academic teachers

  • Supporting the Learning of Polish and Czech Students by Digital Tools

    Author: Milan Chmura
    Author: Josef Malach
    Author: Anna Szafrańska
    Author: Ewa Ogrodzka-Mazur
    Year of publication: 2018
    Source: Show
    Pages: 193-205
    DOI Address: https://doi.org/10.15804/tner.2018.51.1.16
    PDF: tner/201801/tner20180116.pdf

    The article presents the results of exploring the purposes of using digital tools to support student learning at universities. This comprises some identified types of digital tools and the frequency of their use by academic staff, which varies due to their level of digital literacy. Then the collected data is provided concerning the numbers of academic staff using basic electronic communication methods. The above data were collected in Polish and Czech universities and later compared to each other. The presented study was conducted over the period 2015–2016 within the IRNet project – International research network for study and development of new tools and methods for advanced pedagogical science in the field of ICT instruments, e-learning and intercultural competences in Poland (University of Silesia, Faculty of Ethnology and Educational Science in Cieszyn) and the Czech Republic (University of Ostrava, Pedagogical Faculty). The undertaken research was aimed at recognizing academic teachers’ activities concerning their support in university students’ learning process.

  • O specyfice wykładowców seniorów (między andragogiką a terapią)

    Author: Małgorzata Kowalczyk
    Institution: Akademia Pomorska w Słupsku
    Year of publication: 2018
    Source: Show
    Pages: 49-55
    DOI Address: https://doi.org/10.15804/cip201803
    PDF: cip/16/cip1603.pdf

    W najbliższej przyszłości zaznaczać się będą dwa przeciwstawne zjawiska: wydłużania okresu edukacji obowiązkowej oraz powszechnego uczestnictwa w kształceniu ustawicznym. To ostatnie może być realizowane zarówno w formule UTW, jak i w formule regularnych zajęć dla grup uczniów lub studentów 50 plus. Mimo że liczba takich inicjatyw jest bardzo duża nie rozwiązała jeszcze kwestii przygotowania wykładowców dla tych form edukacji seniorów. Może a niekiedy już generuje to napięcia, co uwidaczniało się w studiach stacjonarnych formuły 50 plus realizowanych w Akademii Pomorskiej w Słupsku. Oznacza to konieczność sprofesjonalizowania nauczycieli dla tych form edukacyjnych, aby możliwe było zróżnicowanie między zajęciami na standardowych studiach stacjonarnych a zajęciami w formule studiów stacjonarnych od 50 plus do UTW.

  • Teachers’ behaviors towards mentally disabled students in physical education classes

    Author: Yunus Emre Karakaya
    Author: Sebahattin Devecioglu
    Author: Hasan Huseyin Kilinc
    Year of publication: 2015
    Source: Show
    Pages: 235-246
    DOI Address: https://doi.org/10.15804/tner.2015.40.2.20
    PDF: tner/201502/tner20150220.pdf

    The goal of this research was to examine the verbal and non-verbal behaviors of teachers towards mentally disabled students in physical education classes in Special Education Practice Centers (Schools for Mentally Disabled Students) in Turkey. The study was based on qualitative research and data was collected through interview forms prepared by the researchers. The interviews consisted of four semi-structured questions, which were analyzed by using the method of content analysis and qualitative data analysis software. Accordingly, it was observed that teachers used a variety of mimics and gestures as reflections of their body language in order to establish and control class management. The teachers interviewed stated that they consciously used their specific way of posture, walking and sitting in the classroom. They also stated that they frequently changed their positions in the classroom and embraced a variety of distance and touch behaviors towards the mentally disabled students. In conclusion, these teachers have the greatest responsibility to achieve the goals of physical education class for the mentally disabled students. These responsibilities are crucial for the educational advancement of the mentally disabled students. The non-verbal behaviors and expressions of these teachers play a vital role in the mental and behavioral development of the mentally disabled students.

  • Academic Teachers’ Self-Evaluation of English Language Competences and Teaching Methodology

    Author: Beata Pituła
    Institution: Silesian University of Technology
    Author: Grzegorz Wlaźlak
    Institution: Silesian University of Technology
    Year of publication: 2020
    Source: Show
    Pages: 35-46
    DOI Address: https://doi.org/10.15804/tner.20.59.1.03
    PDF: tner/202001/tner5903.pdf

    The article presents research on the linguistic and didactic competences of academic teachers in a technical university as part of an EU project to improve the effectiveness of education of academic teachers. It indicates the relation between language and methodological competences in teaching content classes in English. Participants who rated their teaching competences more highly also rated their language competences more highly. Based on these findings, the authors make suggestions concerning the preparation of stafffor the university.

  • Psychosocial Social Skills of Academic Teachers in the Context of Professional Training

    Author: Beata Pituła
    Institution: Silesian University of Technology, Gliwice, Poland
    ORCID: https://orcid.org/0000-0002-7691-3821
    Author: Barbara Grzyb
    Institution: Silesian University of Technology, Gliwice, Poland
    ORCID: https://orcid.org/0000-0003-3649-4068
    Year of publication: 2022
    Source: Show
    Pages: 119-128
    DOI Address: https://doi.org/10.15804/tner.22.68.2.09
    PDF: tner/202202/tner6809.pdf

    This article reports a fragment of studies into the psychosocial competencies of academic teachers at technical universities, which were carried out in 2019-2021 using a diagnostics survey done among the academic staffof the Silesian University of Technology. One of its aims was the self-assessment of those competencies that the respondents regarded as scarce, insufficient and incomplete, as these should be deemed a priority in the professional training of the academic staff. The results of those analyses have been presented here.

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