Doświadczenia społeczne w przygotowaniu przyszłych nauczycieli do pracy w warunkach wielokulturowości

Abstract

The presented study is based mostly on the results of extensive multivariate re- search conducted in several academic environments which differ in location (the centre – the borderland) and socio-economic potential. What prevails in the book are the threads concerning both the acquisition of experience and learning in different social situations which take place outside the academic community and are not intentional from the standpoint of teacher training. This constitutes a considerably multisided approach to students’ (future teachers’) social experi- ences and an image of various determinants of respondents’ professional prepa- ration. The basic notional category and the leading motif of the volume is social experience shared by the examined students – future teachers. The image of this experience consists of: students’ perceiving the representatives of other cultures and relations with them, the axiological dimension of interpersonal relations, the readiness to learn from Others and to engage for other people’s good. The research approach and interpretation of results were subordinated (among other things) to social psychology of development and the idea of constructivist understanding of the individual and social development, outlined by the frame- work of P. Berger and T. Luckmann’s, J. Piaget’s, J. Bruner’s, and L. S. Wygots- ki’s theories. Along with the notional category of social experience, these theo- ries constitute the main theoretical construction. The cognitive approach is frequently referred to as well. In order to interpret the research results other theories were applied, e.g. E. Wenger’s theory of social learning. What turned out useful in the discussion on the aspects of experiences and learning were K. Illeris’ suggestions. The quantitative and qualitative strategies were applied as complementary to each other. The application of statistical methods and techniques (e.g. cluster analysis, canonical correlation analysis, factor analysis) enabled an exhaustive presentation of all the variables taken into account in this work. The major ad- vantage of the applied factor analysis is its contribution to conceptual explanation. The indicated factors constitute the foundation for further interpretations and for creating concepts. 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 inter- view allowed to gain more profound knowledge concerning social experiences in relations with representatives of other cultures, the attitudes to various Oth- ers, and hidden motivation in future teachers’ conduct. The wealth of the col- lected empirical material (1268 respondents, i.e. 1268 objects, each with 225 variables, and the material obtained in 12 group interviews, with the participa- tion 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 provides a lot of signifi cant information and opens new prospects for the research on the border of intercul- tural education and general pedagogy, pedeutology, several subdisciplines of psychology and sociology, as well as other fi elds of broadly understood hu- manities. The multisided view on the issues of future teachers’ social experiences and their preparation for work in the multicultural environment facilitates familiar- ization with various standpoints and methodological approaches, inspires new search, more extensive studies or discussion, encourages to undertake general- izations, to put forward new theoretical approaches or practical suggestions, and also to aim at integration. Solving theoretical and practical problems concerning the discussed issues requires both the refl ection which goes beyond the borders of particular peda- gogical disciplines and the mutual permeating of humanities and social sciences. The presented work is an attempt at fulfi lling the idea of empirical studies which aim at viewing candidates for teaching career as people who construct their identity through experiences in relations with the Other/Others, who learn in many dimensions and spaces, in everyday situations, in the academic envi- ronment (learning in higher education institutions), in other educational institu- tions (student internships), who learn for themselves and for their future career and who construct their personal and professional identity. This study is one of two works constituting a diptych on the experiences which construct teachers’ identity and their preparation for work. Broadly de- signed and multivariate studies have brought about the results which present two vast ranges of experiences. The fi rst range involves the experiences ac- quired in various life situations but outside the intentional processes of teacher education, the second – the experiences acquired in the process of teacher education. The former are the subject matter of this book, the latter will be refl ected in the next work entitled O przygotowaniu nauczycieli do pracy w warunkach wielokulturowości – konteksty, opinie studentów, propozycje [On preparing teachers for work in multicultural conditions – contexts, students’ opinions, suggestions]. The reading of both works will provide a fairly exhaustive image of the investigated experiences of students – future teachers.