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Nauczanie o elektryczności w szkołach realnych w Galicji w latach 1853/54 – 1917/18 – zarys problematyki

Ochenduszko Tadeusz

Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej

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2024

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nr 77

15--19

PL

Artykuł dotyczy nauczania o elektryczności w szkołach realnych Galicji w latach 1853/54 – 1917/18 w ramach przedmiotu fizyka. Porusza zmiany i korekty, jakie dokonywały się w obowiązujących wtedy programach nauczania i podręcznikach. Sygnalizuje, że miały one związek zarówno z sytuacją polityczną Galicji jak i z przemianami, jakie dokonywały się w szkolnictwie średnim. Warto, aby badania nad tą problematyką objęły nie tylko szkoły realne, ale także gimnazja, seminaria nauczycielskie, szkoły przemysłowe i inne typy placówek oświatowych w Galicji w okresie autonomicznym.

EN

The article focuses on the teaching of electricity in the Galician real schools from 1853/54 to 1917/18 as part of the physics curriculum. It discusses the changes and corrections made to the curriculum and textbooks during that time period. It indicates that these changes were related to both the political situation in Galicia and the transformations occurring in secondary education. It is important for research on this topic to encompass not only real schools but also gymnasiums, teacher training collages, industrial schools, and other types of educational institutions in Galicia during the autonomous period.

2

Model teacher training school in the light of the project evaluation results selected

Klemke-Pitek Monika

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2024

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z. 192

511--526

EN

Purpose: The aim is to evaluate the operation of the Model Teacher Training School drawing on the example of the “Model Teacher Training School in Niemcz and Osielsko” project completed against the project evaluation findings in terms of the directions of continuing the operation of the teacher training school and its effective impact on supported schools. Design/methodology/approach: The article presents a case study of a Model Teacher Training School in Poland as a modern teacher competence support system. There are identified some selected aspects of the operation of the teacher training school established as part of the project cofounded by the EU. Project evaluation research process is discussed and selected evaluation research findings are presented for the sample of 55 teachers, including headmasters and deputy headmasters of seven supported schools. The research process has involved diagnostic methods and tools: CAWI (Computer Assisted Web Interview), which uses the Microsoft Forms tool. Selected CATI qualitative research findings have been presented for a sample of 8 respondents, including the representatives of the Beneficiary and the Partner, headmasters and deputy headmasters of the Training School, the representatives of the higher education provider and the supporting institution. Findings: The school serving a function of the Training School performs actions focused on a teacher competence development in Supported Schools in selected forms and work methods. The idea of the modern approach to teacher competence enhancement is a cooperation of the Training School with experts of educational institutions: the higher education provider, supporting institutions and the education superintendent authority. It is also valuable every year to include new Supported Schools into the supporting process and improving the forms and methods of working with teachers. It is possible to the evaluation of the actions performed the findings of which facilitate a further determination of directions of continuing the operation of the Model Training School for the years to come. Research limitations/implications: Compliant with the Training School Model, the operation of teacher training schools should be subject to annual evaluation process, which will enhance the quality of the actions by increasing the correctness, effectiveness, usefulness, efficiency and lifespan. Some limitation to undertaking the research process is a problem with financing the evaluation research which must be financed outside the project. Practical implications: The evaluation research findings, including the expectations of supported schools’ teaching and management staff, have facilitated a further determination of support forms which should be offered by the teacher training school throughout the project, which is for the upcoming 5 years. The forms of support which should be continued throughout the project life offer a possibility of using ready-made teaching aids, a participation in discussion forums, sharing blogs and methodology workshops. The teachers have slightly lower expectations in terms of continuing their participation in conferences and seminars, working on-line on the doskonaleniewsieci.pl platform, taking part in demo classes, consultations and stationary cooperation networks. Social implications: The teacher training school operation will affect the social domain as the teacher training school, by offering an adequate support to the teachers and including new schools into cooperation, will enhance a development of the key student competences, especially foreign languages learning, mathematics, natural sciences, ICT and teachers sharing their knowledge and skills. Originality/value: The teacher training school model presented as well as the evaluation research findings provide a recommendation for practical professional development of primary school teachers in Poland.

