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Informacje o czasopiśmie
Format
Czasopismo
eISSN
1691-5534
Pierwsze wydanie
04 May 2009
Częstotliwość wydawania
2 razy w roku
Języki
Angielski

Wyszukiwanie

Tom 18 (2016): Zeszyt 2 (December 2016)

Informacje o czasopiśmie
Format
Czasopismo
eISSN
1691-5534
Pierwsze wydanie
04 May 2009
Częstotliwość wydawania
2 razy w roku
Języki
Angielski

Wyszukiwanie

10 Artykułów
Otwarty dostęp

Key Stakeholders’ Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran

Data publikacji: 30 Dec 2016
Zakres stron: 5 - 20

Abstrakt

Abstract

Recently, teacher training courses have attracted the researchers’ special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness of TEFL teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. To this end, 62 pre-service teachers, 48 in-service teachers, and 28 teacher educators filled out the Foreign Language Teacher Education Program Evaluation questionnaire adapted from Peacock (2009). The results of ANOVA tests indicated that the pre-service teachers and teacher educators found courses with literary strands less relevant to English language teaching and believed that those courses should be modified or replaced by teaching more knowledge-building or knowledge-applying subjects. In addition, the in-service teachers harboured a negative perspective towards the courses which were not practical in the real classroom setting and considered them less empowering. All three groups found teaching-related courses, such as teaching methodology, of more sustainable nature and useful in the real teaching context. Besides, the participants believed that it is essential for the universities to incorporate several practical courses including practicum and classroom observations within the curriculum. This study suggests that accommodating key stakeholders’ preferences in a teacher education programs could lead to crafting more accountable and empowering teacher education programs.

Słowa kluczowe

  • In-service teachers
  • Pre-service teachers
  • Teacher education
  • Teacher educators
  • Teacher education program evaluation
Otwarty dostęp

Assessing the Infusion of Sustainability Principles into University Curricula

Data publikacji: 30 Dec 2016
Zakres stron: 21 - 40

Abstrakt

Abstract

The current paper presents the assessment of the infusion of sustainability principles into university curricula at two Jordanian universities. The peer review process of revising the curricula infusing sustainability principles is also discussed. The research methodology involved quantitative methods to assess the revised courses. The results revealed the following: the most relevant ESD themes in the revised curricula were “human connections to the physical and natural world”, and “ethics/values”. The most relevant ESD topics were: “sustainable production/consumption” and “health promotion”. The most infused ESD pillars (competencies) were: “learning to know” and “learning to do”. The most relevant ESD principles were: “practiced locally” and “responds through applied learning”. The findings offered a rich scenario of the strategies applied by the university professors in revising the curricula, providing evidence of a mental attitude to adopt ESD strategies, as well as a goal-oriented approach in curriculum planning. The paper also discusses the implications of the study results for syllabus revision and development, as well as the refinement of the teaching methods that focus on infusing sustainability into university curricula.

Słowa kluczowe

  • education for sustainable development
  • higher education
  • professional development
  • curricula revision
  • Reorient University Curricula to Address Sustainability (RUCAS)
Otwarty dostęp

Modelling a Learning Journey towards Teacher Ecological Self

Data publikacji: 30 Dec 2016
Zakres stron: 41 - 52

Abstrakt

Abstract

The article discusses the notion of the ecological self as a key concept for teacher identity construction during teacher education in the context of sustainable development (SD). Substantial amount of literature supports the understanding that the solution to the global sustainability crisis lies in the field of education where teacher identity, teacher self, plays a significant role. The paper gives the argumentation for the concept of ecological self and focuses on the question how to support the development of the ecological self during teacher education (TE). Esbjörn-Hargens & Zimmerman’s model of eco-selves and Saks’ model of intention are presented that could be used for that purpose. Some methods for supporting the development of an ecological self of a future teacher are also shared, for investigation and practical implementation in TE. The limitations of the present approach are obvious first and foremost due to the understanding that we are currently facing transformation in governing paradigms, change in dominating worldviews that penetrate any quest for ‘truth’, also in the field of science.

