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The author attempts to answer the question concerning the relations between adventure pedagogy and scouting. She also asks if equating both of them is justified. She analyses – from a theoretical point of view – the methods of both education systems, including their ideological and organizational background.
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A collection of research works concerning social work and conducted in 2015-2019 by students involved in various fields of social, educational and aid activity as part of Erasmus Mundus ADVCANCES (Advanced Development in Social Work) master studies. The major asset of the publication is the presentation of different aspects of social and educational support in Poland, as well as social work and other assistance activities from the multicultural perspective in view of global changes and international education. The texts written by authors who have practical experience gained in their own countries and who are pursuing international careers inspire discussion on different aspects of social work all over the world. Increasing mobility of researchers, practitioners and users of assistance activities forces changes in thinking about the objectives and functions of these initiatives, which should be enriched by the outside perspective. There is no better way to discuss the identity of discipline, the variety of attitudes and universality of aid standards than recognising the diversity of perceiving the same phenomena. The researchers, students, academics and practitioners will find here many interesting issues, which can stimulate further discussions, research and social practices related to providing assistance to other people.
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A theoretical-empirical study on pedeutology, which helps understand the complexity of from the legal and ethical perspective, The author describes the specific nature of the teaching profession in a competent and accessible manner, presenting her own model of differentia specifica. She also presents the current state and the dynamics of changes in this profession in Poland. She analyses key issues such as teacher’s professional responsibility, ethical dilemmas and a professional code of ethics. She reflects on the attractiveness of the job and the measures of it. Finally, she presents seven significant challenges that should be faced to strengthen the teaching profession.
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The volume, entitled “ATEE 2020 -Winter Conference. Teacher Education for Promoting Well-Being in School. Suceava 2020”, edited by Otilia Clipa, was published following the winter edition of the international scientific conference ATEE 2020 Teacher Education for Promoting Well-Being in School, which took place on July 6-7, 2020 in Suceava, Romania.
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The books attempts to show the changeable and ambiguous notion of professional certainty of teachers, from the building experience gained from personal self-efficacy, which gives confidence in professional activity, to the state of ambivalence caused by the duality of their own experiences and conflicts in pedagogical work. The authors pay heed to the special relation of the described competence to COVID-19 pandemic and new challenges for teachers in this connection.
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The work is a historical-pedagogical monograph, a first attempt at the reconstruction and assessment of the operations of the Łódź Division of the Worker’s Society of Children’s Friends (Robotnicze Towarzystwo Przyjaciół Dzieci – RTPD) established in Łódź in 1923 on the initiative of activists from the Polish Socialist Party (Polska Partia Socjalistyczna). The book presents the varied and rich operations of that organization in the area of care, education, and health prevention, addressed mainly at children from working families, in 1923–1939. The sources on which the work is based include, most of all, unique archive materials and journals. The book describes issues related to living conditions, health care, child upbringing, and child education. The work structure shows three main analysis layers. The first one consists of general issues concerning care of poor children and presents financial, educational, and health conditions of adults and the discussed population of children in interwar Poland. The second one characterises social institutions and organizations supporting thedevelopment of children and their families; most of all, it discusses the operations of the Workers’ Society of Children’s Friends in Poland in 1919-1939. The third area of interest, in line with the title of the work, is the work of the Łódź Division of RTPD in 1923-1939. Photos illustrate the issues discussed in the monograph and present activists from the Łódź Division.
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"Pre-School Pedagogy with Methodology" is a monograph dedicated mostly to students preparing for a job of pre-school teachers. Pre-school pedagogy – as a subdiscipline of pedagogy – is its detailed extension with the issues related to pre-school child education. That is why this book includes the elements of canonical and instrumental knowledge guiding the conceptual choices of future pre-school teachers. The book may also become an introduction for parents to the education of their child, and it can expand and structure the knowledge of existing teachers. The basic and necessary knowledge for this group of readers is the history of pre-school upbringing and educational thinking, presenting the process of evolution of the theory of pre-school pedagogy and practice of pre-school upbringing. Also the rudiments of pre-school upbringing and chapters discussing the subject of pre-school pedagogy research (managing child development, teacher competences, environmental features) belong to canonical knowledge of this pedagogical subdiscipline. A major part of the book is the methodological part, including practical knowledge in the scope of various educations, pre-school diagnosis, and organisation of pre-school space. The structure of the monograph thus includes six parts, related to one another. The content is also enriched with references to useful literature exploring the discussed topics, thanks to which the readers can further extend their knowledge in this scope. The authors’ intention is also to awaken their reflective thinking. That is why, besides questions and instructions consolidating the contents, for each topic there are questions and instructions that allow for the presented theoretical material to be used for problem solving and practical activities. The perception of rich subject content is facilitated due to the surnames and subjects’ index. Additionally, the readers can supplement and improve their use of pedagogical terminology in English, thus also preparing for reading pedagogical publications in this language.
