Values Preferred by Teachers and Students for Teacher Training Faculties

Author: Janusz Stanek
Institution: Academy of Physical Culture, Katowice, Poland
Year of publication: 2005
Source: Show
Pages: 152-170
DOI Address: https://doi.org/10.15804/tner.
PDF: tner/200503/tner711.pdf

In his article, the author outlines the values preferred by teachers and those aspiring to the profession. The presented data point to a very broad convergence between what teachers and students indicated with regard to their attitude towards values. Although one can observe certain, rather subtle, differences (related to, among others, the socio-demographic characteristics of those surveyed), they are of secondary importance and do not cause the axiological bases for the functioning of both groups to differ. What is significant is also the placement of such values as safety, responsibility and children. These values have a static character, connected with necessity and, at the same time, with the need to maintain one’s property. They proved to be slightly more appreciated by teachers than by students. The research shows one essential yet weak correlation: two values, wisdom and honesty, find a slightly wider acknowledgement among teachers than among their future colleagues. The same can be said of the case when the same values are chosen as primary. In this context, referring everything that takes place in the social space to distant, better times seems to be justified. No matter how it was in the real historical dimension, it appears justified to assert that it is undoubtedly better to live in an environment where the majority of those representing a given professional group (especially one as important for the social structure as teachers) recognise the importance of wisdom and honesty.

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.

Barriers Limiting the Initiation and the Usage of Information Technology by Teachers in School

Author: Agnieszka Siemińska-Łosko
Institution: Nicolaus Copernicus University, Toruń
Year of publication: 2006
Source: Show
Pages: 257-265
DOI Address: https://doi.org/10.15804/tner.
PDF: tner/200603/tner1019.pdf

The barriers of using Information Technology by teachers in schools have been classified in the article into technical-communicative, cultural and intellectual. Intellectual barriers were particularly emphasized, pointing to clear defects in teachers’ suitable methodological preparation. The number of causes of rejection by IT teachers as well as teachers of other subjects were presented together with the reasons for rejection of introducing and using IT in school. Analyzing teachers’ views concerning the introduction of IT into the education system, constant establishing of the cultural pattern was indicated. This pattern functions in schools and has roots in memory teaching.

Assessment of the School Climate

Author: Jana Kašpárková
Institution: Polacký University in Olomouc, Czech Republic
Year of publication: 2006
Source: Show
Pages: 285-289
DOI Address: https://doi.org/10.15804/tner.
PDF: tner/200603/tner1021.pdf

This paper deals with the problem of school climate and research into it. We introduce results of school climate assessment at grammar school from the viewpoint of students, teachers and parents.

Teachers and Success – Psychological Characteristics and Perceived Success Sources

Author: Maciej Karwowski
Institution: Academy of Special Education, Warsaw, Poland
Author: Izabela Lebuda
Institution: Academy of Special Education, Warsaw, Poland
Year of publication: 2007
Source: Show
Pages: 177-194
DOI Address: https://doi.org/10.15804/tner.
PDF: tner/200701/tner1114.pdf

In this article three separate, but connected studies are presented. The first and second studies conducted on two large samples of teachers (N=610&N=200) were realized to find an answer to the question about relationship of some personality characteristics (study 1.) or creative attitude (study 2.) and feeling of being a man/ woman of success in teachers’ case. The results showed statistically significant correlations between achieved success (in self-assessment) and such personality traits as: extraversion, conscientiousness and agreeableness (all relations are positive) and a negative correlation with neuroticism. In the second study significant differences in nonconformity, algorithmic behaviour and heuristic behaviour were found between teachers who think about themselves as people of success and those who did not achieve success. Successful teachers (in their own eyes) were more conformist and intellectually rigid (higher algorithmic and lower heuristic behaviour levels) than those who did not achieve success. The third study deals with the problem of teachers’ success source definitions and elements which could help to achieve success. The analysis of the data conducted in the Polish General Social Survey between 1992 and 2002 shows that teachers, similarly to the rest of society, see success sources mainly in individual abilities and activity (ambition, hard work), but one can see an interesting phenomenon of a growing number of factors which could be associated with social stratification – mainly family income and parents’ education level.

Wyzwania dla bezpieczeństwa psychicznego nauczycieli w miejscu pracy – badania pilotażowe w gminie Strzelin

Author: Tomasz R. Dębowski
Institution: Uniwersytet Wrocławski, Polska
ORCID: https://orcid.org/0000-0002-9933-8911
Author: Michał Lubicz Miszewski
Institution: Akademia Wojsk Lądowych im. Generała Tadeusza Kościuszki, Polska
ORCID: https://orcid.org/0000-0002-1426-7422
Year of publication: 2024
Source: Show
Pages: 115-130
DOI Address: https://doi.org/10.15804/kie.2024.02.06
PDF: kie/144/kie14406.pdf

Challenges to teachers’ psychological safety in the workplace – pilot studies in the municipality of Strzelin

The study aims to show how teachers’ interactions with students, parents or legal guardians, and colleagues in the workplace affect educators’ sense of psychological safety. To this end, the survey and in-depth interviews were carried out among teachers of public educational institutions in the municipality of Strzelin (in the Lower Silesian Province). A noticeable scarcity of studies on the aggressive acts directed against educators and their consequences was the inspiration to undertake them. Publications on increasing the levels of physical, psychological, sexual, and economic aggression among students are much more common. The obtained research results show that many teachers feel “left behind” in the face of the aggression they experience, expressing the view that they cannot count on help and understanding from either the Ministry of Education and Science or their immediate superiors. Furthermore, the measurements showed that educators need to be more adequately assimilated knowledge of the legal protection to which they are entitled and are also unaware of ministerial initiatives to provide psychological support for teachers. The conducted pilot study argues in favour of the desirability of pursuing subsequent in-depth research addressing the issue of teachers’ psychological safety.

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