Wyniki wyszukiwania - Biblioteka Nauki

1

The Effect of the Amendments of the Public Education Act on the School Activity of Physical Education Teachers

100%

Elbert G.

Physical Culture and Sport. Studies and Research

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2009

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tom 46

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nr 1

123-129

EN

As a result of the legal regulations in the period after the 1989-1990 transition, teachers working in public education, in our case physical education teachers, were engaged in several activities which were not directly related to the competence of in-school educational work. Consequently, there has been a shift in their scope of activities. The author of this paper is interested in the experience of physical education teachers during the period. The objective of the paper is to reveal what effects such a comprehensive and permanent change had on the teaching of physical education in schools, and on the life of physical education teachers. In order to investigate the subject of research the analysis of legislative documents, in-depth interviews and the survey method were applied. The results show that in the period after the 1989-1990 transition, the work of teachers was not only hindered by the structural changes in accordance with educational legislation and the permanent amendment of documents, but the lack of consistency in pedagogical work as well. For the teachers taking part in the preparation of curricula, the extension of their activities resulted in a double workload. The decision that marks were replaced with textual evaluation in grade 1 of primary schools was not received positively on the part of physical education teachers. Based on the results it can be concluded that the efficient work of physical education teachers would be greatly assisted by more predictable legislation, which would ensure the possibility of planning in advance. Olympism, Olympic culture, sports education, pedagogy of sport

2

Gamedec. UKW in IGDA Curriculum Framework

100%

Mochocki M.

Replay. The Polish Journal of Game Studies

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2016

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tom 3

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nr 1

121-139

EN

Launched in October 2013, GAMEDEC: game studies & Design is a specialisation track within the 2nd Gen Humanities (aka Humanities 2.0) 3-year BA programme at Kazimierz Wielki University (UKW) in Bydgoszcz, Poland. The curriculum was created by UKW academic staff with game design experience, guided by the IGDA 2008 Framework and consulted with game dev professionals. It underwent slight modifications in 2014 and a significant transformation in 2015. This paper aims at a thorough analysis of the structure of the curriculum as seen through the lens of the IGDA Framework (2008), including the coverage of both Core Topics and Institutional Considerations. The analysis is conducted in the context of foreign (mostly U.S.- based) game degrees and supported with comments on its design, implementation and modifications.

3

Pojetí literární výchovy v kurikulu české základní školy druhé poloviny dvacátého století

100%

Zítková J.

Kształcenie Językowe

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2017

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tom 15 (25)

67-79

XX

The article has a historical and comparative character. It is concerned with the conception of literary education as a part of the Czech language as a school subject in the primary school curriculum. The author pays attention mainly to the period of the second half of the 20th century but she takes account of the previous and the present curriculum, too. The aims, content and methods of literary education in the curriculum are studied separately in each period of its development there. The main tendencies in their conception are defined. A few concepts are described as tendencies to stability, e.g. the presence of customary aims, the presence of three basic sections of content without their further inner hierarchy, and the presence of methodical crux within the direct work with texts. As one of the most distinct changes and movements, we can classify the decrease and then expire of ideological stress on the curriculum, making terminology more and more accurate (but without needful definitions) and shortening of newer curriculum. The changes of curriculum have always reflected both the social and political transformations and their results.

4

Zwierzęta a dydaktyka literatury. Wokół szkolnej lektury powieści Olgi Tokarczuk Prowadź swój pług przez kości umarłych

100%

Wójcik-Dudek M.

Postscriptum Polonistyczne

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2012

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nr 2(10)

251-261

EN

The author of the article proposes the way of reading and interpreting Olga Tokarczuk’s novel at high school. The choice of the novel results not only from the changes in curricu-lum, but also from a chance of enriching the lists of obligatory reading with the texts under-taking interesting problems such as relation between man and animals. The scholar sees here a counterweight for problems connected with liberation of the nation or social topics that seem to dominate in Polonistic discourse at high¬ school. The very presence of Olga Tokar-czuk’s novel at Polish language classes would question an anthropocentric way of interpret-ing the world around.

5

Competencies of graduates – an industry expectation

100%

Czerwińska-Lubszczyk A. , Grebski M. , Jagoda-Sobalak D.

Management Systems in Production Engineering

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2022

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tom nr 2 (30)

Bibliogr. 53 poz., rys., tab.

