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Contents

Author: The Editors
Year of publication: 2020
Source: Show
Pages: 5-6
DOI Address: -
PDF: kie/130/kie130toc.pdf

TABLE OF CONTENTS

SPIS TREŚCI

Publikacja “Kultura i Edukacja” w języku angielskim, udostępnienie wersji cyfrowej w wolnym dostępie i zabezpieczenie oryginalności publikacji zgodne ze standardem COPE – zadania finansowane w ramach umowy 853/P-DUNdem/2018 ze środków Ministra Nauki i Szkolnictwa Wyższego przeznaczonych na działalność upowszechniającą naukę.

Relationship between the Finnish Education and Teachers’ Professional Development in the Perspective of Contemporary Challenges: Selected Aspects

Author: Arleta Suwalska
Institution: University of Łódź, Polan
ORCID: https://orcid.org/0000-0003-0713-8451
Year of publication: 2020
Source: Show
Pages: 10-24
DOI Address: https://doi.org/10.15804/kie.2020.04.01
PDF: kie/130/kie13001.pdf

This article presents the relationship between the Finnish educational change in schools (the Finnish Reform Movement), selected aspects of teachers’ professional development and context of educational thinking influenced by John Dewey’s pedagogy. The successful change of schools “calls for a ‘new professionalism’ in which teachers’ work is based on research-based, outcomes-oriented, data-driven and team focused at the same time as it is globalised, localised and individualised, with lifelong professional learning the norm for the specialist in school education” (Caldwell, 2003, p. 8). In this light, the article presents an overview of in-service training of teachers, cooperative learning and teachers’ autonomy in schools in the context of teachers’ professional development.

equity in educational system cooperative learning in-service training of teachers teachers’ autonomy in schools teacher professional development the Nordic Model of Social Democracy John Dewey’s pedagogy

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Constructing Social Cohesion in Vietnamese Public Schools: The Methods, and Students’ Forgotten Identities

Author: Truc Thanh Truong
Institution: University of Northampton, UK
ORCID: 0000-0003-4187-9181
Author: James Underwood
Institution: University of Northampton
ORCID: https://orcid.org/0000-0001-9351-2408
Year of publication: 2020
Source: Show
Pages: 25-42
DOI Address: https://doi.org/10.15804/kie.2020.04.02
PDF: kie/130/kie13002.pdf

There are four main areas through which education can foster social cohesion, these are: curriculum design; an appropriate classroom climate of dialogue and respect; equal opportunities for all learners; and diverse school programmes that encompass the interests and experiences of the learning community. In this paper, by intersecting these concepts with the lead author’s experiences as a student in Vietnam’s primary and secondary public schools, we explore how social cohesion in constructed within the Vietnamese school system and the impact this has on student identity. Further focus is provided by analysing in-depth three fundamental aspects of the Vietnamese education system. These are: moral education; Vietnam’s national rite of saluting the flag; and didactic, teacher-focused teaching. The latter section of the essay then critically evaluates some shortcomings associated with the teaching of social cohesion in Vietnam. The purpose of this paper is to add meaning to those cultural features of schooling that have been taken for granted by Vietnamese people and also to highlight the need to find a balance between social cohesion and individuality in the Vietnamese educational system, so that in future current flaws can be erased. This paper is a conceptual paper informed by research literature. However, it also embraces an auto-ethnographic approach and in doing so extends the parameters of academic writing within a Vietnamese context.

social cohesion Vietnamese education moral education Confucianism auto-ethnography state schools

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Language as an Element of Identity: Language of National Minorities in the Educational Systems of Belarus, the Czech Republic, Poland, and Ukraine

Author: Barbara Grabowska
Institution: University of Silesia in Katowice, Poland
ORCID: https://orcid.org/0000-0003-2558-0294
Author: Łukasz Kwadrans
Institution: University of Silesia in Katowice, Poland
ORCID: https://orcid.org/0000-0001-6102-2308
Year of publication: 2020
Source: Show
Pages: 43-59
DOI Address: https://doi.org/10.15804/kie.2020.04.03
PDF: kie/130/kie13003.pdf

Life in a culturally diverse environment and being a national minority member causes the socialization of young people to occur in more than one language. Language is not only a medium of culture but also a core element of identity. This article discusses the implementation of the right of national minorities to education in their languages. In Belarus, the Czech Republic, Poland, and Ukraine, there are national minorities of autochthonous character, along with schools with the language of a particular minority as the teaching language. The most developed and numerous network of schools operating in the official school system is in the Czech Republic. In Belarus and Ukraine, the legal possibility of opening and running minority schools was introduced several years ago. Not without significance is the functioning of parish schools, Saturday-Sunday schools, national or ethnic clubs. Apart from family, school is the basic place of learning the minority language, an important element of national identity. At school, learners deepen their cultural competences, within their national, majority group and European culture.

national minorities Education language identity Belarus the Czech Republic Poland Ukraine

