teacher

  • Manifestations of Pupil Aggression towards Teachers in Elementary and Secondary Schools

    Author: Jana Kohútová
    Author: Ingrid Emmerová
    Year of publication: 2017
    Source: Show
    Pages: 17-25
    DOI Address: https://doi.org/10.15804/tner.2017.50.4.01
    PDF: tner/201704/tner20170401.pdf

    The study focuses on pupils’ aggression towards teachers. The goal of the study was to determine a statistically significant relationship between the forms of aggressive behaviour and the age of teachers and the length of their teaching experience. The research sample consisted of 268 teachers of elementary schools, secondary vocational schools and grammar schools in the region of Banská Bystrica. Results revealed a statistically significant negative relationship between teachers’ age and the years of teaching experience in three forms of aggressive behaviour: refusal to obey instructions, intentional disruption and ironic remarks. A statistically significant relationship was observed between the length of teachers’ teaching experience and destruction of school property.

  • Kompetencje i problemy nauczyciela w zakresie nauczania edukacji medialnej

    Author: Renata Matusiak
    Institution: Uniwersytet Marii Curie-Skłodowskiej w Lublinie
    Year of publication: 2017
    Source: Show
    Pages: 52-63
    DOI Address: -
    PDF: kim/2017_2/kim2017205.pdf

    Teacher competences and competences in teaching media education
    Media education is a relatively new field of knowledge in Poland. Continuous research into the meaning and role of media education is ongoing. The media has a great impact on society, as well as its youngest members: children and adolescents. In particular, the didactic and educational process of which they are participants. In order to clarify how media education should be implemented, the importance of media education for the didactic process has been taken into account in this paper, taking into account the role of the educational environment as a family and discussing the competences and problems of teachers implementing media education in school settings. One of the main elements was discussing the difficulties encountered in the work of a teacher who often did not have the necessary academic or didactic preparation to carry out media education in a variety of subjects. As a result, the quality and level of competency acquired by students is much lower than in countries such as Finland or the United Kingdom, where examples of good practice in developing skills not only of pupils but also of educators.

  • The art of building teacher’s skills and tools

    Author: Małgorzata Kabat
    Institution: Adam Mickiewicz University in Poznań
    Year of publication: 2017
    Source: Show
    Pages: 31-45
    DOI Address: https://doi.org/10.15804/IFforE2017.02
    PDF: iffe/10/iffe1002.pdf

    The concept of the art of building teacher’s skills and tools is seen as a potential for proficiency in didactic and educational activities. Individual predispositions conducive to teachers’ predictable and/or creative activities are demonstrated. R. J. Sternberg’s investment theory of creativity, which fits into the phases of teachers’ professional development, turns out to be helpful in forming their skills and tools. In each phase, both methodological models and creative solutions are sought, and as such, they are discussed by means of theoretical divagations and selected research findings.

  • Kompetencje społeczne i międzykulturowe nauczycieli i pedagogów w świetle badań własnych

    Author: Mariola Badowska
    E-mail: mbadowska@ah.edu.pl
    Institution: Akademia Humanistyczna im. Aleksandra Gieysztora w Pułtusku
    Year of publication: 2018
    Source: Show
    Pages: 184–200
    DOI Address: https://doi.org/10.15804/kie.2018.03.12
    PDF: kie/121/kie12112.pdf

    School is the basic institution introducing into the world of civic values and shaping prosocial attitudes and behaviors. Properly shaped social and intercultural competences are essential for proper functioning in everyday life, which is why in the education process they should be constantly developed and concern both teachers and students. By taking an active part in the mutual learning process, individual individuals can become citizens of the world with high competences. In addition to theoretical considerations regarding the desirable competences of teachers and educators working in a multicultural classroom, the article presents statements of representatives of the pedagogical group allowing to estimate their social and intercultural competences and their self-esteem in this regard.

  • (nie)Wiedza nauczycieli mieszkających na pograniczu polsko-czeskim o swoich sąsiadach

    Author: Anna Szafrańska
    Institution: Uniwersytet Śląski w Katowicach
    Year of publication: 2018
    Source: Show
    Pages: 195-206
    DOI Address: https://doi.org/10.15804/em.2018.02.10
    PDF: em/9/em910.pdf

    Położenie geograficzne może być czynnikiem sprzyjającym nawiązywaniu bliższych międzysąsiedzkich relacji. Dzisiaj liczne granice – tak jak właśnie polsko-czeska – mają charakter „zdematerializowany” i istnieją w pamięci i świadomości ludzi. Czy jednak rzeczywiście bliskie sąsiedztwo, podobne uwarunkowania społeczne i kulturowe a nawet bliskość językowa powoduje, że poszukujemy wiedzy o swoich sąsiadach? W naszym kraju od kilku lat możemy obserwować swoiste zafascynowanie Czechami. To wszystko ma swój wymiar ogólnopolski. Czy jednak sytuacja na pograniczu, a więc w bezpośrednim sąsiedztwie, jest podobna? W realizowanych przeze mnie badaniach wśród nauczycieli mieszkających na pograniczu polsko-czeskim interesowało mnie, jak respondenci oceniają swoją wiedzę o Czechach i jak opisują swoich sąsiadów.

