Roughly speaking, the didactic interaction assumed in any teaching-learning process necessarily needs an internal comprehension and decoding process by the students. Particularly, whenever a teacher develops any teaching process he/she establishes a channel, a code, a system that makes possible communication. In this sense, the language used in the didactic processes is relevant to be analysed as far as it highly contributes to the students’ learning process and enhance to achieve quality and effectiveness. More precisely, the study of language and variety of speech used in education is an area that has aroused great interest and has continued to be studied since the mid twentieth century. In this research we will examine the current theoretical framework and the findings of relevant authors to keep on with the analysis of the language of didactic interaction. Thus, we will restrict our attention to general uses rather than on the analysis of the different linguistic levels. In this paper we will analyse how we use language when teaching, what meanings we convey and how communication is reached in the didactic interaction process.
{"title":"An interpretative research in the didactic process: critical discourse analysis","authors":"Pablo Lafarga Ostáriz, Rebeca Soler Costa","doi":"10.15584/kpe.2019.7.10","DOIUrl":"https://doi.org/10.15584/kpe.2019.7.10","url":null,"abstract":"Roughly speaking, the didactic interaction assumed in any teaching-learning process necessarily needs an internal comprehension and decoding process by the students. Particularly, whenever a teacher develops any teaching process he/she establishes a channel, a code, a system that makes possible communication. In this sense, the language used in the didactic processes is relevant to be analysed as far as it highly contributes to the students’ learning process and enhance to achieve quality and effectiveness. More precisely, the study of language and variety of speech used in education is an area that has aroused great interest and has continued to be studied since the mid twentieth century. In this research we will examine the current theoretical framework and the findings of relevant authors to keep on with the analysis of the language of didactic interaction. Thus, we will restrict our attention to general uses rather than on the analysis of the different linguistic levels. In this paper we will analyse how we use language when teaching, what meanings we convey and how communication is reached in the didactic interaction process.","PeriodicalId":339622,"journal":{"name":"Kultura - Przemiany - Edukacja","volume":"31 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116120424","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}
In any academic institution two action levels with regards to school organization can be found. On the one hand, the macro-political level basically concerned with educative legislation and how these rule educative institutions. On the other hand, the micro-political level concern-ing school priorities. Along this book chapter we will provide a research based on how the macro and the micro political levels should handle together. Hence, we will basically provide an updated theoretical framework focusing on the most relevant trends. Moreover, we will keep on with a deep analysis of how stakeholders and active agents promote and develop curricular prescriptions. Finally, we will analyze and discuss how far the implementation of educative principles contributes to enhance the students’ interests and assumes their needs for a better teaching-learning process.
{"title":"School culture and school effectiveness: cooperation with environment as a leading way of learning","authors":"Rebeca Soler Costa, Pablo Lafarga Ostáriz","doi":"10.15584/kpe.2019.7.7","DOIUrl":"https://doi.org/10.15584/kpe.2019.7.7","url":null,"abstract":"In any academic institution two action levels with regards to school organization can be found. On the one hand, the macro-political level basically concerned with educative legislation and how these rule educative institutions. On the other hand, the micro-political level concern-ing school priorities. Along this book chapter we will provide a research based on how the macro and the micro political levels should handle together. Hence, we will basically provide an updated theoretical framework focusing on the most relevant trends. Moreover, we will keep on with a deep analysis of how stakeholders and active agents promote and develop curricular prescriptions. Finally, we will analyze and discuss how far the implementation of educative principles contributes to enhance the students’ interests and assumes their needs for a better teaching-learning process.","PeriodicalId":339622,"journal":{"name":"Kultura - Przemiany - Edukacja","volume":"141 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116485887","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 introduction of the constitution in the Habsburg monarchy in 1867 and the adoption of new laws between 1868–1873 seriously affected the Austrian and Galician education system. In the Polish context, achieving Galicia’s autonomy had created wider opportunities for the development of education. An expression of this was the National School Council established in 1867, which will act as the supreme authority over Polish education. From the beginning of the establishment, the Council expressed interest in the issue of raising young people. It takes place through forms of extra-curricular education. These include court ceremonies, national ceremonies, school attire, scientific circles and interests, libraries, reading rooms, school council, orchestras, trips, helping poor students collect money for national and social purposes. Kultura – Przemiany – Edukacja, t. VII (2019) ISSN 2300-9888; ISSN online 2544-1205 http://kpe.ur.edu.pl DOI: 10.15584/kpe.2019.7.2
1867年哈布斯堡王朝引入的宪法和1868-1873年间通过的新法律严重影响了奥地利和加利西亚的教育体系。在波兰，实现加利西亚的自治为发展教育创造了更广泛的机会。1867年成立的国家学校委员会就是一个表现，它将成为波兰教育的最高权力机构。从成立之初，理事会就对培养年轻人的问题表示了关注。它是通过课外教育的形式来实现的。这些活动包括宫廷仪式、国家仪式、学校服装、科学圈子和兴趣、图书馆、阅览室、学校理事会、管弦乐队、旅行、帮助贫困学生为国家和社会目的筹集资金。文化- Przemiany - Edukacja, t. VII (2019) ISSN 2300-9888;ISSN online 2544-1205 http://kpe.ur.edu.pl DOI: 10.15584/kpe.2019.7.2
{"title":"Wychowawcza rola ruchu strzeleckiego wśród uczniów szkół średnich autonomicznej Galicji początku XX wieku oraz II Rzeczypospolitej","authors":"Edmund Juśko","doi":"10.15584/kpe.2019.7.2","DOIUrl":"https://doi.org/10.15584/kpe.2019.7.2","url":null,"abstract":"The introduction of the constitution in the Habsburg monarchy in 1867 and the adoption of new laws between 1868–1873 seriously affected the Austrian and Galician education system. In the Polish context, achieving Galicia’s autonomy had created wider opportunities for the development of education. An expression of this was the National School Council established in 1867, which will act as the supreme authority over Polish education. From the beginning of the establishment, the Council expressed interest in the issue of raising young people. It takes place through forms of extra-curricular education. These include court ceremonies, national ceremonies, school attire, scientific circles and interests, libraries, reading rooms, school council, orchestras, trips, helping poor students collect money for national and social purposes. Kultura – Przemiany – Edukacja, t. VII (2019) ISSN 2300-9888; ISSN online 2544-1205 http://kpe.ur.edu.pl DOI: 10.15584/kpe.2019.7.2","PeriodicalId":339622,"journal":{"name":"Kultura - Przemiany - Edukacja","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116618009","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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