3

Teacher job burnout and psychosocial working conditions in school

Seiler Bartosz, Bortnowska Hanna, Seiler Agnieszka

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2023

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z. 176

555--575

EN

Purpose: The aim is to investigate the relationship between teacher burnout and psychosocial working conditions using the Copenhagen Psychosocial Questionnaire (COPSOQ). Design/methodology/approach: The research process consisted of the following stages: literature analysis, research gap identification, formulation of research questions and hypotheses, selection of the sample and research tools, data collection and analysis, formulation of conclusions, indication of research limitations and directions for future research. The research hypothesis was formulated as follows: H: Teacher burnout is related to psychosocial working conditions in school. The survey research was conducted in 2023 among 128 Polish teachers. In the study it was used the Oldenburg Burnout Inventory (OLBI). Psychosocial working conditions were surveyed using the Copenhagen Psychosocial Questionnaire (COPSOQ). Findings: The analysis of the relationships between job burnout-disengagement (JB-D) and psychosocial working conditions found a strong negative correlation for three subscales: ‘Meaning of work’, ‘Possibilities for development’, ‘Quality of leadership’. A moderate negative correlation was observed for the ‘Job satisfaction; and ‘Social support’ subscales. A strong positive correlation of JB-D with ‘Quantitative demands’ was also found. By examining the relationships of job burnout-exhaustion (JB-E) with individual aspects of psychosocial working conditions, most correlations were negative (with the exception of ‘Quantitative demands’). The two identified correlations were strong. As with the JB-D variable, ‘Meaning of work’ and ‘Possibilities for development’ were significant while ‘Quality of leadership’, ‘Influence at work’ and ‘Social support’ were less pronounced (a moderate correlation with JB-E was found). A strong positive correlation was observed between JB-E and ‘Quantitative demands’. Research limitations: The studies were of quantitative rather than qualitative nature and resulted from teachers’ self-reporting. The selection of the sample was non-random, which means the findings cannot be generalized. The study was also not longitudinal and the data was lagging, which does not permit strong causal inferences. The use of the survey method might lead to common method bias. Practical implications: The knowledge derived from the research can be useful to school managers in ensuring a work environment for teachers that prevents job burnout and therefore favors increased work performance. Social implications: The results offer insight into the relationship between the working environment and teacher job burnout. It can provide school managers with a framework for adopting socially responsible measures focused on the well-being of employees. Originality/value: There were previously no research studies involving Polish teachers that would identify the COPSOQ-measured relationships of job burnout with psychosocial working conditions against the following variables: ‘Quantitative demands’, ‘Influence at work’, ‘Meaning of work’, ‘Social support’, ‘Job satisfaction’, ‘Possibilities for development’, ‘Quality of leadership’, ‘General health’.

4

Model teacher training schools in Poland - diagnosis of teachers' needs in the light of the research

Klemke-Pitek Monika

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2022

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z. 156

239--248

EN

Purpose: The aim of the article is to present model Teacher Training Schools in Poland and to demonstrate conclusions from the diagnosis of needs of supported schools in order to specify the forms of support for teachers included in the project. Design/methodology/approach: The article presents the assumptions of the Teacher Training School Model as an innovative system of supporting teachers' competences, which can be financed from EU funds. Selected aspects of the Teacher Training School functioning were presented for an exemplary project: “Teacher Training School in the commune of Barcin”, implemented in the period from January 01, 2021 until July 31, 2022. The conclusions from the diagnostic research (CAWI and CATI) of 7 supported schools, 65 teachers and 10 principals and deputy principals, in terms of their expectations for the forms of support planned in the project, were indicated. Findings: The results of the diagnosis of needs of supported schools allow to specify the forms of support for teachers and principals affected by the newly established Teacher Training School in the commune of Barcin. Research limitations/implications: The assessment of the effectiveness of the impact of the Teacher Training School in the commune of Barcin presented in the article will be possible after the completion of the project. Practical implications: The results of diagnostic tests, including the expectations of teachers and managers, allow for detailed planning of workshops and cooperation networks in the project „Teacher Training School in the commune of Barcin”. At the same time, the results may constitute recommendations for the process of training and practical improvement of teachers in the field of developing key competences for students. Social implications: The priority of educational policy in Poland is to ensure an effective system of education and continuous professional development of teachers which will respond to real needs of a school and will allow teachers to improve their professional competences and develop their workshop. Originality/value: The implementation of the model Teacher Training Schools in Poland will have a social dimension directly affecting teachers’ and indirectly pupils' key competences.

