Wyniki wyszukiwania - Biblioteka Nauki

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ПРОФЕСІЙНО-ТВОРЧА САМОРЕАЛІЗАЦІЯ ВЧИТЕЛЯ В СИСТЕМІ ОСВІТИ ДОРОСЛИХ

100%

Олена Г.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

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nr 8(62)

116-126

EN

The theoretical and methodological foundations of adult education and the directions of development of teacher’s professional and creative self-realization in the adult education system; the role of pedagogical facilitation in the professional activity of the modern teacher, the pedagogical definition of teacher’s pedagogical facilitation in adult education are summarized in this article. There has been made an emphasis on the fact that adult education in Ukraine depends on the establishment of appropriate objective prerequisites of entire education system democratization and the educational process humanization, as well as the patterns of development of the adult education system theory and practice. Also the principles of teacher’s professional and creative self-realization in the adult education system have been highlighted. Adults’ professional development is based on the general methodological principles and andragogy. The first group consists of principles of socio-economic determinism, consistency, continuity, comprehensiveness, scientific, predictability; the second is the individual experience and development of individual educational needs; qualification, vital and promising job, age approach, creating the conditions and freedom of choice, problem-situational training; promotion of self-education and independence training; joint activities in the educational process, development of creativity and moral-volitional sphere of the personality; updating of learning outcomes. In this regard, one of the important features of adult educators’ activity is mastering the art of advising, or facilitation, which creates an atmosphere of trust, which is the basis of interaction and development of an adult’s professional and creative-self-realization. Consequently, the use of adragogical principles in the process of adults’ training promotes better organization and improves the learning efficiency. Application of adragogical approaches in adult’s teaching has positive social and moral aspects. Bringing them to the real activities of planning, implementation, evaluation and correction of the teaching process, the rule of their independent activities, based on their specific circumstances, problems and goals, a certain freedom of choice in the process of studying, joint activities with teachers and methodologists contributes to the affirmation of an adult as an independent, self-governing individual; the development of his creativity; socialisation, development of collective work skills, the ability to combine personal responsibility and the public interest; the development of individual’s education and spiritual needs, the humanistic value orientations.

2

Platforma e-learningowa narzędziem w nauczaniu zdalnym osób dorosłych

87%

Nowak-Żółty E. , Bożerocki T.

Studia Edukacyjne

|

2018

|

nr 50

441-452

EN

The authors of the article address issues concerning the teaching of the Polish language of adults living in the Czech Republic, Lithuania and Latvia via remote education, using the e-learning platform. They point to the unique approach of adults to education by means of IT tools (e-learning platform). The aim of the authors’ search is to try to answer the question: “Is learning Polish using an e-learning platform effective?” The authors also want to learn about the platform itself as a tool in adult learning.

3

Students Satisfaction with the Study Programme of Adult Education at University of Ostrava and Tomas Bata University in Zlín

80%

Tomáš S.

Littera Scripta

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2012

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tom 2

117-127

EN

The paper deals with describing the method of satisfaction measurement as a one of the marketing techniques used for detecting student satisfaction with a study program. In the treatise we try to analyze students satisfaction with the study program of adult education, which is offered at University of Ostrava and at Tomas Bata University in Zlín. In the theoretical part of the paper a methodological approach to satisfaction measurement is described. We focus on the Satisfaction Pyramid method which is suitable for universal satisfaction researches. The database comes from a questionnaire survey to ascertain students satisfaction with nine chosen factors. In the eld part calculations of data are presented and describe total satisfaction, Satisfaction Index and partial satisfaction with significant factors like content, teacher expertise, new findings and other. The last part of the paper refers to importance of partial factors.

4

Adult Learners’ Perceptions of the Use of Interactive Whiteboards in University Classrooms

80%

Lai H.-J.

The New Educational Review

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2014

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tom 36

55-65

EN

The purpose of this study was to investigate adult learners’ perceptions of the use of Interactive Whiteboards (IWBs) in a university classroom in Taiwan. The participants were undergraduate students in a Master’s program. Research data were obtained through students’ interviews, site observations, and students’ reflective journals on the course website. Interviews were conducted with six adult learners who were also working professionals. The research data indicate that adult learners valued the benefits of using IWBs in instruction and workplace learning and pointed out that instructors’ readiness and competence determine the effectiveness of IWB integration in classrooms. Another important finding revealed in this study suggested that instructors need to develop creative IWB lesson plans that fully utilize the advantages of IWBs in order to ensure that IWBs are effectively and continually used in adult education/training settings.

