• Is Technology a Magic Wand? When Tablets’ affordances meet Teaching Practices: Insights on Didactic Design

    Author: Hussein Bougsiaa
    Author: Lucyna Kopciewicz
    Year of publication: 2018
    Source: Show
    Pages: 76-90
    DOI Address: https://doi.org/10.15804/tner.2018.51.1.06
    PDF: tner/201801/tner20180106.pdf

    This text presents and discusses results of empirical research conducted during 3 school semesters (1.5 of school year) in a primary school in Poland. The research focused on the introduction of tablets (iPads) to didactic design and aimed at the observation of learning processes of the entire school community in connection with the appearance of a new educational actor. We used a qualitative research approach, mainly video-ethnography (60 hours of recorded material). This research approach resulted in the identification of maps of teaching and learning practices and their meanings in the changing school field.

  • Przykłady oprogramowania dostępnego jako usługa do wykorzystania w pracy nauczyciela i wykładowcy akademickiego

    Author: Łukasz Kowalski
    Institution: Uniwersytet Marii Curie-Skłodowskiej w Lublinie
    Year of publication: 2017
    Source: Show
    Pages: 64-73
    DOI Address: -
    PDF: kim/2017_2/kim2017206.pdf

    Examples of soft ware available as a service for teachers and lecturers
    In the following article, the author provides and overview of soft ware available to be used by teachers and lecturers in their work. Also presented are external factors worth considering in choosing tools to be used in academic settings.


    Author: Ida Tucci
    Institution: Università di Firenze
    ORCID: https://orcid.org/0000-0001-9940-2031
    Year of publication: 2018
    Source: Show
    Pages: 277-303
    DOI Address: https://doi.org/10.15804/IW.2018.09.27
    PDF: iw/09_2/iw9214.pdf


    This paper presents a series of reflections aimed at simplifying and rationalising the teaching of Italian prepositions in plurilingual learning classes, with particular attention paid to how to classify prepositions and what the best strategy is to introduce them.
    Generally, Italian L2 books present prepositions in a disordered manner, spread over numerous units. Especially in monographs, prepositions are described within more organic categories; nevertheless, this setting exhausts its explanatory aims by matching the various cases to specific nomenclatures, similar to those used by logical analysis, and mostly exemplified by fictitious examples. We noticed that this strategy disorients the learner, who often fails to fully understand the meanings associated with the various Italian prepositions and opts for mnemonic learning. The danger is also that the student more willingly entrusts the translation of certain meanings from L1 to L2, resulting in fossilisations that are difficult to “correct.”
    In the preparation of the didactic materials designed for students enrolled in the Centro di Cultura per Stranieri–University of Florence, Italian prepositions have been grouped into four macrocategories, which, from the semantic-cognitive point of view, have intrinsic affinities in many spoken languages, although they do not fall under the same grammatical nomenclature. In this way, the learner is given the opportunity to actively participate in the formation of an L2 competence and to consider the differences and similarities in L1.

  • Encouraging the development of cognitive operations in early school age children by applying the system of didactic games

    Author: Biljana Stojanović
    Author: Radmila Milovanović
    Author: Ivana Ćirković-Miladinović
    Year of publication: 2016
    Source: Show
    Pages: 139-152
    DOI Address: https://doi.org/10.15804/tner.2016.44.2.11
    PDF: tner/201602/tner20160211.pdf

    The aim of this research was to examine whether the development of cognitive abilities of students can be encouraged under the influence of didactic games. The research was conducted on a sample of 163 first grade primary school pupils and an experiment with parallel groups was applied. The results obtained have shown that there is a statistically significant difference (r=0.000 < 0.05) between the achievements of the experimental and control groups in recognizing, naming, abstracting, forming and defining geometric shapes. Hence, this proved that the possibility of applying this approach at the beginning of schooling should be considered.

  • Emotional intelligence and burnout in the teaching profession

    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

    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.

  • Multidimensionality of Learning - a Report from Some Studies Among Candidates for Teachers

    Author: Alina Szczurek-Boruta
    Institution: University of Silesia
    Year of publication: 2014
    Source: Show
    Pages: 210-218
    DOI Address: https://doi.org/10.15804/tner.
    PDF: tner/201404/tner3816.pdf

    The presented paper is based on extensive multivariate studies conducted in some academic centres of Poland which differ in location (the centre - the borderland) and socio-economic potential. What prevails in the theoretical sphere are references to studies in the area of social psychology of development and to the idea of constructivism. The research results provide a lot of information on teacher education. On the basis of the conducted diagnoses, four dimensions of learning are indicated by the author (identity of the professional role, experiences in relations with the Other, practice, social participation) as well as the process of cogeneration. This constitutes a thought provoking material, which encourages changes in contents and methods (in the current model) of training teachers. Such an approach to teacher education seems appropriate and needed, in compliance with the critical-creative view on educational reality and striving for positive solutions to social (thus also educational) problems. The study enriches knowledge in the field of pedeutology, intercultural education, and some other areas of pedagogy (as a scientific discipline) and education (as a space of social life).

  • Transforming to Teach in an Inclusive Paradigm

    Author: Philippe Garnier
    Institution: INSHEA, Suresnes, France
    ORCID: https://orcid.org/0000-0003-2949-9418
    Year of publication: 2022
    Source: Show
    Pages: 129-138
    DOI Address: https://doi.org/10.15804/tner.
    PDF: tner/202202/tner6810.pdf

    Since the Declaration of Salamanca and the Convention on the Rights of Persons with Disabilities, we have moved to an inclusive paradigm with regard to school. Mainstream schooling has become the rule. Thus, teachers in regular classes must work with all students, including those with special educational needs. It is not easy; many teachers face dilemmas in accommodating all types of students in the same classroom. This conceptual paper proposes a framework based on Mezirow’s transformative learning for understanding the transformations in teacher pedagogy needed to work in an inclusive school. It can be used as a basis for developing training mechanisms to support teachers in their transformation to work in an inclusive school.

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