5

The concept of teacher training co-financed by the European Union in the teacher training school model

Klemke-Pitek Monika

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2021

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z. 152

109--117

EN

Purpose: The aim of the article is to present the concept of training directed at teachers in the Teacher Training School model. Design/methodology/approach: The article presents the assumptions of the Teacher Training School as a modern system of supporting teachers' competences. The possibilities of co-financing the establishment and running of training schools in Poland under the Human Capital Operational Programme 2014-2020 were presented. The training offer for teachers was discussed and characterized in an exemplary project co-financed by the European Union: „Teacher Training School model in Niemcz and Osielsko" based on the expectations of teachers in the light of the pilot studies conducted on a sample of 52 people. Finally, recommendations for the organization of the training process for teachers were indicated. Findings: The article presents the assumptions of the Teacher Training School as a modern system of supporting teachers' competences. Research limitations/implications: Assessmentoftheeffectivenessofthecreatedteachertrainingschoolonotherschools,withtheuseofintegratedresourcesoflocalinstitutionsestablishedtosupporttheworkofthetrainingschool,willbepossibleonlyafterthecompletionoftheproject. Practical implications: Theplannedevaluationsof42trainingschoolsestablishedinPolandwillallowtoverifylong-termeffects,includingtheeffectiveness,relevanceanddurabilityofthechangesintroducedintheprocessofprofessionaldevelopmentandteachereducation. Social implications: The priority of educational policy in Poland is to ensure an effective system of education and continuous professional development of teachers which will respond to real needs of a school and will allow teachers to improve their professional competences and develop their workshop. The implementation of the Teacher Training School Model in Poland will have a social dimension directly affecting teachers’ and indirectly pupils' key competences. Originality/value Basedontheresultsofthepilotstudies,satisfactoryconclusionsfortheneedsofteachereducationinEUprojectsweredrawn.

6

Diversity of competencies of employees due to age on the example of teachers in the Opole Voivodeship

Maj J.

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2016

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z. 87

287--298

PL

The following paper presents an analysis of the level of competencies of teachers in the Opole Voivodeship. The aim of the paper is to determine if there is a relationship between the age of teachers and their level of competencies. The analysis has been based on CAWI research and took the form of a self-assessment of the competencies level made by the teachers and an assessment made by principals. As a result it was found that there is no correlation between age and the level of competencies and it is difficult to identify differences because of the age.

EN

Artykuł przedstawia analizę poziomu kompetencji nauczycieli województwa opolskiego. Głównym jego celem było ustalenie, czy istnieje zależność pomiędzy wiekiem nauczycieli a ich poziomem kompetencji. Podstawą do udzielenia odpowiedzi były badania CAWI, przeprowadzone wśród nauczycieli i dyrektorów szkół. Analiza poziomu kompetencji została przeprowadzona na podstawie samooceny nauczycieli oraz oceny przedstawionej przez dyrektorów szkół. W wyniku badań ustalono, że nie ma korelacji pomiędzy wiekiem a poziomem kompetencji nauczycieli według dyrektorów szkół.

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Wpływ wybranych elementów systemu motywacyjnego na stopień zadowolenia pracowników na przykładzie szkół podstawowych

Krzysztofik D.

Zeszyty Naukowe Ruchu Studenckiego

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2015

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Nr 1

79--94

PL

Artykuł porusza zagadnienie wpływu wybranych elementów systemu motywacyjnego na zadowolenie pracowników szkół podstawowych. Przedstawiono w nim teoretyczne podstawy istoty systemu motywacyjnego, specyfikę systemu motywacyjnego edukacji oraz analizę wyników badań własnych.

EN

This article discusses the influence of selected aspects in a motivational system on satisfaction among primary school employees. The publication presents a theoretical framework of a motivation system, also specifies some characteristics of the motivation system in education and analyzes the author's research results.

8

Wypalenie zawodowe wśród profesji społecznych - analiza zjawiska na podstawie zawodu nauczyciela

Michcik A, Ostrowska M.