5

UNIVERSITY OF THE THIRD AGE. A CHALLENGE AND AN OPPORTUNITY FOR THE MUSEUM

80%

Głowacki P.

Muzealnictwo

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2013

|

tom 54

191-197

EN

The first University of the Third Age in Poland was established in 1975, and from that date the concept has been developing dynamically. The Senate of the Republic of Po-land announced 2012 to be the Year of Universities of the Third Age, confirming the prominent significance of these institutions. University of the Third Age students are particularly interested in offers suggested by museums. At present, 155 museums provide programs addressed to this group of recipients. This number should be even larger, and the offer - more diversified. Apart from lectures and tours there also exists the need for undertakings demanding even more involvement and making use of the methods and ideas employed by museum education. There are great chances for cooperation between museums and the University of the Third Age. The benefits of this collaboration could prove conducive for the students - potential members of the museum public.

6

Lifelong Learning in Six Central European Countries

80%

Dudaitė J. , Dačiulytė R.

The New Educational Review

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2021

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tom 64

134-147

EN

The aim of the article is to compare the situation of lifelong learning in Central European countries. Six countries were selected for the study: Poland, Lithuania, Estonia, Slovenia, the Slovak Republic, and the Czech Republic. The research is based on data from the International Survey of Adult Skills (OECD PIAAC). Respondents 30 years old and over were selected for analysis because a significant proportion of younger people have not yet completed their formal studies. According to the analysis, Estonian adults are most often involved in lifelong learning activities, while representatives from the Slovak Republic are the least involved. In all countries, those with above high school education are the most likely to participate in lifelong learning activities compared to those with lower than high school education and with high school education. In different countries, different kinds of learning activities prevail.

7

UNIWERSYTET III WIEKU. WYZWANIE I SZANSA DLA MUZEUM

80%

Głowacki P.

Muzealnictwo

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2013

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tom 54

191-197

PL

W Polsce pierwszy uniwersytet trzeciego wieku powstał w 1975 r. i od tego czasu jest to bardzo dynamicznie rozwijająca się idea. Rok 2012 został ogłoszony Rokiem Uniwersytetów Trzeciego Wieku przez Senat RP, co świadczy o dużym znaczeniu tego typu instytucji. Słuchacze uniwersytetów trzeciego wieku są grupą szczególnie zainteresowaną oferta przygotowaną przez muzea. Obecnie 155 muzeów posiada program skierowany do tej grupy odbiorców. Liczba ta powinna być wyższa, a sama oferta bardziej różnorodna. Poza wykładami i zwiedzaniem istnieje duża potrzeba bardziej angażujących zajęć, które mogą wykorzystywać metody i pomysły stosowane przez edukację muzealną. Istnieją duże możliwości współpracy pomiędzy muzeum i uniwersytetem trzeciego wieku. Korzyści z takiego współdziałania mogą być obustronne dla dobra słuchaczy uniwersytetów będących też potencjalną publicznością muzealną

8

Responsibility as the Result of Life Experience through the Adult Learners’ Eyes

80%

Duda E.

Kultura i Edukacja

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2018

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nr 2(120)

203-214

EN

The meaning of responsibility, especially in young adults, plays an important role in contemporary life. It has an impact on the family life, social relations, ways of a work performance and many other aspects. The problem of taking responsibility by present-day people is discussed on different levels and in different areas. The point of view of adult learners of the formal education system still remains overlooked in academic discourse. This article presents adult learners’ understanding of the concept of adulthood and its important component, responsibility. The present study examined opinions of learners attending upper secondary school for adults, using the phenomenography method. In anonymous survey with open-ended questions, 94 voluntary participants (aged 18–63) took part. This qualitative study examined how adult learners begin to recognize the importance of a sense of responsibility for themselves and how it influences their life. The results of the study indicate the traditional understanding of the concept of adulthood by adult learners. Personal development, as a result of a variety of life experiences, makes increase of the importance of responsibility for themselves, their family and surrounding. Though different life difficulties, awkwardness, lack of autonomy, the value of responsibility becomes more significant.

9

Profesor Józef Półturzycki – polski andragog, dydaktyk, nauczyciel (1934–2021)

80%

Sapia-Drewniak E.

