Author: The Editors
Year of publication: 2016
Source: Show
Pages: 3-10
DOI Address: -
PDF: tner/201601/tner201601toc.pdf

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Contents ......... 3-5

Contributors ......... 7-10

Author: Stanisław Juszczyk
Institution: University of Silesia
Year of publication: 2016
Source: Show
Pages: 11-13
DOI Address: -
PDF: tner/201601/tner20160100.pdf

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Author: Vlasta Hus
Author: Minka Koprivnik
Year of publication: 2016
Source: Show
Pages: 17-27
DOI Address: https://doi.org/10.15804/tner.2016.43.1.01
PDF: tner/201601/tner20160101.pdf

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The learning to learn competence is becoming more and more important, as it enables efficient learning, is developing awareness and planning one‘s own process of learning. With empirical research, we wanted to study some of its aspects in the 4th year (undergraduate) and 1st year students (postgraduate) of the Faculties of Education in Slovenia. To establish the students‘ evaluation of their ways of learning and competence to teach we used a questionnaire. With the use of the research, we established the growth of evaluation of the majority of aspects, which shows that the learning to learn competence is related to a better evaluation of students’ own way of learning and better marks. Reported findings reveal that this competence and its aspects have a great impact on the effectiveness of learning and success of students.

Faculties of Education in Slovenia postgraduate students undergraduate students learning to learn competence lifelong learning

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Author: Fifilia Xiao
Author: Bens Pardamean
Year of publication: 2016
Source: Show
Pages: 28-39
DOI Address: https://doi.org/10.15804/tner.2016.43.1.02
PDF: tner/201601/tner20160102.pdf

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Massive Open Online Course (MOOC) is a revolution in education. As learner, teacher presence and teaching method no longer depend upon time and distance, class enrolment also becomes open for more of the populace regardless of educational background. The goal of the research is to design a learning model that is in accordance with dimensions that are compatible with the MOOC rules. Literature review, a questionnaire, and interviews were used to define dimensions based on the MOOC rules. The research resulted in a model that is in accordance with MOOC categories and dimensions based on input from both users and developers.

online courses learner oriented MOOC Model MOOC dimension e-learning

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Author: Irena Przybylska
Year of publication: 2016
Source: Show
Pages: 41-51
DOI Address: https://doi.org/10.15804/tner.2016.43.1.03
PDF: tner/201601/tner20160103.pdf

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The presented study employed an emotional intelligence framework as a means of explicitly examining the emotional competences and experiencing job satisfaction or burnout. Emotional intelligence is hypothesized to have a positive relationship with higher job satisfaction and negative with burnout. Firstly, the variables are discussed on the basis of existing concepts and research. The second part presents my own research: methodology outline, main data and discussion. Results showed that emotional intelligence was a  negative significant predictor (r=0.54, p<0.05) of burnout symptoms, and a positive significant predictor of job satisfaction (r=0.37, p<0.05). The paper concludes with a discussion of the pedagogical implications, teaching professionalization and recommendations for future research.

job satisfaction emotional labour burnout emotional intelligence teaching

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Author: Pavel Doulík
Author: Petr Eisenmann
Author: Jiří Přibyl
Author: Jiří Škoda
Year of publication: 2016
Source: Show
Pages: 53-66
DOI Address: https://doi.org/10.15804/tner.2016.43.1.04
PDF: tner/201601/tner20160104.pdf

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The contribution enquires into possibilities of application of the heuristic methods in the teaching process, specifically its applications during the classes of mathematics in grammar school. In the frame of the research the influence was monitored of the unconventional way of solving problems during classes of mathematics in relation to the evaluation of educational advancements. Furthermore, pupils evaluated their attitude towards mathematical study including their viewpoint on problematic exercises in maths and the successfulness of solving these mathematical exercises was also evaluated. The results of the experimental group were compared to the same areas in the control group.

learning activity management constructivist theories inquiry-based learning heuristic method of teaching problem-based learning

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Author: Ahmed Thaer
Author: Ghbari Thaer
Year of publication: 2016
Source: Show
Pages: 68-77
DOI Address: https://doi.org/10.15804/tner.2016.43.1.05
PDF: tner/201601/tner20160105.pdf

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The presented study aimed at examining the effect of ARCS model on the Achievement Motivation (AM) and Academic Achievement (AA) of the tenth grade students. One hundred and thirteen tenth grade students (28 male, 85 female), divided into two groups (experimental = 50, control = 63), studied a unit about magnetism with the use of two different methods, an ARCS model and a traditional model for 2 weeks. Two instruments were used, a Motivation Achievement Test (MAT) and an Achievement Test (AT). The results showed that there were significant differences on the MAT and AT due to the implemented ARCS motivational model.

