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http://hdl.handle.net/20.500.12128/14701
Tytuł: | Kogo najchętniej zatrudnię - czyli o oczekiwaniach dyrektorów szkół specjalnych i integracyjnych wobec absolwentów pedagogiki i pedagogiki specjalnej |
Autor: | Gajdzica, Zenon |
Słowa kluczowe: | expectations; competences of special pedagogy teachers; special educational needs |
Data wydania: | 2014 |
Źródło: | Studia Pedagogiczne, T. 67 (2014), s. 235-249 |
Abstrakt: | The study aims at presenting and interpreting non-formalized current
expectations of head teachers in two types of institutions (special and integrated
schools) concerning the competences and some personality traits of future teachers. The
discussion results from the information collected in a group debate with the participation
of head teachers and academic research workers who design authorial university courses in
pedagogy. The main thesis is comprised in the claim that the colloquial knowledge reveals
new areas of expectations from teachers. These areas go beyond the scope of competences
included in well-recognized typologies based on scientific knowledge (and also constituting
its element) of the obligations, functions, competences, and qualifications of teachers. what
is assumed is that the head teachers' interpersonal expectations create the reality of the
institutions supervised by them. Thus, another assumption is made that recognizing these
expectations is an introduction to the diagnosis of teachers' actual competences, especially
those which have been shaped in the rich practice of everyday interactions.
The work consists of several parts. The first refers to the category of expectations raised
due to educational needs. The second part comprises basic information on the education
of teachers prepared for work with learners with special educational needs. The essence
is the presentation and interpretation of head teachers' current expectations concerning
the competences of employed teachers viewed from the applied standpoints towards
perceiving special educational needs. Some issues concerning colloquial knowledge and
its significance in constructing the knowledge on education have been also discussed. The
whole is completed with final conclusions. |
URI: | http://hdl.handle.net/20.500.12128/14701 |
ISSN: | 0081-6795 |
Pojawia się w kolekcji: | Artykuły (WSiNoE)
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