Wyniki wyszukiwania - Biblioteka Nauki

1

Adult Educators’ Approaches to the Educational Process and the Expected Results. Introspection Reconstructed in the Phenomenographic Research

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Dobrzyniak M. , Plyska Y.

The New Educational Review

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2023

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tom 73

149-161

EN

The paper’s topic refers to phenomenographic research with the participation of adult educators. The paper reflects educators’ concepts regarding expected learning outcomes or the learning process. These individual concepts were identified based on reconstructions of adult educators’ experiences. The purpose of the paper is to demonstrate the variety of approaches which educators apply in the educational process and the learning outcomes that adult learners are expected to achieve – according to the educators’ assumptions. Reference to selected theoretical models included in the paper allows looking at the theoretical context.

2

Problem determinacji aksjologicznej stosowania technologii informacyjno-komunikacyjnych w warunkach przejścia do nowego paradygmatu edukacyjnego

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Loboda S. , Plyska Y.

Rocznik Lubuski

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2020

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tom 46

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nr 2

167-178

EN

The article considers the axiological principles of the application of information and communication technologies in the transition to a new educational paradigm. It has been theoretically acknowledged that information and communication technologies today are a necessary leading component of the educational process, which, as a result, forms not only the educational space as a whole, but, importantly, the personality of the future specialist. The ﬁndings reveal that information and communication technologies in modern scientiﬁc discourse are understood, inter alia, as a communicative educational environment and a means of professional interaction that allows to expand the professional communication space. They provide people with new opportunities to comprehend, evaluate and perceive the world. The authors specify and describe the content component of the functional ﬁeld of media content materials in relation to the educational tasks of the process of developing a creatively active personality of a teacher. It is proved that a high level of eﬃciency in the use of information and communication technologies may be ensured through the balanced introduction of axiological principles of media content selection in the process of professional training of future educators.

PL

Artykuł rozważa aksjologiczne zasady zastosowania technologii informacyjno-komunikacyjnych w przejściu do nowego paradygmatu edukacyjnego. Stwierdzono teoretycznie, że technologie informacyjnokomunikacyjne są dziś niezbędnym, zasadniczym elementem procesu kształcenia, który w rezultacie tworzy nie tylko przestrzeń edukacyjną jako całość, ale co ważne, osobowość przyszłego specjalisty. Wyniki wskazują, że komputerowe technologie informacyjno-komunikacyjne we współczesnym dyskursie naukowym oznaczają m.in. komunikatywne środowisko edukacyjne oraz narzędzie interakcji zawodowej, które pozwala poszerzyć przestrzeń profesjonalnej komunikacji, wyposażyć ludzi w nowe możliwości zrozumienia, oceny i postrzegania świata. Autorki określają i opisują komponent treściowy pola funkcjonalnego materiałów medialnych w odniesieniu do zadań edukacyjnych procesu rozwijania twórczej osobowości nauczyciela. Dowiedziono, że zapewnienie wysokiego poziomu efektywności wykorzystania technologii informacyjno-komunikacyjnych jest możliwe dzięki wyważonemu wprowadzeniu aksjologicznych zasad doboru treści medialnych w procesie kształcenia zawodowego przyszłych nauczycieli.

3

The crisis of the professional identity of the teacher in the context of the formation of a new information and communication educational paradigm: Aspect of research and publication activity

80%

Loboda S. , Błaszczak I. , Plyska Y.

International Journal of Pedagogy, Innovation and New Technologies

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2023

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tom 10

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nr 2

24-32

EN

The problem of the study - the genesis of the problem of the crisis of professional identity of a teacher in the context of the formation of a new information and communication educational paradigm in the second half of the twentieth century - early twenty-first century. The analysis of the scientific and pedagogical literature of the second half of the twentieth century - the beginning of the twenty-first century demonstrates that the transition to a new paradigm of education was marked by the emergence of a crisis of professional identity, which is also emphasised by the ambiguity of definitions of the concept of professional identity. In the modern scientific and pedagogical discourse, a teacher is seen as a person with numerous roles. The scientific, theoretical and philosophical foundations for considering research activities and publication activity as key indicators of the level of professional identity of a teacher are identified and substantiated. An empirical study of the opinions of practicing teachers in Poland, Slovakia, Ukraine and Sweden on research and publication activity is carried out. The results of the international empirical research state the presence and reveal specific manifestations of the professional identity crisis.

4

Psychological Barriers and Resources of the Future Primary School Teachers’ Professional Success: The Cognitive Aspect

70%

Handzilevska H. , Plyska Y. , Shershnova O. , Shturkhetskyy S. , Shyriaieva T.

Journal of Education Culture and Society

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2023

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tom 14

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nr 1

288-298

EN

Aim. The article represents the results of research into the success of the students who are preparing themselves for teaching activity in the nearest future while obtaining their professional education. The aim of this research is to examine the notion of professional success, with the focus on the cognitive component of this process through the prism of purpose in life. Methods. In accordance with a developed theoretical model of the professional success achieved by a person, empirical research was carried out on a sample of the future primary school teachers with the focus on the cognitive component. To realise the purpose and objectives of the paper, a set of tests (the Test of the Life-Sense Orientations; the Purpose-in-Life Test (PIL); and a questionnaire of early childhood decisions, etc. were used as diagnostic tools to find out the correlation between components of professional success. Statistical correlation was analysed with the use of Pearson’s correlation coefficient. Results. The results of the correlation analysis between the indicators of personal readiness for change and the scenarios show a reversed two-way correlation between the indicators of the Confidence scale and the attributes “Don’t be, don’t be alive”, “Don’t be yourself”, “Be excellent”; between the metrics of the “Passion” scale and the “Don’t grow up”, “Don’t be yourself”. Conclusion. It was found that meaningful orientations of the future primary school teachers and scenario settings like “Do Not Get Close, Don’t Love, Don’t Feel, Be Perfect, Try, function as psychological barriers to achieving professional success.