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The authors present the results of “An Education Observatory in Ostrołęka”, a long-standing applied research project aimed at local education needs. The discussed material refers to the current state of scientific knowledge about the analysed phenomena and uses scientific research methods, which do not aim at developing theory, but evaluate ex-ante and solve particular problems. The project is an example of the evidence-based policy research, i.e. the use of education research results in creating effective local education policy.
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The publication explores methodological questions concerning the creation of knowledge in pedagogy as a discipline rooted in social sciences and humanities, assuming critical reconstruction of the research process as a factor determining the quality of all research practices and considered both as a source condition and a substrate of methodological research. The first part of the publication offers a general characterisation of the perspective adopted by the author. It discusses problems concerning the status of decisions related to the choice of research methods, the issue of presence of the researcher in the research practice, and reflects upon the conditions and possibilities of formulating critical statements in educational sciences. It presents different modalities of understanding criticism, and explores the possibilities of practising “critical methodology” designed as a study of methods of scientific practice criticism in a changing cultural framework. In this part, the various models of criticism are reconstructed (dogmatism, conventionalism, and tactical discretion), as well as the cultural patterns emerging on their basis (inhibition, tolerantism, and presentism). In the second part, the “participatory research perspective” is reconstructed as a perspective related to the “meaningful presence” of the researcher in the research practice. A characterisation of participation as a result of “status mediation” associated with taking the perspective of observer, witness, and causal subject is suggested and the accompanying dilemmas with the related consequences for the construction of a methodological perspective are explored. An example of the use of the outlined proposals is self-description of research activity. The third part provides examples of critical reconstructions of the diverse practices that constitute the research workshop used in the process of empirical research.
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In the monograph "Teachers to Teachers: Educational Spaces", the authors take up various threads within the conceptual frame defined by the category of broadly understood education. They speak with many voices and look at education, school and teaching from different perspectives, taking either a macro or a micro perspective. The content of the book shows the multidimensional specificity of the contemporary school, educational leadership and various aspects of teaching. Thanks to the explorations presented in the monograph, we can provide readers (academia and students, but also school principals, teachers, students and people associated with broadly understood education) indications for greater care for the contemporary dimension of education. The collection of texts includes voices devoted to contemporary school and education, as well as texts focused on issues such as neuroscience in education, artificial intelligence, or mathematical teaching and design learning.
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Čovječanstvo se tokom svog evolutivnog razvoja kretalo u raznim pravcima uslovljeno, prije svega, prirodnim faktorima, stvarajući sporo ali sigurno prve civilizacije – kulture starog istoka koje će, preko Krita i Mikene, rezultirati grčkom i rimskom (antičkom) kulturom kao temeljem evropske civilizacije. Biće to temelji koji će stojati i u osnovi naše kuće – Duklje, Zete i Crne Gore u njenoj teškoj i bogatoj viševjekovnoj povijesti. Borba za slobodu (samo je slobodan čovjek srećan čovjek) i lični identitet u istorijski “trusnom” području, rezultiraće različitim civilizacijskim, vjerskim, nacionalnim, kulturnim uticajima, stvarajući bogatstvo različitosti. Tako će teška prošlost zahvaljujući još težem i upornom opstajanju i Crne Gore kroz vjekove rezultirati najljepšim plodovima, multikulturalnošću njene civilizacije, što je i danas najljepša odlika savremenog svijeta. Nalazeći se i geografski u civizalicijskom centru – Mediteranu (Media – centar; Tera – zemlja) kao malo đe će se u njoj “ljubiti” razne civilizacije – grčka, rimska, vizantijska, osmanska, mletačka, savremena evropska – stvarajući nesvakidašnji i jedinstven kulturni pejzaž. Manjinske zajednice, uglavnom autohtone, sa svojim karakteristikama, dio su njenog kulturnog bogatstva tj. njene kulturne istorije. Stoga je ovaj projekat dao sebi za cilj da upoznajući se sa različitim segmentima materijalne i nematerijalne kulturne baštine manjina u Crnoj Gori prikaže njihovu vrijednost u popunjavanju ukupne kvadrature kruga crnogorske kulturne istorije. Ova potreba se ukazuje kao neophodna, posebno ako imamo u vidu bujanje vjerskih i nacionalnih ekstremizama, čiji smo svjedoci posljednja tri desetljeća. Tako granice u ljudima, nažalost, postaju granice između ljudi. Ali, granice su tu da se i prelaze, zar