Wyniki wyszukiwania - Biblioteka Nauki

1

Some Advanced Experience of the Development of Teachers’ Digital Competence

100%

Henseruk H.

|

nr 1

61-79

PL

The article deals with digital competence, which is one of the main components of the professional competence of future teachers, as well as discloses the foreign experience of the development of future teachers’ digital competence. European standards for the determination of digital competence are analysed – in particular, the digital competence profile of the teacher Digital Competency of Educators (DigCompEdu), which includes six areas of teachers’ digital competences. The article outlines approaches to the description of educational outcomes concerning the digital competence of teachers. The analysis of the experience of foreign countries (Lithuania, Estonia, Austria, Norway, the Netherlands, Western Australia, Slovenia on the problem of developing the digital competence of teachers in the process of their professional training in higher education institutions and professional development of practising teachers) has been carried out taking into account the scope of digital competence. The reforms in the education of foreign countries concerning the digitalisation of education and the development of teachers’ digital competence are considered. Academic courses, foreign educational platforms, communities for teachers’ professional training and professional development on digital technologies are described and analysed. The analysis of the work of foreign researchers allows to make conclusions about the approaches to classification and description of the types of teachers’ digital competence.

2

LOCAL ENVIRONMENT FACING THE MODERN TERRORISM THREATS

99%

Łachacz T. , Kamiński J.

Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje

|

2015

|

tom 19(19)

124-138

EN

Terrorism is one of the most crucial state security threat. This phenomenon with global form is more and more popular in local community. In the face of danger necessary is well prepared military and local crisis management structures to overcome this phenomenon.

3

ПІДГОТОВКА СУЧАСНОГО ПЕДАГОГА ДІТЕЙ ДОШКІЛЬНОГО ВІКУ В УМОВАХ МІНЛИВОГО СОЦІУМУ

85%

Машовець М.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 4(48)

339-347

EN

In the article the questions of necessity of changes are examined in the educational programs of preparation of future educators of preschool educational establishments. The short review of historical labours in that expectation of society is given from professionals in industry of preschool education. Attention is accented on the modern going near the decision of this problem. Description is given to the educational process in preschool educational establishments and the prospects of increasing of its efficiency are set. One of the terms of realization of this task is an effective preparation of future educators. The possibilities of improvement of the aims, structure are certain to maintenance of professional preparation of future specialists of preschool education. These short questioning over the modern students is brought straight preparations «Preschool education», that is the index of effective educational process in higher educational establishment. The author of the article stresses that A value is distinguished of forming pedagogical values of future educators. The special attention is paid to the increase of credits of pedagogical practice that must pass during all period of students’ study - from the first to the fourth course. The table of the contents of practice must be transformed from educational to productive – from a supervision and analysis of work of an educator to independent implementation of productive functions of an educator. An attempt to analyse the educational program in the aspect of comparing to the International bachelor program of preparation of specialists in industry of preschool and initial education is traced. It is noted that the basis of training must be laid integrity perspective, continuity and work process. The professional competence of pre-professional sphere, the modern student, is built on a solid foundation – the concept of educational support and comprehensive support focused on the development of an individual educational route for each student based on the characteristics of academic groups in the implementation of educational programs. Separate consideration requires the study of the possibility of integration in the International Baccalaureate program.

4

Możliwości kształtowania kompetencji zawodowych asystentów rodzin w procesie szkolenia

71%

Czechowska-Bieluga M.

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

|

2016

|

tom 29

|

nr 1

EN

For the family support workers to perform their professional role, it is important to develop their competencies through a variety of training courses. This paper aims to investigate the possibilities of competency development for family support workers. The study has been carried out among 68 family support workers from the Lublin Province through the author’s survey questionnaire on professional competency development opportunities through training courses. The study results demonstrate that the respondents consider that owing to the training courses their perform better in tasks they trained on. As the study participants have positive opinions on training courses, they are ready and highly motivated to participate in formal education, but also see a great deal of advantages of participation in other types of training. It seems that a coherent education plan for this professional group is worth developing, especially, considering the changing social needs, which can be further seen as the stepping stone to the professionalization of the family support worker profession.

PL

Asystenci rodzin, by efektywnie realizować swoją rolę zawodową, uczestniczą w różnorodnych szkoleniach. W artykule podjęto próbę sprawdzenia, jakie są możliwości kształtowania kompetencji zawodowych adeptów asystencji rodzinnej. Badania przeprowadzono wśród 68 asystentów rodzin z województwa lubelskiego, wykorzystując autorski kwestionariusz dotyczący możliwości podnoszenia poziomu kompetencji zawodowych w trakcie szkoleń. Wyniki analiz pozwalają sądzić, że badani lepiej oceniają te kompetencje radzenia sobie z zadaniami, które szkolili. Biorąc pod uwagę to, że badani pozytywnie oceniają szkolenia, cechuje ich gotowość i wysoki poziom motywacji do udziału w edukacji ustawicznej, a także to, że dostrzegają wiele korzyści płynących z uczestnictwa, wydaje się, że warto tworzyć spójną ofertę szkoleniową dla tej grupy zawodowej, adekwatną do zmieniających się potrzeb społecznych. Będzie to kolejny krok do profesjonalizacji zawodu asystenta rodziny.

5

Podnoszenie kwalifikacji w zakresie zwiększenia kompetencji na rynku usług motoryzacyjnych i transportowych : doświadczenia z realizacji szkoleń

71%

Filipczyk J.

|

tom R. 20, nr 1-2

368--371

PL

W artykule przedstawiono program kursów doszkalających prowadzonych na Wydziale Transportu Politechniki Śląskiej. Kursy przeznaczone są dla studentów chcących lepiej przygotować się do podjęcia zatrudnienia. Cześć szkoleń realizowana jest wspólnie z pracodawcami. Przedstawiono problemy w realizacji szkoleń oraz perspektywy ich dalszego rozwoju.

