In the article I provide an overview of some of the themes and perspectives within existing academic literature concerning workplace learning. I have analysed the category of teacher’s learning in the workplace in terms of the degree of connection between “learning” and “work” in the three broad approaches: the workplace as a site for learning; the workplace as a learning environment; and learning and working as inextricably linked.
{"title":"Uczenie się zawodu nauczyciela w miejscu pracy","authors":"Hanna Kędzierska","doi":"10.26881/pwe.2023.56.02","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.02","url":null,"abstract":"In the article I provide an overview of some of the themes and perspectives within existing academic literature concerning workplace learning. I have analysed the category of teacher’s learning in the workplace in terms of the degree of connection between “learning” and “work” in the three broad approaches: the workplace as a site for learning; the workplace as a learning environment; and learning and working as inextricably linked.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"49 21 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":"136368114","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 results of the study of declared beliefs regarding learning mathematics in school times by students of three consecutive years of the preschool and early school pedagogy. The empirical material was collected using an authorial questionnaire. Most of the people participating in the study declared, among other things, that the most effective strategy in the times of school education was learning mathematics by heart, and the key reason for possible failures is the lack of mathematical talent. The article also reflects on minimizing the transfer of such beliefs by students to future teaching practice.
{"title":"Deklarowane przekonania dotyczące uczenia się matematyki w czasach szkolnych przez kandydatki i kandydatów na nauczyciel(k)i edukacji wczesnoszkolnej","authors":"Adam Mroczkowski","doi":"10.26881/pwe.2023.56.10","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.10","url":null,"abstract":"The article presents the results of the study of declared beliefs regarding learning mathematics in school times by students of three consecutive years of the preschool and early school pedagogy. The empirical material was collected using an authorial questionnaire. Most of the people participating in the study declared, among other things, that the most effective strategy in the times of school education was learning mathematics by heart, and the key reason for possible failures is the lack of mathematical talent. The article also reflects on minimizing the transfer of such beliefs by students to future teaching practice.","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":"136368116","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 paper addresses theoretical considerations focusing on the career choice motives of early childhood education teachers in the light of a review of previous research, and it presents the research problem along with an analysis of results. The aim of this study was to determine the motives for choosing the profession of early childhood education teacher by students of early childhood pedagogy, graduating with a bachelor’s degree, and early childhood education teachers working in the profession for no more than five years. A diagnostic survey method was used, with a questionnaire technique. The results indicate that the choice of early childhood education teachers is a product of internal and external motives, with the former having a dominant role. Meeting psychological needs (including the desire to work with children, personality predispositions) is combined with pragmatic qualities – e.g. days off, low weekly working hours. Both groups surveyed recognize the problem of low professional prestige and the financial unprofitability of the teaching profession. The motivations for studying early childhood pedagogy are personal predispositions, interests and directional talents. The sense of rightness regarding the choice of a professional path increases with the acquisition of practice, which corresponds to the sense of preparation for the profession. The current system of pedagogical internships does not provide sufficient practical preparation for a job as an early childhood education teacher.