Bezpieczeństwo Pracy : nauka i praktyka

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2015

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nr 10

25-27

PL

Wypalenie zawodowe stanowi przedmiot badań naukowych od wielu lat. Obecnie problematyka ta cieszy się dużym zainteresowaniem. Stąd też celem artykułu jest próba przedstawienia zjawiska wypalenia zawodowego wśród profesji społecznych, a szczególnie w odniesieniu do zawodu nauczyciela. Trudno niezgodzie się z panującym poglądem, ze wobec tej grupy zawodowej stawiane są dość wysokie wymagania Źle zorganizowane środowisko pracy, niesatysfakcjonujące wynagrodzenia, niedocenianie pracy i nakładanie coraz więcej obowiązków administracyjnych stają się źródłem stresu dla współczesnych pedagogów, a następnie wypalenia zawodowego. Skutki wypalenia ponosi nie tylko sam pracownik nim dotknięty, ale także organizacja, w której jest zatrudniony. Ponadto konsekwencje wypalenia zawodowego odczuwają uczniowie, a także współpracownicy Z tego tez względu warto podnosić świadomość nauczycieli i dyrektorów placówek oświatowych na temat wypalenia zawodowego i radzenia sobie z nim.

EN

Burnout is the subject of research for many years. Currently, it is a problem of enjoying the constant interest. Therefore, the aim of this article is attempt to present the phenomenon of burnout among social profession; especially in regard to the teaching profession. It's hard not to agree with the prevailing view that in the face of this professional group are placed quite high requirements. Poorly organized work environment, unsatisfactory wages, underestimating the work and imposing more and more administrative duties become a source of stress for today's educators, and burnout. Without doubt, this phenomenon is a serious problem today. The effects of burnout borne not only by the affected employee himself, but also the organization in which he is employed. Moreover, the consequences of burnout feel the students as well as colleagues for this reason, it is worth raising the awareness of teachers and directors of education about burnout and coping with it.

9

Nauczyciel w chmurze : wykorzystanie aplikacji z modelu SaaS w edukacji

Stolińska A., Andrzejewska M.

Zeszyty Naukowe. Studia Informatica / Uniwersytet Szczeciński

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2014

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Nr 34

147--159

PL

Udział współczesnych nauczycieli w kształtowaniu społeczeństwa otwartego na wiedzę, posiadającego kompetencje cyfrowe umożliwiające kreatywne wykorzystywanie zasobów sieci internetowej nie może obyć się bez znajomości cloud computingu – modelu przetwarzania danych, w którym zasoby informacyjne i aplikacje są umieszczone na serwerach ze stałym dostępem dla komputerów klienckich. Nauczyciele mają możliwość wzięcia udziału w tworzeniu nowego internetowego środowiska uczenia się – learning cloud, którego tempo rozwoju nabrało dynamiki wraz z pojawieniem się coraz większej liczby usług (aplikacji) dostępnych online. W artykule przedstawiono badania diagnozujące poziom znajomości cloud computingu i przygotowanie nauczycieli do współtworzenia tej edukacyjnej chmury.

EN

Participation of teachers in shaping society open to knowledge, having digital competency enabling creative use of web’s resources, today can not do without the knowledge of cloud computing - a data processing model, in which information resources and applications are stored on servers with constant access to client computers. Teachers have the opportunity to take part in the creation of a new online learning environment - learning cloud, of which the pace of development has gained dynamics with the advent of increasingly larger amount of services (applications) available online. In the article a study is presented on diagnosing the level of knowledge of cloud computing and the preparation of teachers to contribute to the development of the educational cloud.

10

Oczekiwania zawodowe nauczycieli a możliwość ich realizacji w szkolnym środowisku pracy

Taradejna B.

Bezpieczeństwo Pracy : nauka i praktyka

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2013

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nr 4

22-26

PL

W artykule przedstawiono wyniki badań przeprowadzonych w CIOP-PIB, dzięki którym poznano oczekiwania zawodowe nauczycieli, a także możliwości ich realizacji w szkolnym środowisku pracy. W badaniach wzięli udział nauczyciele o zróżnicowanym stażu pracy. Jedną grupę stanowili nauczyciele z krótszym stażem do 3 lat pracy w zawodzie); drugą - nauczyciele z ponad 10-letnim stażem zawodowym. Respondenci wywodzili się ze szkół podstawowych i gimnazjalnych z województwa mazowieckiego.