ARCS model achievement motivation

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Author: Mikhail Kolyada
Author: Tatyana Bugayeva
Author: Grigoriy Kapranov
Year of publication: 2016
Source: Show
Pages: 78-90
DOI Address: https://doi.org/10.15804/tner.2016.43.1.06
PDF: tner/201601/tner20160106.pdf

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The article considers a positional training model as a way to energize students in class. The research problem is theoretically underpinned, the essence of the positional training method is revealed and its implementation is presented through description of its practical realization. Experimental data of the model efficiency are provided, having chosen the components of students’ culture of thinking. Analysis of the conducted pedagogical experiment specifies primary areas for improving the implementation of complex pedagogical conditions for creating culture of thinking, regarding interrelations between its components: knowledge, abilities, motivation, thinking and emotional intelligence.

culture of thinking energizing students activity approach in training positional training model

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Author: Matjaž Duh
Author: Jerneja Herzog
Author: Miroslav Huzjak
Year of publication: 2016
Source: Show
Pages: 92-103
DOI Address: https://doi.org/10.15804/tner.2016.43.1.07
PDF: tner/201601/tner20160107.pdf

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The article presents the results of an empirical study, whose purpose was to identify preferences for art motifs among fourth-grade primary school students in Slovenia and Croatia. From the viewpoint of the total sample (n=1,467), the study results have shown statistically significant gender-related differences in four out of five cases. No differences were observed with regard to social stratum. With regard to individual countries, statistically significant differences were noted in three out of the five cases. It was expected that there would be no differences in preferences for art motifs between Slovenian and Croatian students.

school systems of Slovenia and Croatia preferences for art motifs visual arts education primary school

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Author: Irina A. Malinina
Year of publication: 2016
Source: Show
Pages: 104-114
DOI Address: https://doi.org/10.15804/tner.2016.43.1.08
PDF: tner/201601/tner20160108.pdf

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Web 2.0 provides resources and tools that make the learning process social and collaborative as they connect students with each other and help to move from the instructor-centred methods of teaching to more contextual learning and problem-solving techniques (J.West and M.West, 2009). The aim of the paper is to introduce findings on the project of implementing Web 2.0 resources for collaborative work in the National Research University Higher School of Economics. The main objectives of the project were to 1) single out Internet resources aimed at collaboration to suit the purposes of educational programme; 2) determine how much collaborative learning background students have and their attitudes to online and face-to-face collaboration; 3) analyse the students’ involvement in collaborative learning activities; 4) research the influence of web-related technologies on willingness to collaborate. The main methods used in the research were questionnaire, interview and observation as well as analyses of students’ work. The results revealed a positive attitude to Web 2.0 among the majority of the students. The offered Internet resources (Tricider.com, MeetingWords.com, TodaysMeet.com) improved communication and collaboration outside of the classroom, which is vital as increasingly less time is being allocated for studying a  foreign language. Besides, Web 2.0 resources make it easier for teachers to evaluate each student’s contribution to task achievement and ensure fair assessment of each student’s work.

studying English as a second language collaborative learning web 2.0

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Author: Sylwia Szopa
Author: Krzysztof Sas-Nowosielski
Year of publication: 2016
Source: Show
Pages: 117-124
DOI Address: https://doi.org/10.15804/tner.2016.43.1.09
PDF: tner/201601/tner20160109.pdf

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The main purpose of this study was to examine how the relatively new initiative supporting active leisure of people, i.e., Family Recreation Zones, is perceived by its users. Data were collected from 215 persons aged 13 to 96 (M=44.19, SD 18.08). For nearly nine in ten persons Zones are the only space where they spend their leisure time actively. The main attractors are free access and the open air. Interestingly, for many respondents the proximity of playgrounds was not a benefit but rather a barrier to visiting Zones. Other barriers were the season of the year, a modest range of exercise devices, their damage, poor illumination, a perceived lack of safety and a lack of professional support during exercising.

