed conditions in education and the political-economic system. The studied group consisted of students of the first year of the Bachelor’s degree in Teacher Training for Kindergarten and Teacher Training for the First Level of Primary School who attend the Warsaw Management University in Karviná in a blended learning programme1 . The presented study shows that students of the blended learning programmes in Primary School Teacher Training and Kindergarten Teacher Training are motivated to study to increase their professional qualifications and to pursue their interest in teaching and working with children. An important factor that positively influenced the results of the research in terms of the interest in teaching and working with children was certainly the fact that 55% of respondents had previously worked in the field of education, often for several years. The research survey showed that these respondents liked their job, and therefore decided to expand their qualifications.","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":"45377227","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 presents the framework and results of research on the skills demand in Poland. The author used data from job offers published by employers, data from the Study of Human Capital in Poland, data from other, one-time research and the conclusions in the documents of selected institutions. The results show that there is a great need for systematic studies on the skills demand at a detailed level. The most frequently demanded transversal skills in Poland were those in the field of verbal communication, as well as attitudes and values at work. In contrast to transversal skills, the demand for job-related competences of candidates for employment has undergone significant structural changes in 2010–2015 in favour of vocational education. In the future, one should expect an increase in the importance of creativity and emotional intelligence among the basic or key competences.
{"title":"Zapotrzebowanie na umiejętności na rynku pracy i w przestrzeni życia społecznego w Polsce","authors":"Robert Pater","doi":"10.24131/3724.190208","DOIUrl":"https://doi.org/10.24131/3724.190208","url":null,"abstract":"The article presents the framework and results of research on the skills demand in Poland. The author used data from job offers published by employers, data from the Study of Human Capital in Poland, data from other, one-time research and the conclusions in the documents of selected institutions. The results show that there is a great need for systematic studies on the skills demand at a detailed level. The most frequently demanded transversal skills in Poland were those in the field of verbal communication, as well as attitudes and values at work. In contrast to transversal skills, the demand for job-related competences of candidates for employment has undergone significant structural changes in 2010–2015 in favour of vocational education. In the future, one should expect an increase in the importance of creativity and emotional intelligence among the basic or key competences.","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":"41837494","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}
As of the 2019/20 school year, newly qualified teachers employed to teach in Austrian schools will be entering a mentoring programme at their career start for the first time. This programme is the responsibility of the school authority and is to last for the induction phase of 12 months. Support to newly employed teachers is provided by collegial mentors and accompanying induction courses provided by the Colleges of Teacher Training. Teaching the curriculum of general competencies as well as the didactic and methodological principles of teaching the diverse subjects of the national curriculum are the stated priority development goals. In order to achieve this, the lesson study approach was chosen as an instrument of professional development support, as it takes advantage of the long-standing and unique professional experiences of all teachers and the school principal in an individual school within its social community.
{"title":"Supporting the teaching development of newly qualified teachers through lesson studies during their induction phase and mentoring programme","authors":"Silvia Kopp-Sixt, Andrea Holzinger, B. Riegler","doi":"10.24131/3724.190201","DOIUrl":"https://doi.org/10.24131/3724.190201","url":null,"abstract":"As of the 2019/20 school year, newly qualified teachers employed to teach in Austrian schools will be entering a mentoring programme at their career start for the first time. This programme is the responsibility of the school authority and is to last for the induction phase of 12 months. Support to newly employed teachers is provided by collegial mentors and accompanying induction courses provided by the Colleges of Teacher Training. Teaching the curriculum of general competencies as well as the didactic and methodological principles of teaching the diverse subjects of the national curriculum are the stated priority development goals. In order to achieve this, the lesson study approach was chosen as an instrument of professional development support, as it takes advantage of the long-standing and unique professional experiences of all teachers and the school principal in an individual school within its social community.","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":"42009955","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 presents the characteristics of developing health-promoting skills and attitudes relating to oral hygiene based on an analysis of the literature. Epidemiological data and risk factors for oral cancer will then be described. The last part of the text will present an analysis of the research on the state of oral hygiene in children and adults in Poland. The aim of the article is to emphasize that the dissemination of knowledge in the field of oral hygiene may in effect contribute to the improvement of health-promoting behaviours, which in consequence may prevent the development of cancer in the oral cavity.
{"title":"Edukacja zdrowotna w zakresie higieny jamy ustnej jako integralny element profilaktyki chorób nowotworowych jamy ustnej","authors":"Agnieszka Hamerlińska","doi":"10.24131/3724.190206","DOIUrl":"https://doi.org/10.24131/3724.190206","url":null,"abstract":"The article presents the characteristics of developing health-promoting skills and attitudes relating to oral hygiene based on an analysis of the literature. Epidemiological data and risk factors for oral cancer will then be described. The last part of the text will present an analysis of the research on the state of oral hygiene in children and adults in Poland. The aim of the article is to emphasize that the dissemination of knowledge in the field of oral hygiene may in effect contribute to the improvement of health-promoting behaviours, which in consequence may prevent the development of cancer in the oral cavity.","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":"43316860","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 concerns the question of whether former pupils who attended various models of primary school will differ in selected areas of functioning. Two groups participated in the study: adult former pupils of the Żak Proprietary Curriculum Primary School [Autorska Szkoła Podstawowa Żak] (N=27) and former pupils of a traditional school (N=34). The respondents answered a series of questions about self-esteem, social skills, creative attitude, and self-efficacy. Former ASP Żak pupils scored higher in terms of creative attitude and self-efficacy. The study is a kind of evaluation of the school from the perspective of its primary function, which is the preparation for life in society. There is also a proposal of how to explore the prime mover of a school, and so the extent to which the school can determine the functioning of its former pupils.
