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The aim of this thesis is to analyse the process of occupational adaptation among kindergarten teachers. The research on occupational adaptation encompassed adaptation to the occupational tasks. Considering a group of 50 aspiring kindergarten teachers, the research was performed using a survey. The results of this research indicate that the process of occupational adaptation among modern kindergarten teachers proceeds successfully. The difficulties signalled by novice teachers are related to the discrepancy between the pedagogical theory acquired during their studies and the professional practice of the teaching profession; the frequent ministerial changes concerning the organisation of pre-school education; and the overload of professional duties.
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The study shows the importance of public safety and order in the system of state functioning on the example of activities in the district of Krakow-Nowa Huta. The authors outlined the threats that the Police as a security body counteracts, the types of crime in Nowa Huta were shown. The Police's fight against crime in Nowa Huta is further outlined. Based on the material obtained, an attempt was also made to assess the effectiveness of the Police in securing public safety and order in Nowa Huta in the context of the challenges of education for safety.
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The aim of the article is to discuss the flipped learning-FL method. The research problem focuses on finding answers to the following questions: which scientific theories provide the theoretical framework for this method? Why is FL a teaching approach for the 21st century? The research method is a critical literature review. An analysis through the lens of constructivism and B. Bloom’s Taxonomy of Educational Objectives reveals that the method develops higher-order thinking skills and learner’s autonomy. The approach places educators in the role of facilitators and guides, shifting the learners to the centre of the educational process. In addition, the method can be successfully applied to bilingual as well as distance education.
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LEGO bricks are undoubtedly one of the most famous and strong construction toy brands. The name comes from the Danish phrase “leg godt” which means “play well”. The company motto is: “Only the best is good enough”. The bricks have limitless capacity. They are used not only for playing but more and more often in the educational context, from kindergarten to universities. LEGO is creativity and play as well as stimulation of mental development. The bricks excite the imagination of both children and adults. In the therapy, they improve focus, concentration, logical thinking and improve small motor skills. Nowadays, they are encroaching the adult world boldly, because they have become strong icon of pop culture and the socially engaged “toy”. LEGO sets produced especially for AFOLs (the acronym of “an adult fan of LEGO”) strengthen hobby development. They are the collector’s items as well as the sentimental journey to the childhood and, especially, a supporting gesture for marginalizing environments. This study focuses on the positive impact of the hobby on the life of an adult, with particular emphasis on the passion for collecting LEGO sets.
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The article presents the concept of lifelong learning in three dimensions – macro, meso, and microsocial, using the example of educational gerontology. The first dimension refers to legal acts forming the basis for educational policy creation. The second dimension highlights institutions and organizations implementing recommendations found in reports from international organizations involved in developing the lifelong learning concept. The third dimension focuses on the individual's life context, the foundation for forming human identity. Although the analyzed concept is implemented in many places worldwide, it has a distinctly European character. In conclusion, three different research approaches that can be applied to explore lifelong learning are provided.
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Currently, a key challenge in online learning is to prepare students to develop skills for the practical application of acquired knowledge. The aim of this article is to demonstrate the importance of those skills during remote learning and present the results of a study on the impact of students' practical application skills on remote learning outcomes, taking into account their involvement in distance learning. To clarify this issue, an empirical study was conducted using a survey questionnaire. A total of 1,883 people from different universities in four countries were surveyed. Our research provides useful recommendations and insights for academia, including how teachers should encourage students to increase their level of engagement in the remote learning process and apply the knowledge gained in practice. The results of this study confirm that successful remote learning requires both active use of the acquired knowledge and a high level of engagement in the learning process.
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The article presents contemporary perspectives and strategies for the implementation of Education for Democratic Citizenship (EDC) in the Council of Europe countries. The policy of introducing educational courses on Education for Democratic Citizenship as a new direction of civic education based on comparative analysis is highlighted. The article provides an overview of international documents and recommendations that regulate the process of implementing Education for Democratic Citizenship. The role of youth in the development of civil society is singled out, the definition of civic and social competences is given from the perspective of the Charter on Education for Democratic Citizenship and Human Rights Education (EDC/HRE) and international conventions. The importance of strengthening civil society in Europe through the implementation of Education for Democratic Citizenship through formal and informal forms of education that support youth participation in civil society was emphasized. The components of Education for Democratic Citizenship in the context of lifelong education were defined.
