VI Ogólnopolska Konferencja Naukowa Szkoła i Nauczyciel
Report on the conference „Rozwój nauczyciela i rozwój szkoły” held at Łagów Lubuski on May 15-16, 2023.
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Report on the conference „Rozwój nauczyciela i rozwój szkoły” held at Łagów Lubuski on May 15-16, 2023.
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Last three years has brought numerous challenges to educators at various levels, and in the same time dynamic progress in dissemination of the teaching technologies. These resulted in the increase in knowledge on the remote and hybrid teaching process yet revealed research gaps unrecognized before. The paper presents the research aiming to fill in the research gap by recognizing problems perceived by educators and emerging from online and hybrid teaching. The problems were recognized thanks to international-range research within HOTSUP project. The list includes infrastructural, technical, technological and methodological problems that were addressed in the further stages of the project.
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Report on the conference “XXXVI Międzynarodowa Konferencja Naukowa DIDMATTECH” held at Radom on September 13-14, 2023.
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Report on the conference “VI Międzynarodowy Kongres Edukacji i Szkolnictwa Zawodowego Europejski Rok Umiejętności” held at Gdańsk on September 7, 2023.
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In this article, the authors outline the problems faced by environmental education in relation to adults of different generational generations and discuss methods of developing social sensitivity. The authors emphasize the importance of legislation and the Sustainable Development Goals to ensure lifelong learning for all. Additionally, the results of a survey on the environmental awareness of the Polish population conducted by the Ministry of Climate and Environment along with the educational initiatives of the Chief Inspectorate for Environmental Protection were cited.
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This publication presents a consideration of young people's career plans in the context of labour market changes caused by globalisation. The authors are looking for answers to the question about the relationship between the changes in the labor market in the era of globalization and the career plans of young people. The research was conducted on a group of people aged 13–16, a total of 138 people. The results of this research describe the preferences of young people in the educational and professional context.
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Dynamic changes taking place on the labour market justify the need for constant development of competences. Competences necessary in the future will comprise two categories: STEM (Science, Technology, Engineering, and Maths) and soft competences (e.g. creativity, dealing with uncertainty, unpredictability, and quick adaptation to the changing environment) (Dębkowska et al., 2022, Klowden & Lim, 2021, Sala et al., 2020). However, competence gaps between competences acquired in education and market demand by companies are observed (Bauer et al, 2011, Haukka, 2011). Moreover, investigations clearly show that people do not learn well as passive recipients of knowledge delivered by experts. Effective learning requires active engagement in the process (Serrano et al., 2019, Bolstad et al., 2012). The paper is aimed at analysing teaching-learning methods and proposing methods which could be used in the formal education system to acquire future-oriented competences. The author proposes to apply foresight and Futures Literacy approaches allowing, on the one hand, for active participation, and on the other hand, for the acquisition of particularly needed soft future-oriented competences, mainly dealing with uncertainty and unpredictability.
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Report on the conference “Dzień Mistrza Nauczyciela Zawodu w Rzemiośle” held on November 7, 2023.
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The article is devoted to reflection on the place of Jacek Kaczmarski’s literary songs in Polish language education. It was pointed out that the poet referred to as the bard of Solidarity is often associated with political texts, whereas the purport of most of his works has a historical dimension, referring to the struggle for freedom. The aim of the article is to emphasize the need to discuss the artist’s songs in Polish language lessons not only in the contextual terms. The sketch contains an analysis of studies on the reception of selected works by Kaczmarski, which were conducted among secondary school students.
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The aim of the article is to present a new tendency of humanities (transhumanism, posthumanism, new materialism) in the educational context. In the first part, the relationships between Polish language teaching in primary and secondary schools and literary studies are characterized in historical order. The school and university cooperation allows to conserve suitable impact on the pupils’ knowledge, skills, and their moral attitude to contemporary reality. Scientific support of school curricula is today very urgent because we are living in a chaotic reality that Zygmunt Bauman called liquid modernity. The classical patterns of knowledge and authority have been disappearing for dozens of decades. Moreover, we live in “a realm” of big data, rapid processes of digitalization, and a plethora of information. The second part of the article relates to different subjects of anthropology of literature, first of all transhumanism, posthumanism, and new materialism, which allow us to demonstrate the human condition in a new light. A teacher, using the tools of the new humanities, while reading literary texts, can indicate the natural relationships between man and the natural environment: plants, animals, terrain, climate.