EN

Changes in the environment of industry may affect the expectations related to the competencies of the employees. Changes to the education system and curricula may be required. The main purpose of this research paper was to analyze the expectations of the industries related to competencies of graduates of engineering programs. The paper presents preliminary research. The survey was conducted at twenty-eight companies within the area of technical university in Poland. Based on the survey, data was collected related to the level of preparation of engineering graduates as well as the industry expectations related to the preparation of engineering graduates. This was done for the purpose of determining the gap between industry expectations and the level of preparation of the engineering graduates. Enterprises expect a wide range of competences from engineering graduates. The most important areas of competence included soft competences and practical knowledge and skills. The biggest gap between industry expectation and graduate’s preparation are the soft skills. Recommendations were suggested which would be incorporated in the engineering curriculum for the purpose of continuous quality improvement.

6

Nowa podstawa programowa a przygotowanie studenta do pracy w szkole

100%

Umiastowska D.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

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2013

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nr 40

17-21

EN

In a changing society and in the era of ever-increasing development of technology and communication, the importance of human movement is being marginalised. A child’s spontaneous physical activity is often suppressed and replaced by passive activities. That happens at home and school. As a consequence, the level of physical fitness and the range of motor skills are decreased. People are aware of the importance of movement for the proper functioning of human body, but not always they apply the sound rules in practice. Both the suggestions contained in the new core curriculum of a general education and the ways of implementing the contents of physical education provide the teacher with a wide range of possibilities. Thus arises the need to expand the range of competences which students will acquire during university classes. Modification of the educational content by adjusting more to the expectations of the contemporary school is one of the ways to meet this goal

7

Exergames Experience in Physical Education: A Review

100%

Vaghetti C. A. O. , Monteiro-Junior R. S. , Finco M. D. , Reategui E. , Silva da Costa Botelho S.

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nr 1

23-32

8

Wychowanie fizyczne w szkołach – metody prowadzenia edukacji zdrowotnej

100%

Zaleski-Ejgierd A.

Kontrola Państwowa

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2014

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tom 59

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nr 5 (358)

39-54

EN

Four years ago, the curriculum of physical education was changed and the organisation of physical education classes was modified. Now, the basic curriculum of physical education is presented in the form of requirements that should be treated as personal development indicators. Connections between physical education classes and health-oriented education are clearly presented. However, as NIK’s recent audit shows, qualitative changes can hardly ever be observed. Physical education classes are held on the basis of outdated curriculums, and disregard the new didactical contents of the new basic curriculum. Moreover, the number of classes and the division into groups during classes do not comply with the legal requirements.

9

The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education

100%

Jonāne L.

Journal of Teacher Education for Sustainability

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2008

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tom 9

45-57

EN

The main aspects of democratic system of education are a humanistic approach, individualization, and differentiation. Ongoing discussions focus on the best way to teach natural sciences for pupils in humanitarian, social or vocational education programs in the context of sustainable development. For these types of programs, the natural science curriculum should provide all learners with the opportunity to achieve scientific and technological literacy (STL) that is to develop pupils' capacities to function as responsible citizens in the world increasingly affected by science and technologies. This paper highlights specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. The author emphasizes the context of interaction between human beings, society, and environment. These aspects are introduced in the new school science curriculum of Latvia. The survey of teachers' attitudes towards integrated natural science curriculum and study of pupils' achievements reflects the possibility of promoting scientific literacy of pupils.

10

La enseñanza de la historia en el currículum chileno de educación básica como reflejo del contexto político actual

100%

Sáez-Rosenkranz I.

Kultura-Społeczeństwo-Edukacja

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2016

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tom 10

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nr 2

9-22

EN

The aim of this article is to explain the characteristics on current History teaching proposed into the curriculum of primary education in Chile under the present social process. We employ Raymond Williams cultural materialism and specifically his categories on cultural products to apprehend the curriculum and link it to the context where it is pro duced. To do so, we use the historical method, and considering pedagogical and didactical elements. The documental corpus analyzed is conformed by the official documents guiding education but also other historical sources coming from the current political situation. The results on this analysis show that there is a curricular dichotomy between traditional history teaching based on events of national history and learning by rote and, current didactical proposals, which tend to develop historical thinking. This situation reflects the political tension on social demands and the institutional longstanding objectives for education.

11

The Effect of the Amendments of the Public Education Act on the School Activity of Physical Education Teachers

100%

Elbert G.

|

nr 1

123-129

EN

As a result of the legal regulations in the period after the 1989-1990 transition, teachers working in public education, in our case physical education teachers, were engaged in several activities which were not directly related to the competence of in-school educational work. Consequently, there has been a shift in their scope of activities. The author of this paper is interested in the experience of physical education teachers during the period. The objective of the paper is to reveal what effects such a comprehensive and permanent change had on the teaching of physical education in schools, and on the life of physical education teachers. In order to investigate the subject of research the analysis of legislative documents, in-depth interviews and the survey method were applied. The results show that in the period after the 1989-1990 transition, the work of teachers was not only hindered by the structural changes in accordance with educational legislation and the permanent amendment of documents, but the lack of consistency in pedagogical work as well. For the teachers taking part in the preparation of curricula, the extension of their activities resulted in a double workload. The decision that marks were replaced with textual evaluation in grade 1 of primary schools was not received positively on the part of physical education teachers. Based on the results it can be concluded that the efficient work of physical education teachers would be greatly assisted by more predictable legislation, which would ensure the possibility of planning in advance. Olympism, Olympic culture, sports education, pedagogy of sport

12

Creativity for tourism curricula: results and implications

100%

Perederenko K.