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Functioning in an algorithmic society, in which we are increasingly aware of the dependence on the results suggested by search engine algorithms and advertising offers, personalized systems assessing educational services or algorithmic market operations influencing political decisions, an important problem is to answer the question of what the role of algorithms in our lives is – mechanisms that operate somewhere in the background beyond the scope of our interest and knowledge – which, instead of describing the existing world, create a new reality in accordance with the vision of the people who create them. The purpose of the article is to analyze selected issues concerning the technology of algorithms – their real function in the human space, including the possibility of their use in the education sector. In addition, brief reference is made to the issue of the sense of algorithmic awareness among learners. The cited survey results, among others, showed that this technology is for respondents a rather distant phenomenon from their daily lives, although they declare that they know what it is. In the article – in order to achieve the assumed research goal – the method of analysis and criticism of the collected literature on the subject was used and pilot research was carried out using the survey method.
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Crisis situations in all spheres of social life and especially in education have become a reality in recent years in our country. The global pandemic coupled with the high incidence of COVID-19 has forced a change of functioning in educational institutions and in the work of teachers. Given these crises, the high dynamics of educational processes and the specific changes resulting from them, the methodological competence of teachers has become important. The study focuses on an attempt to determine the relationship between teachers' self-assessment of methodological competence and the components of this competence in the organisation of the teaching process, and confronting selected aspects of this assessment with students' opinions. The basis for the analyses presented here is the empirical research conducted in June 2021 and 2022 on a sample of primary and secondary school teachers, and students of all types of schools. Conclusions derived from the results of the research and recommendations regarding education and teacher effectiveness may be helpful in improving their competences during dynamic and turbulent changes within the education system.
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The article is devoted to the analysis of social competences specified in educationrelated professions based on the descriptions of the Information on Professions prepared by Expert Teams, assessed by Reviewers and Evaluators within the INFOdoradca+ project. The aim of the research based on the document analysis method was to find competences that can be universal and transferable between professions in the field of education. The social competences listed in the descriptions were assigned to general categories and ranked in terms of frequency of occurrence in the analyzed descriptions. 19 main competences were identified for 34 professions. Competences in the sense of readiness to act responsibly, professional development and ethical behaviour appeared most frequently in the results. The following competences are also characteristic for these professions: competences relating to evaluation and verification of implemented actions, cooperation, and taking the right decisions. Also important is the readiness to create and disseminate models of appropriate behaviour, as well as to act independently, show empathy, build relationships, communicate, be flexible, work as a team, build one’s own authority, assess risks and threats. The meta-analysis carried out will be helpful in preparing programs and scenarios for developing social competences at every stage of education and will be useful for career counselors as a guide to individual and group work taking into account the development of the most needed social competences in future professional activity.
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The article presents the experience of more than 6 years of activity of an external quality assurance entity, i.e. the Łukasiewicz Research Network – Institute for Sustainable Technologies (Ł-ITEE) in the field of conducting monitoring and evaluation services for the benefit of ministers of the relevant validation and certification of market qualifications, in accordance with the requirements of the Act on the Integrated Qualifications System (IQS). Cooperation with many awarding bodies (IBs) involved in the functioning of the IQS in Poland, a significant number and thematic diversity of market qualifications for which the Ł-ITEE performed the function of the EQAE, prompts reflection and consideration on the selection of methods and tools used in external evaluation of the processes of validation and certification of market qualifications, the functioning of selected market qualifications in the IQS, as well as an attempt to formulate recommendations concerning the further functioning of the IQS in Poland.
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The article characterizes new lifelong learning institutions – sectoral skills centres, which have been included in the National Recovery and Resilience Plan (NRP). In particular, the objectives and functions of these institutions as well as the forms of their activities are presented.
