Pedeutologiczne i metodologiczne wnioski z biograficzno-pokoleniowych badań narracji nauczycieli
Pedeutological and methodological conclusions from biographical and generational research of teachers' narratives

Summary/Abstract: The subject of the analyses and considerations undertaken in the article is an attempt to present the results of qualitative (auto)biographical and memoiristic research that I have conducted cyclically on successive generations of teachers during the past 35 years in Poland. Editions of the research cover the years: 1992-1993, 2002-2004, 2014-2016 and concern the memoirs and autobiographies of young, middle-aged and older teachers and their texts from all over the country. The analyses in this area were enriched by the results of comparative, mixed, quantitative and qualitative research (a type of triangulation) on three generations of teachers, carried out in 1989/90 and comparatively, in the years 2014/15. The conclusions and suggestions of pedeutology set the direction for the development of broad-profile, humanistic and reflective teacher education as an antidote to the technical-competency model of a teacher with professionalism too limited in the face of new challenges and threats. The importance of qualitative and reflective methodology in the study of teachers' narratives is emphasized, especially in the aspect of their critical and emancipatory function.

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