Przegląd Historyczno-Oświatowy

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2022

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tom LXV

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nr 1-2

65-74

EN

Aim: The aim is to bring closer Prof. Józef Półturzycki profile and scientific achievements. Methods: An analysis of archival materials, scanty studies and memoirs. Results: The study presents the professional development of an outstanding Polish andragogue, Prof. Józef Półturzycki. The author attempts to show Prof. Półturzycki’s professional activity as well as the areas of his scholarly interests. The problem areas discussed by this prominent Polish adult education specialist in selected publications were also indicated. Conclusions: Józef Półturzycki, with his scientific activity, contributed to the significant development of andragogy in Poland, both through his scientific work and involvement in the creation of the academic andragogical environment.

10

Historyczno-pedagogiczna analiza powstania i rozwoju idei kształcenia ustawicznego

80%

Martirosian L. , Gusak L.

Zamojskie Studia i Materiały – Seria Pedagogika

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2011

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tom 13

155-164

EN

This article presents a historical and educational analysis of the development of the idea of continuing education. The authors defines the phases of the development of permanent education and characterize them.

11

Student Satisfaction Analysis with Study Programme by Satisfaction Pyramid Method

80%

Sadílek T.

The New Educational Review

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2013

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tom 32

207-219

EN

The paper describes the method of satisfaction measurement as one of the marketing techniques used for detecting student satisfaction with study programs. A method of Satisfaction Pyramid is presented, which is used for satisfaction analysis. The theoretical part of the paper describes a methodological approach to satisfaction measurement and the field part presents total satisfaction, Satisfaction Index and partial satisfaction with significant factors and the last part of the paper refers to the importance of partial factors. The aim of the article is to detect the level of student satisfaction with the most important subjects in the study programme and also to set the importance of every factor influencing total satisfaction. The student satisfaction analysis was realized at two Czech universities, which offer study programmes of adult education.

12

XIV Letnia Szkoła Młodych Andragogów i Poradoznawców, Zielona Góra, 21-24 maja 2012

80%

Uzar-Szcześniak K.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2013

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tom 14

325-331

EN

The report presents the course of scientific meeting of young and experienced researchers working in the field of andragogy and counselling studies that took place in 2012 at University of Zielona Gora, Poland. Main topics of presentations of keynote speakers (senior researchers) and young participants (holding no more than Ph.D. degree) have been presented. Among the others, they focused on the following issues: higher education in Poland, research methodology in social sciences, philosophy and social politics, counselling, labour education, adult education and educational gerontology. Discussions held by the participants provided the opportunity for the exchange of knowledge on current problems of adult education and counselling research in Poland. The field game and study visit included in the Summer School programme provided also the chance for experiential learning useful in academic work.

13

Voluntary Activity of Polish People and its Motives in Recent Years: New Volunteering

80%

Kosewska B.

Practice and Theory in Systems of Education

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2015

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tom 10

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nr 4

357-362

EN

This article covers an issue or the phenomenon of volunteering. The introduction is a recall of a definition of volunteering. Then it shows the distribution of voluntary activity in different countries of the European Union in order to look at some aspects of the phenomenon in the microscale of one country - Poland. It shows the percentage of involvement of Polish women and men in volunteering, their age, their motives to work for others. It makes the reader to think about an innovative definition of volunteering.

14

Pedagogical Aspects of Voluntary School Work

80%

Mária Jármai E. , Palányi I. Z.

Practice and Theory in Systems of Education

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2015

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tom 10

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nr 1

23-45

EN

The economic importance of voluntary work has been exceedingly appreciated in the last few decades. This is not surprising at all, because it is highly profitable according to the related estimated data. There are 115,9 million people doing voluntary work only in Europe, which means that they would create the world's 7th biggest economy with EUR 282 billion value creation if they formed an individual state. The organizations know that voluntary work has several advantages apart from the economic benefits. It is profitable both for the society and for the individuals as well. Several researches have proven that voluntary work positively influences the development of the personality, because the key-competencies - such as: co-operation, empathy, solidarity, conflict handling, problem solving, etc. - expected in the labor market can be improved.

15

Motivation in the adult education

80%

Krystoň M.

The New Educational Review

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2005

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tom 5

189-193

EN

The content of the contribution is an analysis of the structure of those motivation factors influencing the decision of adults of various kinds of competence for further education. The author also presents the results of research into the area of motivation.

16

Adult Continuing Education

80%

Skwarek J.

Zamojskie Studia i Materiały – Seria Pedagogika

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2012

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tom 14

21-28

EN

This article deals with the problem of adult continuing education. The author points out the andragogical aspects of the implementation of the process of adult education. He turns the reader’s attention to the characteristics of adult learners, their learning capabilities and their need of self-development. In the article the author also analyses the perspectives of the development of continuing education, including the strategies, directions and objectives of the development of education in Poland.

