- 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.
- Author:
Sántha Kálmán
- E-mail:
santhak@almos.uni-pannon.hu
- 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.
- Author:
Monika Frania
- E-mail:
monika.frania@us.edu.pl
- Institution:
University of Silesia in Katowice
- ORCID:
https://orcid.org/0000-0002-2647-7363
- Author:
Fernando Luís de Sousa Correia
- E-mail:
fernandoc@staff.uma.pt
- Institution:
University of Madeira
- ORCID:
https://orcid.org/0000-0002-9960-9419
- Author:
Ana Maria França Freitas Kot Kotecki
- E-mail:
anak@staff.uma.pt
- Institution:
University of Madeira
- ORCID:
https://orcid.org/0000-0002-4313-8363
- Author:
Ivana Batarelo Kokić
- E-mail:
batarelo@ffst.hr
- Institution:
University of Split
- ORCID:
https://orcid.org/0000-0002-8830-6252
- Year of publication:
2022
- Source:
Show
- Pages:
13-26
- DOI Address:
https://doi.org/10.15804/tner.2022.69.3.01
- PDF:
tner/202203/tner6901.pdf
At the threshold of emerging parallel immersive environments and metaverse worlds, the use of social media to build interpersonal relationships is a common phenomenon. This study aimed to diagnose, describe, and compare the use of social media to build and sustain interpersonal contacts and to refer to the level of interpersonal competences among students of pedagogical courses in two selected universities in Poland and Portugal. The studies were quantitative and employed the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis, as well as the author’s own questionnaire. The analyses show that social media play a major role in building interpersonal relationships for Polish and Portuguese students in areas such as establishing new contacts, maintaining offline relationships, mutual learning and self-presentation. Non-face-to-face relations may interfere with establishing contact face to face. The analyses also show that the level of interpersonal competences among the respondents in terms of the skills and readiness to provide emotional support to others is differentiated by the way and scope of social media usage in the area under consideration. It can be assumed that in the group of respondents, the more they are willing and able to provide emotional support to others, the more effective and balanced way they use social media in building interpersonal relationships.
- Author:
Олена Будник
- E-mail:
olena.budnyk@pnu.edu.ua
- Institution:
Прикарпатський національний університет імені Василя Стефаника, Україна
- ORCID:
https://orcid.org/0000-0002-5764-6748
- Author:
Інна Ніколаєску
- E-mail:
nikolaesky@ukr.net
- Institution:
Черкаський національний університет імені Богдана Хмельницького, Україна
- ORCID:
https://orcid.org/0000-0002-9928-9291
- Year of publication:
2022
- Source:
Show
- Pages:
69-78
- DOI Address:
https://doi.org/10.15804/ve.2022.02.08
- PDF:
ve/2/ve208.pdf
Digital Technologies in the Preparation of Future Teachers: Modern Challenges of Distance Education
The article highlights the theoretical and practical aspects of the organization of distance education in Ukraine, which has become especially active in the current conditions of the coronavirus pandemic and the imposed martial law due to large-scale Russian invasion. The research methods that allowed to conduct high-quality scientific research on the research issue in the field of higher education in Ukraine are highlighted. The article analyzes the social challenges, which relate primarily to the preparation of future teachers for the use of digital technologies in teaching. The need for professional training of future teachers is obvious, as graduates in further professional activities must be able to organize and implement the educational process in educational institutions using the potential of information and communication technologies, which is one of the most important professional competencies of modern professionals. The results of an empirical study of the outlined problem, which involved teachers from different regions of Ukraine (some of the respondents were students studying at the university and gaining the profession of teacher) are presented. The survey method revealed the understanding of teachers of educational institutions of different types of existing problems and challenges regarding the use of digital resources and tools in distance learning of students. The sample included different age categories of respondents: Boomer Generation, Generation X and Millennium (Generation Y). It was found that some respondents have difficulties in using didactic knowledge in distance learning (36.4%), creating moral and psychological comfort (36.4%), organizing and stimulating activity (25.5%) and effective online communication (21, 8%). Some digital technologies and tools for distance learning of future teachers and organizational forms of using information and communication technologies (ICT) are outlined.
- Author:
Kateryna Fomin
- E-mail:
kateryna.fomin@pnu.edu.ua
- Institution:
Associate Professor Vasyl Stefanyk Precarpathian National University
- ORCID:
https://orcid.org/0000-0001-6005-7357
- Author:
Olena Budnyk
- E-mail:
olena.budnyk@pnu.edu.ua
- Institution:
Professor Vasyl Stefanyk Precarpathian National University
- ORCID:
https://orcid.org/0000-0002-5764-6748
- Author:
Alexander Chinchoy
- E-mail:
chinchoy@ukr.net
- Institution:
Associate Professor Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
- ORCID:
https://orcid.org/0000-0002-2572-1416
- Author:
Mariіa Klepar
- E-mail:
mariia.klepar@pnu.edu.ua
- Institution:
Professor Vasyl Stefanyk Precarpathian National University
- ORCID:
https://orcid.org/0000-0001-7715-7928
- Year of publication:
2022
- Source:
Show
- Pages:
13-21
- DOI Address:
https://doi.org/10.15804/ve.2022.01.01
- PDF:
ve/1/ve101.pdf
The article substantiates the relevance of the problem of implementation of interactive teaching methods in the process of future teacher’s distance (mixed) training in higher education institutions. The theoretical aspects of the outlined problem are covered through the analysis of the content of the main concepts: interactive technologies, dialogue, educational dialogue, distance education, etc. Considerable attention is paid to the presentation of the philosophical and didactic principles of future teacher training to use interactive technologies (in particular, the principles of humanism, anthropological perspective, nature conformity, educational feedback interaction, pedagogical optimism, scientific organisation of the educational dialogue, the communicative orientation of teaching, speech ethics, modelling problem situations in education. Some types of interactive learning are presented and recommended for working with students in teaching socio-humanitarian, natural science, and math disciplines. The necessity to develop future teachers’ communicative activity, critical thinking, and team interaction to conduct constructive dialogues, considering the realities of online and offline learning, is emphasised.