ne? Zloupotreba činjenica, kako opšte tako i kulturne istorije, koristi različitost kao osnov za suprostavljanje, umjesto za bogatstvo i sklad. “Lijeni umovi” koji ne mogu i ne umiju sagledati rijetki pejzaž kulturnih bogatstava Crne Gore (kako njene osnove, tako i manjina) vide kao problem umjesto riznice koju treba čuvati, razvijati i njegovati između ostalog i ovakvim projektima. Izazovi pri njihovoj izradi su višestruki, što zahtijeva studiozno planiranje, multiperspektivni pristup temama, koji prate istorijske činjenice potvrđene istorijskim izvorima, jasnu i preciznu hronologiju uz adekvatne metodičke i obrazovne alate, poštujući pedagoške i psihološke principe. Tokom višemjesečnog rada na projektu, od planiranja pa kroz realizaciju različitih segmenata, posebno bih istakao dio u kojem su izabrani pobjednici prihvatali sugestije date za poboljšanje urađenih priprema, a u skladu sa već pobrojanim preporukama. Tako su riječi saradnja i međusobno uvažavanje postali osnova čitavog projekta koji kroz različite pripreme i teme s ciljem da budu putokaz i pomoć prosvjetiteljima društvenih humanističkih nauka u našoj državi i porukom da je “Crna Gora rajska bašta u kojoj se ljube razne civilizacije.“
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The authors describe the key challenges faced by teachers in integrated and inclusive classrooms: utilizing different lesson models in co-teaching, finding ways of effective cooperation between general and special education teachers, carrying out multispecialist assessments, drawing up individual education and therapeutic programmes, fostering the development of the students’ social skills and building healthy relations between students. The book offers practical tips for teachers based on newest research on inclusive education.
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This publication is the heralded third part of a monograph on the educational method of Philosophical Investigations Workshops (hereafter WDF). While the first two parts published in a single volume entitled Educating for Independence. Philosophical Investigations Workshops. Theory and Methodology deal with the theoretical and methodological foundations of the referred classes, the third part presents the strategy of conducting these classes. It consists of detailed lesson plans for each class.KształtKształtKształtKształtKształtKształtPhilosophical Investigations Workshops are a relatively new educational method for the Polish reader. Generally speaking, it serves the development of skills, motivation and social and cognitive attitudes related to the acquisition of intellectual and moral independence (i.e. the ability to pose problem questions, formulate one’s own position and its argumentation, critical thinking, sensitivity, imagination, creativity and many others).Research indicates that Polish youth is deficient in these soft competences, which significantly reduces their ability to adapt to the realities of the modem world. Remote learning during the pandemic period has exacerbated these deficits and teachers need tools to address this situation. Familiarity with WDFs can help to improve this.WDFs are a universal tool in two ways. Once - it can be used at any level of teaching (from kindergarten to university of the third age) in a variety of educational and childcare settings. This is because it fulfils its role regardless of the age and intellectual level of the participants. Two - it is suitable for work in all subjects, and it works perfectly well in ethics lessons.
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The aim of the work is to create theoretical space for activities in the field of critical revision of the currently dominant education system. The first part is theoretical and is devoted to discussing the main assumptions and paths of the development of cognitive linguistics from which the cognitive theory of metaphor grows. The first chapter introduces the problem of metaphors. The second chapter introduces the assumptions of cognitive linguistics and the process of its development on the background of two great schools of language philosophy: Bloomfield's behaviorism and Chomsky's generativist theory. The third chapter discusses the main assumptions and basic problems of the cognitive theory of metaphor, which is later used as a theoretical paradigm of conducted research. The second part is empirical. Its main goal is to analyze children's metaphorical predispositions, especially the processes of understanding, recognizing, and creating metaphors of community. The reconstruction of children's idealized cognitive models undertaken in the research is aimed to recognize the culturally conditioned patterns of conceptualization of community experience, that are implicitly contained in metaphorical linguistic structures. These models determine - usually in addition to the speaker's consciousness - ways of thinking and acting. The reconstruction of these socio-cultural symbolic forms aimed to their further juxtaposition with the natural and spontaneous methods of metaphorical creativity of children. The goal of the fourth chapter of the work is to define the methodological assumptions of obtaining research material, including the definition of methods, techniques, and research tools, as well as the development of the organization and course of the research. The fifth chapter is devoted to the research itself.
