Nauczyciel wobec zawodowych znaków zapytania

The presented text presents fundamental questions that arise during the process of becoming a teacher. They concern the teleology of education and upbringing, the importance of these processes in teaching and the possibilities and limitations of building the teacher’s authority. Attempts at answering these questions have been complemented with statements by surveyed teachers. The article concludes that the list of questions must remain open, and attempts to answer them should take into account the multidimensional challenges of contemporary life, the dynamics of change implied by the multifaceted nature of the teaching profession and the varied nature of the conditions under which it is performed.

Wzór osobowy nauczyciela gwarancją sukcesu edukacyjnego ucznia

One of the specialities in pedagogy is so-called character pedagogy, also referred to as meeting pedagogy. This type of pedagogy fits the concept of the „teacher’s personal model guaranteeing the educational success of the student”. In order to discuss the topic, which aims to scrutinise the relationship between the teacher’s attitude and the student’s achievements, it is necessary to present two basic issues, each of which consists of four specific parts: issue I. – The teacher as a personal pattern: 1) the concept of a personal pattern, 2) attitude of pro-existence fundamental values in the life and work of the teacher-educator, 3) self-formation through self-education, 4) desirable characteristics of the teacher-educator; and issue II. – Education: 1) the concept of education, 2) values as the basis of education, 3) the tasks of education based on values, 4) educational success. The analysis proves without a doubt that the teacher, who is a personal role model for the students, has great opportunities to positively influence their intellectual, emotional, and spiritual lives. It should also be remembered that the student’s development process is not only a chance for development but also a guarantee of the student’s educational success. It is also important that the student’s development process depends not only on internal factors (needs) and external factors (upbringing), but also on the student’s personality, i.e. spiritual qualities that determine the independent direction of development of a given pupil

Eksperyment inspiracją doskonalenia pracy zawodowej nauczyciela

The socio-economic changes taking place in the country and the school reforms are forcing the introduction of changes in the didactic and educational process. It is a period when teachers strive to complete and increase their professional qualifications. Therefore, the teacher is expected to have new roles involving reflection, innovation, and research. Experimental research is considered to be the most valuable form of research activities, as it gives the chance to make structural, curricular, organizational, etc. changes in educational institutions. The issues contained in the article revolve around the concepts of didactic/pedagogical experiment, features of the experiment, forms and methods of conducting experimental research. It presents the four organizational stages of research conducive to the effectiveness of a planned research programme.

Nauczyciel wobec współczesnej rzeczywistości społecznej

Social structures include specific entities marked by both institutionalized social norms and by their own individual reflections on their role in society. Social structures are not a permanent phenomenon, because society is constantly restructuring itself. The basis of a social order is the standardization of the actions of individuals, when these activities are subject to typification, institutionalism is created. Thus, institutions define requirements for the way people function in the social space. Individuals also undertake professional roles with existing social structures, the performance of which is likewise determined by social norms.For the proper functioning of society, therefore, social and professional identities of individuals and of groups are both needed.

Postawy nauczycieli wobec kształcenia dzieci imigrantów w polskich szkołach. Problemy związane z ich edukacją

According to data from 2018, Poland is a relatively homogeneous country in the European Union in terms of nationality. Around 345 000 representatives of other nations live in our country, of which about 46% are immigrants from Ukraine. Despite the fact that these people, in comparison with other countries in the European Union, face more difficulties both in terms of formal requirements related to permanent residence, access to medical care, institutions dealing with education, and opportunities to find their place in the labour market, this trend is growing and their children constitute about 0,7% of the Polish children’s population (Portal: prawy.pl). In Poland, the system of free, obligatory education covers children and youth up to 18 years in primary, and since 2010 also secondary, schools. In this situation, one can expect that a significant problem that will appear before the Polish education system in the near future will be the education of refugee children in Polish schools. The subject of the article is the attitudes of teachers towards the education of immigrant children in Poland and problems related to the education of these children. The article aims to answer the following questions: 1. What are the attitudes towards the education of immigrant children presented by Polish teachers? 2. What kind of didactic and educational problems can occur in connection with the appearance of immigrant children in Polish schools? 3. What actions should teachers take to improve the teaching process to integrate the school environment? In order to get an answer to a research problem formulated thusly, surveys using a specially prepared questionnaire were planned and carried out in a group of 42 primary and middle school teachers in two Polish cities (with over 600 000 inhabitants) and subsequently interviews with them were conducted. The data obtained generally showed an understanding of the problems of education of immigrant children and the teachers’ professional approach to their education.

Kompetencje terapeutyczne nauczyciela w zmieniającej się przestrzeni edukacyjnej

The subject of the article are the therapeutic competence of the teacher. The subject of the article is the therapeutic competence of the teacher. It is based on the therapeutic orientation in humanistic psychology. These competences allow the teacher to see in time the difficulties and abilities of a child, recognize their individual psychophysical possibilities as well as development and educational needs. The concept of therapeutic approach in teaching is aimed at taking actions favouring the development of students’ potential in order to increase the effectiveness of learning and improve their functioning. The article emphasizes the teacher’s skills particularly valuable in the area of assistance and support for student development.

Znaczenie kompetencji zawodowych nauczyciela szkoły podstawowej w realizacji treści programowych wychowania komunikacyjnego

The paper presents traffic-related hazards, in particular to its young and vulnerable participants. A list was provided of road accidents that primary school students from the region of Silesia, in particular the city of Bytom participated in, together with an indication of their causes. Research was carried out among teachers of primary schools from Bytom, responsible for teaching elements of road safety, in particular to unprotected participants in traffic, aimed at determining the degree of professional preparation in this area. The cooperation of primary schools and teachers with institutions responsible for road safety were presented, such as: Municipal Police Headquarters, Municipal Police, Regional Road Traffic Centre, and others, aimed at improving child safety, as well as increasing the communication skills of teachers, through active participation in trainings and workshops, and by promoting the principles of safe participation in road traffic. Education in the field of road safety for its youngest participants should be a priority in the activities of all people and organizations, in particular teachers, who care about the safety of children and adults.

Kompetencje metodyczne nauczycieli akademickich

The article „Methodological competences of academic teachers” contains a justification for acquiring and improving the competences of an academic teacher. It can be a source of inspiration for self-improvement, both regarding theoretical knowledge and practical skills. At the beginning, the author introduces the problem and presents the diverse environment of Polish universities. The main purpose of the article is to present the teacher’s competence classification and to specify the elements of methodological competences, based on selected examples. The final part of the article are synthetic conclusions following analysis, comparisons, generalizations, and abstractions. The author is aware of the complexity of the problem. Therefore, he states that it is not possible to exhaust the topic, but only to signal key problems related to the research area.

Tutor, trener, mentor i coach – współczesny nauczyciel matematyki

The aim of the article is to analyze and present the teacher’s roles in moThe aim of the article is to analyse and present the teacher’s roles in modern school, in comparison to the tutor, coach, mentor, and trainer. The article shows the need to change the meaning of the role of a specialist teacher in a given subject, to a mentor using the tools of a coach or a tutor supporting the development of the mentee. The author introduces the social competences of a modern mathematics teacher and provides in-depth insights into their specificity. It raises the need to change the way of teaching in order to improve the effects of work at school, but also draws attention to succumbing to fashion for a given method and applying its innovativeness without a deeper insight into the legitimacy of its implementation.