  • Plurilingual and intercultural awareness of future teachers

    Author: Dana Hanesová
    Year of publication: 2015
    Source: Show
    Pages: 79-90
    DOI Address: https://doi.org/10.15804/tner.2015.42.4.06
    PDF: tner/201504/tner20150406.pdf

    The study focuses on some aspects of plurilingual and intercultural competences of future teachers-their theoretical outcomes and data from comparison of two research studies. After presenting the main concepts and situation in Slovakia, it describes and compares aims, samples, methodology and data from 2 studies (2002, 2015) on the perception of the need to use various foreign languages and cultures, especially in the performance of the teaching profession. Their comparison gives evidence about areas in which it has grown.

  • Everyday professional life experiences of teachers in the midlife transition period

    Author: Jiří Prokop
    Author: Joanna M. Łukasik
    Year of publication: 2015
    Source: Show
    Pages: 207-217
    DOI Address: https://doi.org/10.15804/tner.2015.41.3.17
    PDF: tner/201503/tner20150317.pdf

    The article presents the meaning of professional work as experienced by teachers in the midlife transition period (the concept by P. Oleś). Qualitative research conducted with the use of an autobiographical method (a reference to the journal writing tradition of F. Znaniecki and his followers, including pedeutology experts) has been placed within the framework of everyday life sociology as presented by A. Schütz, P. Berger and T. Luckmann, and P. Sztompka. The purpose of the presented study is to focus on how the stage of one’s development influences the quality of work and determines the meaning and importance of professional experiences. In order to describe it, a reference has been made to the research conducted among 6 female teachers in the midlife transition period.

  • Analysis of modern teachers’ educational needs in the context of their professional and personal development

    Author: Larysa Lukianova
    Institution: National Academy of Educational Sciences of Ukraine in Kyiv
    Year of publication: 2019
    Source: Show
    Pages: 151-165
    DOI Address: https://doi.org/10.15804/IFforE2019.10
    PDF: iffe/12/iffe1210.pdf

    The author of the article expresses the opinion that teachers’ professional activity, their professional and personal development is an important multidimensional and multi-faceted problem that requires an in-depth analysis. One of effective ways of solving the problem would be to study the needs of teachertraining, since the gap between professional education received in higher educational institutions and the upgrade of qualifications which takes place every five years, as well as lack of motivation for professional development, fail to contribute to the overcoming of many negative phenomena (pedagogical crises, pedagogical burnout, professional stagnation). The article describes the categories of development (personal and professional) and educational needs (of modern teachers) and investigates the peculiarities of forming teachers’ educational needs. Research results among different age groups are presented. The purpose of this study was to find out the level of the demand for educational needs, to assess the quality of educational services which are provided, to identify the driving motives, as well as to determine the prospects for improving the effectiveness of educational activities within this category.

  • The relationship of a teacher and a learner from different cultural backgrounds: some retrospective views of the young Romani

    Author: Renáta Matušů
    Institution: Tomas Bata University in Zlín
    ORCID: https://orcid.org/0000-0002-4484-2627
    Year of publication: 2020
    Source: Show
    Pages: 120-129
    DOI Address: https://doi.org/10.15804/em.2020.02.05
    PDF: em/13/em1305.pdf

    Formalna i nieformalna relacja między nauczycielem a uczniem jest istotnym aspektem, który bezpośrednio przekłada się na jakość procesu edukacyjnego. Z perspektywy inkluzji istnieje jeszcze większa potrzeba skupienia uwagi także na płaszczyźnie relacji nauczyciela i ucznia z innego kręgu kulturowego, ponieważ specyfika społeczno-kulturowa przenika do codziennych interakcji w szkole i w istotny sposób warunkuje motywację i uczenie się ucznia romskiego. Celem prezentowanych w artykule badań było wyjaśnienie istotnych aspektów relacji nauczyciel-uczeń, które mają wpływ na młodych Romów, oraz na ich postrzeganie szkoły i edukacji. Z badań wynika, że za istotne aspekty można uznać postrzeganie nauczycieli przez uczniów (koncepcje wstępne), poziom otrzymywanej pomocy i wsparcia, nierówności i dzielenie się z uczniami informacjami o ich perspektywach.