Słowa kluczowe

  • teacher education
  • sustainable development
  • ecological self
  • deep ecology
Otwarty dostęp

Teachers’ Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia)

Data publikacji: 30 Dec 2016
Zakres stron: 53 - 65

Abstrakt

Abstract

The academic literature on the practice of inclusive education presents diverse and at times contradictory perspectives in how it is connected to practices of distributed leadership. Depending on the approach, on the one hand, inclusive educational practice may enable distributed school leadership, while on the other hand, it may allow for hierarchical management styles if staff members do not implement inclusive practices. This paper explores how school staff members perceive and understand the relationship between practices of inclusive education and distributed leadership in two public primary schools: one in New South Wales (Australia) and one in Slovakia. These two schools were identified by external informants as good practice examples of inclusive education. Using qualitative research methods based on interviews, this paper identifies two main understandings of this relationship. First, although distributed leadership may encourage the goals of inclusive education, it may in some circumstances also hinder their achievement. Second, distributed leadership can be constructed as an indispensable component of inclusive education, and this has implications for how the target groups of inclusive education are conceptualised. This paper also discusses the wider social and political contexts of the two primary schools and how in each case context significantly constrained and shaped understandings and practices of inclusion and distributed leadership in the practice of teachers and principals.

Słowa kluczowe

  • inclusive education
  • distributed leadership
  • policy
  • practice
Otwarty dostęp

Teacher Training Programs for Gifted Education with Focus on Sustainability

Data publikacji: 30 Dec 2016
Zakres stron: 66 - 74

Abstrakt

Abstract

Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topical issue and gifted education has earned its place in the current curricular documents issued by the Ministry of Education. The national curriculum specifies education objectives, teaching plans, requirements for personnel, organizational and material-technological requirements for gifted education. However, the personnel requirements are problematic not only in Slovakia, but also in other countries. Most attention is paid to identification and development of gifted children, but very little consideration is given to the training of teachers for gifted children. The lack of justifying teacher training does not guarantee sustainability of gifted education. The aim of this paper is to map and describe gifted education, teacher training programs and qualifications for teachers of intellectually gifted pupils in Slovakia, Austria, Belgium and Finland. These countries were chosen because of very different perceptions of the gifted education and teacher training. These systems are compared and a proposal for sustainable teacher training is offered.

Słowa kluczowe

  • teacher training programs
  • sustainable gifted education
Otwarty dostęp

The Transformation of Traditional Universities into Entrepreneurial Universities to Ensure Sustainable Higher Education

Data publikacji: 30 Dec 2016
Zakres stron: 75 - 88

Abstrakt

Abstract

This paper aims to investigate the experience and to identify the drivers of transforming traditional universities into Entrepreneurial Universities for ensuring sustainable higher education in Latvia. Due to the wide scope, Entrepreneurial University characteristics, the present research study is limited and focuses on the university providing access to students to business incubation facilities, relationships with business incubators for students, as well openness of university to collaboration and knowledge co-creation with its external stakeholders. Analyses of the experiences of universities of Latvia business incubators providing services to students, as well cooperation between higher education institutions (HEI) and local governments and entrepreneurs show that there is a positive trend. In opposite, such a trend can’t be observed towards building Entrepreneurial Universities in Latvia over the past 5 years. The results of the survey show that there is a need put higher efforts to assist young entrepreneurs in building cooperation networks and strengthening knowledge co-creation with external stakeholders.

Słowa kluczowe

  • Entrepreneurial University
  • student business incubators
  • entrepreneurship education
  • Quintuple Helix Model
  • Sustainable higher education
Otwarty dostęp

Using Excel in Teacher Education for Sustainability

Data publikacji: 30 Dec 2016
Zakres stron: 89 - 104

Abstrakt

Abstract

In this study, the feasibility of using Excel software in teaching whole Basic Statistics Course and its influence on the attitudes of pre-service science teachers towards statistics were investigated. One hundred and two pre-service science teachers in their second year participated in the study. The data were collected from the prospective teachers before and after the compulsory Basic Statistics Course. This is a course offered in the third term aiming at introducing the most basic concepts and operations in descriptive and inferential statistics. In the context of this course, it could be argued that in most universities basically four concept groups are addressed: 1) Data and distributions, 2) How values cluster and/or disperse, 3) How variables move, classify or cluster jointly and 4) How the means between different groups differentiate.

The statistics course with the content mentioned above is usually handled theoretically and nearly no statistical software is used considering the needs and expectations of pre-service science teachers. In case a software is used, it is generally SPSS in Turkey. SPSS is nearly the standard in the field here and dominates all other software such as SAS etc. On the other hand, Excel with much of its capabilities, accessibility and ease of use, is not considered by most of the academics as sufficient statistical software.

In this paper the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated and its superiority to other softwares and traditional instruction were discussed. In addition, the positive effect of such an instruction on the attitudes of pre-service teachers towards statistics was shown.

