| Abstrakt: | The institution of the school has been suffering a crisis of trust for many years. It also applies to the teacher whose role and functions in the education system, society and students' development are more and more often discussed. Because of the universality of education, social teaching goals and the ease of referring to the experiences of every citizen, the work of teachers becomes an element that evokes living emotions.
The image of the teacher has already been widely described in works in the field of philosophy, sociology, ethics, psychology and pedagogy. He was also the subject of language research using the methodology of the linguistic image of the world. However, the weakening of the teacher's authority is inextricably linked to the change in the way in which it is perceived in public space, the framework of which is determined by legal regulations. The teacher takes actions in institutions and mainstream institutions, significantly directing the process of universal, compulsory education - belonging to the tasks of the state and regulated by law. It can also be assumed that the image of a teacher largely contributes - indirectly or intentionally - to adopted normative solutions that have not been the subject of research so far. This spectrum is to be highlighted by my dissertation, which will allow to describe ways of conceptualizing this profession in the acts of universally binding law and will allow to broaden knowledge about the mutual influence of the normative image of the teacher on his ideas in society and language.
The subject of my research was to analyze the image of an encoded teacher in the language of general educational acts of general and universally binding nature – in the Acts of January 26, 1982, the Teacher's Charter of September 7, 1991. on the education system, Educational Law of December 14, 2016, dated April 15, 2011 on the educational information system, Law on Higher Education of July 27, 2005, and also from May 22, 2009 on teacher compensation benefits. The dissertation will also allow to show whether in the current law there is a coherent image of the teacher, what are its key aspects and how this image draws from the approach contained in the language and in social imagination.
The work consists of three main parts: theoretical, methodological and research. The theoretical part consists of four chapters which are devoted to: legal and language relations, the linguistic image of the world, the linguistic image of the teacher, and the ways the teacher's image works in social sciences (the last two components are the result of original analyzes preparing for the basic research) . The issues presented in this part of the work will provide a broad context for research and analysis conducted later in the dissertation.
The second part of the work presents the most important methodological assumptions of the dissertation. The research issues, research material and applied research methods and tools were pointed out, as well as the research procedure.
The last part of the dissertation are two key chapters because of the purpose of this study. They contain, in turn: analysis and interpretation of the collected research material, a list of conclusions from the comparison of the teacher's image in the language, its image in studies in the field of social sciences, as well as a picture of the excerpted from the analyzed legal texts. Based on language data from the set of normative acts, I reconstruct the normative image of the teacher, its stereotype, prototype and peripheral features. In addition, I play concept profiles that can be extracted from the analyzed text material.
The analysis of the research material allowed to distinguish the image of the teacher reflected in selected statutory texts from the branch of educational law. The methods of teacher imaging in educational documents also showed some similarities with the elements of the teacher's linguistic image emerged from the dictionaries of the Polish language and research on the stereotype, as well as functioning in the social space. The analysis has, therefore, allowed to distinguish the repeating facets forming the image of the teacher in the minds of the language users and the creators of the law. |