edukacja wczesnoszkolna

Tolerancja jako wartość i cel w edukacji wielo- i międzykulturowej dziecka w młodszym wiekuszkolnym

Author: Justyna Ryszewska-Banko
Year of publication: 2015
Source: Show
Pages: 214-227
DOI Address: https://doi.org/10.15804/em.2015.13
PDF: em/4/em413.pdf

Kwestia edukacji ku tolerancji w aktualnej rzeczywistości świata bez granic jest wciąż ważnym zagadnieniem. Jest ona wartością priorytetową, wpisaną w cele edukacji wielo- i międzykulturowej. Dzięki temu stajemy się społeczeństwem otwartym. Dlatego też w artykule tym poruszone i omówione zostają zagadnienia dotyczące pojęcia tolerancji, jej zakresów i wymiarów w odniesieniu do założeń edukacji międzykulturowej. Na podstawie uzyskanych opinii nauczycieli podjęta została problematyka tolerancji dziecka w młodszym wieku szkolnym w zakresie przejawiania postaw protolerancyjnych oraz czynników warunkujących dziecięcą nietolerancję.

Edukacja wielokulturowa na lekcjach języka obcego w klasach niższych. Propozycje praktycznych rozwiązań dla nauczycieli

Author: Karina Pastuszka
Year of publication: 2017
Source: Show
Pages: 196-205
DOI Address: https://doi.org/10.15804/em.2017.01.12
PDF: em/6/em612.pdf

Artykuł dotyczy kwestii związanych z wprowadzaniem treści z zakresu edukacji wielokulturowej na lekcjach języka obcego w klasach niższych. Zostały w nim przedstawione praktyczne rozwiązania, dzięki którym nauczyciel może uatrakcyjnić zajęcia, zaciekawić uczniów, a tym samym zachęcić ich do aktywnego udziału. Pozwoli im to na poszerzenie swojej świadomości wielokulturowej, która we współczesnym, zróżnicowanym kulturowo świecie jest podstawą do fascynacji, akceptacji i tolerancji wobec innych kultur.

„Chcę być nauczycielem, ponieważ…” Proces wyboru zawodu na tle autobiografii studentek pedagogiki przedszkolnej i wczesnoszkolnej

Author: Beata Kunat
Institution: Uniwersytet w Białymstoku
ORCID: https://orcid.org/0000-0002-5205-1366
Author: Katarzyna Szorc
Institution: Uniwersytet w Białymstoku
ORCID: https://orcid.org/0000-0002-8911-6979
Year of publication: 2022
Source: Show
Pages: 120-147
DOI Address: https://doi.org/10.15804/kie.2022.03.07
PDF: kie/137/kie13707.pdf

“I would like to be a teacher because...” A process of a choice of profession in the context of autobiography of students of pre-school and early-school pedagogy

The paper presents results of quality research aimed to study autobiographical experience of future teachers of pre-school and early school education concerned with their choice of profession. The research was conducted in 2019/2020 among 164 female students of the second year of pre-school and early school pedagogy at Faculty of Education of University of Białystok. In the first part of article various elements of the research are presented including the object of analysis, characterisation of the environment of investigations and an investigative test. A large part of the article is devoted to the presentation of the research results relating to the motives for choosing the occupation of teacher. Based on casual autobiographical statements of the students the circumstances, events and life experiences were presented that played crucial factors in the process of their job choice. Analysing their narrative prominent figures were identified that played an important part in decision making involved in selecting job of pre-school and early school teacher. The last part of the article includes the research conclusions. Furthermore, implications for theory, practice and research on professional development of teachers are also discussed.

Motywacja osiągnięć zawodowych nauczycieli edukacji wczesnoszkolnej a ich samoocena

Author: Katarzyna Nowosad
Institution: Uniwersytet Marii Curie-Skłodowskiej w Lublinie, Polska
ORCID: https://orcid.org/0000-0002-6841-9890
Year of publication: 2023
Source: Show
Pages: 149-170
DOI Address: https://doi.org/10.15804/kie.2023.01.10
PDF: kie/139/kie13910.pdf

Motivation of professional achievements of early childhood education teachers and their self-esteem

The education of the youngest students requires from teachers not only professional competences but also specific personality traits and motivation that goes beyond common standards, which is a striving to compete with the standards of excellence and adequate self-assessment in terms of their ability to act effectively. Taking into account the importance of this issue, the aim of the undertaken research was to determine the relationship between the motivation of professional achievements of early childhood education teachers and their self-esteem, and to verify the working hypothesis assuming a significant relationship between these variables. The obtained results confirmed the adopted hypothetical assumptions, providing interesting conclusions.

Kompetencje profilaktyczne studentów pedagogiki w świetle badań naukowych

Author: Renata Bernátová
Institution: Uniwersytet Preszowski
ORCID: https://orcid.org/0000-0003-3902-204X
Author: Tetyana Nesterenko
Institution: Państwowy Uniwersytet Pedagogiczny w Berdiańsku
ORCID: https://orcid.org/0000-0001-8294-6235
Author: Sławomir Śliwa
Institution: Akademia Nauk Stosowanych – Wyższa Szkoła Zarządzania i Administracji w Opolu
ORCID: https://orcid.org/0000-0003-0465-0644
Year of publication: 2023
Source: Show
Pages: 45-51
DOI Address: https://doi.org/10.15804/ve.2023.01.05
PDF: ve/5/ve505.pdf

Preventive Competence of Students of Pedagogy in the Light of Scientific Research

The article deals with issues related to preventive competences. In the introduction, an attempt was made to define preventive competences, and then the methodological assumptions of the tests, The theoretical and cognitive goal of the presented research was to diagnose the preventive competences of teaching faculty students in Poland, Slovakia and Ukraine. The practical and implementation goal was to develop practical recommendations for educating preventive teachers in Poland, Slovakia and Ukraine. The main problem for which answers were sought was contained in the question: What are the competences of pedagogy students in teaching faculties? Specific problems: 1. What knowledge do students have about preventive measures? 2. What skills in preventive interventions do students have? 3. What experience do students have in the field of preventive measures? The research used the diagnostic survey method. The Preventive Competence Questionnaire (PCQ) was used, prepared by Sławomir Śliwa. Data analysis was developed using the IBM SPSS Statistics 19 statistical program. The research group consisted of 144 students from Poland (students of the Academy of Management and Administration in Opole) and 207 students from Slovakia (students of the University of Prešov in Prešov) and 39 students from Ukraine (students from the State Pedagogical University in Berdyansk). The research results show what level of knowledge and what level of skills in the field of preventive competences future teachers have. The article indicates areas of knowledge and skills that were rated the lowest and the highest. Finally, practical tips on educating future preventive teachers are included.

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