Zaniedbane obszary w procesie kształcenia do zawodu nauczyciela

Łukasik, Joanna M.

doi:10.4467/25439561le.17.009.7984

Cited by 7 publications

(5 citation statements)

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“…Such circumstance is conducive to the development of different, non-schematic thinking in boys, such that overcomes difficulties associated with imposed patterns, and thus promotes creative thinking and reaction (Karkowska, 2005;Chomczyńska-Rubacha, Rubacha, 2007). Teachers' attitudes, different to girls and different to boys, result from their traditional socialisation within social roles (Łukasik, 2009) and traditional teacher-training, in which techniques of creative development, reflectiveness and development of innovative activities are still marginalised (Łukasik, 2006, 2012, 2017Łukasik et al, 2018;Mróz 2018;Łukasik et al, 2019). Perhaps, feminisation of the teaching profession is also of consequence, i.e.…”

Section: Discussionmentioning

confidence: 99%

Creative Competence of Young People in the Perspective of Sustainable Development

Łukasik

Jagielska

Mróz

et al. 2021

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This article deals with creative competence as an integral component of competences for sustainable development. Previous research in this area became the subject of interest of Polish researchers who carried out a research project in southern Poland. The aim of the research was to explore and describe the level of creative competence among Polish adolescents. The survey method was used to achieve the assumed goals and answer the emerging research questions. The tool was a questionnaire developed for the purposes of the survey with 60 sentences determining the level of six key competences for sustainable development, including creative competence. The study involved 877 grade 7 and 8 primary school pupils and grade 1 to 4 secondary school pupils, i.e. those meeting the criterion of adolescence, in accordance with the adopted convenient selection of the research sample. The lowest creativity rates were achieved by females studying in schools in small towns, while the highest by males studying in schools in small towns. Pupils from rural areas showed a higher level of creativity than those from urban areas, just as males scored higher than females. It was recognised that the teaching process should abandon gender-based perception of pupils in traditional socio-cultural roles. In addition, the use of teaching strategies conducive to the development of creativity in pupils should be reinforced. For this purpose, the teacher training system should be modified so that it includes the development of creative potential.

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Section: Discussionmentioning

confidence: 99%

Creative Competence of Young People in the Perspective of Sustainable Development

Łukasik

Jagielska

Mróz

et al. 2021

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“…This, in turn, means less opportunities for individual discussion and practice with more experienced teachers. There are no systemic solutions in the area of supervision for students [1].…”

Section: Discussionmentioning

confidence: 99%

“…The research results indicate that there is a need to develop a system of pedagogical internships, both in terms of numbers (more practical hours of direct work with schoolers) and quality (opportunity to receive personal supervision and use "critical incidence analysis") [1,26]. Introducing internships and tutoring as permanent element of the professional preparation process would lead to greater effectiveness of university programmes.…”

Section: Discussionmentioning

confidence: 99%

“…In Poland, research on the preparation of future teachers and their competencies as they begin their careers, are conducted only occasionally [1]. However, the existing studies into professional adaptation of new teachers [2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18] suggest that many of them experience numerous difficulties as they try to implement their knowledge and pedagogical skills.…”

Section: Introductionmentioning

confidence: 99%

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Pedagogical Competencies of Teachers at the Beginning of Their Professional Career

Joanna¹,

Jagielska²,

Anna³

et al. 2018

Proceedings of the 1st International Conference on Contemporary Education and Economic Development (CEED 2018)

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The paper presents the results of a pilot study into the level of pedagogical competencies of students of teaching degrees. The study was conducted using the diagnostic tool called "Pedagogical Competencies at the Start" (KPNS, Kompetencje Pedagogiczne na Starcie), developed by the research team. The authors present a holistic approach to the categories of pedagogical competencies. The study, which is the initial phase of a bigger research project, has revealed deficits with which young people begin their careers, and at the same time identified areas to be developed in university curricula. This refers, in particular, to the competencies for sustainable development and organizational competencies. This state is considered as the result of mainly theoretical education of teachers and low quality of internship.

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“…The effect of active forms of education in the context of teaching practices was examined [54]. The problems within the contemporary education system and suggestions dedicated to the smooth and effective implementation of active teaching methods and approaches were explored [55]. The crucial roles of both prospective and active teachers in students' education have also been explored [56].…”

Section: A Polish Perspective Beyond Stem/steam Approachesmentioning

confidence: 99%

Educational Data Clustering in Secondary School Sensor-Based Engineering Courses Using Active Learning Approaches

Panskyi,

Korzeniewska,

Firych-Nowacka

2024

Applied Sciences

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The authors investigated the impact of active learning STEM and STEAM approaches on secondary school students’ general engineering knowledge, intrinsic relevance, and creativity. Three out-of-school sensor-based courses were held successively. Every sensor-based course involved the final project development. A structured questionnaire was administered to 379 students and consisted of two critical factors: creativity and intrinsic relevance. The third factor was dedicated to the students’ engineering learning outcomes. Two factors were addressed to secondary school students, while the third factor was addressed to the tutors’ observations of the students’ general sensor-based knowledge. Clustering validation analysis quantified the obtained results and justified the significant differences in all estimated factors for different educational modes. Moreover, the study showcases the value of the arts in sensor-based learning-by-doing courses when tackling complex issues like engineering topics. The authors suggest that broader research be undertaken, involving a larger sample, a greater scale, and a diversity of factors.

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Zaniedbane obszary w procesie kształcenia do zawodu nauczyciela

Cited by 7 publications

References 0 publications

Creative Competence of Young People in the Perspective of Sustainable Development

Creative Competence of Young People in the Perspective of Sustainable Development

Pedagogical Competencies of Teachers at the Beginning of Their Professional Career

Educational Data Clustering in Secondary School Sensor-Based Engineering Courses Using Active Learning Approaches

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