Wyniki wyszukiwania - Biblioteka Nauki

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THE TEACHERS' IDENTIFICATION WITH THEIR GENDER AND THEIR RELATIONSHIPS WITH PUPILS (Identyfikacja nayczycieli z plcia a ich relacje z uczniami)

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Perkowska-Klejman A.

Ruch Pedagogiczny

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2009

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tom 80

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nr 3-4

71-83

EN

The major purpose of the study was to examine the relationship between teachers' sex and gender and the perception of their interpersonal behaviour by adolescents. The authoress would like to indicate if and how teachers' gender influences their perception by students. The samples consisted of 48 Polish secondary school teachers and 988 secondary school students, in public schools in Poland. The Polish version of the Bem Sex Role Inventory was used to identify teachers in masculine, feminine, androgynous, and undifferentiated groups. A Questionnaire on Teacher Interaction was completed by the subjects. In this questionnaire, subjects were asked: how do they perceive their teachers? At first, the results suggested that there is no significant difference in the perception of men and women teachers by students. However, further investigation of the results of the F statistic suggested that: Androgynous and masculine women were significantly higher on the leadership scales than undifferentiated women. Androgynous women were significantly lower on the uncertain scales than feminine and undifferentiated women. Masculine, androgynous and feminine men were significantly higher on the leadership and helpful/friendly scales than undifferentiated men. Feminine men were lower on the admonishing scale then masculine and undifferentiated men. The findings indicate the need to use teachers' gender as a relevant variable in future research about teacher-student relationship.

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Osądzanie refleksyjne – tutorzy i tutees na temat trudnych poznawczo problemów

100%

Perkowska-Klejman A.

Edukacja Dorosłych

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2022

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tom 1(86)

75-90

PL

Niniejszy artykuł prezentuje badania przeprowadzone w celu uzyskania odpowiedzi na pytanie, w jaki sposób tutorzy (nauczyciele akademiccy) i tutees (studenci) formują osądy na temat kilku trudnych poznawczo problemów. W badaniu skoncentrowano się na opisie intelektualnych procedur stosowanych w refleksyjnym osądzaniu tutorów i tutees. Rozstrzygano, na ile jest to myślenie na poziomie prerefleksyjnym, quasirefleksyjnym i refleksyjnym. Podczas badania tutorzy i tutees byli postawieni wobec kilku niejednoznacznych tematów i mieli za pomocą krótkich odpowiedzi ustosunkować się do własnych źródeł poznania, przekonań i wiedzy. Badanym zadawano serię pytań skoncentrowanych wokół pięciu tematów, np. stosowania leków w terapii zaburzeń psychicznych; przyczyn alkoholizmu. Badania zostały przeprowadzone za pomocą pisemnego kwestionariusza zainspirowanego Wywiadem osądzania refleksyjnego (Reflective Judgment Interwiew), opracowanego przez King i Kitchener w oparciu o Model osądzania refleksyjnego. Model zakłada trzy stadia myślenia: prerefleksyjne, quasirefleksyjne i refleksyjne, podzielone na siedem etapów. Analiza wyników badań pozwoliła ustalić m.in. to z jakich źródeł korzystają badani uzasadniając swe sądy, na ile są pewni swojej wiedzy, czy dopuszczają inne punkty widzenia. Tutorzy najczęściej prezentowali stadium refleksyjne, a tutees stadium quasi-refleksyjne. Ustalono jednak, że poziom refleksyjności niektórych badanych spośród tutees zmieniał się w zależności od rozważanego zagadnienia, natomiast w grupie tutorów nie zaobserwowano istotnych różnic w myśleniu reflek- syjnym po zmianie tematu. Dodatkowe analizy z uwzględnieniem płci i kierunku studiów nie wykazały znaczących różnic międzygrupowych w myśleniu studentów. Badani tutorzy i tutees okazali się grupą niezwykłą, kompetentną i wyrafinowaną w zakresie rozwiązywania trudnych poznawczo problemów. Rekomendowane jest zindywidualizowane podejście do edukacji studentów poprzez stosowanie metody tutoringu.

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This article presents research conducted to answer a question of how tutors (academic teachers) and tutees (students) form judgments about several cognitively difficult problems. The study focused on the description of the intellectual procedures used in the reflective judgment of tutors and tutees. The autor analysed to what extent it is thinking on a pre-reflective, quasi-reflective and reflective level. During the study, tutors and tutees were confronted with several ambiguous topics and were asked to respond (in a short answers) to their own sources of beliefs and knowledge. The respondents were asked a series of questions focused on five topics, e.g. the use of drugs in the treatment of mental illness; causes of alcoholism. The research was conducted using a written questionnaire inspired by the Reflective Judgment Interview developed by King and Kitchener based on the Reflective Judgment Model. The model assumes three stages of thinking: pre-reflective, quasire-reflective and reflective, divided into seven stages. The analysis of the research results allowed to determine, e.g., what sources the respondents use to justify their judgments; how confident the respondents are in their knowledge; whether the respondents admit other points of view. The tutors most often presented the reflexive stage and the tutees the quasi-reflective stage. However, it was found that the level of reflexivity of some of the tutees was changing as a result of the issue under consideration, while in the group of tutors there was no significant differentiation in that case. Additional analyses by gender and field of study showed no significant intergroup differences in students’ thinking. The tutors and tutees turned out to be an unusual, competent and sophisticated group in solving cognitively difficult problems. An individualised approach to the education of students through the use of the tutoring method is recommended.

