Abstrakt: | The evolutionary rush of the world makes the reality in which a contemporary human being lives
change constantly. Permanent changes also affect education as people still look for the appropriate
direction of necessary transformations, allowing for the preparation of children and youth for
the existence in the real world surrounding them.
The teacher, recently often perceived as a planner and executor of his/her own and system-
-implemented innovations and pedagogic transformations, plays an important role in the processes
connected to educational modifications. After the reform of the education system in Poland in
1999, the teachers were assigned new roles, consisting in, above all, their conducting an academicresearch
activity and following socio-political changes. The contemporary teacher is also obliged to
a constant development of his/her knowledge and abilities in order to be a professional and expert in
his/her profession, an initiator and designer of pedagogic innovations, a controller and corrector of
his/her own work, development and self-improvement. It is also postulated that the teachers should
improve the education model and acquire professional competences during their studies at the universities.
Moreover, the teacher should develop and improve him/herself on his/her own way to betterment.
Currently, it is emphasized that it is not only the teacher who is obliged to follow the civilization
changes, but, above all, the school, which should constantly be improved and adjusted to changing
life conditions. It should also systematically improve the plans, syllabuses, methods, tools and
conditions of teaching.
The very book is devoted to the situation of teachers in educational changes at the turn of the
20th and 21st centuries in Poland. It is based not only on theoretical searches within this field, but
also on the empirical research thoroughly analyzed and described therein.The evolutionary rush of the world makes the reality in which a contemporary human being lives
change constantly. Permanent changes also affect education as people still look for the appropriate
direction of necessary transformations, allowing for the preparation of children and youth for
the existence in the real world surrounding them.
The teacher, recently often perceived as a planner and executor of his/her own and system-
-implemented innovations and pedagogic transformations, plays an important role in the processes
connected to educational modifications. After the reform of the education system in Poland in
1999, the teachers were assigned new roles, consisting in, above all, their conducting an academicresearch
activity and following socio-political changes. The contemporary teacher is also obliged to
a constant development of his/her knowledge and abilities in order to be a professional and expert in
his/her profession, an initiator and designer of pedagogic innovations, a controller and corrector of
his/her own work, development and self-improvement. It is also postulated that the teachers should
improve the education model and acquire professional competences during their studies at the universities.
Moreover, the teacher should develop and improve him/herself on his/her own way to betterment.
Currently, it is emphasized that it is not only the teacher who is obliged to follow the civilization
changes, but, above all, the school, which should constantly be improved and adjusted to changing
life conditions. It should also systematically improve the plans, syllabuses, methods, tools and
conditions of teaching.
The very book is devoted to the situation of teachers in educational changes at the turn of the
20th and 21st centuries in Poland. It is based not only on theoretical searches within this field, but
also on the empirical research thoroughly analyzed and described therein. |