teacher

  • Manifestations of Pupil Aggression towards Teachers in Elementary and Secondary Schools

    Author: Jana Kohútová
    Author: Ingrid Emmerová
    Year of publication: 2017
    Source: Show
    Pages: 17-25
    DOI Address: https://doi.org/10.15804/tner.2017.50.4.01
    PDF: tner/201704/tner20170401.pdf

    The study focuses on pupils’ aggression towards teachers. The goal of the study was to determine a statistically significant relationship between the forms of aggressive behaviour and the age of teachers and the length of their teaching experience. The research sample consisted of 268 teachers of elementary schools, secondary vocational schools and grammar schools in the region of Banská Bystrica. Results revealed a statistically significant negative relationship between teachers’ age and the years of teaching experience in three forms of aggressive behaviour: refusal to obey instructions, intentional disruption and ironic remarks. A statistically significant relationship was observed between the length of teachers’ teaching experience and destruction of school property.

  • The art of building teacher’s skills and tools

    Author: Małgorzata Kabat
    Institution: Adam Mickiewicz University in Poznań
    Year of publication: 2017
    Source: Show
    Pages: 31-45
    DOI Address: https://doi.org/10.15804/IFforE2017.02
    PDF: iffe/10/iffe1002.pdf

    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.

  • Kompetencje społeczne i międzykulturowe nauczycieli i pedagogów w świetle badań własnych

    Author: Mariola Badowska
    E-mail: mbadowska@ah.edu.pl
    Institution: Akademia Humanistyczna im. Aleksandra Gieysztora w Pułtusku
    Year of publication: 2018
    Source: Show
    Pages: 184–200
    DOI Address: https://doi.org/10.15804/kie.2018.03.12
    PDF: kie/121/kie12112.pdf

    School is the basic institution introducing into the world of civic values and shaping prosocial attitudes and behaviors. Properly shaped social and intercultural competences are essential for proper functioning in everyday life, which is why in the education process they should be constantly developed and concern both teachers and students. By taking an active part in the mutual learning process, individual individuals can become citizens of the world with high competences. In addition to theoretical considerations regarding the desirable competences of teachers and educators working in a multicultural classroom, the article presents statements of representatives of the pedagogical group allowing to estimate their social and intercultural competences and their self-esteem in this regard.

  • (nie)Wiedza nauczycieli mieszkających na pograniczu polsko-czeskim o swoich sąsiadach

    Author: Anna Szafrańska
    Institution: Uniwersytet Śląski w Katowicach
    Year of publication: 2018
    Source: Show
    Pages: 195-206
    DOI Address: https://doi.org/10.15804/em.2018.02.10
    PDF: em/9/em910.pdf

    Położenie geograficzne może być czynnikiem sprzyjającym nawiązywaniu bliższych międzysąsiedzkich relacji. Dzisiaj liczne granice – tak jak właśnie polsko-czeska – mają charakter „zdematerializowany” i istnieją w pamięci i świadomości ludzi. Czy jednak rzeczywiście bliskie sąsiedztwo, podobne uwarunkowania społeczne i kulturowe a nawet bliskość językowa powoduje, że poszukujemy wiedzy o swoich sąsiadach? W naszym kraju od kilku lat możemy obserwować swoiste zafascynowanie Czechami. To wszystko ma swój wymiar ogólnopolski. Czy jednak sytuacja na pograniczu, a więc w bezpośrednim sąsiedztwie, jest podobna? W realizowanych przeze mnie badaniach wśród nauczycieli mieszkających na pograniczu polsko-czeskim interesowało mnie, jak respondenci oceniają swoją wiedzę o Czechach i jak opisują swoich sąsiadów.

  • Plurilingual and intercultural awareness of future teachers

    Author: Dana Hanesová
    Year of publication: 2015
    Source: Show
    Pages: 79-90
    DOI Address: https://doi.org/10.15804/tner.2015.42.4.06
    PDF: tner/201504/tner20150406.pdf

    The study focuses on some aspects of plurilingual and intercultural competences of future teachers-their theoretical outcomes and data from comparison of two research studies. After presenting the main concepts and situation in Slovakia, it describes and compares aims, samples, methodology and data from 2 studies (2002, 2015) on the perception of the need to use various foreign languages and cultures, especially in the performance of the teaching profession. Their comparison gives evidence about areas in which it has grown.

  • Everyday professional life experiences of teachers in the midlife transition period

    Author: Jiří Prokop
    Author: Joanna M. Łukasik
    Year of publication: 2015
    Source: Show
    Pages: 207-217
    DOI Address: https://doi.org/10.15804/tner.2015.41.3.17
    PDF: tner/201503/tner20150317.pdf

    The article presents the meaning of professional work as experienced by teachers in the midlife transition period (the concept by P. Oleś). Qualitative research conducted with the use of an autobiographical method (a reference to the journal writing tradition of F. Znaniecki and his followers, including pedeutology experts) has been placed within the framework of everyday life sociology as presented by A. Schütz, P. Berger and T. Luckmann, and P. Sztompka. The purpose of the presented study is to focus on how the stage of one’s development influences the quality of work and determines the meaning and importance of professional experiences. In order to describe it, a reference has been made to the research conducted among 6 female teachers in the midlife transition period.

  • Analysis of modern teachers’ educational needs in the context of their professional and personal development

    Author: Larysa Lukianova
    Institution: National Academy of Educational Sciences of Ukraine in Kyiv
    Year of publication: 2019
    Source: Show
    Pages: 151-165
    DOI Address: https://doi.org/10.15804/IFforE2019.10
    PDF: iffe/12/iffe1210.pdf

    The author of the article expresses the opinion that teachers’ professional activity, their professional and personal development is an important multidimensional and multi-faceted problem that requires an in-depth analysis. One of effective ways of solving the problem would be to study the needs of teachertraining, since the gap between professional education received in higher educational institutions and the upgrade of qualifications which takes place every five years, as well as lack of motivation for professional development, fail to contribute to the overcoming of many negative phenomena (pedagogical crises, pedagogical burnout, professional stagnation). The article describes the categories of development (personal and professional) and educational needs (of modern teachers) and investigates the peculiarities of forming teachers’ educational needs. Research results among different age groups are presented. The purpose of this study was to find out the level of the demand for educational needs, to assess the quality of educational services which are provided, to identify the driving motives, as well as to determine the prospects for improving the effectiveness of educational activities within this category.

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