adults outdoor gyms physical recreation

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Author: Fernando Barragán
Author: José Gómez
Author: Antonio Llorens
Author: Pedro D. Herrera
Year of publication: 2016
Source: Show
Pages: 125-136
DOI Address: https://doi.org/10.15804/tner.2016.43.1.10
PDF: tner/201601/tner20160110.pdf

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Action-Research Methodology and gender sensitivity linked to solve gender violence expression in prisons. The curriculum negotiation is a principle that allowed prisoners to engage in the activities in a voluntary way. Six months of field qualitative implementation-contrary to Blitzkrieg Ethnographyallowed us to get a real change of abilities as team trust, cooperation skills, decision-making process to avoid violence and to recognize the need the prisoners have to express their sentiments. Results show a success of critical Action Research and active participation of all the actors as well as the construction of a peace culture and a new field of work for pedagogues.

gender violence hegemonic masculinities prisoners education critical action research quadrangulation peace culture

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Author: Andrés J. Muñoz-Mohedano
Author: Miguel A. Martin-Sanchez
Year of publication: 2016
Source: Show
Pages: 137-145
DOI Address: https://doi.org/10.15804/tner.2016.43.1.11
PDF: tner/201601/tner20160111.pdf

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The paper tries to be a  critical analysis of and a  theoretical reflection on minority students: gifted children in the Spanish education system. To carry out this study and achieve the objectives set up, we took into account a qualitative methodology, framed within the constructivist paradigm in the social sciences. Being a gifted child in Spain is a problem because gifted children are not being adequately addressed, as the Ministry of Education recognizes. An objective analysis of the current situation can become a way of changing it. In addition, we have to pay attention to the principles and rights of the awareness of diversity.

Law Education minority giftedness Spain

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Author: Moh. Muchtarom
Author: Dasim Budimansyah
Author: Ace Suryadi
Year of publication: 2016
Source: Show
Pages: 147-156
DOI Address: https://doi.org/10.15804/tner.2016.43.1.12
PDF: tner/201601/tner20160112.pdf

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The objective of this study was to describe the implementation of integrated education in Nur Hidayah Islamic Integrated Senior Secondary School of Sukoharjo, Central Java, Indonesia. It used the analytic descriptive-qualitative method with the case study approach. There are seven main principles of integration in the learning process, namely: integration of human potentials, integration of institutions, integration of curriculum, integration of learning domains, integration of three centers of education, integration of theory and practice, and integration of learning activities. The impact of the integrated education can form intact personality which encompasses religiosity, morality, intellectuality, high motivation, leadership, healthy lifestyle, self-reliance, work ethics and discipline, and socio-political awareness. Thus, models of integrated education can be implemented in senior secondary schools.

integrated education principles intact personality

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Author: Abdul Razaq Ahmad
Author: Mohd Mahzan Awang
Year of publication: 2016
Source: Show
Pages: 157-166
DOI Address: https://doi.org/10.15804/tner.2016.43.1.13
PDF: tner/201601/tner20160113.pdf

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The article reports on the socio-educational support provided by local community, parents and school teachers for aboriginal students. The investigation revealed that most aboriginal parents have positive attitudes towards their children’s education. Three main themes identified in this study are: fundamental support, lack of skills and knowledge to provide socio-educational support, and culturally responsive pedagogy. Parents are found to be lacking in skills and knowledge of educational-guidance. It was found that many socio-educational programmes were carried out at the school level. Providing support for parents by taking into account culturally-responsive approaches is recomended.

aboriginal students drop-out socio-educational parental support community engagement

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Author: Aleksandra Tłuściak-Deliowska
Year of publication: 2016
Source: Show
Pages: 167-178
DOI Address: https://doi.org/10.15804/tner.2016.43.1.14
PDF: tner/201601/tner20160114.pdf

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The presented study explored the memories of 332 pedagogy students about the bullying experiences and their former schools. Findings indicate that: (1) young adults have very different experiences with bullying, (2) time spent at middle school was assessed as the worst, (3) general judgment of school was correlated with bullying experiences, especially students who were involved in bullying problems as a victim or bystander were less positive in their appraisals of school. The study provides a unique account of how young adults view their school experiences. Data is discussed in terms of its psycho-educational implications.

school climate school bullying prospective teachers pedagogy students retrospective study appraisal of school

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Author: Radmila Burkovičová
Year of publication: 2016
Source: Show
Pages: 181-192
DOI Address: https://doi.org/10.15804/tner.2016.43.1.15
PDF: tner/201601/tner20160115.pdf