Słowa kluczowe

  • Teacher Education
  • ICT
  • Excel
  • Statistics
  • Attitudes
Otwarty dostęp

Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

Data publikacji: 30 Dec 2016
Zakres stron: 105 - 118

Abstrakt

Abstract

Implementation of the result-oriented (self-)education paradigm in the general education school requires sustainable changes in didactics not only on the strategic document plane but also in educational practice. However, its implementation in practice is complicated. The success of the interaction between theory and practice largely depends on the teacher’s professionalism. Therefore, the insights that have emerged in the context of teachers’ practical experiences applying self-directed learning are important identifying preconditions for sustainable changes in didactics. The semi-structured written survey and the content analysis enabled the authors to find out preconditions for changes in didactics, manifesting themselves through the teacher’’s personal self-actualisation, the student’s empowerment to learn and redistribution of powers of participants of the educational process. Research results suggest that identified preconditions for changes in didactics are interrelated and illustrate manifestation of sustainable changes in didactics.

Słowa kluczowe

  • self-directed learning
  • didactics
  • (self-)education process
Otwarty dostęp

Transformation of the System of Values of Autonomous Learning for English Acquisition in Blended E-Studies for Adults: A Holistic Fractal Model

Data publikacji: 30 Dec 2016
Zakres stron: 119 - 134

Abstrakt

Abstract

The present study is aimed at creating a holistic fractal model (HFM) of autonomous learning for English acquisition in a blended environment of e-studies in adult nonformal education on the basis of the theories and paradigms of philosophy, psychology and education for sustainable development to promote the development of adult learners’ experiences of English acquisition. Thus, the present research attempts to find out how autonomous learning influences transformation of the system of values and integration in the learning environment. The research is based on the holistic paradigm of science. Adults’ English learning experience, their readiness to learn the language in blended e-studies and the SWOT analysis of metacognitive strategies are investigated in the paper. The authors also put forward recommendations for facilitating the transformation of the system of values in the process of autonomous learning for English acquisition in blended e-studies. The research has resulted in the HFM that interprets the systemic view on the transformation of values in the environment in the classroom and virtual environment, shows more holistic comprehension of the deepness and structure of the complexity of language learning and makes a methodological basis for its holistic facilitation in blended e-studies for adults.

Słowa kluczowe

  • autonomous learning
  • English acquisition
  • blended e-studies
  • system of values
  • holistic fractal model
Otwarty dostęp

Sustainability from the Transdisciplinary Perspective: An Action Research Strategy for Continuing Education Program Development

Data publikacji: 30 Dec 2016
Zakres stron: 135 - 152

Abstrakt

Abstract

The need to focus on a transdisciplinary approach in education for sustainable development (EDS) has been reflected in research and especially action research as a possible solution, which can open a new perspective for understanding and interpretation of the complex phenomenon of sustainability as well as for developing new open continuing education programmes by integrating research and learning activities in the context of open transdisciplinary research.

The content structure of the article: (1) it describes the experience that has evolved at one faculty and its subordinate scientific institute and has been proposed to be used within the entire institution; (2) it generalises issues arising from the extensive experience, which in action research manifest themselves as issues relating to the appropriate perspective choice in terms of sustainability, approaches that in education make it possible to understand the sustainability phenomenon, as well as features that help identify sustainability at different levels. Well-known cases in the history of science, philosophy of science, and systems development research have been used to highlight the relationship among the dynamic interaction of complex problems that can systematically appear as sustainable or unsustainable. Therefore, the article provides insight into a specific relationship among science development, integration and Anthropocene phenomena with sustainability / non-sustainability phenomena and their interaction; (3) it offers the experience necessary for the creation of participatory action research ideas and research base to expand the cooperation of university and its graduates using a stakeholder approach and connecting it with a transdisciplinary research framework, which envisages an activity around the sustainability phenomenon and its deep relationship to the openness for the evolution of sustainability consciousness as concerns individuals and societies; (4) it describes the first three activities of the first phase of the undertaken action research, which allowed determining the participants’ motivation to take part in the action research, identifying participants’ attitude and understanding sustainability and Anthropocene phenomena, as well as establishing a strategic vision of open transdisciplinary framework benefits and opportunities through participatory action research to develop open evolutionary study programs for continuing education, which would extend and deepen the cooperation of university and its graduates for social innovation creation and achieving quality education for sustainable development by reorienting the society and education towards sustainability and sustainable development.

