teaching

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.

LA DIDATTICA DELLE PREPOSIZIONI IN ITALIANO L2: UN APPROCCIO SEMANTICO-COGNITIVO

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

TEACHING ITALIAN PREPOSITIONS TO FOREIGNERS: A SEMANTIC-COGNITIVE APPROACH

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.14.38.4.16
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.22.68.2.10
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.

Stress and Motivation in EFL Teaching-Learning Context

Author: Milica M. Čolović
Institution: Singidunum University
ORCID: https://orcid.org/0000-0002-4413-5535
Author: Marijana M. Prodanović
Institution: Singidunum University
ORCID: https://orcid.org/0000-0002-8393-2158
Author: Elizabeta M. Vejnović
Institution: Singidunum University
ORCID: https://orcid.org/0000-0002-1545-6401
Year of publication: 2022
Source: Show
Pages: 92-103
DOI Address: https://doi.org/10.15804/tner.2022.70.4.08
PDF: tner/202204/tner7008.pdf

This paper aims to shed some light on the correlation between teacher stress, on the one hand, and motivation of teachers and students, on the other hand – observed in an EFL environment. The data sample comprising responses given by EFL teachers and students from the primary education cycle was collected via the teacher stress measurement scale and motivation for learning scale, applied for teachers and students, respectively. Apart from the basic descriptive statistics used to describe the relationship between the variables, the paper’s methodology is also characterised by applying the Pearson correlation coefficient. The results led to interesting conclusions; while, as expected, workload directly affects stress levels of teachers, who, following the results, are highly motivated to work with teenagers, contrary to what could be believed, teacher motivation is not directly related to student motivation, what could be further analysed in the future studies.

Critical Competencies among Teachers and Principals of Primary Schools from Poland and the Czech Republic

Author: Mirosław Kowalski
Institution: University of Zielona Góra, Poland
ORCID: https://orcid.org/0000-0003-2960-8258
Author: Sławomir Śliwa
Institution: Academy of Management and Administration in Opole, Poland
ORCID: https://orcid.org/0000-0003-0465-0644
Year of publication: 2023
Source: Show
Pages: 269-280
DOI Address: https://doi.org/10.15804/tner.23.72.2.20
PDF: tner/202302/tner7220.pdf

Introduction. The article concerns research conducted among teachers and principals of primary schools in Poland and the Czech Republic as part of a project co-financed by the European Regional Development Fund and the State budget, We Cross the Borders. The Key Competencies in Teaching and Education project was implemented under the recruitment of the Praděd Microprojects Fund, Priority axis number: 11.4, priority axis name: Cooperation of institutions and communities. Aim. The theoretical and cognitive aim of the research was to diagnose the competencies of teachers and principals in critical thinking. The practical-implementation objective of the research was to develop practical recommendations that may be included in the education programs of future teachers and principals. Methods. The research used the method of a diagnostic survey and the questionnaire technique. Data analysis was performed with the use of STATISTICA software. Results. The research results showed differences between the behaviour of teachers and principals in such matters as contact with parents, following the headmaster’s instructions, using innovative teaching methods and self-confidence in everyday work-related situations. The results show statistically significant differences in their declarations of behaviour in a particular situation. From the research, it can be concluded that principals are more interested than teachers in solving any difficult situation to resolve the conflict rather than focusing primarily on the consequences of the situation.

Communicative approach to teaching programming

Author: Vaclav Vrbik
Institution: University of West Bohemia Pilsen, Czech Republic
Year of publication: 2004
Source: Show
Pages: 131-144
DOI Address: https://doi.org/10.15804/tner.04.2.1.13
PDF: tner/200401/tner213.pdf

Till contemporary period there have been many different theoretical ways, which deal with the content and quality of teaching. Their common aim is to consider improving the quality of teaching to students and also pedagogues. Communication approach to teaching (further CAT) is based on the optimization of the amount and retention of knowledge and the character of subject matter achieved by means of improvement of students' motivation and applying the utilization of the knowledge in a real context. The purpose of this article is to suggest applying the CAT method mainly used during teaching foreign languages in teaching programming by means of Pascal programming language. It is recommended that the reader of this article attempts to apply the presented pieces of knowledge in teaching programming languages when reading the following chapter. Then, he (she) will be able to understand the following chapters better.

Teaching and Learning Citizenship Education in a Changing Europe

Author: Alistair Ross
Institution: London Metropolitan University, United Kingdom
Year of publication: 2006
Source: Show
Pages: 33-42
DOI Address: https://doi.org/10.15804/tner.06.10.3.02
PDF: tner/200603/tner1002.pdf

This paper examines various analyses of the relationship between citizenship and rights, drawing on the work of T H Marshal, Karl Vasak and John Urry, and relates these to citizenship education. It is argued that citizenship can be defined around conceptions of human rights, and that these have developed in civil, political and social phases. Rights are consequent on membership of a community, but we have seen, particularly in the development of the European Union, a decoupling of rights from territory. As we have multiple identities, we also may have multiple citizenships. The paper moves to analyse how communities are constructed, and identifies iconic, symbolic and enactive aspects in the formation of a community. Relating these to citizenship education, it is argued that Jerome Bruner’s model of learning is particularly appropriate. While citizenship education has traditionally focused on the iconic and symbolic, it is necessary for young people to engage inactively with citizenship in order to learn civic participation, and such active learning is best focussed on the extension of human rights into new domains.

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