Badanie w działaniu w kształceniu i doskonaleniu nauczycieli

Abstract

The aim of this text is to introduce the essence and arguments for the usefulness of action research as a research paradigm in the development and updating of teachers' professionalism. Thus, I present the specific features of action research, its cognitive and practical potential in relation to everyday educational practice. I stress the importance of using researcherspractitioners own voices to express their concerns and opinions, and take new bold initiatives. Then I point out the cognitive interests which direct the action research on specific cognitive purposes and changes assumed. Next, I present the possibilities of applying this research approach in the process of academic education of teacher candidates as well as the process of professional improvement of teachers-practitioners. In both cases, I use a few samples of practices to illustrate my point of view on this paradigm. As an example of the initial teacher education I present an experience of E. Wołodźko from her book Towards an autonomy of study (2013). In second case, I mention experiences of my PhD students-teacherspractitioners.

The objectification of adulthood of persons with deeper and deep intellectual disability

“…Persons with intellectual disability are frequently treated solely as a component of social policy, meaning, as a population suffering from mental disability that must only be provided with full care at every stage of the lives of the individuals. 3 In political, social and economic lives, they want to be treated as social partners.…”

“…If not, one can create a further one, correcting the shortcomings of the former, in order to reimplement it again"; I quote from: Tadeusz Pilch, Teresa Bauman, Zasady badań pedagogicznych, strategie ilościowe i jakościowe, Wydawnictwo Akademickie "Żak", Warszawa 2010, p. 307. 3 Conf. K. Mrugalska, Osoby z upośledzeniem umysłowym, [in:] K. Mrugalska, Osoby upośledzone fizycznie lub umysłowo, op.…”

Wiedza i aktywność nauczycieli na rzecz wyrównywania szans edukacyjnych uczniów szkół wiejskich

“…Każdy wychowawca powinien wykazywać się krytyczną refleksją przy podejmowaniu swych różnorodnych zadań. Wymaga to jednak uwolnienia się od naiwności oraz przesadnego deterministycznego tkwienia w stereotypach i mitach wytworzonych na przestrzeni historii oraz upowszechnianych i utrwalanych w mediach 22 . Emancypacyjna teoria edukacji jest szczególnym typem uczestniczenia w procesie poznania i zmiany społecznej.…”

Factors Impacting the Improvement of Hermeneutic Competences During Academic Education Preparing for Social Professions

“…The acquisition and improvement of hermeneutical competences is supported by the academic research in action, which seems to be an urgent necessity in a situation of bureaucratic requirements quickly increasing in terms of standardization of goals, effects and procedures for their achievement and even evaluation, when at the same time the world is undergoing constant changes and the professional fate of the undergraduates is uncertain (Czerepaniak-Walczak, 2001. It is understandable that results need to be compared, but equally regrettable that the dynamics of knowledge itself, its vibrating categories, or even the interest of students are not taken into account.…”