The present article aims at establishing an open transdisciplinary research framework, which is necessary for undertaking action research, and outlining a strategic vision for developing continuing education programs in the participatory action research that will help reorient continuing education to sustainable development.

Słowa kluczowe

  • participatory action research
  • sustainability phenomenon
  • transdisciplinary approach
  • continuing education
  • partnership
10 Artykułów
Otwarty dostęp

Key Stakeholders’ Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran

Data publikacji: 30 Dec 2016
Zakres stron: 5 - 20

Abstrakt

Abstract

Recently, teacher training courses have attracted the researchers’ special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness of TEFL teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. To this end, 62 pre-service teachers, 48 in-service teachers, and 28 teacher educators filled out the Foreign Language Teacher Education Program Evaluation questionnaire adapted from Peacock (2009). The results of ANOVA tests indicated that the pre-service teachers and teacher educators found courses with literary strands less relevant to English language teaching and believed that those courses should be modified or replaced by teaching more knowledge-building or knowledge-applying subjects. In addition, the in-service teachers harboured a negative perspective towards the courses which were not practical in the real classroom setting and considered them less empowering. All three groups found teaching-related courses, such as teaching methodology, of more sustainable nature and useful in the real teaching context. Besides, the participants believed that it is essential for the universities to incorporate several practical courses including practicum and classroom observations within the curriculum. This study suggests that accommodating key stakeholders’ preferences in a teacher education programs could lead to crafting more accountable and empowering teacher education programs.

Słowa kluczowe

  • In-service teachers
  • Pre-service teachers
  • Teacher education
  • Teacher educators
  • Teacher education program evaluation
Otwarty dostęp

Assessing the Infusion of Sustainability Principles into University Curricula

Data publikacji: 30 Dec 2016
Zakres stron: 21 - 40

Abstrakt

Abstract

The current paper presents the assessment of the infusion of sustainability principles into university curricula at two Jordanian universities. The peer review process of revising the curricula infusing sustainability principles is also discussed. The research methodology involved quantitative methods to assess the revised courses. The results revealed the following: the most relevant ESD themes in the revised curricula were “human connections to the physical and natural world”, and “ethics/values”. The most relevant ESD topics were: “sustainable production/consumption” and “health promotion”. The most infused ESD pillars (competencies) were: “learning to know” and “learning to do”. The most relevant ESD principles were: “practiced locally” and “responds through applied learning”. The findings offered a rich scenario of the strategies applied by the university professors in revising the curricula, providing evidence of a mental attitude to adopt ESD strategies, as well as a goal-oriented approach in curriculum planning. The paper also discusses the implications of the study results for syllabus revision and development, as well as the refinement of the teaching methods that focus on infusing sustainability into university curricula.

Słowa kluczowe

  • education for sustainable development
  • higher education
  • professional development
  • curricula revision
  • Reorient University Curricula to Address Sustainability (RUCAS)
Otwarty dostęp

Modelling a Learning Journey towards Teacher Ecological Self

Data publikacji: 30 Dec 2016
Zakres stron: 41 - 52

Abstrakt

Abstract

The article discusses the notion of the ecological self as a key concept for teacher identity construction during teacher education in the context of sustainable development (SD). Substantial amount of literature supports the understanding that the solution to the global sustainability crisis lies in the field of education where teacher identity, teacher self, plays a significant role. The paper gives the argumentation for the concept of ecological self and focuses on the question how to support the development of the ecological self during teacher education (TE). Esbjörn-Hargens & Zimmerman’s model of eco-selves and Saks’ model of intention are presented that could be used for that purpose. Some methods for supporting the development of an ecological self of a future teacher are also shared, for investigation and practical implementation in TE. The limitations of the present approach are obvious first and foremost due to the understanding that we are currently facing transformation in governing paradigms, change in dominating worldviews that penetrate any quest for ‘truth’, also in the field of science.

Słowa kluczowe

  • teacher education
  • sustainable development
  • ecological self
  • deep ecology
Otwarty dostęp

Teachers’ Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia)

Data publikacji: 30 Dec 2016
Zakres stron: 53 - 65

Abstrakt

Abstract

The academic literature on the practice of inclusive education presents diverse and at times contradictory perspectives in how it is connected to practices of distributed leadership. Depending on the approach, on the one hand, inclusive educational practice may enable distributed school leadership, while on the other hand, it may allow for hierarchical management styles if staff members do not implement inclusive practices. This paper explores how school staff members perceive and understand the relationship between practices of inclusive education and distributed leadership in two public primary schools: one in New South Wales (Australia) and one in Slovakia. These two schools were identified by external informants as good practice examples of inclusive education. Using qualitative research methods based on interviews, this paper identifies two main understandings of this relationship. First, although distributed leadership may encourage the goals of inclusive education, it may in some circumstances also hinder their achievement. Second, distributed leadership can be constructed as an indispensable component of inclusive education, and this has implications for how the target groups of inclusive education are conceptualised. This paper also discusses the wider social and political contexts of the two primary schools and how in each case context significantly constrained and shaped understandings and practices of inclusion and distributed leadership in the practice of teachers and principals.

