The problems of the 21st century contributed to the creation of the project in cooperation with Italians, Spaniards, Turks, Croats and Poles. The Erasmus+ international project “Digitally Improving Social and Emotional Skills of Primary School Teachers (DigiSEL)” offers digital training and online teaching methods for primary school teachers in Europe with a focus on SEL. With a new generation of students growing up fast and learning differently from others, teachers need to digitally educate themselves to meet their needs and engage their attention in class and e-classes. The project was created to support teachers in building e-relationships using ICT. The author collected information about the project and pointed out practical solutions in social-emotional learning.
{"title":"Projekt międzynarodowy „Digitally Improving Social and Emotional Skills of Primary School Teachers (DigiSEL)” dla nauczycieli edukacji wczesnoszkolnej","authors":"Agnieszka M. Barwicka","doi":"10.26881/pwe.2023.56.16","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.16","url":null,"abstract":"The problems of the 21st century contributed to the creation of the project in cooperation with Italians, Spaniards, Turks, Croats and Poles. The Erasmus+ international project “Digitally Improving Social and Emotional Skills of Primary School Teachers (DigiSEL)” offers digital training and online teaching methods for primary school teachers in Europe with a focus on SEL. With a new generation of students growing up fast and learning differently from others, teachers need to digitally educate themselves to meet their needs and engage their attention in class and e-classes. The project was created to support teachers in building e-relationships using ICT. The author collected information about the project and pointed out practical solutions in social-emotional learning.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136209202","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 outlines research conducted as part of a doctoral thesis and addresses the issue of insufficient diagnostic competencies among elementary education teachers. Based on the feedback from teachers who verbalized difficulties related to the diagnostic process during self-assessment, reflection was undertaken on diagnostic skills and directions for changing the current reality. The research was divided into three parts: two stages of quantitative research and a stage of qualitative research. The participants in the study were preschool and school teachers working in the Kuyavian-Pomeranian Voivodeship.
{"title":"Niekompetentni kompetentni: o kompetencjach diagnostycznych nauczycieli edukacji wczesnoszkolnej/przedszkolnej","authors":"Marika Przybylska","doi":"10.26881/pwe.2023.56.15","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.15","url":null,"abstract":"The article outlines research conducted as part of a doctoral thesis and addresses the issue of insufficient diagnostic competencies among elementary education teachers. Based on the feedback from teachers who verbalized difficulties related to the diagnostic process during self-assessment, reflection was undertaken on diagnostic skills and directions for changing the current reality. The research was divided into three parts: two stages of quantitative research and a stage of qualitative research. The participants in the study were preschool and school teachers working in the Kuyavian-Pomeranian Voivodeship.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368323","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 current planetary crisis and the changes in the Spanish curriculum of Early Childhood Education require teacher training that enables future teachers to respond to these situations. This paper describes a constructivist teaching-learning sequence framed within the University Ecological Garden through an enquiry-based strategy. This educational intervention was carried out with thirdyear students of the degree in Early Childhood Education at the Universidad de Cádiz (Spain). Its outcome was a science dissemination event in which research workshops related to one or several sustainable development goals were organised. The validity of using real contexts like the garden space to achieve sustainability in the curriculum and of contributing to the scientific training of future teachers for them to be able to transfer educational interventions within the framework of sustainability was verified. Future proposals for improvement for a second implementation in the classroom were analysed.
{"title":"Promoting sustainability training in future teachers through research workshops in the University Ecological Garden","authors":"Lourdes Aragón, Juan Casanova Correa","doi":"10.26881/pwe.2023.56.04","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.04","url":null,"abstract":"The current planetary crisis and the changes in the Spanish curriculum of Early Childhood Education require teacher training that enables future teachers to respond to these situations. This paper describes a constructivist teaching-learning sequence framed within the University Ecological Garden through an enquiry-based strategy. This educational intervention was carried out with thirdyear students of the degree in Early Childhood Education at the Universidad de Cádiz (Spain). Its outcome was a science dissemination event in which research workshops related to one or several sustainable development goals were organised. The validity of using real contexts like the garden space to achieve sustainability in the curriculum and of contributing to the scientific training of future teachers for them to be able to transfer educational interventions within the framework of sustainability was verified. Future proposals for improvement for a second implementation in the classroom were analysed.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136367884","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 a result of increasing globalization, the ability to communicate in foreign languages is a basic skill of modern times. Integrated subject-science teaching is a method of teaching that allows students to learn knowledge and language at the same time. The article presents the profile of CLIL teachers in Poland. In addition, the author carried out qualitative research using an uncategorized interview questionnaire with students (n = 25) aged 7–8 years The analysis of the answers and conclusions from the collected material showed the role of the teacher in CLIL education.
