The aim of the research project is to present parents' perceptions and experiences related to home education during the coronavirus pandemic, and the ways of coping with difficult situations, taking into account sociodemographic factors. At the end of March and beginning of April this year, a survey was conducted on a group of 278 parents living in Polandin a large city, small town and in the countrysideand affected by this problem. The findings indicate that a significant group of respondents described the existing situation as difficult, and the responsibilities related to home schooling as being beyond their capabilities. Parents are generally not confident about their competence and solutions they adopt; they express anxiety about the future of their children. Significant differences were observed in the ways of perceiving difficult situations and of coping with them with respect to gender and place of residence. The undertaken research is important because the voices of parents shed light on the problems of Polish education in a crisis situation, and at the same time indicate the direction of necessary changes.
Fenomenologia to nie jedyny, ale jeden z możliwych sposobów uprawiania badań jakościowych. W sytuacji, gdy badacz przenosi założenia fenomenologii filozoficznej na grunt pedagogiki, w centrum swoich zainteresowań umieszcza subiektywne doświadczenie świata, w którym żyje człowiek. W Polsce fenomenologiczne podejście badawcze jest słabo rozpowszechnione, aczkolwiek można zauważyć coraz większe zainteresowanie badaczy tą metodą. Do polskich filozofów, klasyków wykorzystujących w swoich studiach metodę fenomenologiczną oraz wyniki badań, które są w dość szerokim zakresie wykorzystywane przez polskich pedagogów ogólnych, zajmujących się filozofią wychowania, należą niewątpliwie: Roman Ingarden, Władysław Stróżewski, Józef Tischner, Władysław Cichoń, Jacek Filek.Konstytutywnym celem fenomenologicznie zorientowanej pedagogiki jest poznanie doznań i przeżyć danej osoby oraz tego, w jaki sposób jawi się jej świat. Fenomenolog w projekcie badawczym może korzystać z wielu metod, które umożliwią pozyskanie bogatego i różnorodnego opisu konkretnego doświadczenia bądź narracji o doświadczeniu. Obszar badań fenomenologii obejmuje wszystko to, co dane jest w świecie, to, co się w nim znajduje, to, co się w nim prezentuje. Posługiwanie się metodą fenomenologiczną w badaniach pedagogicznych nie jest łatwe, nie składa się z gotowego wykazu reguł i zestawu rozwiązań. Oprócz Dr hab. TERESA PARCZEWSKA, prof.
The article describes part of the research conducted on a sample of 156 teachers working in 17 primary schools in the Lublin and Wielkopolska Provinces. Among the objectives of the research project was to find about the difficulties being experienced by teachers relating to outdoor education. The problems pointed by the respondents were mostly connected with children’s safety, discipline, weather conditions, poor learning habits outside the classroom, and the lack of approval by head teachers for this form of education. About 50% of the surveyed teachers highlighted that access to high-quality training courses was being hampered, including to outdoor education. The results obtained encourage further and thorough research in this field.
The article presents the results of the research showing Polish teachers’ knowledge and experiences concerning organising outdoor education of children. The research searched for answers to the following questions: How do teachers define outdoor education? Where do they derive knowledge about it from? Do they take into account spaces and places other than the school building in the education process? What methods and forms of work with a child do they prefer? What factors facilitate and which make it difficult for them to practise outdoor education? The relationship between the selected aspects of outdoor education practised by teachers and the location of the school (city and village) was also examined. The research used the diagnostic survey method and the questionnaire technique. A proprietary questionnaire for elementary education teachers was developed. 276 respondents, in response to the questions, revealed their knowledge, their own views, and described their own activities related to the practice of outdoor education. Empirical data have shown that in Polish schools, outdoor education is practised extremely rarely, and its frequency is mainly related to the location of the facility. Incidentally conducted, it is characterised by a predominantly didaskalocentric attitude. Respondents indicate that only occasional education outside the school building results mainly from the lack of acceptance of this type of classes by the headmaster of schools and parents, and also from deficit of teachers’ competence in this area. The undertaken studies are important due to their unique nature in Poland. Moreover, they show directions of changes desired in teacher education curricula and the process of shaping parents’ awareness.
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