Słowa kluczowe

  • inclusive education
  • distributed leadership
  • policy
  • practice
Otwarty dostęp

Teacher Training Programs for Gifted Education with Focus on Sustainability

Data publikacji: 30 Dec 2016
Zakres stron: 66 - 74

Abstrakt

Abstract

Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topical issue and gifted education has earned its place in the current curricular documents issued by the Ministry of Education. The national curriculum specifies education objectives, teaching plans, requirements for personnel, organizational and material-technological requirements for gifted education. However, the personnel requirements are problematic not only in Slovakia, but also in other countries. Most attention is paid to identification and development of gifted children, but very little consideration is given to the training of teachers for gifted children. The lack of justifying teacher training does not guarantee sustainability of gifted education. The aim of this paper is to map and describe gifted education, teacher training programs and qualifications for teachers of intellectually gifted pupils in Slovakia, Austria, Belgium and Finland. These countries were chosen because of very different perceptions of the gifted education and teacher training. These systems are compared and a proposal for sustainable teacher training is offered.

Słowa kluczowe

  • teacher training programs
  • sustainable gifted education
Otwarty dostęp

The Transformation of Traditional Universities into Entrepreneurial Universities to Ensure Sustainable Higher Education

Data publikacji: 30 Dec 2016
Zakres stron: 75 - 88

Abstrakt

Abstract

This paper aims to investigate the experience and to identify the drivers of transforming traditional universities into Entrepreneurial Universities for ensuring sustainable higher education in Latvia. Due to the wide scope, Entrepreneurial University characteristics, the present research study is limited and focuses on the university providing access to students to business incubation facilities, relationships with business incubators for students, as well openness of university to collaboration and knowledge co-creation with its external stakeholders. Analyses of the experiences of universities of Latvia business incubators providing services to students, as well cooperation between higher education institutions (HEI) and local governments and entrepreneurs show that there is a positive trend. In opposite, such a trend can’t be observed towards building Entrepreneurial Universities in Latvia over the past 5 years. The results of the survey show that there is a need put higher efforts to assist young entrepreneurs in building cooperation networks and strengthening knowledge co-creation with external stakeholders.

Słowa kluczowe

  • Entrepreneurial University
  • student business incubators
  • entrepreneurship education
  • Quintuple Helix Model
  • Sustainable higher education
Otwarty dostęp

Using Excel in Teacher Education for Sustainability

Data publikacji: 30 Dec 2016
Zakres stron: 89 - 104

Abstrakt

Abstract

In this study, the feasibility of using Excel software in teaching whole Basic Statistics Course and its influence on the attitudes of pre-service science teachers towards statistics were investigated. One hundred and two pre-service science teachers in their second year participated in the study. The data were collected from the prospective teachers before and after the compulsory Basic Statistics Course. This is a course offered in the third term aiming at introducing the most basic concepts and operations in descriptive and inferential statistics. In the context of this course, it could be argued that in most universities basically four concept groups are addressed: 1) Data and distributions, 2) How values cluster and/or disperse, 3) How variables move, classify or cluster jointly and 4) How the means between different groups differentiate.

The statistics course with the content mentioned above is usually handled theoretically and nearly no statistical software is used considering the needs and expectations of pre-service science teachers. In case a software is used, it is generally SPSS in Turkey. SPSS is nearly the standard in the field here and dominates all other software such as SAS etc. On the other hand, Excel with much of its capabilities, accessibility and ease of use, is not considered by most of the academics as sufficient statistical software.

In this paper the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated and its superiority to other softwares and traditional instruction were discussed. In addition, the positive effect of such an instruction on the attitudes of pre-service teachers towards statistics was shown.

