- Author:
Tomasz Prymak
- E-mail:
t.prymak@uwb.edu.pl.
- Institution:
Uniwersytet w Białymstoku
- ORCID:
https://orcid.org/0000-0002-7784-9956
- Author:
Wioleta Danilewicz
- E-mail:
w.danilewicz@uwb.edu.pl
- Institution:
Uniwersytet w Białymstoku
- ORCID:
https://orcid.org/0000-0002-7049-4216
- Author:
Alicja Korzeniecka-Bondar
- E-mail:
alibon@uwb.edu.pl
- Institution:
Uniwersytet w Białymstoku
- ORCID:
https://orcid.org/0000-0003-1145-2996
- Year of publication:
2024
- Source:
Show
- Pages:
60-80
- DOI Address:
https://doi.org/10.15804/kie.2024.01.04
- PDF:
kie/143/kie14304.pdf
Decisions and motives of young female teacher candidates to participate in the October 15, 2023 parliamentary elections
In this article we present the results of the author’s research, conducted immediately after the parliamentary elections of October 15, 2023. The purpose of the research was to identify the electoral activity of people who are studying preschool and early childhood education, and preparing for the teaching profession. We consider their activities as a priority in developing pro-social attitudes of their charges. The study used the method of diagnostic survey. For the analysis presented here, we used the part on the questions of participation of female respondents in elections and sociodemographic characteristics of the respondents. The survey was conducted among 265 female students aged 18 to 26 (the average age was 21.4), in the teaching faculty in all five years. The study notes significant differences in the election declarations of respondents, compared to the general population of Poles with active voting rights. For the most part, respondents have made a choice of different ideas represented by specific electoral committees than the electorate of their parents, or people from the local environment. The voter turnout and the choices of the respondents give hope for an appreciation of democratic values and the laying of the foundation for building a civil society.
- Author:
Anna Sarbiewska
- E-mail:
annasarbiewska@wp.pl
- Institution:
Badacz niezależny
- ORCID:
https://orcid.org/0000-0002-9429-8228
- Author:
Dariusz Stępkowski
- E-mail:
d.stepkowski@uksw.edu.pl
- Institution:
Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
- ORCID:
https://orcid.org/0000-0002-6855-1517
- Year of publication:
2024
- Source:
Show
- Pages:
96-121
- DOI Address:
https://doi.org/10.15804/kie.2024.01.06
- PDF:
kie/143/kie14306.pdf
Teacher autonomy, agency and innovation in the language of contemporary pedagogical and jurisprudential terminology. A linguistic-pedagogical study
The article examines the concepts of teacher autonomy, agency and innovation from a linguisticpedagogical perspective. The research material was selected with the use of the method of searching the existing documents. The documents included selected encyclopaedic articles and legal texts concerning the teacher and his pedagogical activity. The authors used the theoretical framework of cognitive semantics in the form of conceptual integration theory when analysing the material. Autonomy as a pedagogical phenomenon has a broad and well-established lexical basis in both encyclopaedic and legal texts. The second concept, agency, has a very narrow dictionary and theoretical basis. The use of the last of the category, innovation, is limited to only some authors and their texts. Besides, the issue of innovativeness appears in legal texts sporadically and, as a rule, in relation to the school and not to the teacher. On the basis of the results obtained, it was proposed to treat the title terminological triad as an amalgam, in which the enumerated terms form a unity on the one hand, while on the other hand each of them expresses one aspect of the whole, which shows the multifaceted nature of the teacher’s pedagogical activity.
- Author:
Violetta Kopińska
- E-mail:
violetta.kopinska@umk.pl
- Institution:
Uniwersytet Mikołaja Kopernika w Toruniu, Polska
- ORCID:
https://orcid.org/0000-0002-5255-9995
- Author:
Urszula Lewartowicz
- E-mail:
ulewartowicz@gmail.com
- Institution:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie, Polska
- ORCID:
https://orcid.org/0000-0002-0915-9486
- Year of publication:
2024
- Source:
Show
- Pages:
17-47
- DOI Address:
https://doi.org/10.15804/kie.2024.02.01
- PDF:
kie/144/kie14401.pdf
School in the discourse of polish cabarets
The study aims to identify problems related to school and school education present in cabaret discourse and the way they are presented. The cabaret is an interesting research area and field of analysis of social problems, including issues related to educational policy. The data collection method was source searching. The analytical material consisted of eight sketches of Polish cabarets, selected according to the criteria: time of publication, popularity, and topicality. The data analysis method belongs to a group of approaches called critical discourse analysis. Applications of discursive strategies described by R. Wodak and M. Reisigl were sought. The results show that in the discourse of Polish cabarets, the school is presented as a subordinate contractor of political and legal regulations. It characterises with low social prestige, which is built on the low assessment of school teaching in terms of content, the low prestige of the teaching profession, and the low assessment of the student’s role. In relations between these entities, the discourse of scolding and disciplining appears as the manifestation of power and hierarchy; of infantilisation and sexism.
