DC pole | Wartość | Język |
dc.contributor.author | Szczurek-Boruta, Alina | - |
dc.date.accessioned | 2020-04-01T12:26:30Z | - |
dc.date.available | 2020-04-01T12:26:30Z | - |
dc.date.issued | 2014 | - |
dc.identifier.isbn | 978-83-7780-845-0 | - |
dc.identifier.uri | http://hdl.handle.net/20.500.12128/13396 | - |
dc.description.abstract | The presented study constitutes a continuation of the discussion and presentation
of research results which the authoress introduced in her previous publication
“Social experiences in preparing future teachers for work in multicultural
conditions” (Toruń 2013, Wydział Etnologii i Nauk o Edukacji UŚ, Wydaw-
nictwo Adam Marszałek). Both books are mostly based on the results of
extensive, multivariate studies conducted in several academic environments
which differ in location (the centre or borderland of Poland) and the socio-economic
potential.
The focus in this volume is on teacher education: on the dimensions of learning
from Others, on teaching Others, on the fi elds of preparing the teacher for
work in the multicultural environment. What the study also presents are students’
opinions on current education and preparation of teachers for work in
multicultural conditions and their suggestions for change. The results of the
presented quantitative and qualitative studies constitute the foundation for interpreting
and presenting a suggestion for the model of teachers’ multisided preparation
for work in multicultural conditions.
What prevails in the theoretical layer of the book are the references to social
psychology of development and to the idea of constructivism. The associations
are also emphasized in R. Havighurst’s concept of developmental tasks. The
theoretical assumptions were discussed more broadly in the previous volume.
The consciously applied eclectic approach results in numerous interpretations
and references to J. Bruner’s socio-cultural perspective of learning, K. Illeris’s
whole complexity of learning, and social practices of learning – E. Wenger’s
learning in the environment of work.
The applied methodological assumptions, presented research orientations
and concepts, as well as (formulated in detail) aims and problems determined
the eclectic procedure of the (quantitative-qualitative) studies. The use of statistic
methods and techniques, e.g. data clustering, canonical correlation analysis,
factor analysis, enabled capturing all the variables introduced in the study. Qualitative studies were applied twice as the introduction to quantitative studies
(individual interview) and as the way of verifying and interpreting the results of
quantitative research. The narrative interview and focus group interview allowed
to gain more profound knowledge of social experiences in relations with
representatives of other cultures, the attitudes to various Others, and hidden
motivation in future teachers’ conduct.
The wealth of the collected empirical material (1268 respondents, i.e. 1268
objects, each with 225 variables, and the material obtained in 12 group interviews,
with the participation of 84 people), acquired in the studies among students
of pedagogy in three central zones of Poland and three borderland ones
differentiated in terms of socio-economic development, and its interpretation
provide a lot of signifi cant information and open new prospects for the research
on the border of intercultural education and general pedagogy, pedeutology,
several subdisciplines of psychology and sociology, and other fi elds of broadly
understood humanities.
What seems cognitively valuable are the analyses concerning the factors of
individual and social learning, and – as a consequence – of shaping the space of
learning from Others, as well as analyses concerning four dimensions of learning
(identity of the professional role, experiences in relations with Others, practice
and social participation). The respondents’ statements and the author’s
analyses of students’ needs and expectations from further education are signifi -
cant from the cognitive and methodological point of view.
A reliable diagnosis of the fi elds and symptoms of the future teacher’s preparation
for work in multicultural conditions, indicating the social perception of
the current education of candidates for teachers, and the need for changes in
shaping multicultural societies, enabled familiarizing with the mechanisms and
conditions in which teacher education is carried out, presenting a suggestion for
the empirical model of multisided preparation of the teacher for work in the
multicultural environment, indicating cogeneration as a process associated with
shaping the community in action, sharing duties and responsibility, and creative
group acting in undertaking new tasks.
The contents of the dissertation O przygotowaniu nauczycieli do pracy w warunkach
wielokulturowości – konteksty, opinie studentów, propozycje /On preparing
teachers for work in multicultural conditions – contexts, students’ opinions,
suggestions/ as well as of the earlier monograph Doświadczenia społeczne
w przygotowaniu przyszłych nauczycieli do pracy w warunkach wielokulturowości
/Social experiences in preparing future teachers for work in multicultural conditions/
– the sources, students’ opinions, results of quantitative and qualitative
studies and their analysis, encourage to reach for both classical approaches and recent works. This proves that it is possible to search for entirely new trails,
drifting apart from one-dimensional describing and explaining the essence of
learning in the teacher’s preparation for work in multicultural conditions and
heading for conducting synthetic and comparative studies in this fi eld. Such an
approach to teachers’ education seems appropriate and utterly needed – in accordance
with the critical-creative approach to educational reality and with the
aim of searching for positive solutions of social (thus also educational) problems. | pl_PL |
dc.language.iso | pl | pl_PL |
dc.publisher | Toruń : Wydawnictwo Adam Marszałek | pl_PL |
dc.rights | Uznanie autorstwa-Użycie niekomercyjne-Bez utworów zależnych 3.0 Polska | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/pl/ | * |
dc.subject | praca nauczyciela | pl_PL |
dc.subject | edukacja międzykulturowa | pl_PL |
dc.subject | pluralizm kulturowy | pl_PL |
dc.subject | kształcenie nauczycieli | pl_PL |
dc.title | O przygotowaniu nauczycieli do pracy w warunkach wielokulturowości: konteksty, opinie studentów, propozycje | pl_PL |
dc.type | info:eu-repo/semantics/book | pl_PL |
Pojawia się w kolekcji: | Książki/rozdziały (WSiNoE)
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