EN

Program of training course conducted at the Faculty of Transport of the Silesian University of Technology has been presented in this paper. The courses have been intended for students who want to be better prepared to take up an employment. Some trainings are carried out together with employers. Problems in the implementation of training course and prospect of their further development have been presented.

6

Centrum szkolenia i organizacji systemów jakości Politechniki Krakowskiej im. Tadeusza Kościuszki

71%

Pieczonka A.

Archiwum Odlewnictwa

|

2004

|

tom R. 4, nr 11/2

89--94

PL

Celem prezentacji jest przedstawienie działalności Centrum Szkolenia i Organizacji Systemów Jakości na przestrzeni trzech lat funkcjonowania, jako międzywydziałowej i samofinansującej się jednostki organizacyjnej Politechniki Krakowskiej im. Tadeusza Kościuszki. Przedstawiono główne obszary działalności jednostki: dydaktyczno-szkoleniową, naukowo-badawczą i wydawniczą.

EN

The aim of the presentation is to present the main areas of Quality System Organisation and Training Centre activity over the past three years, as an inter-faculty and self-financing unit of the Cracow University of Technology. We have concentrated on the following areas of activity: teaching and training, research and publishing.

7

Dokształcanie i doskonalenie zawodowe nauczycieli geografii… jako instrument dostosowania się do aktualnych wyzwań rynku pracy

71%

Piróg D. , Jania R.

|

2013

|

tom 4 Współczesne obszary badań w dydaktyce geografii

72-83

EN

Facing a deteriorating situation on the job market for teachers (including geographers), one should expect even heavier commitment of the professional group to their additional training. Therefore, it is necessary to take actions on the central level for creating wider range of offer adequate for the teachers’ needs and supporting them in that. The current system of methodological guidance and additional training for teachers is based on local arrangements and diverse organizational and financial models. There are no universal and clear factual criteria for selection of methodological advisers who would come to geography teachers’ aid, especially to those just starting their career. Methodological advisers should have an opportunity to more widely cooperate with local geography didactics sections and with Geographical Education Commission of the Polish Geography Society. Due to that, the need for introducing more frequent subject training courses for methodological advisers occurs. They are to be organized not only by publishing houses but by universities and geographical organizations as well (Groenwald et al., 2008). The collected material allows forming a statement that geography teachers in the Lesser Poland Voivodship have access to a wide range of additional training offers, mainly short coursers. Diagnostic research proved that geographers are would take the opportunity to participate in courses enabling them to acquire qualifications for teaching other subjects. The variety of forms and thematic areas of extra training activities undertaken by the teachers, can be seen as a confirmation of their great ambitions, aspirations and strive for professional perfection. Such an involvement is certainly caused, at least to some extent, by a critical position of geography as a school subject and a real risk of losing the job when a teacher holds qualifications for teaching only one school subject. Therefore, there is a special need for new competencies that a teacher should acquire. Among them, the most frequently mentioned are the following skills: working in a multicultural and diverse group, co-operating with people from the local environment, introducing information-communication technologies into pupils’ everyday life, forming pupils’ civil and social awareness, and functioning in the society (Sielatycki, 2008). In the light of the research, one should state that recent intense involvement of geography teachers in forms of additional training, especially those enabling acquiring qualifications for teaching other school subjects, seems to be unavoidable and to be the most effective way of adapting to various challenges on the educational job market.

8

Dokształcanie i doskonalenie zawodowe nauczycieli geografii… jako instrument dostosowania się do aktualnych wyzwań rynku pracy

57%

Piróg D. , Jania R.

Annales Universitatis Paedagogicae Cracoviensis Studia Geographica

|

2013

|

tom 4

72-83

EN

Facing a deteriorating situation on the job market for teachers (including geographers), one should expect even heavier commitment of the professional group to their additional training. Therefore, it is necessary to take actions on the central level for creating wider range of offer adequate for the teachers’ needs and supporting them in that. The current system of methodological guidance and additional training for teachers is based on local arrangements and diverse organizational and financial models. There are no universal and clear factual criteria for selection of methodological advisers who would come to geography teachers’ aid, especially to those just starting their career. Methodological advisers should have an opportunity to more widely cooperate with local geography didactics sections and with Geographical Education Commission of the Polish Geography Society. Due to that, the need for introducing more frequent subject training courses for methodological advisers occurs. They are to be organized not only by publishing houses but by universities and geographical organizations as well (Groenwald et al., 2008). The collected material allows forming a statement that geography teachers in the Lesser Poland Voivodship have access to a wide range of additional training offers, mainly short coursers. Diagnostic research proved that geographers are would take the opportunity to participate in courses enabling them to acquire qualifications for teaching other subjects. The variety of forms and thematic areas of extra training activities undertaken by the teachers, can be seen as a confirmation of their great ambitions, aspirations and strive for professional perfection. Such an involvement is certainly caused, at least to some extent, by a critical position of geography as a school subject and a real risk of losing the job when a teacher holds qualifications for teaching only one school subject. Therefore, there is a special need for new competencies that a teacher should acquire. Among them, the most frequently mentioned are the following skills: working in a multicultural and diverse group, co-operating with people from the local environment, introducing information-communication technologies into pupils’ everyday life, forming pupils’ civil and social awareness, and functioning in the society (Sielatycki, 2008). In the light of the research, one should state that recent intense involvement of geography teachers in forms of additional training, especially those enabling acquiring qualifications for teaching other school subjects, seems to be unavoidable and to be the most effective way of adapting to various challenges on the educational job market.