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The book introduces the concept of content-focused approach to analysing and improving instruction. Compared to current approaches, the focus on the content dimension of learning processes, which is the core of didactics, is more consistent. Didactics deals with the issue how to effectively teach and learn what is considered culturally worthy and personally meaningful, hence the focus on educational content. Educational content is not understood as a static set of items (to be) memorized, but as the overall educational potential of disciplines that pupils encounter during their time at school. The book appertains to the slogan quality of/in education. Quality is understood from the dynamic point of view – with regard to how teachers plan, realize, and evaluate instruction. The regard for quality – as the distinction between better and worse in the professional sense – is accompanied by consideration and justification of alternatives. With the aim in mind to offer teachers-reflective practitioners a systematic method for improving instruction based on its reflection, this book introduces the method of AAA (annotation, analysis and alteration). The method is illustrated with ten didactic case studies from different disciplines of school education with the prospect of generalization across domains. The authors believe that the book opens the way towards the improvement of instruction based on reflection, and with time towards a new (productive) culture of teaching and learning.
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The key theme of this monography is the quality of the work of a pre-school teacher mainly in connection with the qualification requirements for this profession. It is looking for answers for the following questions: What characterises the profession of a contemporary pre-school teacher and what is the perspective? How to set up the preparatory teacher training to make pre-school teachers real experts in the field of education and in the ever changing circumstances? When looking for the above stated answers that author uses review study of the empirical findings in this field so far in comparison with the experience gained abroad. The author presents the results of the research focused on reflection as a growth competence in the preparatory teacher training and monitoring of the capability of self/reflection in connection with the teaching performance of pre-school teachers in the selected aspects.
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This book of interviews puts together views and opinions of three generations of educationalists on current issues in education, teaching and pedagogy. The authors aim to address educational issues from different time periods and discuss them in their wider contexts and with their possible further development in mind.
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University teachers of English for Specific Purposes go through a rather difficult period during the first years of their profession because within their studies at universities they are usually prepared for teaching English for General Purposes at secondary schools. Therefore, their previous education does not provide them with the necessary knowledge they could use to create their pedagogical content knowledge. The book aims to familiarize the reader with these teachers' subjective perceptions of their own professional beginnings, specifically from their retrospective view of the first three years of teaching English for Specific Purposes at universities. The novice teachers' professional development has been investigated on the basis of a mixed research design where the method of semistructured interviews carried out with several respondents has been supplemented with electronic questionnaires sent to all Czech university teachers of English for Specific Purposes.
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The presentation of the personality, work and influence of Jaroslav Foglar is not limited to a historical biographical sketch, but seeks, among other things, on the basis of an empirical survey (n = 1174), to provide a comprehensive professional treatment of a relatively complex social phenomenon. The evidence of the influence of the reading experience usually acquired in childhood on the whole future life, as well as the interest of several scientific disciplines (comic studies, literary science, religious studies, pedagogy) in the specific methods of the scout educator, writer of boys’ literature and editor of several children’s magazines is thus the first book venture going beyond theoretical considerations and hypotheses towards evidence based on surveys of readers and fans of Foglar’s texts.
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The book consists of 5 articles (2 theoretical and 3 empirical ones) and plans of preventivelessons. All research articles included in the volume are homogeneous when itcomes to their structure covering a description of aims and research problems in thefirst part of the text, as well as a characteristic of theoretical bases of the phenomenaanalyzed, and a presentation of the results coming from the research conducted. Next,the following issues are analyzed:– Realization of selected assumptions of the national health programme in a local dimension(written by Katarzyna Kowalczewska‑Grabowska);– Adjusting the preventive programmes to the current health problems experienced byinhabitants of Ruda Śląska (written by Mateusz Gierczak);– Shaping a positive image of the body as a preventive element of the somatic and psychosocialhealth disorder (written by Katarzyna Borzucka‑Sitkiewicz);– Obesity as a determinant of a psychosocial functioning of children and the youth ina school environment (written by Karina Leksy);– Overweight and obesity of school age children and health promotion (written by DorotaGawlik).The book in question may become useful for pedagogues, sociologists or even doctorsdealing with health issues in an individual and local dimension. The plans of workshops,on the other hand, may constitute inspiration, especially for teachers, and contributeto taking up similar preventive initiatives among children and the young moreoften.
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