teacher training

  • Entrepreneurship as the Key Competence of Early Education Teachers in the Context of Employers’ Expectations – Research Report

    Author: Joanna Malinowska
    Author: Marta Kondracka-Szala
    Year of publication: 2017
    Source: Show
    Pages: 239-249
    DOI Address: https://doi.org/10.15804/tner.2017.49.3.19
    PDF: tner/201703/tner20170319.pdf

    The issue undertaken in this article concentrates on entrepreneurship as the key competence of the teachers of preschool and early school children in Poland. A hypothesis was made that developing this competence in the course of professional teacher training is the condition of effective children education. For this purpose, an online survey was conducted with a sample of 232 head teachers of schools and kindergartens (public and private ones). The presented results of the research tackle expectations of employers towards recruited teachers with regards to this competence. Accomplishment of the research project allowed for formulating recommendations for teacher training within the framework of education for entrepreneurship by indicating directions and areas of implementing necessary changes.

  • Teacher Trainees’ Beliefs Concerning Efficient Teaching and Learning – Pedagogical Spaces in Focus

    Author: Sántha Kálmán
    Institution: University of Pannonia
    Year of publication: 2019
    Source: Show
    Pages: 17-29
    DOI Address: https://doi.org/10.15804/tner.2019.55.1.01
    PDF: tner/201901/tner5501.pdf

    The paper focuses on discovering the relationships between pedagogical architecture and classroom didactics. It is looking for an answer to the question what beliefs teacher trainees have about pedagogical spaces, what connections they see between efficient learning and the organisation of pedagogical spaces, and how they would organise space during their own teaching practice. During the study, two methods were used: unstructured reflective diaries (N=29) and fuzzy-set Qualitative Comparative Analysis (fsQCA). The key point of fsQCA data analysis was the conversion of qualitative data into fuzzy sets. This process was done in several steps. Results shed light on the functional space model of the school, and highlighted the significance of individual, social, learning, and private spaces. The complex space representation of the students showed the school architecture, the inner world of the institution, forms, colours, and the unity of objects and internal space. All this has an effect on methodological culture as non-classical space organisation facilitates the use of new generation methods.

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