- Author:
Agnieszka Sakowicz-Boboryko
- E-mail:
agnieszka.sakowicz@uwb.edu.pl
- Institution:
Uniwersytet w Białymstoku, Polska
- ORCID:
https://orcid.org/0000-0001-5595-8249
- Author:
Dorota Otapowicz
- E-mail:
d.otapowicz@uwb.edu.pl
- Institution:
Uniwersytet w Białymstoku, Polska
- ORCID:
https://orcid.org/0000-0002-8036-1273
- Year of publication:
2024
- Source:
Show
- Pages:
63-78
- DOI Address:
https://doi.org/10.15804/kie.2024.02.03
- PDF:
kie/144/kie14403.pdf
Public school towards the inclusion of students with disabilities – diagnosis of selected problems
At the heart of inclusive education is ensuring that students with disabilities have access to high-quality education in a mainstream setting. The way to achieve this goal is to build a new model, a school better adapted to the needs of all students. The paper aims to present the school situation (educational and peer) of students with disabilities against the background of everyday educational practice implemented in many Polish mainstream schools. Adopting the position on the teachers’ fundamental role in designing the development and learning environment, the focus was mainly on their educational activities and attitudes towards inclusive education. Critical points of the didactic and educational process have been identified, which hinder the transition from school routine to education open to the diverse needs of all pupils, including those with disabilities. Significant obstacles to building cooperation, exchanging knowledge among students, and, consequently, increasing the level of social relations were identified, among which the legitimisation of individualistic values, often reinforced by the mechanism of competition, may be particularly important.
- Author:
Małgorzata Kabat
- E-mail:
mg.kabat@wp.pl
- Institution:
Uniwersytet im. Adama Mickiewicza w Poznaniu, Polska
- ORCID:
https://orcid.org/0000-0001-6323-8225
- Year of publication:
2024
- Source:
Show
- Pages:
131-150
- DOI Address:
https://doi.org/10.15804/kie.2024.02.07
- PDF:
kie/144/kie14407.pdf
Empowerment as an improvement in teacher activity
The paper aims to present the concept of empowerment as a means to modernise the teacher’s organisational activity. As a result of literature review, the article provides an interpretation of empowerment, emphasising its potential to drive transformative changes in various educational contexts. Additionally, the text elucidates the benefits that can arise from restructuring the current school system, teaching methods, and collaborative practices. The research conducted by the McKinsey group was used to highlight the personal qualities essential for the effective implementation of empowerment across different organisational forms. Furthermore, attention is directed towards the drawbacks of empowerment, including the potential for teacher abuse of power and coercion, resulting in the suppression of student subjectivity and independent action. To sum up all the considerations, it is underscored that the teacher and students, with their unique strengths and weaknesses, play pivotal roles in organising the teaching process, fostering a school team dynamic through the application of empowerment principles.
- Author:
Beata Cieśleńska
- Institution:
Akademia Mazowiecka w Płocku
- ORCID:
https://orcid.org/0000-0001-8290-6487
- Author:
Jolanta Szempruch
- Institution:
Uniwersytet Rzeszowski
- ORCID:
https://orcid.org/0000-0002-3739-3288
- Year of publication:
2024
- Source:
Show
- Pages:
177-191
- DOI Address:
https://doi.org/10.15804/em.2024.03.12
- PDF:
em/26/em2612.pdf
Tolerance in the opinion of pedagogy students – building openness and acceptance in the educational environment
Tolerance is the foundation of a society based on mutual respect and understanding. It is of vital importance in the communication of people and the search for intercultural dialogue. The importance of the category of tolerance becomes crucial in education, as it reflects the values that should guide it. The article shows the results of a study of understanding the concept of tolerance and the behavior of students of pedagogy, who now, in the course of rapid social, political, economic and educational changes, meet people of a different religion, culture, nationality. The opinions are presented of the respondents on the importance of tolerance in academia, especially in the training of future teachers and the development of their professional attitudes, taking into account the role of education as a process that provides an opportunity to change inappropriate beliefs and behavior. Some recommendations are formulated for education in the spirit of tolerance, which should be permanently included in the tasks of modern pedagogy and school. It is emphasized that in every educational activity, being guided by the idea of tolerance enables systematic interaction and communication and creates an opportunity to systematically open up to other people and their views.