3

MEASUREMENT OF INTERPERSONAL RELATIONS BETWEEN TEACHER AND STUDENT (Pomiar relacji interpersonalnych nauczyciel - uczen)

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Perkowska-Klejman A.

Ruch Pedagogiczny

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2009

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tom 80

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nr 5-6

65-74

EN

In the 1950s Leary developed the model of an interpersonal diagnosis of personality. The author stated that communication can be described along two dimensions: the dominance - submission dimension and the cooperation - opposition dimension. On the basis of this model, Leary, Wubbels, Creton and Hooymayers developed a map to model interpersonal teacher behaviour. This model is adapted to the classroom by dividing Leary's original two dimensions into the eight behaviour types: leadership, helpful/friendly, understanding, student, responsibility/freedom, uncertain, dissatisfied, admonishing and strict. The model has been used in The Netherlands in the development of an instrument; The Questionnaire on Teacher Interaction (QTI), to gather students' and teachers' perceptions of interpersonal teacher behaviour. There are many versions of The Questionnaire on Teacher Interaction (QTI), but in this paper the Australian version of the QTI, which is more economical, is described. This version consists of 48 items which are descriptions of teachers' interpersonal behaviour. An example from the leadership scale is: This teacher talks enthusiastically about his/her subject and an example from the admonishing scale is This teacher gets angry unexpectedly. The QTI has a five-point response scale, ranging from Never/Not at all, to Always/Very.

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Twórcze i refleksyjne kształcenie pedagogów

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Perkowska-Klejman A.

Przegląd Pedagogiczny

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2015

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nr 1

303-316

PL

Celem artykułu jest przedstawienie zagadnień związanych z refleksyjnym paradygmatem kształcenia nauczycieli. Autorka na początku przybliża kategorię twórczości i refleksyjności, a następnie odnosi je do współczesnych standardów kształcenia pedagogów. W artykule uwypuklona została rola uczelni wyższych w promowaniu twórczości i refleksyjności, a także korzyści dla praktyki edukacyjnej wynikające z kształcenia refleksyjnego.

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Transformacyjne uczenie się dorosłych w świetle teorii Jack’a Mezirowa

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Perkowska-Klejman A.

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nr 1

29-43

EN

The article pertains to the transformational theory of adult learning. Transformational learning is based on Mezirows’ theory. At the beginning, the theory of philosophical foundation is presented. Selected views of Thomas Kuhn, Paulo Freire, Jurgen Habermas are used, as they evidently correspond to the theory of transformational learning. Then, the author provides graphical presentation of the issues discussed. Subsequently, the most important issues are analyzed, for example: the frame of reference, disorienting dilemmas, rational discourse. Ten stages of the Mezirows’ theory are presented. In the last part of the article, critical reviews of he theory are discussed. For example: Mezirow has not taken into account the social context of transformative learning and the fact that the theory has quite a metaphorical character.

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W poszukiwaniu teorii szkoły

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Januszewska E. , Kulesza M. , Kwiatkowski M. , Odrowąż-Coates A. , Perkowska-Klejman A. , Wiatr M.

Pedagogika Społeczna

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2015 (R. XIV)

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nr 3(57)

89-112

PL

Niniejszy artykuł jest efektem wspólnych wysiłków naukowych Zespołu Pedagogiki Społecznej Akademii Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie. Autorzy analizują szkołę wielopłaszczyznowo i interdyscyplinarnie, przedstawiając wybrane ramy teoretyczne, w jakich można interpretować i badać szkołę. Choć nie są one wyczerpujące, pomagają w zakotwiczeniu procesów konceptualizacji dalszych badań empirycznych nad szkołą. Artykuł ukazuje jak ważnym społecznie, wszechobecnym i złożonym zagadnieniem jest szkoła, widziana z wielu perspektyw poznawczych.

EN

This article is the result of the joint scientific efforts of the staff of the Social Pedagogy Departmental at the Maria Grzegorzewska Academy of Special Education in Warsaw. The authors carry out a multifaceted, interdisciplinary analysis of schools and present selected theoretical frameworks, instrumental in the interpretation and exploration of individual research cases. These frameworks are not intended to be exhaustive, but should be useful in the anchoring of the conceptualization processes when planning further empirical school research. The article highlights the social importance of school, its omnipresence and complexity, studied through the lens of multiple cognitive perspectives.

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Changes in language about IDD, mental illness, disability in different countries in different languages

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Perkowska-Klejman A. , Grung R. M. , Lejzerowicz M. , Kiss J.-F. , Ortan F. , Dæhlen D. , Abdullah S. , Marsh L.

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nr 1

43-53

EN

The use of language to construct and drive societal and professional approaches to intellectual and developmental disabilities have undergone significant change across the 20th and into the 21st century throughout Europe. The changes in political, professional and colloquial language reflect increasingly inclusive practices and recognition of human rights based approached to people with IDD internationally.