EN

This article presents the results of research conducted at the Central Institute for Labour Protection-National Research Institute(CIOP-PIB), which showed teachers' occupational expectations and the possibility of fulfilling them in an educational work environment. The research was conducted on teachers with various tenure. One group consisted of teachers with short tenure (up to 3 years), while the other consisted of teachers who had spent at least 10 years teaching. Respondents were chosen from teachers teaching at primary and lower secondary schools across the Mazowieckie voivodship.

11

Noise Exposure of School Teachers – Exposure Levels and Health Effects

Hadzi-Nikolova M., Mirakovski D., Zdravkovska M., Angelovska B., Doneva N.

Archives of Acoustics

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2013

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Vol. 38, No. 2

259--264

EN

Faculty of Natural and Technical Sciences and Faculty of Medical Sciences starting from December 2012, launched joint study in order to investigate personal noise exposure and associated health effects in general school teachers population, starting from kindergartens up to high schools in Stip, Macedonia. In order to determine workplace associated noise exposure and associated health effects in this specific profession, a full shift noise exposure of 40 teachers from 1 kindergarten, 2 primary and 2 high schools were measured in real conditions using noise dosimeters. A-weighted equivalent-continuous sound pressure levels (L) of each teacher were recorded during single activities (classes). Normalized 8-hours exposure, termed the noise exposure level (L_{ex;8 h}) was also computed. Daily noise dose is another descriptor for noise exposure that was determined as a measure of the total sound energy to which workers have been exposed, as a result of working in the varying noise levels. Health effects were assessed trough a full scale epidemiological study which included 231 teachers from the same schools. Specific questionnaire was used to extract information about subject’s perception on occupational noise exposure, as well as theirs occupational and medical history.

12

Ocena ryzyka zawodowego związanego z wysiłkiem głosowym na przykładzie nauczycieli w szkole średniej

Krause M., Kustroń A.

Zeszyty Naukowe Wyższej Szkoły Zarządzania Ochroną Pracy w Katowicach

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2011

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Nr 1(7)

68-81

PL

Opracowanie podejmuje aktualną problematykę oceny ryzyka zawodowego na przykładzie specyfiki wysiłku głosowego w edukacji. W artykule tym przedstawiono praktyczny przykład klasyfikacji elementów oceny wysiłku głosowego na stanowisku pracy nauczyciela w wybranej szkole średniej. Publikacja obejmuje wprowadzenie i analizę literaturową podjętego problemu badawczego, charakterystykę obiektu badań, wybrane wyniki przeprowadzonych badań, podsumowanie i propozycje działań profilaktycznych.

EN

The elaboration presents current problems of occupational risk assessment for example of specifics of vocal effort in education. In this article have been presented practical example of classification of assessment elements of vocal effort for workplace of a teacher in selected high school. The publication presents introduction and bibliography analysis undertaken study problem, characteristics of study object, selected results of realized study, conclusion and proposal of prevention actions.

13

Refleksje nad nauczycielem w zmieniającej się rzeczywistości

Parzęcki R.

Zeszyty Naukowe Akademii Marynarki Wojennej

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2011

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R. 52 nr 187A

185--196

PL

Pod wpływem oczekiwań społecznych i wymagań współczesnej kultury I gospodarki, szkoły potrzebują nauczycieli dobrze przygotowanych. W nowym paradygmacie edukacji zmianie ulega rola nauczyciela i ucznia. Zmieniający się świat i edukacja modyfikują oczekiwania społeczeństwa wobec nauczyciela. Zatem w zmieniającej się szkole potrzebny jest nauczyciel o wysokich kompetencjach interpersonalno - komunikacyjnych, kreatywnych, współdziałania, pragmatycznych i informatyczno - medialnych oraz pożądanych cechach osobowościowych, umiejący organizować działania uczniów w kierunku zmian w ich osobowości zgodnych z interesami jednostki i społeczeństwa. Miarą wartości szkoły i pracy nauczyciela jest to, w jakim stopniu absolwenci potrafią afirmować pragnienie samorealizacji w różnych sferach aktywności.