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Professional development should be based on the continuous development of social competence. The motivation for this activity is the dynamically changing reality. Studies indicate that people entering the labor market are characterized by an average level of social competence. The reason for this situation is, among other things, the sham of measures taken in the education system to develop social competencies. The level of these competencies is usually the result of individual involvement of teachers or the natural result of the implementation of the educational program or participation in social life. The study refers to self-reflection of one's own social competence. In many work environments, little attention is paid to climate, atmosphere and cooperation. Such reflection is especially important for decision-makers. The climate of the work environment depends on them. They should, above all, be the initiators of change.
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A relatively new, but extremely important area of teachers’ influence on the attitudes and competences of young generations is broadly understood environmental education. When carrying out environmental education, it should first and foremost be remembered that it cannot be limited to education, i.e. the transmission of knowledge, but should also include upbringing, i.e. shaping ecological awareness. However, the effectiveness of this process is guaranteed by the high level of ecological awareness of its promoters. The study, based on the results of a survey conducted by teachers from educational institutions in Radom, attempted to assess their current level of awareness and knowledge in the field of pro-ecological ehaviour and to determine their training needs in this area.
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This article presents the results of a study conducted in June 2022 among students (who are in middle adulthood) completing their formal education at medical post-secondary schools. The aim of the research was to find out the respondents’ views on their own participation in formal education before the start of their education versus the reality after the end of their education. The research was quantitative in nature, using a categorised (oral, individual) interview method, and the research tool was the author’s interview questionnaire. The results of the research put adult learners in a positive light, giving hope that people in the middle of life are aware of the need to participate in lifelong learning and most importantly: valuing the value of education. This may be an optimistic harbinger for the future when confronted with statistics indicating that adult participation in formal education is at its lowest (3%). This issue is becoming increasingly topical and provides an attractive ground for further research and reflection, especially in the context of lifelong learning.
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This article presents a study of work changes using the example of the fashion industry. The current trend of changes in work, work content and work environment was examined. The diagnosis of work content, according to the research methods of work pedagogy, was carried out on real jobs in the fashion industry by identifying professional tasks, professional competences/ qualifications and the simulation of forecasting technology changes using the foresight method. The growing role of employers in determining professional competences/qualifications of employees/graduates was considered in the research on work and work content. Based on the research, it was found that economic and social changes, scientific and technological progress influence the demand for new professions, new qualifications/competencies, changes in the graduate model and the system of continuing professional education. The research forms the basis for developing a new model of continuing professional education.
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The musical preparation of teachers to work with preschool and school-age children is an essential issue in the global academic discourse. Most studies confirm that many teachers and caregivers of young children have limited knowledge and poor professional skills to organize effective music education. In the world, there is a lack of good musical education for students and in-service training for teachers to meet the expectations of modern curricula It pays attention to different elements of musical preparation, such as knowledge, skills, training, abilities, attitudes, and motivation. This paper presents the model of musical competencies of preschool and school teachers, based on the division of teaching competencies (substantive, methodical, and pedagogical). The authors focus on the musical education and self-esteem of the preschool and school teachers. The article also highlights the need for continuous development of teachers’ musical competence. The supportive strategies to develop the musical competencies and skills of future teachers are crucial.
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The article discusses the results of research aimed at determining the level of academic burnout among students of pedagogical faculties, characterizing the phenomenon and understanding the factors that contribute to its development. The research was conducted using a quantitative research strategy using the diagnostic survey method on a representative group of 261 students. The research results did not indicate a high level of academic burnout among students, but individual variables differentiated the study groups in terms of burnout. Excessive workload, high exhaustion and high tension turned out to be the factors that contribute most to the development of academic burnout in the study population, and women and third-year undergraduate students were at the highest risk of burnout. Women, third-year students and working people very often had a feeling of reduced value of studies and a cynical perception of them. At the same time, the assessment of the quality of studies depended on the level of tension felt by students and the value they assigned to the knowledge provided to them. Research results can be a source of knowledge and inspiration for academic teachers and higher education managers.
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Review of: Raport - Porównanie wybranych kwalifikacji z edukacji formalnej funkcjonujących w systemie kształcenia zawodowego w Ukrainie z kwalifikacjami z polskiego systemu szkolnictwa branżowego/zawodowego wpisanych do Zintegrowanego Systemu Kwalifikacji
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