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Investment in Career Capital as an Important Factor in the Individual’s Employability Development: Educational Challenges

Author: Lucyna Myszka-Strychalska
Institution: Adam Mickiewicz University in Poznań, Poland
ORCID: https://orcid.org/0000-0003-2973-1379
Year of publication: 2020
Source: Show
Pages: 60-79
DOI Address: https://doi.org/10.15804/kie.2020.04.04
PDF: kie/130/kie13004.pdf

The increasing flexibility and uncertainty of permanent employment as well as the complexity of career paths in the modern labor market makes the ability to acquire, maintain and change employment in the long term critically important. In a situation in which a professional career is perceived as a status owned by an individual, it is worth looking at factors determining employability in the individual and social dimension. All the entity’s activities aimed at investing in shaping their professional future have measurable value for increasing its competitiveness on the labor market, which is not without significance for building career capital. The aim of the article is to present the assumptions of the modern concept of employability and its importance for the individual’s career capital. The article also attempts to analyze the tasks set for education in the area of employability development of young people preparing to take up professional activity.

career capital employability labor market educational challenges

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Teacher’s Expertise in the Context of Didactic Paradigms’ Multifariousness

Author: Jolanta Gałecka
Institution: University of Gdańsk, Poland
ORCID: https://orcid.org/0000-0003-1525-8912
Year of publication: 2020
Source: Show
Pages: 80-93
DOI Address: https://doi.org/10.15804/kie.2020.04.05
PDF: kie/130/kie13005.pdf

Many professions have some identified features or performance rules that are considered characteristic of an expert. However the standards and expectations regarding teachers’ work might not have been clear to the majority of the teachers. The attributes that are demanded or expected from teachers are very diversified and span many fields of expertise. One of the reasons behind it may be the co-existence of multiple paradigms in the social sciences. Those paradigms cannot be applied simultaneously since the disparities between them are often insurmountable. Yet they define the role of a teacher and hence are crucial to the assertion of expertise in teaching. Therefore I come to the conclusion that understanding paradigms and their consequences for the role of a teacher may provide the necessary criteria of performance and a path to becoming an expert teacher. Without the knowledge and understanding of the basic concepts and the meaning of what it is that the teacher is trying to achieve through their performance, the teacher will not be able to work deliberately on their development or to critically reflect on it.

self-efficacy teachers’ professional development self-awareness didactic paradigms expertise in pedagogy expert teacher

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The Educational Turn in Contemporary Art and Critical Aesthetic Pedagogy: Rethinking the Theory of Aesthetic Education

Author: Barbara Kwiatkowska-Tybulewicz
Institution: University of Warsaw, Poland
ORCID: https://orcid.org/0000-0002-8927-8943
Year of publication: 2020
Source: Show
Pages: 94-108
DOI Address: https://doi.org/10.15804/kie.2020.04.06
PDF: kie/130/kie13006.pdf

The article presents the two phenomena observed in the space of art and education in 21st century, which may constitute the basis for rethinking and modernizing the theory of aesthetic education. The first is the educational turn in contemporary art, consisting in the use of pedagogical methods and forms by artists in their creative work. Education becomes not only the subject of contemporary artistic projects, but above all, an artistic practice, the foundations of which were taken from radical pedagogy. The second element important for rethinking the theory of aesthetic education is the perspective of critical pedagogy. The article briefly presents Yolanda Medina’s Critical Aesthetic Pedagogy, which tries to combine aesthetic pedagogy with a critical approach in the context of self and social empowerment. New ways of intertwining the spheres of art and education in the 21st century may be an opportunity to renew and modernize both the practice and theory of aesthetic education, and to strengthen the aesthetic education approach in Polish pedagogy.

aesthetic education contemporary art smart education critical pedagogy

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Training Young Readers in a Multicultural World

Author: Simoneta Babiaková
Institution: Matej Bel University in Banska Bystrica, Slovakia
ORCID: https://orcid.org/0000-0002-4038-7006
Year of publication: 2020
Source: Show
Pages: 111-124
DOI Address: https://doi.org/10.15804/kie.2020.04.07
PDF: kie/130/kie13007.pdf

This article presents the issue of child readership in a multicultural world. The article is based on the VEGA 1/0455/18 research project named “Research and Development of Reading Enthusiasm with Younger School-Age Learners”,2 in which a team focused its research activities on the personality traits of readers, the social context of reading and their reading preferences. The period when children first encounter a book induces and stimulates a cultural need in children. This need appears at a pre-school age and fully develops during the early schooling years of a child. The current multicultural school presents relatively new social contexts that accompany the child in the context of their reading experience and experiences. The contents, genres and forms that children currently prefer when reading change in connection with cultural and social diversity. The article presents certain findings from two phases of research in which the research team used the qualitative method of discussions with focus groups and a questionnaire to identify the typical traits of readers and non-readers, the social context of readership and their preferred content, forms and media. Several noteworthy differences were identified, which are closely related to a multicultural environment and significantly differentiate the young readers of today from readers in the past.