  • O roli nauczyciela akademickiego w opinii polskich i zagranicznych studentów

    Author: Edyta Nowak-Żółty
    Institution: Akademia WSB
    ORCID: https://orcid.org/0000-0003-4212-9497
    Year of publication: 2020
    Source: Show
    Pages: 310-322
    DOI Address: https://doi.org/10.15804/em.2020.02.17
    PDF: em/13/em1317.pdf

    Artykuł przybliża czytelnikowi wybrane aspekty obrazu nauczyciela akademickiego w deklaracji grupy studentów polskich i zagranicznych. W związku z zwiększającym się udziałem studentów z zagranicy w polskim rynku edukacyjnym autorka poszukiwała odpowiedzi na temat oczekiwań studentów związanych z rolą nauczyciela akademickiego. Celem artykułu jest przedstawienie wybranych aspektów roli nauczyciela w opinii studentów zagranicznych oraz polskich. Badanie opinii studentów zostało przeprowadzone w maju i czerwcu 2019 roku w Akademii WSB w Dąbrowie Górniczej, gdzie uczą się studenci z Polski, Ukrainy i wielu innych krajów świata. Autorka zakładała, że z powodu różnic kulturowych obraz nauczyciela akademickiego w oczach poszczególnych grup studentów może się różnić. Z przeprowadzonych badań wynika jednak, że studenci, co prawda, preferują różne formy zajęć, ale niezależnie od kraju, z którego pochodzą, oczekują aktywnego i energicznego nauczyciela, przekazującego wiedzę w sposób jasny i zrozumiały, będącego profesjonalistą w swojej pracy.

  • Correlation between Emotional Intelligence and Creative Behaviour of Primary School Teachers

    Author: Katarzyna Szorc
    E-mail: k.szorc@uwb.edu.pl
    Institution: University of Białystok, Poland
    ORCID: https://orcid.org/0000-0002-8911-6979
    Year of publication: 2020
    Source: Show
    Pages: 176-191
    DOI Address: https://doi.org/10.15804/kie.2020.04.11
    PDF: kie/130/kie13011.pdf

    There is a certain amount of research that proves that positive emotions and mood play an important role in creative human activity (Abele-Brehm, 1992; Tokarz, 2011; Kunat, 2015). Particularly valuable is ability to recognise emotions and communicate them. It is also important to accept experienced emotions, gain a skill to react accordingly as well as ability to evoke and regulate emotions. According to Salovey and Mayer’s model, the aforementioned dispositions are elements of emotional intelligence. It turns out that emotional intelligence can stimulate creative activity since it enables management of emotional expenditure (Nęcka, 2001). The paper presents results of research conducted among teachers of primary schools. It was assumed that there is a correlation between emotional intelligence and creative activity of teachers. The research can contribute to development of emotional skills of teachers and to intensify their creative activity. That, in turn, can translate into shaping of innovative school environment that fits the needs of contemporary young person - a student.

  • The Teacher and the Idea of Society 5.0 – Initial Diagnosis of the Problem

    Published online: 17 June 2021
    Final submission: 5 May 2021
    Printed issue: December 2021
    Author: Beata Pituła
    E-mail: beata.pitula@polsl.pl
    Institution: Silesian University of Technology (Poland)
    ORCID: https://orcid.org/0000-0002-7691-3821
    Source: Show
    Page no: 17
    Pages: 149-165
    DOI Address: https://doi.org/10.15804/ppsy202107
    PDF: ppsy/50/ppsy202107.pdf

    The primary aim of this article is to present the results and research findings of a pilot study on teachers’ attitudes manifested toward the idea of society 5.0. The study is a part of one of the priority research areas of the Silesian University of Technology – Processes automation and Industry 4.0. in terms of the socio-cultural and methodological implications of Industry 4.0. Eighty-four teachers participated in the research and completed the questionnaire electronically. The research bores the characteristics of a preliminary diagnosis of the problem. Hence, the collected empirical material does not allow the formulation of methodologically valid conclusions. However, it may constitute a “voice in the discussion” on the preparation of teachers for the inevitable change of the role of the school and the teacher in the new society.

  • Pedagogia autorytetu. Przyczynek do dyskusji nad podmiotowością dziecka

    Author: Adela Bożena Kożyczkowska
    E-mail: adela.kozyczkowska@ug.edu.pl
    Institution: Uniwersytet Gdański, Polska
    ORCID: https://orcid.org/0000-0002-7952-1321
    Year of publication: 2021
    Source: Show
    Pages: 156-168
    DOI Address: https://doi.org/10.15804/kie.2021.01.09
    PDF: kie/131/kie13109.pdf

    The text presents a weighty problem of the authority in pre-school education, which as an element of educational practice plays a decisive role in the process of generating cultural awareness of the child. The direct subject of the analysis are fragments of teacher-student dialogues that focus on the problem of authority; its practical exemplification is St. Francis (also the patron of the kindergarten in which the research was carried out). The teacher is participation in the process of transmitting knowledge about authority and in creating an emotional relationship between authority and student is particularly interesting. The problem of authority, which was essential for the article, turned out to be important for recognizing the importance of the so-called pedagogy of authority within which the child’s identity is at stake. In this sense, the article is a contribution to the discussion on the construction of the child’s subjectivity in the institutional context.

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