Słowa kluczowe

  • Teacher Education
  • ICT
  • Excel
  • Statistics
  • Attitudes
Otwarty dostęp

Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

Data publikacji: 30 Dec 2016
Zakres stron: 105 - 118

Abstrakt

Abstract

Implementation of the result-oriented (self-)education paradigm in the general education school requires sustainable changes in didactics not only on the strategic document plane but also in educational practice. However, its implementation in practice is complicated. The success of the interaction between theory and practice largely depends on the teacher’s professionalism. Therefore, the insights that have emerged in the context of teachers’ practical experiences applying self-directed learning are important identifying preconditions for sustainable changes in didactics. The semi-structured written survey and the content analysis enabled the authors to find out preconditions for changes in didactics, manifesting themselves through the teacher’’s personal self-actualisation, the student’s empowerment to learn and redistribution of powers of participants of the educational process. Research results suggest that identified preconditions for changes in didactics are interrelated and illustrate manifestation of sustainable changes in didactics.

Słowa kluczowe

  • self-directed learning
  • didactics
  • (self-)education process
Otwarty dostęp

Transformation of the System of Values of Autonomous Learning for English Acquisition in Blended E-Studies for Adults: A Holistic Fractal Model

Data publikacji: 30 Dec 2016
Zakres stron: 119 - 134

Abstrakt

Abstract

The present study is aimed at creating a holistic fractal model (HFM) of autonomous learning for English acquisition in a blended environment of e-studies in adult nonformal education on the basis of the theories and paradigms of philosophy, psychology and education for sustainable development to promote the development of adult learners’ experiences of English acquisition. Thus, the present research attempts to find out how autonomous learning influences transformation of the system of values and integration in the learning environment. The research is based on the holistic paradigm of science. Adults’ English learning experience, their readiness to learn the language in blended e-studies and the SWOT analysis of metacognitive strategies are investigated in the paper. The authors also put forward recommendations for facilitating the transformation of the system of values in the process of autonomous learning for English acquisition in blended e-studies. The research has resulted in the HFM that interprets the systemic view on the transformation of values in the environment in the classroom and virtual environment, shows more holistic comprehension of the deepness and structure of the complexity of language learning and makes a methodological basis for its holistic facilitation in blended e-studies for adults.

Słowa kluczowe

  • autonomous learning
  • English acquisition
  • blended e-studies
  • system of values
  • holistic fractal model
Otwarty dostęp

Sustainability from the Transdisciplinary Perspective: An Action Research Strategy for Continuing Education Program Development

Data publikacji: 30 Dec 2016
Zakres stron: 135 - 152

Abstrakt

Abstract

The need to focus on a transdisciplinary approach in education for sustainable development (EDS) has been reflected in research and especially action research as a possible solution, which can open a new perspective for understanding and interpretation of the complex phenomenon of sustainability as well as for developing new open continuing education programmes by integrating research and learning activities in the context of open transdisciplinary research.

The content structure of the article: (1) it describes the experience that has evolved at one faculty and its subordinate scientific institute and has been proposed to be used within the entire institution; (2) it generalises issues arising from the extensive experience, which in action research manifest themselves as issues relating to the appropriate perspective choice in terms of sustainability, approaches that in education make it possible to understand the sustainability phenomenon, as well as features that help identify sustainability at different levels. Well-known cases in the history of science, philosophy of science, and systems development research have been used to highlight the relationship among the dynamic interaction of complex problems that can systematically appear as sustainable or unsustainable. Therefore, the article provides insight into a specific relationship among science development, integration and Anthropocene phenomena with sustainability / non-sustainability phenomena and their interaction; (3) it offers the experience necessary for the creation of participatory action research ideas and research base to expand the cooperation of university and its graduates using a stakeholder approach and connecting it with a transdisciplinary research framework, which envisages an activity around the sustainability phenomenon and its deep relationship to the openness for the evolution of sustainability consciousness as concerns individuals and societies; (4) it describes the first three activities of the first phase of the undertaken action research, which allowed determining the participants’ motivation to take part in the action research, identifying participants’ attitude and understanding sustainability and Anthropocene phenomena, as well as establishing a strategic vision of open transdisciplinary framework benefits and opportunities through participatory action research to develop open evolutionary study programs for continuing education, which would extend and deepen the cooperation of university and its graduates for social innovation creation and achieving quality education for sustainable development by reorienting the society and education towards sustainability and sustainable development.

The present article aims at establishing an open transdisciplinary research framework, which is necessary for undertaking action research, and outlining a strategic vision for developing continuing education programs in the participatory action research that will help reorient continuing education to sustainable development.

Słowa kluczowe

  • participatory action research
  • sustainability phenomenon
  • transdisciplinary approach
  • continuing education
  • partnership

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