本文关注的问题是，上过各种小学模式的前学生在所选的功能领域是否会有所不同。两组人参加了这项研究：一组是Żak专有课程小学[Autorska Szkoła PodstawowaŻ; ak]的成年前学生（N=27），另一组是传统学校的前学生（N=34）。受访者回答了一系列关于自尊、社交技能、创造性态度和自我效能的问题。前ASPŻak学生在创造性态度和自我效能方面得分较高。这项研究是从学校的主要功能（为社会生活做准备）的角度对学校进行的一种评价。还有一项建议是，如何探索学校的原动力，以及学校在多大程度上可以决定其前学生的运作。
{"title":"Selected areas of functioning of adult former pupils impacted by various systems of education","authors":"A. Koterwas","doi":"10.24131/3724.190202","DOIUrl":"https://doi.org/10.24131/3724.190202","url":null,"abstract":"This paper concerns the question of whether former pupils who attended various models of primary school will differ in selected areas of functioning. Two groups participated in the study: adult former pupils of the Żak Proprietary Curriculum Primary School [Autorska Szkoła Podstawowa Żak] (N=27) and former pupils of a traditional school (N=34). The respondents answered a series of questions about self-esteem, social skills, creative attitude, and self-efficacy. Former ASP Żak pupils scored higher in terms of creative attitude and self-efficacy. The study is a kind of evaluation of the school from the perspective of its primary function, which is the preparation for life in society. There is also a proposal of how to explore the prime mover of a school, and so the extent to which the school can determine the functioning of its former pupils.","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":"49381524","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 aim of the article is to analyse the theoretical assumptions of inclusive education in the context of changes to the educational policies in Poland and beyond. In the first part of the article, the authors present the problem of the changes to teaching children with special educational needs from a segregation approach to an inclusive approach. Then they briefly describe one of the first projects supporting schools in preparing and implementing inclusive education in Poland. In the next part of the article, the authors present the experience of inclusive education implemented in a public preschool in Łódź in the context of organisational and methodological changes, working with parents and the social environment. The presented areas of activities include the good practices, which are the basis for including all children (including children with special educational needs) in the peer group. The article ends with a reflection on the need for the continuity of activities that are the basis for preparing all pre-school education facilities for the concept of inclusion.
{"title":"Włączająca edukacja przedszkolna – założenia teoretyczne a perspektywa praktyczna Przedszkola Miejskiego nr 152 w Łodzi","authors":"Beata Jachimczak Beata Jachimczak, Grażyna Małachowska","doi":"10.24131/3724.190209","DOIUrl":"https://doi.org/10.24131/3724.190209","url":null,"abstract":"The aim of the article is to analyse the theoretical assumptions of inclusive education in the context of changes to the educational policies in Poland and beyond. In the first part of the article, the authors present the problem of the changes to teaching children with special educational needs from a segregation approach to an inclusive approach. Then they briefly describe one of the first projects supporting schools in preparing and implementing inclusive education in Poland. In the next part of the article, the authors present the experience of inclusive education implemented in a public preschool in Łódź in the context of organisational and methodological changes, working with parents and the social environment. The presented areas of activities include the good practices, which are the basis for including all children (including children with special educational needs) in the peer group. The article ends with a reflection on the need for the continuity of activities that are the basis for preparing all pre-school education facilities for the concept of inclusion.","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":"48975781","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 appearance of multiple disabilities negatively influences speech development and requires interventions in the form of speech therapy as well as ones supporting general development. Therefore, an important role in the diagnostic-therapeutic team is played by a speech/language pathologist, who should already be assisting the child in its earliest stages, not only in developing effective intercommunication, but also in normalizing primary activities. His/her role is based largely on selecting the appropriate methods and techniques to support the development, rehabilitation and education of a child with multiple disabilities.
{"title":"Postępowanie logopedyczne w przypadku dziecka z niepełnosprawnością sprzężoną","authors":"M. Szurek","doi":"10.24131/3724.180406","DOIUrl":"https://doi.org/10.24131/3724.180406","url":null,"abstract":"The appearance of multiple disabilities negatively influences speech development and requires interventions in the form of speech therapy as well as ones supporting general development. Therefore, an important role in the diagnostic-therapeutic team is played by a speech/language pathologist, who should already be assisting the child in its earliest stages, not only in developing effective intercommunication, but also in normalizing primary activities. His/her role is based largely on selecting the appropriate methods and techniques to support the development, rehabilitation and education of a child with multiple disabilities.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47361571","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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