{"title":"Między oczekiwaniami a rzeczywistością – perspektywa zawodowa kandydatów do zawodu i początkujących nauczycieli wczesnej edukacji","authors":"Justyna Kosz-Szumska","doi":"10.26881/pwe.2023.56.09","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.09","url":null,"abstract":"The paper addresses theoretical considerations focusing on the career choice motives of early childhood education teachers in the light of a review of previous research, and it presents the research problem along with an analysis of results. The aim of this study was to determine the motives for choosing the profession of early childhood education teacher by students of early childhood pedagogy, graduating with a bachelor’s degree, and early childhood education teachers working in the profession for no more than five years. A diagnostic survey method was used, with a questionnaire technique. The results indicate that the choice of early childhood education teachers is a product of internal and external motives, with the former having a dominant role. Meeting psychological needs (including the desire to work with children, personality predispositions) is combined with pragmatic qualities – e.g. days off, low weekly working hours. Both groups surveyed recognize the problem of low professional prestige and the financial unprofitability of the teaching profession. The motivations for studying early childhood pedagogy are personal predispositions, interests and directional talents. The sense of rightness regarding the choice of a professional path increases with the acquisition of practice, which corresponds to the sense of preparation for the profession. The current system of pedagogical internships does not provide sufficient practical preparation for a job as an early childhood education teacher.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"11 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":"136368112","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 present the differences in the way of thinking about educational change and its barriers between teachers-innovators and non-innovators. The former understood the concept of educational change in a more radical and profound way. In their statements, they demanded a breakthrough that was, in fact, a questioning of the dominant education model. Non-innovators would like transformations, but more moderate, minor ones that do not go beyond the area of the dominant model of education but can potentially facilitate or make the time spent by teachers and students at school easier or more enjoyable. Teachers-innovators more often focused on bottom-up sources of change, i.e., primarily on teachers and their students. Non-innovators focused rather on top-down sources of change, locating them in particular in state authorities, experts, and politicians, and the role of the market as an institution (in the sociological sense). Both groups also differed in terms of the barriers to change they mentioned. While the former mainly emphasized the importance of what hinders or prevents changes and is dependent on the teacher, the latter emphasized the role of issues independent of teachers. In order to explain the differences between the two groups of teachers, the article refers to the theories of W. Reckless and J.B. Rotter.
{"title":"Educational changes and barriers to change in the statements of teachers-innovators and non-innovators","authors":"Bartosz Atroszko","doi":"10.26881/pwe.2023.56.07","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.07","url":null,"abstract":"The aim of the article is to present the differences in the way of thinking about educational change and its barriers between teachers-innovators and non-innovators. The former understood the concept of educational change in a more radical and profound way. In their statements, they demanded a breakthrough that was, in fact, a questioning of the dominant education model. Non-innovators would like transformations, but more moderate, minor ones that do not go beyond the area of the dominant model of education but can potentially facilitate or make the time spent by teachers and students at school easier or more enjoyable. Teachers-innovators more often focused on bottom-up sources of change, i.e., primarily on teachers and their students. Non-innovators focused rather on top-down sources of change, locating them in particular in state authorities, experts, and politicians, and the role of the market as an institution (in the sociological sense). Both groups also differed in terms of the barriers to change they mentioned. While the former mainly emphasized the importance of what hinders or prevents changes and is dependent on the teacher, the latter emphasized the role of issues independent of teachers. In order to explain the differences between the two groups of teachers, the article refers to the theories of W. Reckless and J.B. Rotter.","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":"136368118","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 the analysis of the macropolitics of the educational authorities, the author proves that public school teachers find themselves in a situation of a trap that has various faces. During the first years of the political transformation, they experienced the right to professional autonomy and received decent remuneration. They were trusted and respected by politicians for the creative liberation of school education and of institution management from the arrogance and orthodox pressure of the ruling party of the times of real socialism, and together with the systematically regained state power over them, which, as in People’s Poland, systematically since the mid-1990s were reduced them to the level of the precariat and the education and upbringing of young generations enslaved by ideology. We get a picture of the teacher’s state of deformation from freedom to its loss in the fumes of the pretence of care of successive educational authorities for the education of children and youth.
{"title":"Teachers under the Third Republic in the constant trap of political manipulation","authors":"Bogusław Śliwerski","doi":"10.26881/pwe.2023.56.01","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.01","url":null,"abstract":"In the analysis of the macropolitics of the educational authorities, the author proves that public school teachers find themselves in a situation of a trap that has various faces. During the first years of the political transformation, they experienced the right to professional autonomy and received decent remuneration. They were trusted and respected by politicians for the creative liberation of school education and of institution management from the arrogance and orthodox pressure of the ruling party of the times of real socialism, and together with the systematically regained state power over them, which, as in People’s Poland, systematically since the mid-1990s were reduced them to the level of the precariat and the education and upbringing of young generations enslaved by ideology. We get a picture of the teacher’s state of deformation from freedom to its loss in the fumes of the pretence of care of successive educational authorities for the education of children and youth.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"211 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":"136368119","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 text refers to early education teachers and comprises reports on narrative research about teachers’ self-perception and social reception of their profession. It is based on a quality analysis of written statements issued by teachers and students preparing for teaching careers. The text contains the analysis of experiential material as well as theoretical reflections indicating both individual and social roles of teachers, their subjective and social status in the world, including their condition in society. The theses developed in this text and the quoted results from the study point at varied ways of thinking presented by teachers. The first trend indicates the pessimistic view of life of a modern teacher who finds it hard to accept the fact that they are not looked up to despite being conscious of gravity of their social role. The second, more optimistic trend is the one in which a teacher in addition to being aware of its social role perseveres in treating their profession as a vocation despite the lack of social respect and institutional support.