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The purpose of the presented research was to find out which external and internal considerations and life experience motivate students for acquiring university education for the teaching profession to major in preschool teaching. Data collection was based on the method of unstructured interview on a given theme. Evaluation was based on coding. The presented factors are external factors of the “people” category. Every category is divided into sub-categories and the subcategories are further subdivided to subgroups on the basis of the nature of the incentive. Young people were mainly affected in their decision-making by their mother, her professional and private behaviour, by positive stimuli from their grandmothers, aunts and children. Fathers were not mentioned as actors in making this kind of decision. The most frequently mentioned human factor was represented by female teachers on different levels of education and from different school types. The discouraging factors included schoolmates. Children and schoolmates were newly identified considerations.

student factor teaching profession incentive stimulus

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Author: Krzysztof Rubacha
Author: Mariana Sirotova
Author: Mariola Chomczyńska-Rubacha
Year of publication: 2016
Source: Show
Pages: 193-200
DOI Address: https://doi.org/10.15804/tner.2016.43.1.16
PDF: tner/201601/tner20160116.pdf

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The article provides an empirical analysis of a relationship between ethical orientations and educational self-efficacy. Ethical orientations are defined in the theoretical system of K. Gilligan, whereas self-efficacy is viewed through the social-cognitive theory. The results of the analysis of variance demonstrate the existence of statistically significant differences in self-efficacy between teachers who prefer the ethics of justice and those who prefer the ethics of care, in favour of the former. However, the Eta coefficient shows that the relationship strength is not very large. In conclusion of the result interpretation we explain what our research explicates and what lies beyond its capacity.

teachers ethical orientations educational self-efficacy care and justice ethics

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Author: Kyung Ryung Kim
Author: Eun Hee Seo
Year of publication: 2016
Source: Show
Pages: 201-211
DOI Address: https://doi.org/10.15804/tner.2016.43.1.17
PDF: tner/201601/tner20160117.pdf

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The study explored the desirable character attributes of teachers and provided specific behavioral guidelines for being a good teacher in Korea. The Delphi method was used. Ten virtues and 88 behavioral guidelines were created from three rounds of surveys involving 22 Korean panelists. Results indicated that most of the virtues identified in this study were consistent with the results of Western studies. However, a sense of humor regarded as a desirable characteristic of teachers in previous studies did not emerge as a virtue from Korean panelists. Morality rarely mentioned in Western research was included in this study. The characteristics required of a Korean teacher seem to be based on Confucianism.

character virtue korean war Delphi technique

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Author: Elena V. Kostareva
Author: Tatyana M. Permyakova
Year of publication: 2016
Source: Show
Pages: 212-221
DOI Address: https://doi.org/10.15804/tner.2016.43.1.18
PDF: tner/201601/tner20160118.pdf

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The paper focuses on the formalization of English as foreign language teachers’ instruction in LMS eFront. Instruction is considered as a minimum teaching method unit with (in)variable parameters in relation to the knowledge object, students’ activity, and control. The two approaches, i.e., information-centered and student-centered, are studied in its formalization. The paper provides the results of a two-stage analysis: 1) semi-structured interviews with EFL teachers at the tertiary level, and 2) teachers’ and students’ survey evaluating EFL instruction. Important findings include advantages of instruction formalization in technological simplification and quality control in course development, and also serve to enhance further research agenda.

teachers’ instruction professional reflection formalization educational environment informationand learner-centered approaches

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Author: Anna Brosch
Year of publication: 2016
Source: Show
Pages: 225-235
DOI Address: https://doi.org/10.15804/tner.2016.43.1.19
PDF: tner/201601/tner20160119.pdf

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Parents actively share information about their children on Facebook, but little research has explored the extent of this issue. The goal of this paper is to theorize a new type of parents’ online activities concerning their children, especially the problem of sharenting, which is increasingly common in contexts where social media such as Facebook play a significant role in relationships and interactions. This paper explores what kind of baby pictures parents share on Facebook and what are the likely causes of doing it. The presented research was conducted with the use of social media ethnography among 168 Polish parents using Facebook. The findings have shown that the phenomenon of sharenting is common practice among parents.