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The issue presented in the study is the experience of friendship by sixth-graders during the pandemic and in the period preceding it. Considering these issues, they were used for statements from several sources, formulated by: Aristotle and published in his works, students taking the test after the sixth grade in 2007, and 13-year-olds learning remotely or in a hybrid way due to the pandemic. The analysis of the obtained empirical data makes it possible to identify: changes that have occurred in the students’ experience of friendship; different temporal perspectives in perceiving friendship; differences in the description of the characteristics of a friend.
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The article presents the reflections of Polish philology students (MA studies) on practical exercises at school during the pandemic. Various forms of work proposed by academic methodologists were discussed: class scenarios, analyzing previously recorded lessons, observing teachers’ lessons conducted in a virtual space, conducting lessons by students, exchanging reflections between the tutor and students. A lot of attention was paid to the analysis of the comments of future Polish language teachers related to education in the virtual space. The observations close the concluding remarks.
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The COVID-19 pandemic enforced rapid changes in teaching methodology, practically revising the widely applied academic practices and traditional approaches. Upon entering the spaces of classrooms after demanding remote learning, academic teachers and students encounter several challenges that pertain to building humanizing learning environments, as times differ from those before the pandemic. Therefore, promoting humanizing pedagogy in higher education is critically needed right now. The purpose of the article is to detail theoretical and practical solutions for academic teachers to inspire them to implement a narrative approach in their academic classrooms. Empirical studies support that when humanizing pedagogy is put into practice, it can strengthen reflective and dialogic approaches to teaching English, including teaching a specialist language. The practical suggestions on how to implement these approaches into teaching EFL and ESP in the context of Polish higher education distinctively show the potential of narratives and storytelling as didactic tools translating into an opportunity to design modern, high-quality English language courses.
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The article describes important aspects of life that are overlooked in Polish language education: obsolescence, intellectual disability, poverty, and pro-environmental activism. Each of these aspects becomes a reason for exclusion, a pretext for showing contempt. The literature for children and young adults opposes the signs of marginalization of these phenomena. The author reflects on the potential of literary works and the duties of Polish language education in creating an inclusive society and an inclusive school that supports each student and teaches dialogue and problem-solving.
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On January 27, 1898, the 17th issue of “Collier’s Weekly” published the Prologue to the famous novel by Henry James The Turn of the Screw. This novel about a difficult relationship between a young governess and two orphaned children (Flora and Miles) convinces the reader that Demons really exist and Evil embodies various characters. At times it takes the form of a benefactor. The paper is an attempt to reconstruct three mechanisms of ideology which after WWII modified collective awareness. These three mechanisms, as three vices, stabilized and enabled to rebuild the insight of the immature individuals. The first one – the ideological vice of the press – initiated every day and often banal press releases; the second one – ideological educational vise – evolved from the school curricula, especially of the Polish language; the third one – the ideological reading vice – was the most hidden and treacherous, oppressed in the context of extracurricular reading. The influence of the first of them is illustrated by the analysis of exemplary press releases on a summer camp of 1947, the second one talks about the curriculum of the Polish language teaching process in 1949 in the 11-grade high school, and the ideological influences are discussed in the comments about the message of Marian Brandys’s Wyprawy do Arteku (1953).
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This article presents an overview of research on the importance and effectiveness of art therapy methods in immigrant and refugee children. The literature on the subject indicates an increased risk of problems in the area of both mental and physical health in immigrants and their children. Refugees and their children are in a particularly difficult situation because, in addition to the challenges of adapting to a new place of settlement, they also experience trauma related to the country of origin. Among the therapeutic interactions and work with refugee and immigrant children, art therapy has a special place. The article adopts a broad definition of it, according to which it is “all forms and methods of therapeutic assistance in which various fields of art are used: painting, drawing, literature, music, dance, drama”. A review of studies examining the importance of art therapy in the context of improving psychological functioning in various age groups of immigrant and refugee children is presented. It turns out that the therapeutic impact with the use of art may be important in the context of coping for dealing with the problems experienced by these groups of people.