Journal of Education Culture and Society

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2016

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tom 7

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nr 2

340-351

EN

Creative specialists are highly demanded in the tourism labour market. This fact is highlighted in the significance of the study on how creativity is fostered in tourism higher education. The objective of this study is to develop a tool for creativity evaluation. In order to attain this objective a literature review to identify underlying variables used to measure creativity has been done. The most significant models and tools have been analysed. The empirical part of the research provides an analysis of the evaluation of creativity needs of Latvian tourism students. This report analyses the findings of the second stage of the research – a questionnaire survey conducted in a well-acknowledged higher education institution in Latvia providing internationally accredited tourism programs. For this stage of the research questionnaires were randomly distributed among local and international students of tourism programs. The results of the study enabled identification of the most significant factors in evaluating creativity.

13

Český jazyk a základní kurikulární dokument — RVP ZV (Ramowy program edukacyjny dla kształcenia podstawowego)

100%

Klímová K.

Kształcenie Językowe

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2014

|

tom 12 (22)

33 - 40

EN

The paper focuses on the position of the Czech language as a mother tongue in primary curricula — Framework Education Programme for Basic Education (FEP). First, we focus on the merits of a new educational document, but we also mention its difficulties in connection with teaching the Czech language and writing textbooks for mother tongue. The text also introduces the reader to the current problems of this document, the currently introduced standards for basic education and their formation.

14

The impact of marketisation on undergraduate curriculum in an English university: A Bernsteinian analysis

88%

Brady N. , Bates A.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2014

|

tom 24

|

nr 6

903-918

EN

The context for this paper is the marketisation of higher education in England since the 1990s which has established the core mission of the university as primarily economic. Successive government policies have framed this mission as the generation of ‘useful’ knowledge and the supply of skilled graduates required by companies to compete in the ‘global economic race’. Higher education in the UK is now driven by a dynamic in which universities are required to compete for students in a quasimarket characterised by growing stratification and reduced state funding. This paper examines the impact of these changes in a case study of undergraduate curriculum in a university Business School. The data were collected through semi-structured interviews with academics who taught on undergraduate programmes together with a documentary analysis of texts such as module specifications, programme review documents and Business School strategy. Bernstein’s pedagogic theory and in particular his concept of recontextualisation was utilised to interpret the findings. It was found that market imperatives relating to the maximisation of income generation dominate the discourse in the Business School. As a result, pedagogical relations have become recontextualised as a form of product management accompanied by a range of unintended consequences.

15

The Heterogeneous Accentuation of Economic Content In Vocational Education: A Starting Point for Occupation-Specific Human Resource Development

88%

Maus C.

Organizacija

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2015

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tom 48

|

nr 1

46-56

EN

Abstact Background and Purpose: Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools as part of the dual system has been based on concrete actions. The underlying curricula describe business-oriented learning fields. The translating of these learning fields into pedagogical learning situations is the responsibility of the vocational curriculum conferences at the individual vocational school level, whereby con-siderable leeway is afforded them in these activities. This means that, despite there being an identical curricular basis, it is possible for individual schools to apply heterogeneous content emphases within the education programmes for commercial vocations. This study examines the correlation between such heterogeneous content with regard to the subject of economics and the person characteristics of the relevant teachers. Design/Methodology/Approach: In order to determine the individual significance of eco-nomics curricula as part of the education programme for commercial occupations on a learning field basis, an online survey was conducted among commerce teachers. Descriptive statements about the significance of topics of content are generated with the help of the relevance ratings provided by the respondent teachers. Results: The findings for the correlations indicate a relationship between the relevance of economics content and individual experience of teaching staff with regard to that particular academic discipline, because a high relevance rating correlates with individual tangencies within the teacher's educational biography Conclusion: The shifting of lesson content design onto the individual vocational schools has resulted in human resource determinant factors coming into force. Apart from a (fully desira-ble) heterogeneity of content, these factors have also led to a decrease of economics content.