{"title":"Rola nauczyciela w zintegrowanym nauczaniu przedmiotowo-językowym (CLIL) na I etapie edukacji wczesnoszkolnej z perspektywy dzieci","authors":"Inga Maria Smoleń","doi":"10.26881/pwe.2023.56.13","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.13","url":null,"abstract":"As a result of increasing globalization, the ability to communicate in foreign languages is a basic skill of modern times. Integrated subject-science teaching is a method of teaching that allows students to learn knowledge and language at the same time. The article presents the profile of CLIL teachers in Poland. In addition, the author carried out qualitative research using an uncategorized interview questionnaire with students (n = 25) aged 7–8 years The analysis of the answers and conclusions from the collected material showed the role of the teacher in CLIL education.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136367381","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 article addresses the issue of prestige and social recognition in the teaching profession with up to years of short seniority. The challenge that teachers face on a daily basis is to function in a context of high social expectations and demands, while at the same time, the social prestige of the profession is declining and its value is being depreciated. Appreciation of the profession is closely linked to perceiving and respecting the importance of education in personal, social, and political terms. This issue became the subject of a study carried out in 2021 among a group of more than 800 primary and pre-school teachers in Warsaw, with work experience of not more than 5 years. The aim of the survey was to describe the factors that give satisfaction, motivate, or demotivate teachers to work, with a particular focus on the sense of recognition and social prestige. The results indicate that half the teachers surveyed were considering leaving school and changing professions.
{"title":"Nauczyciel wczesnej edukacji z krótkim stażem w zawodzie – praca w stanie wyjątkowym","authors":"Małgorzata Żytko","doi":"10.26881/pwe.2023.56.03","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.03","url":null,"abstract":"This article addresses the issue of prestige and social recognition in the teaching profession with up to years of short seniority. The challenge that teachers face on a daily basis is to function in a context of high social expectations and demands, while at the same time, the social prestige of the profession is declining and its value is being depreciated. Appreciation of the profession is closely linked to perceiving and respecting the importance of education in personal, social, and political terms. This issue became the subject of a study carried out in 2021 among a group of more than 800 primary and pre-school teachers in Warsaw, with work experience of not more than 5 years. The aim of the survey was to describe the factors that give satisfaction, motivate, or demotivate teachers to work, with a particular focus on the sense of recognition and social prestige. The results indicate that half the teachers surveyed were considering leaving school and changing professions.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136367883","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 article presents the results of the implementation of the Erasmus Plus project (KA203 financed by the European Union, contract number 2019-1-NL01-KA203-060339) Research in Teacher Education (RiTE). The aim of the project was to promote and facilitate pre-service teachers to create and undertake evidence-based practices in teaching science, technology, engineering, and mathematics (STEM). In the RiTE project, pre-service teachers were encouraged to use evidence from educational and scientific research and to experiment and introduce didactic innovations in teaching and learning processes. Although it has its justification in the tradition of thinking about science, evidence-based practice is not yet consciously applied in school practice. In the article, we present both the theoretical framework for such practices, and the results of qualitative research – an analysis of interviews conducted with students, future teachers, and novice teachers involved in the project. The presented results show changes in the context of an understanding of evidence and what evidence-based practices are in the teaching process and the vision of such teaching presented by the respondents.