- Author:
Stanislav Bendl
- E-mail:
stanislav.bendl@pedf.cuni.cz
- Institution:
Charles University in Prague
- Author:
Hana Voňková
- E-mail:
hana.vonkova@pedf.cuni.cz
- Institution:
Charles University in Prague
- Author:
Michal Zvírotský
- E-mail:
michal.zvirotsky@pedf.cuni.cz
- Institution:
Charles University in Prague
- Year of publication:
2013
- Source:
Show
- Pages:
301-312
- DOI Address:
https://doi.org/10.15804/tner.13.32.2.25
- PDF:
tner/201302/tner3225.pdf
One goal of the Bologna process is to restructure European university programs from monolithic five-year programs into two cycles, bachelor’s and master’s. In this paper, we ask academic staff (n=52) and students (n=126) at the Faculty of Education of Charles University in Prague about their opinions on the implementation of the two-cycle system at their faculty. Nine out of ten academic staff and three out of ten students prefer the old five-year programs, arguing that the two-cycle system is not suitable for teacher training, subject courses are not sufficiently linked with teaching courses and that bachelor’s graduates cannot find jobs at schools. Students tend to prefer the two-cycle system, mostly because they get the bachelor’s degree. Our results can be used as empirical evidence in discussion about possible changes of teacher training programs.
- Author:
Bronislava Kasaćova
- Institution:
Matej Bel University Banska Bystrica, Slovak Republic
- Year of publication:
2004
- Source:
Show
- Pages:
93-104
- DOI Address:
https://doi.org/10.15804/tner.04.2.1.09
- PDF:
tner/200401/tner209.pdf
The study brings an outline of pedeutological bases as well as reasons of changes in teacher training in the sense of neo-professionalism. The following subjects are taken into account: changes to view teacher's profession; foreign researches on investigation in teacher training; reflection as a tool of teacher's professional development; phenomenological analysis, portfolios and diaries in student's reflection; reflection in the process of becoming a teacher.
- Author:
Ľudovít Višňovský
- Institution:
Matej Bel University Banska Bystrica, Slovak Republic
- Year of publication:
2004
- Source:
Show
- Pages:
13-26
- DOI Address:
https://doi.org/10.15804/tner.04.4.3.01
- PDF:
tner/200403/tner401.pdf
The study gives out a survey of the university teacher training in Banska Bystrica over the last 50 years as well as the role of the Pedagogic Faculty in its implementation. It concerns the history of education, its content, priorities and perspectives.
- Author:
Alena Doušková
- E-mail:
adouskova@pdf.umb.sk
- Institution:
Matej Bel University, Slovak Republic
- Year of publication:
2005
- Source:
Show
- Pages:
129-138
- DOI Address:
https://doi.org/10.15804/tner.05.5.1.11
- PDF:
tner/200501/tner511.pdf
The contribution addresses the problems of teacher training for curriculum as a process of curriculum planning for pupils in educational situations. The author characterizes curriculum projects according to the length of their duration; she mentions the components of the thematic plan of curriculum, and pays attention to the project of the teaching unit, the structure of the education situation as its basic element.
- Author:
Aneta Rogalska-Marasińska
- Institution:
Uniwersytet Łódzki
- ORCID:
https://orcid.org/0000-0003-4899-5441
- Year of publication:
2024
- Source:
Show
- Pages:
40-50
- DOI Address:
https://doi.org/10.15804/em.2024.03.03
- PDF:
em/26/em2603.pdf
Migration as an “independent variable” of intercultural cognition. Challenges for the contemporary teacher
This article is aimed to look at ‘migration’ as a complex social category to support teachers in their preparation for working with students of diverse cultural backgrounds. In all likelihood, the national composition of Polish school will change significantly shortly. Students with complex and non-obvious immigrant experiences will dominate in the first stage. Like an “independent variable”, they will condition the course of social relations, including school relations. Supporting each teacher in extensive preparation for responsible work with students with different cultural experiences becomes a professional necessity and a (self-) educational challenge. As a first step, teachers should, therefore, become familiar with the typology of migration. This knowledge will make it easier for them to determine with whom they are working, i.e. with which baggage of cultural, identity, and migration experiences the other Person comes to them. Secondly, the practical preparation of educators should include intercultural education content to realistically respond to emerging expectations (of students and parents) and the resulting changes and even difficulties. Thirdly, the teacher should understand that, especially, mass immigration is associated with the emergence of overlapping identities, attitudes (including resentment) and the hybridisation of social life. Anticipatory education for a common and promising European future requires the courageous formulation of questions and the search for ways to solve them. For the time being, however, there is a perceptible gap in the intercultural preparation of teachers. It should be reduced as soon as possible because a new society is forming. Its formation should be responsible and accepted by the parties to this process, i.e., the contribution of the educational processes should be crucial.