16

ОБҐРУНТУВАННЯ МОДЕЛІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ДО РЕАЛІЗАЦІЇ ВАРІАТИВНИХ МОДУЛІВ У ПРОЦЕСІ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

88%

Бермудес Д.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

|

nr 7(71)

26-36

EN

The purpose of the article is to substantiate theoretically the model of training of the future physical education teachers for the implementation of variant modules in the process of professional activity. Research methods: analysis of scientific sources, generalization of the results of investigations by individual authors. In the structure of the developed model we distinguish five blocks, they are: subject, target, content, organizational, diagnostic-productive. The subject block includes the interaction of pedagogical activity subjects: a teacher of a higher education institution –a future physical training teacher (student) – a physical training teacher of general secondary education institution. Interaction of pedagogical activity subjects is directed at the pupil who studies at the general secondary education institution. The target block includes: purpose, tasks, methodological approaches, principles of professional training. A content block of model of training of the future physical education teachers implies the introduction of a special course “Fundamentals of choreography”, discipline of professional training “Theory and methodology of teaching aerobics”; enrichment of educational-methodological complexes content in the disciplines of professional and selective training with additional sections and themes. The organizational block includes: forms of educational process organization in institutions of higher education, methods and means of training of the future physical education teacher. The diagnostic-productive block of the model reflects the results of evaluation of the future physical education teacher for the implementation of the variant modules in the process of professional activity and covers the components (motivational, theoretical, effective) with the corresponding criteria and indicators characterizing three levels of formation: low, medium, high. Conclusions and perspectives of further research. On the basis of the study of psycho-educational and methodological works, practical experience in training of the future physical education teachers, the author developed and substantiated the structural-functional model of training of the future physical education teacher for the implementation of variant modules in the process of professional activity. The improvement of the methodological provision of professional training of the future physical education teachers to the specified type of activity must be in accordance with the requirements of the current curriculum on physical education in institutions of general secondary education. We consider it to be perspective.

17

Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings

88%

Arndt S. , Tesar M.

Journal of Pedagogy

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2015

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tom 6

|

nr 2

71-86

EN

This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.

18

New Zealand early childhood curriculum: The politics of collaboration

88%

Farquhar S.

Journal of Pedagogy

|

2015

|

tom 6

|

nr 2

57-70

EN

The New Zealand early childhood curriculum, Te Whāriki (Ministry of Education [MoE],1996), is frequently hailed as a community inspired curriculum, praised nationally and internationally for its collaborative development, emancipatory spirit and bicultural approach. In its best form community can be collaborative, consultative, democratic, responsive and inclusive. But community and collaboration can also be about exclusion, alienation and loss. This paper engages with Te Whāriki as a contestable political document. It explores this much acclaimed early childhood curriculum within a politics of community, collaboration and control. Driving the direction of the paper is a call for a revitalised understanding of curriculum as practices of freedom, raising issues of how to work with difference and complexity in a democratic and ethical manner. The paper concludes that although official curriculum is unavoidably about control, there is a world of difference in the ways such control might be exercised. The real curriculum exists where teachers are working with children - it is in the everyday micro-practices that impacts are felt and freedoms played out.

19

Kei hea te Ora? The whereabouts of the health of children in the early childhood curriculum of Aotearoa New Zealand

88%

Gibbons A.

Journal of Pedagogy

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2015

|

tom 6

|

nr 2

87-102

EN

The policies and practices of early childhood teaching in Aotearoa New Zealand have been an ongoing site of political, economic, social and cultural contestation. Competing values and beliefs regarding experiences of both the child and the teacher have been central to the contesting. Helen May (2001, 2009) tracks these tensions through the waxing and waning of particular landscapes or paradigms, each of which can be seen to have contributed to the growth of the early childhood sector, its purpose, operations, manifestations, and its arguably tenuous cohesion as an educational sector. This paper provides a brief overview of the various paradigms, their purposes, and their spheres of influence (recognising that other papers in this special issue will contribute to a very detailed picture of early childhood education in Aotearoa) before analysing the discourses of child health in relation to the early childhood curriculum. Health is woven into the strands and principles of Te Whāriki (Ministry of Education [MoE], 1996). Yet, this paper questions whether teachers and student teachers are attuned to what it means to have health as a key part of the curriculum, and explores whether health is a marginal consideration in the curriculum. The paper engages Foucault’s work, exploring tensions between pedagogical and medical disciplines in relation to the professionalisation of early childhood teaching. The idea of holism is then discussed as an approach to early childhood education curriculum discussions with reference to the participatory approaches to the development of Te Whāriki.

20

Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand

88%

Craw J.

Journal of Pedagogy

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2015

|

tom 6

|

nr 2

133-153

EN

This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.