Wyniki wyszukiwania - Biblioteka Nauki

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Przywództwo w edukacji dorosłych. Wybrane konteksty

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Rosalska M.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2016

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tom 17

55-64

PL

Celem artykułu jest próba wskazania na możliwości analizowania kategorii przywództwa w kontekście edukacji dorosłych. Zaproponowane zostały trzy wątki interpretacyjne. Pierwszy to analiza współwystępujących współcześnie definicji przywództwa. Drugi wątek to rozpoznanie zasadniczych założeń koncepcji przywództwa w edukacji oraz przywództwa edukacyjnego. Trzecie zagadnienie to problem władzy, jako elementu relacji między liderami a osobami, na rzecz których podejmują oni swoje działania. Autorka analizuje kategorię przywództwa w kontekście budowania relacji między liderami a uczącymi się dorosłymi. Przywództwo ukazane zostało zarówno w jego organizacyjnym wymiarze, jak i w perspektywie realizacji oferty edukacyjnej dla uczących się dorosłych i projektowania środowiska sprzyjającego uczeniu się.

EN

The objective of the article is to indicate the possibility of analysing the category of leadership in terms of adult education. Three aspects of interpretation have been suggested. The first one is the analysis of currently accepted definitions of leadership. The second one is recognition of fundamental assumptions of the concept of leadership in education and educational leadership. The third issue concerns power as an element of relations between leaders and those for who they undertake their activities. The author analyses leadership in context of building relations between leaders and learning adults. Leadership has been presented in terms of organizing as well as implementing an educational offer for adults and creating favourable learning environment.

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Kompetencje akademickie w profilaktyce niepowodzeń edukacyjnych studentów

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Rosalska M.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2019

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tom 20

241-249

PL

Celem artykułu jest wskazanie roli kompetencji akademickich w profilaktyce niepowodzeń edukacyjnych studentów. Rola ta ukazana została zarówno w kontekście wzmacniania indywidualnych zasobów kompetencyjnych studentów, jak i jako element systemu profilaktyki realizowanej na poziomie uczelni wyższych, której celem jest obniżenie odsetka odpadu i odsiewu studentów. Możliwości wykorzystania kompetencji akademickich w przeciwdziałaniu niepowodzeniom edukacyjnym zostały omówione w odniesieniu do założeń trzech poziomów oddziaływań profilaktycznych. Zaprezentowana propozycja operacjonalizacji kategorii kompetencje akademickie została omówiona w kontekście możliwości ich implementacji do metodycznych i doradczych ofert adresowanych do studentów.

EN

The aim of the article is to indicate the role of academic skills in the prevention of student failure. This role has been shown in the context of strengthening the individual competence resources of students, and as an element of the prevention system implemented at the university level whose aim is to reduce the percentage of drop outs and the sifting of students. Possibilities of using academic skills to prevent educational failures have been discussed in relation to the assumptions of the three levels of preventive interventions. The presented proposal for the operationalisation of the academic skills category was discussed in the context of the possibility of their implementation to methodical and advisory offers addressed to students.

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SCHOOL PRINCIPAL - TEACHER OF TEACHERS?

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Rosalska M.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2007

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tom 8

6576

EN

The goal of this text is to analyze the role, which the school principal can play in the educational management. This role is analyzed, both in the context of established legislations and the challenges connected with educational facilities managing. The principal is a person who is subject to a double supervision system in Poland - on one hand, a pedagogical supervision conducted by school inspectors, on the other, the organizational-financial supervision conducted by an appropriate school financing body. This situation generates many consequences for the way in which the role and competence of a school principal are perceived. You can formulate a thesis that the principal often has to choose who he/she wants to be more of: an administrator or a leader of the broadly understood school community. To illustrate the consequences of this dilemma, the basic concepts of the principal's role in the school and the expectations towards principals expressed by teachers have been presented.

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SCHOOLS AS THE PLACE OF TEACHERS' DEVELOPMENT - ANALYSIS OF SELECTED EDUCATIONAL CONTEXTS

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Rosalska M.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2008

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tom 9

51-60

EN

The aim of this paper is to analyze the professional development of teachers in selected educational contexts. The process can be analyzed from at least two perspectives. The first concerns promotion. The second determines thinking in terms of professional development and focuses on obtaining deeper background knowledge, better teaching skills and the ability to reflect upon one's teaching and their role in school education. The paper focuses on the second perspective. While ignoring the issues related to the procedure of professional promotion, the authoress analyses the extent to which teachers can develop their ability and skills in schools. Both specific conditions depending on the needs of individual teachers, as well as system requirements conditioned by the way schools are organized are subjected to evaluation. The authoress analyzes most frequent organizational and methodological solutions offered to teachers. Preliminary conditions relevant for developing training schemes aimed at teachers are formulated.

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Proactivity of students – between diagnostic assumptions and methodical solutions

63%

Rosalska M. , Wierzbicki J.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2021

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tom 22

217-227

EN

The aim of this article is to indicate selected possibilities of analysing the construct of proactivity. This goal was achieved by referring to selected definitions and the concepts of proactivity and by discussing a research project aimed at recognizing the proactivity of students towards their professional career. To measure the level of proactivity, the Scale of Proactive Behavior in Career was used, which includes four types of proactivity: general, cognitive, in building a support network and in building psychological comfort. The independent variables in the research were: taking on professional activity during studies, using services offered by a Career Office and a career counsellor. 271 students from four Polish universities took part in the study. The highest mean score was on the general proactivity scale, followed by the proactivity scale in building a support network, the scale of proactivity in building psychological comfort, and the lowest on the scale of cognitive proactivity. These means differ statistically. The conducted analysis also proved that the level of proactivity is statistically significantly differentiated depending on whether the respondents used the Career Office or a career counsellor. The conclusions from the analysis were discussed in two perspectives – diagnostic and methodical.