17

Comments on adult education

80%

Matuszak A. , Matuszak Z.

Management Systems in Production Engineering

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2013

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tom nr 3 (11)

28--32

EN

The paper presents the characteristics of adult learning environment and models of working with adult learners. Definitions of lifelong adult education, with an emphasis on social sciences are given. Functions that lifelong adult education can perform are presented and described. Forms and methods of lifelong education are characterized. Taking into account different criteria, the major differences in the models of adult education – technological, humanistic and critical are described. The importance of lifelong adult education is stressed, and some of the positive characteristics of teaching adults are highlighted.

PL

W artykule przedstawiono charakterystykę środowiska nauczania dorosłych i modeli pracy z dorosłymi uczniami. Podane zostały definicje kształcenia ustawicznego dorosłych, ze szczególnym uwzględnieniem nauk społecznych. Opisano i przedstawiono funkcje, które mogą zostać spełnione przez kształcenie ustawiczne dorosłych. Scharakteryzowane zostały formy i metody kształcenia ustawicznego. Biorąc pod uwagę różne kryteria, opisane zostały najważniejsze różnice w modelach edukacji dorosłych - technologicznym, humanistycznym i krytycznym. Zostało podkreślone znaczenie kształcenia ustawicznego dorosłych, a także zostały wyróżnione niektóre z pozytywnych cech nauczania dorosłych.

18

Digital competence learning in secondary adult education in Finland and Poland

80%

Duda E. , Dziurzyński K.

International Journal of Pedagogy, Innovation and New Technologies

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2019

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tom 6(2)

22-32

EN

Nowadays, the digital competence is becoming as important as literacy and numeracy skills. For children and youths these competences seem to be natural and the role of teacher is to direct students in their learning and to develop cognitive curiosity. For adults, the learning process is different. It is not only developing of digital skills but sometimes even grassroots teaching. The article presents a two different approaches to teaching/learning process provided in the field of secondary education - Finnish and Polish systems. Documents containing curricula, school programmes and course grids were analysed. Both systems have been assessed in terms of their relevance to adult learners. The main discoveries and the key conclusions indicate that the Polish system does not adapt to the real needs of adult learners and the changing needs of the labour market.

19

The development and implementation of ideas of lifelong learning in Europe at the dawn of the 21st century

80%

Marcinkiewicz-Wilk A. , Jurczyk-Romanowska E.

Journal of Education Culture and Society

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2018

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tom 9

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nr 1

39-49

EN

Aim. The aim of article is present the changing of idea of lifelong learning. The article focuses on the idea of lifelong learning. The first part shows the essence of lifelong learning. An attempt has been made to organise concepts like: lifelong learning, lifelong training, continuing education and permanent education, as well as education and adult education, to consequently educe the idea of lifelong learning from the concept of continuing education. Methods. It’s used the literature analysis because of the theoretical character of a paper. Results. In the paper was presented how idea of lifelong learning was changing in the time. Furthermore, the article shows the social context of the use of lifelong learning in relation to the theory of human capital and social capital theory as well. The next part of the article concentrates on identifying the most important initiatives of the European Union, the objective of which was the implementation of the idea in Europe. The article presents the aims of the EU programmes that are focused on the implementation of that idea in European education. Conclusions. The development of the idea lifelong learning is referring with a social and cultural changes. This idea is a very important part of EU strategy which main gol is to build the Information Society.

20

Konceptualizace profesionality u vzdělavatelů dospělých

80%

Milana M. , Skrypnyk O.

Studia paedagogica

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2012

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nr 1

113-128

CS

Podobně jako v jiných oborech se i ve vzdělávání dospělých stala profesionalita předmětem rychlých socioekonomických změn. Na rozdíl od jiných sfér je však profesionalita u vzdělávání dospělých mnohem složitější pojem s ohledem na obsáhlost tohoto oboru a jeho zvláštní rysy. Tento příspěvek reviduje tradiční modely profesionality z perspektivy profesionality rolí. Hlavním argumentem autorek přitom je, že není na místě konceptualizovat vzdělávání dospělých jako jednu profesi nebo jednu profesní oblast. V oboru vzdělávání dospělých existuje řada povolání, jež tvoří kontinuum. Autorky tvrdí, že profesionalizace v oblasti vzdělávání dospělých by měla být hodnocena ve světle znalostí praktiků o teoriích učení se dospělých, etické epistemologie, která řídí jejich chování, a míry důvěry, které se jim od dospělých učících se dostává, nikoli z pohledu specifických povolání, která vykonávají.