{"title":"Działania nauczycieli podejmujących próbę zmiany formy kształcenia na zajęciach z języka obcego – wdrażanie programów kształcenia „Soft CLIL”","authors":"Barbara Muszyńska","doi":"10.34862/FO.2021.1.5","DOIUrl":"https://doi.org/10.34862/FO.2021.1.5","url":null,"abstract":"","PeriodicalId":53304,"journal":{"name":"Forum Oswiatowe","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47193487","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}
Ana Paula Gladcheff Munhoz, A. Longarezi, C. Nascimento, D. C. Piotto, E. S. Araujo, F. F. Marco
{"title":"Formation of theoretical thinking in preschool children in the cultural-historical perspective","authors":"Ana Paula Gladcheff Munhoz, A. Longarezi, C. Nascimento, D. C. Piotto, E. S. Araujo, F. F. Marco","doi":"10.34862/FO.2021.1.1","DOIUrl":"https://doi.org/10.34862/FO.2021.1.1","url":null,"abstract":"","PeriodicalId":53304,"journal":{"name":"Forum Oswiatowe","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69887850","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":"Relacja z III Międzynarodowej Konferencji Naukowej Edukacja wobec wyzwań i zadań współczesności i przyszłości Kielce – Suchedniów 29-30.09.2020 r.","authors":"L. Pawelec, Renata Zaborek","doi":"10.34862/FO.2021.1.7","DOIUrl":"https://doi.org/10.34862/FO.2021.1.7","url":null,"abstract":"","PeriodicalId":53304,"journal":{"name":"Forum Oswiatowe","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69887930","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 paper is to analyse the content of the core curriculum for high school and secondary technical school using an interpretative framework including two concepts of pedagogization prevalent in Western scientific discourse. As a part of the first concept, the school is deemed responsible for solving social problems. The idea of the other concept is expressed in the proposal put forward for the school concerning the preparation of the students for functioning in a learning society. The text is based on literature in the field of social sciences as well as on research in which content analysis was used in order to answer research questions. The paper consists of three parts supplemented with the introduction and conclusion. The first part discusses the concepts of pedagogization, the next one presents the research methodology, and the third is devoted to the analysis of results. The conducted analyses indicate that the pedagogization-related contexts are present in the core curriculum, but they are taken into account to a varied extent. keywords: educationalization, pedagogization, core curriculum, high school, secondary technical school, Polish education system.
{"title":"Konteksty pedagogizacyjne w podstawie programowej kształcenia ogólnego dla czteroletniego liceum i pięcioletniego technikum","authors":"E. Zawadzka","doi":"10.34862/FO.2020.1.8","DOIUrl":"https://doi.org/10.34862/FO.2020.1.8","url":null,"abstract":"The aim of the paper is to analyse the content of the core curriculum for high school and secondary technical school using an interpretative framework including two concepts of pedagogization prevalent in Western scientific discourse. As a part of the first concept, the school is deemed responsible for solving social problems. The idea of the other concept is expressed in the proposal put forward for the school concerning the preparation of the students for functioning in a learning society. The text is based on literature in the field of social sciences as well as on research in which content analysis was used in order to answer research questions. The paper consists of three parts supplemented with the introduction and conclusion. The first part discusses the concepts of pedagogization, the next one presents the research methodology, and the third is devoted to the analysis of results. The conducted analyses indicate that the pedagogization-related contexts are present in the core curriculum, but they are taken into account to a varied extent. keywords: educationalization, pedagogization, core curriculum, high school, secondary technical school, Polish education system.","PeriodicalId":53304,"journal":{"name":"Forum Oswiatowe","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47412350","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":"Jak zmienia się „gramatyka edukacji”? O przejawach i konsekwencjach (wymuszonej) iedukacji","authors":"Maria Czerepaniak-Walczak","doi":"10.34862/FO.2020.1.1","DOIUrl":"https://doi.org/10.34862/FO.2020.1.1","url":null,"abstract":"","PeriodicalId":53304,"journal":{"name":"Forum Oswiatowe","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48133693","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 paper is to show the role of innovative practices in teacher education standards in Poland and to capture the changes taking place in the last 16 years in this field. A qualitative content analysis was conducted. Four ministerial regulations from 2003-2019 concerning these standards were compared. While in the previous regulations, innovative practices were related to all the activities undertaken by the teacher, in the current standards from 2019, they were limited to the didactic issues. The results of the analyzes lead to the conclusion that the role of innovation in the latest standards of teacher education is to provide narrowly understood didactic efficiency. Therefore innovative practices play the role of means to achieve the specific goal, not a factor of generally understood change in education. keywords: innovation, educational standards, teacher education.
{"title":"Miejsce innowacyjności w standardach kształcenia nauczycieli","authors":"Bartosz Atroszko","doi":"10.34862/FO.2020.1.7","DOIUrl":"https://doi.org/10.34862/FO.2020.1.7","url":null,"abstract":"The aim of the paper is to show the role of innovative practices in teacher education standards in Poland and to capture the changes taking place in the last 16 years in this field. A qualitative content analysis was conducted. Four ministerial regulations from 2003-2019 concerning these standards were compared. While in the previous regulations, innovative practices were related to all the activities undertaken by the teacher, in the current standards from 2019, they were limited to the didactic issues. The results of the analyzes lead to the conclusion that the role of innovation in the latest standards of teacher education is to provide narrowly understood didactic efficiency. Therefore innovative practices play the role of means to achieve the specific goal, not a factor of generally understood change in education. keywords: innovation, educational standards, teacher education.","PeriodicalId":53304,"journal":{"name":"Forum Oswiatowe","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69887759","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":"Uniwersytet wobec faszyzacji życia społecznego - raport z debaty","authors":"P. Zelek","doi":"10.34862/FO.2020.1.10","DOIUrl":"https://doi.org/10.34862/FO.2020.1.10","url":null,"abstract":"","PeriodicalId":53304,"journal":{"name":"Forum Oswiatowe","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69887107","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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