- Year of publication: 2017
- Source: Show
- Pages: 3-4
- DOI Address: -
Scientific interest in everyday life is mainly present in sociology but also in philosophy, psychology, pedagogy and increasingly also in pedeutology. In this paper, I relate to personal, everyday experiences of teachers exercising their role in the contemporary conditions of social and educational change. The paper features thought-provoking statements made by teachers on their own professional activity.
The concept of the art of building teacher’s skills and tools is seen as a potential for proficiency in didactic and educational activities. Individual predispositions conducive to teachers’ predictable and/or creative activities are demonstrated. R. J. Sternberg’s investment theory of creativity, which fits into the phases of teachers’ professional development, turns out to be helpful in forming their skills and tools. In each phase, both methodological models and creative solutions are sought, and as such, they are discussed by means of theoretical divagations and selected research findings.
Contemporary adolescents are tempted by effortless, consumerist lifestyles devoid of reflection. They display pretentious attitudes and exhibit problems with proper functioning within the society. Therefore, it is necessary to change educational processes at school in order to promote intensive emotional and spiritual development in pupils, so that young generations comprehensively develop to handle future problems, as well as to be able to construct their own knowledge about themselves and the outside world. Competent teachers can play certain roles in this process, introducing their pupils into the rich world of values.
The process of globalisation poses global challenges, both new or already existing. There exist global threats of intense power interactions. Each act of creation of World Order is accompanied by predicaments, as there are multiple interests and numerous exclusive aspirations, all of which need to be overcome in order to shape a foundation for a secure Global Order. Thus, teachers’ responsibility for the transmission of knowledge about the world after the bipolar rivalry between the Soviet Union and the USA is of utmost importance in school education. Undoubtedly, teachers’ expertise is meant to shape pupils’ further choices and lifestyles.
Music teachers are repeatedly confronted with new challenges. They are no longer educators closed in their classrooms, but animators of cultural activities for the local environment. Expansion of mass culture and the current collapse of the system of universal music education have instigated a reflection on the new role of the profession. The author scrutinises and characterises some selected models of working practices.
Th is article aims to discuss the problem of communication at and outside of school, in a world dominated by digitisation. The prevailing fashion for the use of online information resources has moved into every aspect of life, including education. Interviews with teachers of different educational levels have been conducted. They were intended to illustrate teachers’ att itudes to the requirements of the increasing technological development. A basic question that accompanies the deliberations refers to the quality of education in the world of digitisation. The discussion is reinforced with examples and analyses of the current media education.
The purpose of the study was to characterise pupils’ profiles as well as the initiatives undertaken by teachers in order to comply with the dynamically changing world. The first part of the paper presents selected contexts of global cultural transformation. The second part focuses on the characteristics of pupils’ multiple competencies with an aim to identify and reorganize their cognitive axiological, social and emotional competences. The last part points to and analyses developmental potential of pupils’ multiple competences in properly arranged and implemented educational processes. In order to meet the challenges, teachers should make use not only of pupils’ potential, but also of their own resources.
In the contemporary society, teachers are confronted with an exceptional challenge that is different from those of earlier generations. In education, the subject of brand personality is not yet a well-studied field. The authors would like to shed some light on the important phenomenon.
© 2017 Adam Marszałek Publishing House. All rights reserved.
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