social media Facebook sharenting children exposure digital risks online privacy

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Author: Rajko Pećanac
Author: Biljana Jeremić
Author: Zivorad Milenović
Year of publication: 2016
Source: Show
Pages: 236-247
DOI Address: https://doi.org/10.15804/tner.2016.43.1.20
PDF: tner/201601/tner20160120.pdf

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The paper examines the contribution of learning with the help of digital media to the quality of students’ knowledge when getting acquainted with the basics of musical literacy in the teaching of Music Education in lower primary school grades (school year 2013/14, a sample of 78 fourth grade students from Serbia E = 39; C = 39). The research results have shown that the students from the experimental group (M = 4.05; SD =.972) achieved better results in musical literacy in the final test by learning with the help of digital media, for this kind of work compared to the students from the control group (M = 3.15, SD = 1.309), who learned in the traditional way: t (78) = -3.438; average difference = -0.897; 95% CI: from -1.418 to -0.377; η = 0.134.

educational technology innovative teaching musical literacy

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Author: June Lee
Author: Yangmi Koo
Author: Mi Hwa Kim
Year of publication: 2016
Source: Show
Pages: 248-258
DOI Address: https://doi.org/10.15804/tner.2016.43.1.21
PDF: tner/201601/tner20160121.pdf

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This study aimed to explore a collaborative problem solving case using social media and an e-collaboration tool, and analyze its educational implications in a qualitative research method. For achieving the research goal, a case study was conducted in a middle school class. Two rounds of one-to-one interviews with a teacher and written interviews with students were conducted. In addition, relevant class resources and the students’ final reports were also collected as data. It was shown that using social media and an e-collaboration tool could encourage students’ scientific inquiries and enhance problem solving skills as well as set up a healthy communication culture among teachers and students.

social media problem solving e-collaboration collaborative learning science education

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Author: Lenka Ďuricová
Author: Lucia Lukáčová
Year of publication: 2016
Source: Show
Pages: 263-273
DOI Address: https://doi.org/10.15804/tner.2016.43.1.22
PDF: tner/201601/tner20160122.pdf

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The aim of our study was to examine adolescent personality in relation to the adolescent school-related self-concept, in particular to its cognitive aspect according to W.U.  Meyer’s conception. In addition to selected personality dimensions, our paper focuses also on gender relations of the adolescent school-related self-concept. The research sample was made up of grammar school and university students (N = 100). The five-factor model of personality NEO-FFI (P.T. Costa, R.R. McCrae) and SCEA-M questionnaire (U. Engler, W.U. Meyer) were used as research tools. The results show a statistically significant relationship between neuroticism and fear of social consequences. There is also a statistically significant relationship between conscientiousness and the self-concept of ability. Statistically significant gender differences in favour of women appear in the dimension of fear of social consequences.

self-concept self-concept of ability fear of social consequences neuroticism extraversion conscientiousness

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Author: Dagna J. Kocur
Year of publication: 2016
Source: Show
Pages: 274-284
DOI Address: https://doi.org/10.15804/tner.2016.43.1.23
PDF: tner/201601/tner20160123.pdf

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In recent years we have been able to observe the phenomenon of Fifty Shades of Grey. This poses questions about why the primary, female target audience liked the book. In the presented study we asked what aspects of the book attract female attention, what they despise and how the book assessment relates to sexual satisfaction or motivation. 217 respondents participated in the study. The variables analysed in the study included book assessment, sexual motivations, satisfaction and other features characterising individual sexuality. A positive assessment was negatively correlated with the respondents’ emotional satisfaction. The respondents who read similar books assessed Fifty Shades of Grey higher and reported lower emotional satisfaction compared to those who did not read such books.

sexual satisfaction sexual motivation erotic literature Fifty Shades of Grey

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Author: Zuzanna Zbróg
Year of publication: 2016
Source: Show
Pages: 287-294
DOI Address: https://doi.org/10.15804/tner.2016.43.1.24
PDF: tner/201601/tner20160124.pdf

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The article describes the innovative method of qualitative research, Collective Biography Writing (CBW), which is not well known or not known at all in the pedagogical research of the region of Central and Eastern Europe. This method is especially useful in the re-exploration of issues connected with being, becoming, development, and learning in the context of education and pedagogical research. The article presents the theoretical foundations of the CBW method and its basis in the notions of being as emergent within the encounter, intra-action, entanglement of agencies, and the significance of matter. An outline of the scientific procedure is also presented.

qualitative research Collective Biography Writing educational research

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