EN

Under the influence of social expectations and demands of today's culture and economy, schools need well-prepared teachers. The role of the teacher and the student is changing in the new paradigm education. The changing world and education modify the society's expectations of the teacher. Thus, the changing school needs a teacher with high interpersonal and communicative, creative, cooperative, pragmatic, IT and media, competencies, and the desired traits to personality, able to organize the activities 01 students in direction 01 changes in their personalities compatible with the interests of the individual panel the society. The extent to which graduates are able to affirm their desire for self-realization In various spheres 01 activity is a measure of the value to the value of the school and of the teacher.

14

Importance of electronic support of mathematical education in professional training of prospective teachers of elementary education : part two

Mokriš M.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

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2011

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Vol. 16

265--270

EN

Electronic support of teaching is a prospect of future education, especially for students of tertiary education. Since 2005/2006 academic year the study at the Faculty of Education, University of Presov, has been implemented by the combination of methods. Mathematical disciplines have been taught in the form of contact classes and electronic support through LMS Moodle. The article analyzes the importance of the electronic support for mathematical education and professional training of prospective teachers in the elementary stage.

15

Subjective Health Complaints of Teachers From Primary and Secondary Schools in Hong Kong

Chong E. Y. L., Chan A. H. S.

International Journal of Occupational Safety and Ergonomics

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2010

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Vol. 16, No. 1

23–-39

EN

This study aimed to investigate the subjective health complaints (SHC) in the teaching profession of Hong Kong. On the basis of the SHC inventory, a questionnaire was prepared for data collection through a mail survey. A total of 1 710 usable questionnaires were returned by the primary or secondary school teachers. The results showed that 99.5% (n = 1 702) of respondents suffered at least one type of the 39 single health problems on the total SHC scale during the preceding 30 days. The 10 most frequently reported health complaints among the teachers were tiredness, eyestrain, anxiety, sleep problems, voice disorder, shoulder pain, neck pain, headache, cold/flu, and lower-back pain. With the exception of the category of pseudoneurological complaints, primary school teachers showed a statistically higher prevalence in reporting problems in 6 of 7 subscales. The 5 most severe complaints were tiredness, eyestrain, sleep problems, shoulder pain, and voice disorder.

16

Zjawisko mobbingu wśród nauczycieli

Warszewska-Makuch M.

Bezpieczeństwo Pracy : nauka i praktyka

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2008

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nr 5

6-9

PL

Badania w krajach Europy Zachodniej pokazują, że nauczyciele stanowią grupę zawodowąszczególnie narażoną na zjawisko mobbingu w pracy. W artykule przedstawiono wyniki badań nad mobbingiem w grupie 1098 polskich nauczycieli, tj. scharakteryzowano samo zjawisko i oszacowano wskaźnik ofiar mobbingu. Analizie poddano również związek pomiędzy doświadczaną przemocą a zdrowiem psychicznym i zadowoleniem z pracy badanych nauczycieli.

EN

Research in the European countries shows that teachers are a professional group which is especially exposed to mobbing at work. The article provides the results of a study on mobbing among 1098 Polish teachers, i.e. the phenomenon itself was characterized and the rate of the victims was estimated.The relationship between experienced violence, psychological health and work satisfaction of the teachers was also alalyzed.

17

Development of child constructions - interconnection of research and students” training at school

Kaslová M.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

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2007

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Vol. 12

249-255

EN

Course of pre-mathematics includes theory as well as practice. The development of different competences is uneven. Sometime students have difficulties to imagine how to take advantage of research results (part of research VZ MSMO 160862). The goals of student practice training: to observe children and to enroll the development of special abilities, (pre)-concepts, to use in practice one of diagnostic activities with children. The development of construction with build is used as a one of the themes which can link all these goals.

18

System kształcenia chemików i nauczycieli chemii. Stan dydaktyki chemii w Niemczech

Piosik R.

Prace Naukowe. Chemia / Wyższa Szkoła Pedagogiczna w Częstochowie

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1999

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Vol. 4

19--29

PL

W artykule opisano szczegółowo przebieg studiów chemicznych w Niemczech. W kształceniu nauczycieli chemii dużą wagę przywiązuje się do zagadnień ochrony środowiska. Przyszli nauczyciele chemii często - obok chemii - studiują drugi, pokrewny przedmiot.

EN

In the paper the system of chemistry studies in Germany is precisely described. The future chemistry teachers often study a second, related subject; in their education the problems of environment protection are of a great importance.