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This article presents the results of our own research. Qualitative analysis was made of interviews in which early childhood education teachers, who declare and use a constructivist approach in their work, talk about their experiences in introducing and working with this approach. The interviews were conducted in 2022 with five female teachers. The analysis of the empirical material concerned the identification of challenges, difficulties, and limitations in implementing the constructivist approach in early childhood education. The focus was on the resulting modifications in the relationship between the teacher and other parties, i.e. teacher–school, teacher–student, and teacher–parent. The research results indicate that a relatively simple relationship conversion occurs in the teacher–school interaction (the favourable attitude of the school management of course determines the simplicity of this modification). Much more difficult modifications concern teacher–student or teacher–parent interactions, which are conditioned by a number of elements, including the specific socio-cultural context and the attitudes to education and teachers ascribed by the participants within it.
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The aim of the article is to present the specifics of the functioning of the Alpha generation and to show the importance of undertaking media education by the family and school environment in order to maintain the digital hygiene of this generation. The article is theoretical in nature and covers the characteristics of the Alpha generation, including the presentation of the strengths and weaknesses of this generational group. An important part is the presentation of the importance of media education for shaping the right attitudes, thinking, reasoning, and values of the younger generation. Today’s children are sometimes described as the touchscreen generation or the first generation to be born into mediatized home environments. From an early age, they use screen media (televisions computers, smartphones, tablets, or computer games). The availability of technological achievements undoubtedly affects children’s development in the emotional, social, and motivational spheres. The considerations undertaken show, on the one hand, the potential of the young generation, their needs, possibilities, and the specificity of functioning, and, on the other, indicate the legitimacy of undertaking media education. The aim of good media education should also be to develop empathy, self-reliance, kindness, and self-control as well as to arouse intellectual curiosity. Shaping proper digital hygiene habits should be one of the most important tasks of the modern education process. The proper use of smart technological devices can contribute to the development of the cognitive, linguistic, and social skills of the youngest.
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Introduction: The aim of the article is to discuss legal solutions concerning the functioning of a foreign child in the space of elementary education. The object of analysis is the legal norms included in the texts of legal acts in the system of universally binding national law in the area of education and care of foreign children in primary education.Research Aim: The research objective is to analyse, interpret and evaluate the formal-legal basis of the functioning of the child/student – foreigner in the space of elementary education. Evidence-based Facts: In studies on the legal empowerment of the foreign child/student in the Polish education system, there is a lack of analyses focusing on the initial stages of education. What is missing in this respect is a thorough analysis of the legal regulations constituting the basis for activities in the area of early childhood education.Summary: The article identifies and discusses the current legal solutions constituting the basis for the functioning of a foreign child/student in the space of elementary education. It analyses and interprets the legal regulations in the system of internal (national) generally applicable law concerning education and care of foreign children. Legal institutions serving the realisation of the right to education and integration were presented. The scopes of legislative shortcomings and directions of necessary changes to improve the functioning of foreigners in the area of early childhood education are indicated.
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Introduction: The article concerns home education in the People’s Republic of Poland whichwas cultivated by Danuta and Bartłomiej Maria Boba. They did not send their five children toschool in the years 1952–1981; despite the ban, they educated them on their own.Research Aim: The aim of the study was to fill an existing gap in the knowledge about the storyof home education in Poland after the Second World War. So far, there have been no knownexamples of homeschooling in the socialist times. It was thought that it did not take place at alland only started to emerge after the political changes.Method: The study is of a qualitative nature; it was conducted using the narrative interviewmethod. The resulting material was subjected to analysis and interpretation. Additionally, doc-ument examination was used.Results: Despite the government’s efforts to force all citizens into participation in the educationsystem controlled by the state, there was a case of homeschooling in Poland. The reconstructionof the Boba family’s experience gives knowledge of the motivation to raise children away fromthe influence of school, as well as on the methods and effects of teaching off school. It bringsknowledge of the values the family attached to home education and provides a proof of determi-nation of the parents who stood firmly in their commitment despite repressions against them.Conclusions: The case retrieved is isolated. The hardships suffered by the Boba family did notcontribute to any legal changes, nor did they affect other families’ fates. Their fight against thecommunist regime complements the image of home education known so far and enables a bet-ter understanding of it. It shows how important it can be for parents to raise children in linewith their own conscience. Freedom, reconstructed in previous studies as a core value attribu-ted to home education both nowadays and in the distant past, turned out to be the core valuein this case as well. The Boba family education is a historical link between tradition and thepresent day of Polish homeschooling.
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