the social context of readership reading preferences reading enthusiasm young readers multicultural education

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A Glimpse of the Cultural Differences between China and the US and the Implications on Intercultural Communication

Author: Lulu Hao
Institution: Luoyang Normal University, China
ORCID: https://orcid.org/0000-0003-0502-8726
Year of publication: 2020
Source: Show
Pages: 125-137
DOI Address: https://doi.org/10.15804/kie.2020.04.08
PDF: kie/130/kie13008.pdf

In the context of globalization and the increasingly frequent intercultural communication, the author illustrated some of the typical cultural differences between China and the US, bearing in mind that cultural knowledge is one of the indispensable element for developing intercultural communicative competence. The major differences include communication rituals, customary symbols and expressions, values, and ways of thinking, etc. The purpose is to inform readers who may be interested in both cultures and are motivated to learn cultural knowledge as the basis for more effective and appropriate intercultural communication. The research goal is to study the cultural differences and reflect on their implications on intercultural communication.

implications ways of thinking values, customary symbols and expressions communication rituals cultural differences China and the US intercultural communication

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Experiencing Migration: A Child in a New Socio-Cultural Environment

Author: Anna Młynarczuk-Sokołowska
Institution: University of Białystok, Poland
ORCID: https://orcid.org/0000-0002-3355-0098
Year of publication: 2020
Source: Show
Pages: 138-158
DOI Address: https://doi.org/10.15804/kie.2020.04.09
PDF: kie/130/kie13009.pdf

The paper is devoted to chosen aspects of the situation of a child with migration experience in a new socio-cultural reality. The analyses undertaken in the article show the dilemmas and difficulties which accompany an individual functioning in the conditions of cultural differences. The text consists of two complementary parts. The first one presents specificity of enculturation and acculturation processes (learning of own and new culture). The second part describes the threads related to experiencing cultural differences and their psychological and social consequences. The consideration included in the paper enrich the narratives of people who experienced/are experiencing migration (mainly in the childhood) which are the results of empirical research (Polish context). The article may be useful to everyone who is interested in the issues of socio-cultural adaptation of children with migration experience.

Education cultural differences acculturation child experience of migration

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Participation of the Beginner Teacher in Social and Cultural Space of the School: On the Need of Transgressive Opening to Change

Author: Magdalena Grochowalska
Institution: The Pedagogical University of Cracow, Poland
ORCID: https://orcid.org/0000-0002-3580-5525
Year of publication: 2020
Source: Show
Pages: 159-175
DOI Address: https://doi.org/10.15804/kie.2020.04.10
PDF: kie/130/kie13010.pdf

The text discusses the issue of rooting of a beginner teacher in the social and cultural space of the school. The article is intended to raise awareness about possible fields of tension in the school culture, which - as identified in the experience of teachers - may serve as a barrier for functioning of a novice at school. In the beginning I presented a short discussion of the essence of school culture, and pointed out to possible presentation of problems related to functioning of a beginner teacher in it. In this background I presented assumptions and results of my own studies devoted to looking for an own place in school culture by a novice. From the perspective of teachers, when referring to their opinions I presented what types of own experience may be identified in the process of participation in school life and what types of anchors are used by novices. The discussion develops the thesis that due to multiplicity and locality of school cultures, a novice cannot learn them during their academic education, but they may be transgressively open to the notion of difficult embedding into the social and cultural space of school. The data obtained show that the teachers try to understand their own experiences and juxtapose them with their limited knowledge about school life when they start their work. The results show that they are motivated to take transgressive actions, and actively look for reference sources to formulate the interpretation framework and define a situation which is new to them. This can be understood as an attempt to immerse in the social world of the school and become an inherent part of the school culture.

types of anchors transgression professional socialization school culture beginning teachers

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Correlation between Emotional Intelligence and Creative Behaviour of Primary School Teachers

Author: Katarzyna Szorc
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.

primary school teacher creative behaviours emotional intelligence

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Agnieszka Dziedziczak-Foltyn, Beata Karpińska-Musiał, Adrianna Sarnat-Ciastko, Tutoring drogą do doskonałości akademickiej. Percepcja i implementacja personalizacji kształcenia w polskim szkolnictwie wyższym w latach 2014–2019 [Tutoring as a Path to Acade

Author: Anna Maria Kola
Institution: Nicolaus Copernicus University in Toruń, Poland
ORCID: https://orcid.org/0000-0002-6208-8701
Year of publication: 2020
Source: Show
Pages: 195-204
DOI Address: https://doi.org/10.15804/kie.2020.04.12
PDF: kie/130/kie13012.pdf

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Notes on Authors

Author: The Editors
Year of publication: 2020
Source: Show
Pages: 212-213
DOI Address: -
PDF: kie/130/kie130auth.pdf

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