{"title":"Nie jestem „przedszkolanką” ani „panią z I–III”. Nauczyciele o postrzeganiu siebie i społecznym odbiorze ich pracy","authors":"Agnieszka Nowak-Łojewska","doi":"10.26881/pwe.2023.56.05","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.05","url":null,"abstract":"The text refers to early education teachers and comprises reports on narrative research about teachers’ self-perception and social reception of their profession. It is based on a quality analysis of written statements issued by teachers and students preparing for teaching careers. The text contains the analysis of experiential material as well as theoretical reflections indicating both individual and social roles of teachers, their subjective and social status in the world, including their condition in society. The theses developed in this text and the quoted results from the study point at varied ways of thinking presented by teachers. The first trend indicates the pessimistic view of life of a modern teacher who finds it hard to accept the fact that they are not looked up to despite being conscious of gravity of their social role. The second, more optimistic trend is the one in which a teacher in addition to being aware of its social role perseveres in treating their profession as a vocation despite the lack of social respect and institutional support.","PeriodicalId":500355,"journal":{"name":"Problemy Wczesnej Edukacji","volume":"236 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":"136368121","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 selected results of a preliminary research of teacher reflectivity. The empirical material was collected through the original Early Education Teacher Reflectivity Questionnaire on (pre)School Daily Life. It was answered by early education teachers and graduate students of early childhood pedagogy. The article also describes the understanding of reflectivity adopted here, along with its importance for building awareness of what it means to be a teacher with regard to reflection. Furthermore, careful consideration was given to the presented results followed by reflections on the results of the study. The analysis indicated that teachers in the study group did have a problem with identifying criteria for selecting situations to which they assigned a critical dimension. They seemed to lack insight into themselves. In their analyses, they evaluated individual aspects of a given event, but did not pose questions that might motivate in-depth reflection. Moreover, they equated anticipating the position of other persons about a given incident with experiencing a variety of perspectives. They avoided involving other people in the process of analyzing a situation, thus depriving themselves of an opportunity to develop transformative learning abilities. At their current stage of professional education, they showed a need for support, which may be aided by the assumptions of the humanistic concept of teacher education and the emancipatory rationality.
{"title":"The specificity of teacher reflectivity in early education teachers – a study report","authors":"Joanna Szymczak, Adam Mroczkowski","doi":"10.26881/pwe.2023.56.08","DOIUrl":"https://doi.org/10.26881/pwe.2023.56.08","url":null,"abstract":"This article presents selected results of a preliminary research of teacher reflectivity. The empirical material was collected through the original Early Education Teacher Reflectivity Questionnaire on (pre)School Daily Life. It was answered by early education teachers and graduate students of early childhood pedagogy. The article also describes the understanding of reflectivity adopted here, along with its importance for building awareness of what it means to be a teacher with regard to reflection. Furthermore, careful consideration was given to the presented results followed by reflections on the results of the study. The analysis indicated that teachers in the study group did have a problem with identifying criteria for selecting situations to which they assigned a critical dimension. They seemed to lack insight into themselves. In their analyses, they evaluated individual aspects of a given event, but did not pose questions that might motivate in-depth reflection. Moreover, they equated anticipating the position of other persons about a given incident with experiencing a variety of perspectives. They avoided involving other people in the process of analyzing a situation, thus depriving themselves of an opportunity to develop transformative learning abilities. At their current stage of professional education, they showed a need for support, which may be aided by the assumptions of the humanistic concept of teacher education and the emancipatory rationality.","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":"136368128","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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