{"title":"Evidence-based practices in teaching","authors":"Eliza Rybska, Renata Dudziak, Pascal Pollmeier","doi":"10.26881/pwe.2023.56.06","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.06","url":null,"abstract":"This article presents the results of the implementation of the Erasmus Plus project (KA203 financed by the European Union, contract number 2019-1-NL01-KA203-060339) Research in Teacher Education (RiTE). The aim of the project was to promote and facilitate pre-service teachers to create and undertake evidence-based practices in teaching science, technology, engineering, and mathematics (STEM). In the RiTE project, pre-service teachers were encouraged to use evidence from educational and scientific research and to experiment and introduce didactic innovations in teaching and learning processes. Although it has its justification in the tradition of thinking about science, evidence-based practice is not yet consciously applied in school practice. In the article, we present both the theoretical framework for such practices, and the results of qualitative research – an analysis of interviews conducted with students, future teachers, and novice teachers involved in the project. The presented results show changes in the context of an understanding of evidence and what evidence-based practices are in the teaching process and the vision of such teaching presented by the respondents.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368125","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 qualitative research in the field of students’ motivation to learn. The aim of the research was to identify and describe ways to support students’ motivation to learn from the perspective of teachers’ experiences in terms of the self-determination theory. Based on the interviews with teachers, the research results were presented taking into account the ways of supporting the need for relatedness, competence and autonomy. The results of the research show a multitude of ways to motivate students. According to the respondents, students’ motivation to learn is largely based on the child’s qualitative relationship with adults and peers.
{"title":"Doświadczenia nauczycieli w zakresie wspierania motywacji do uczenia się w ujęciu teorii autodeterminacji","authors":"Marta Makarewicz","doi":"10.26881/pwe.2023.56.14","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.14","url":null,"abstract":"The article presents qualitative research in the field of students’ motivation to learn. The aim of the research was to identify and describe ways to support students’ motivation to learn from the perspective of teachers’ experiences in terms of the self-determination theory. Based on the interviews with teachers, the research results were presented taking into account the ways of supporting the need for relatedness, competence and autonomy. The results of the research show a multitude of ways to motivate students. According to the respondents, students’ motivation to learn is largely based on the child’s qualitative relationship with adults and peers.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368326","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 students’ concepts of early science education, especially assumptions, possibilities and examples of this kind of teaching-learning. There is also an attempt to determine the status of early science education. The main idea of the text is a child as an explorer, especially at the first level of primary school.
{"title":"Edukacja przyrodnicza w klasach początkowych w koncepcjach studentów pedagogiki wczesnej edukacji. W ślepej uliczce faktografii","authors":"Alicja Komorowska-Zielony","doi":"10.26881/pwe.2023.56.12","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.12","url":null,"abstract":"The article presents students’ concepts of early science education, especially assumptions, possibilities and examples of this kind of teaching-learning. There is also an attempt to determine the status of early science education. The main idea of the text is a child as an explorer, especially at the first level of primary school.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136367044","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 is a theoretical paper which presents the role of early childhood education teachers in identifying and responding to domestic violence. Two contexts are used: moral responsibility and legal obligation (resulting from the provisions of the relevant legal acts). The focus is on early childhood education teachers, being aware that along with medical staff, they are the most likely to detect and intervene in cases of child abuse up to the age of ten. The article aims to fill in the gap in publications focused on the role of education workers, including early education teachers, in responding to manifestations of domestic violence, as well as their insufficient participation in activities within the violence prevention framework. It may be an incentive to verify the course of studies curricula in terms of content conducive to building the readiness of future teachers to take responsible actions to minimize the phenomenon of child abuse.
{"title":"Rola nauczyciela wczesnej edukacji w identyfikowaniu i reagowaniu na przejawy przemocy domowej – między prawnym obowiązkiem a odpowiedzialnością moralną","authors":"Joanna Frankowiak","doi":"10.26881/pwe.2023.56.11","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.11","url":null,"abstract":"This is a theoretical paper which presents the role of early childhood education teachers in identifying and responding to domestic violence. Two contexts are used: moral responsibility and legal obligation (resulting from the provisions of the relevant legal acts). The focus is on early childhood education teachers, being aware that along with medical staff, they are the most likely to detect and intervene in cases of child abuse up to the age of ten. The article aims to fill in the gap in publications focused on the role of education workers, including early education teachers, in responding to manifestations of domestic violence, as well as their insufficient participation in activities within the violence prevention framework. It may be an incentive to verify the course of studies curricula in terms of content conducive to building the readiness of future teachers to take responsible actions to minimize the phenomenon of child abuse.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368127","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":"„Cyfrowy tubylec w przestrzeni edukacyjnej – nowe otwarcia”. Sprawozdanie z VI Konferencji Naukowej z cyklu „Dziecko – cyfrowy tubylec w szkole. Problemy i wyzwania”, Uniwersytet Warmińsko-Mazurski w Olsztynie, 12 grudnia 2022 r.","authors":"Joanna Dziekońska","doi":"10.26881/pwe.2023.56.17","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.17","url":null,"abstract":"","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"166 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368319","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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