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Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12128/4474
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dc.contributor.authorPituła, Beata-
dc.date.accessioned2018-06-11T11:49:55Z-
dc.date.available2018-06-11T11:49:55Z-
dc.date.issued2010-
dc.identifier.isbn9788322619568-
dc.identifier.urihttp://hdl.handle.net/20.500.12128/4474-
dc.description.abstractThe work is an attempt to systematise the ideas and opinions on teacher education to be present in the rich literature of the subject. The analysed conceptions and models of teacher education were presented in the light of new challenges towards the teacher and the contemporary school, being a result of the civilization changes and transformation processes taking part. On the basis of these considerations an autonomous image, i.e. independent of ideological-political or socio-economic contexts, of the teacher and his/her education, was outlined. An euthyphronic (balanced) model of teacher education was cristallised. Its qualities, such as equality of the thymos (emotionalvoluntarist) sphere and phronesis (rationalistic) sphere in teacher education and actions realized by it, an agreement of competences and values, a wide cognitive and axiological allowing for a multi-dimensional perspective and valuing the profession of a teacher and his/her work were underlined. At the same time, the attention was paid to dangers deriving from a split or unequal treatment of the thymic and phronic sphere in teacher education practice. Much of the onus falls on the issue of disproportion existing in educational processes implying, among other things, a dichotomy between theory and practice, “structural unemployment” or the phenomenon of “professional disorientation” Basing on the reflection on current sources of crisis in teacher education: the lack of new education doctrines, chaos within the scope of already-existing theories, faulty decisions of the education administration, the suggestions on how to solve the problem were described. A special attention was given to the ideas of “essentials education”, “dialectic method” and accepting educational stratification. The considerations included in the work lead to the hypothesis that the evolution of the mission of education should always be the “initiative” of the new order. Thus, the teacher cannot be just the product of the computerised world of knowledge and its technicised phronic values.pl_PL
dc.language.isoplpl_PL
dc.publisherWydawnictwo Uniwersytetu Śląskiegopl_PL
dc.rightsUznanie autorstwa-Użycie niekomercyjne-Bez utworów zależnych 3.0 Polska*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/pl/*
dc.subjectkształcenie nauczycielapl_PL
dc.subjectnauczyciele dokształcaniepl_PL
dc.titleWyznaczniki eutyfronicznego modelu kształcenia nauczycielipl_PL
dc.typeinfo:eu-repo/semantics/bookpl_PL
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Uznanie autorstwa - użycie niekomercyjne, bez utworów zależnych 3.0 Polska Creative Commons License Creative Commons