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The paper presents the complex problems of preparation of pedagogy students to work as teachers in the context of their readiness to use ICT in the didactic process. The complexity of this subject matter has been proved by the current, ongoing, discussion about the direction of the expected transformations of contemporary schools and the prospective teachers education system in the age of prevalent digitization. Considering the complexity of conditions, the main research problem has been formulated as follows: Conditions of what type affect the preparation of prospective teachers Educ Inf Technol (2017) to use new media in learning and teaching process?. Thus, the empirical analysis conducted in the paper focuses on the following issues: the style of using new media by students, identification of students' attitudes towards media, subjective (from the students' point of view) assessment of how university level schools are prepared to shape modern media competences among their students and self-evaluation of media and IT competences in the group of prospective teachers. Czech and Polish students, despite being the so called digital natives, do not present homogeneous styles of using new media. They also reveal different attitudes toward applying digital solutions to the didactic process. Factors such as: low evaluation of one's own competences or lack of evaluation in this area, lack of creative approach to the use of new media, lack of education in the area of new applications, lack of skills necessary to handle basic digital tools (e.g. interactive board, e-learning platforms) negatively affect, in most cases, the attitude toward the active use of ICT tools in future didactic work. On the basis of the gathered empirical data and inductive qualitative analysis a typology of students attitudes toward new media was developed. It consists of four categories: technooptimist, techno-realist, techno-pessimist and techno-ignorant. The whole of analyses has the character of comparative research and involves two neighboring countries of the Visegrad Group: Poland (N = 466) and Czech Republic (N = 168).

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SummaryThe aim of the study was the analysis of key motives for adoption in the context of life experiences of childless couples. This article covers the selected aspects of the qualitative analysis of the biographical narrations obtained during the narration interviews conducted with Polish and French adoptive parents. The study was conducted using the biographical method. The choice of adoptive parenthood depends on achieving inner readiness to undertake an existential challenge. In general, this challenge involves acceptance of oneself and one's spouse in the context of infertility as well as a new dimension of parenthood. The interpretative and cognitive character of biographical narration gains a particular meaning in the case of significant events and experiences identified by the states of loss and pain, as well as of opening to another human being and presenting them with love. This includes the experience of infertility and adoption of a child. It is then, when a man facing the key choice between the alternative and often excluding one another, "projects" describing himself in the future must opt for one of them. This choice is impossible to make without constructing a complex biographical narration that facilitates intellectual work through the difficult experiences and re-construction of oneself. In the diversity and unpredictability of the individual biographical narrations, which are the "projects" of personal autocreation of childless spouses who are oriented to achieve the readiness to adopt a child, a particularly inspiring cognitive value may be found. adoption / autocreation / biographical narration / childlessness