Zmiana polskich podstaw programowych kształcenia ogólnego w zakresie kompetencji społecznych i obywatelskich. Analiza krytyczna

Kopińska, Violetta

doi:10.15290/parezja.2018.09.08

Cited by 4 publications

(4 citation statements)

References 7 publications

(2 reference statements)

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“…Hence, the following question arises: Do future preschool and early childhood education teachers have less need to understand civic education topics, including participation, than future school educators? This appears rather controversial, especially considering the rather poor core curriculum for early childhood education in terms of civic competences (Kopińska & Solarczyk-Szwec, 2017;Kopińska et al ., 2021) . It may be necessary to analyse the curricula of preschool and early childhood pedagogy at other universities in terms of issues related to participation and citizenship .…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, it was also a request from the students -in their opinion, random selection could guarantee the participation of people with different levels of knowledge in the interview . The selection of the group was also motivated by the assumption that future female teachers might -despite the marginal treatment of the issue of participation in the core curriculum (Kopińska & Solarczyk-Szwec, 2017;Kopińska et al ., 2021) -pursue participatory practices as part of an informal programme .…”

Section: Methodological Assumptions Of the Studymentioning

confidence: 99%

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Child Participation in Early Childhood Education from the Perspective of Female Students Specialising in Preschool and Early Childhood Education

Stek-Łopatka,

Piekarska

2023

PBE

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This article addresses the subject matter of child participation in decision-making, events and social or civic activities at the early childhood education stage from the perspective offemale students at a Polish university. This study aimed to explore and analyse the opinions of female students preparing to become teachers for grades 1–3 in primary school, focusing on their perspectives regarding child participation while utilising Roger Hart’s “Ladder of Children’s Participation” concept. In this qualitative study, a semi-directed, problem-oriented focus group interview was conducted, followed by a content analysis of the data obtained. Female students at a large university in a medium-sized city in Poland were invited to participate in the study. The study depicted that they equated theprocess of developing skills related to participation, understood as involvement in society,with formal education. Their responses were dominated by approaches related to full participation, while other views indicated a lack of confidence in implementation of full participation at the early childhood education stage. These concerns, inter alia, include the presumed lack of developmental readiness of children, as well as the requirements that prevent the creation of a participatory environment (compulsory core curriculum). As the analysis of the study programme of future female teachers, conducted as a context, has shown, issues related to child participation have been dealt with marginally, which needs to be corrected.

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Section: Discussionmentioning

confidence: 99%

Section: Methodological Assumptions Of the Studymentioning

confidence: 99%

Child Participation in Early Childhood Education from the Perspective of Female Students Specialising in Preschool and Early Childhood Education

Stek-Łopatka,

Piekarska

2023

PBE

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Section: Wprowadzenieunclassified

“…Prezentowane dalej wyniki badań są elementem realizowanego w Katedrze Pedagogiki Szkolnej Uniwersytetu Mikołaja Kopernika w Toruniu od 2015 roku projektu, który objął wszystkie etapy kształcenia ogólnego pod kątem obecności kompetencji społecznych i obywatelskich, a jego rezultaty zostały opublikowane w 2017 i 2021 roku w raportach z badań (Kopińska i Solarczyk-Szwec, 2017;Kopińska i in., 2021). W obu raportach znajduje się szczegółowy opis metodologii badań (Kopińska, 2017(Kopińska, : 91-114, 2021, dlatego w tym miejscu zwrócę uwagę na kluczowe kwestie. Do analizy treści podstawy programowej wykorzystano skonstruowany na podstawie literatury przedmiotu oraz dokumentów polityczno-oświatowych katalog 116, a w II edycji 124 kategorii analitycznych, by następnie zakodować liczbowo (0-1) występowanie wymagań w obrębie kompetencji społecznych i obywatelskich oraz zaklasyfikować je do wiedzy, umiejętności, postaw oraz funkcji: rekonstrukcyjnej, adaptacyjnej i emancypacyjnej.…”

Section: Wprowadzenieunclassified

Kompetencje społeczne u progu dorosłości. Krytyczna analiza podstawy programowej kształcenia ogólnego dla III etapu kształcenia

Solarczyk-Szwec

2022

Dyskursy Młodych Andragogów/Adult Education Discourses

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The subject of the research is the core curriculum of general education at the third level of education. The study was undertaken to answer the following question: are the learning outcomes included in the core curricula for the third level of education consistent with the norms of social development of students on the threshold of adulthood? To this end, the research instruments developed in the 1 st and 2 nd editions of the study of the core curricula conducted at the Department of School Education at Nicolaus Copernicus University were used. That is, a catalogue of 124 analytical categories, from which those that were consistent with the norms of social development of students aged 15-19 were selected and then used to search and assess social competences in the core curricula for the third level of education. The analysis showed that half of the analytical categories related to the norms of social development did not exist or were poorly represented in the general and detailed requirements in the core curricula at the third level of education. These included deficiencies and shortcomings related mainly to participation in public life and in an environment which is diverse in terms of its world view and multiculturalism, which was also accompanied by a lack of learning outcomes in terms of readiness to act autonomously. Among the current learning outcomes, the dominant ones are those related to the skill of critical assessment and creative reflection. The total assessment of the presence of social competences at the third level of education leads to the conclusion that the core curriculum is not a coherent project of developing social competences important from the point of view of being an adult in various roles.

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Edukacja moralna w oświacie – trendy i bariery

Zybała

2020

KSzPP

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Artykuł ma charakter przeglądu kluczowych zagadnień występujących w obrębie dyscypliny wiedzy znanej jako edukacja moralna. Traktowana jest tu jako podsystem w polityce edukacji i szerzej w polityce publicznej. Omówione zostały główne zjawiska, trendy, trwające dyskusje i spory teoretyczne w dwóch krajach anglosaskich i w Polsce.Charakter artykułu wynika z faktu, iż w polskiej literaturze przedmiotu nie ma praktycznie tekstów poświęconych edukacji moralnej w szkołach. Problematyka jest tylko częściowo podejmowana w obrębie pedagogiki, ale jej ramy konceptualne są inne niż polityki publicznej. W tej ostatniej są one widziane z punktu widzenia tego, co działaniami zbiorowymi można osiągnąć w oddziaływaniu na zachowania oraz postawy dzieci i młodzieży.

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Zmiana polskich podstaw programowych kształcenia ogólnego w zakresie kompetencji społecznych i obywatelskich. Analiza krytyczna

Cited by 4 publications

References 7 publications

Child Participation in Early Childhood Education from the Perspective of Female Students Specialising in Preschool and Early Childhood Education

Child Participation in Early Childhood Education from the Perspective of Female Students Specialising in Preschool and Early Childhood Education

Kompetencje społeczne u progu dorosłości. Krytyczna analiza podstawy programowej kształcenia ogólnego dla III etapu kształcenia

Edukacja moralna w oświacie – trendy i bariery

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