Czy nauczyciele uczą się przez całe życie? Kompetencje i aktywność edukacyjna nauczycieli

Worek, Barbara; Jelonek, Magdalena; Kocór, Marcin

doi:10.24131/3724.170106

Cited by 3 publications

(1 citation statement)

References 14 publications

(10 reference statements)

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“…All these aspects are highly valued as a future employee in any industry. The key feature of proactive skills development is that it not only focuses on delivering the career related knowledge and skills; yet it also enables individuals to stay relevant and valued in their career stream (Worek et al, 2019). Hence, project-based learning is one of the main pedagogical methods which is used to deliver the students a workplace experience in higher education institutes (Bandaranaike, 2018).…”

Section: Proactive Skills Development Via Project-based Learningmentioning

confidence: 99%

Project-based learning for proactive skills development of postgraduate students in solar energy building design digitalisation

Gunarathna

Yang

Mudiyanselage

et al. 2023

SASBE

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PurposeProject-based learning is one of the most effective methods of transferring academic knowledge and skills to real-world situations in higher education. However, its effectiveness is not much investigated focusing on the students' narrative. This study aims at evaluating the students' experience and perspective on adopting project-based learning in master by research and doctoral programmes for proactive skills development.Design/methodology/approachThis study evaluates the self-reflection of 10 postgraduate students and their supervisor who have participated in developing a software tool for solar photovoltaics (PV) integrated building envelope design, management and the related education.FindingsFindings reveal that the students have effectively improved their knowledge on the subject via collaborating with the industry, self-learning/observation, peer learning, problem-solving and teamwork. Dividing the project into student-led tasks has improved the decision-making and leadership skills, risks identification, planning and time management skills. The overall experience has (1) built up confidence in students, (2) enhanced their creativity and critical thinking and (3) improved their proactive skills and context knowledge.Originality/valueA clear research gap can be seen in exploring the effectiveness of project-based learning for master by research and doctoral programmes, which mainly focus on extensive research. These programmes do not necessarily focus on developing students' proactive skills, which is the main requirement if they intend to work in the construction industry. This paper addresses the above research gap by demonstrating the effectiveness of project-based learning for developing the proactive skills in a research-intensive learning environment.

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Section: Proactive Skills Development Via Project-based Learningmentioning

confidence: 99%

Project-based learning for proactive skills development of postgraduate students in solar energy building design digitalisation

Gunarathna

Yang

Mudiyanselage

et al. 2023

SASBE

View full text Add to dashboard Cite

show abstract

Out-of-school assistance in the teaching of visual creative programming in the game-based environment – Case study: Poland

Panskyi

Rowińska

Biedron

2019

Thinking Skills and Creativity

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Kompetencje zawodowe w kontekście zasad komunikacji dydaktycznej i możliwości oceny pracy nauczycieli

Mydłowska

2019

Kwartalnik Pedagogiczny

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The article is a voice in the discussion about the conditions of pedagogical professionalism in the context of not only understanding professional duties, but also constantly improving the quality of one’s competences and boldly going beyond the patterns in one’s duties. Among many proposals and different types of classifications, the author offers a new kind of perspective – pointing to the essence of teacher competence development as a complex, multistep and varied process, she suggests referring to the style of operation and the use of specific didactic means of communication by a particular teacher. The author of the article points to the coexistence of diverse competences and focuses on the long-existing concept of key competences, with particular emphasis on the complexity of competences related to communication in school situations. The author’s intention is to create a clear and precise competence structure, facilitating the recruitment process and evaluation of teachers’ work. The competence model is treated here as a tool that is widely used in human resources management in educational institutions.

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Czy nauczyciele uczą się przez całe życie? Kompetencje i aktywność edukacyjna nauczycieli

Cited by 3 publications

References 14 publications

Project-based learning for proactive skills development of postgraduate students in solar energy building design digitalisation

Project-based learning for proactive skills development of postgraduate students in solar energy building design digitalisation

Out-of-school assistance in the teaching of visual creative programming in the game-based environment – Case study: Poland

Kompetencje zawodowe w kontekście zasad komunikacji dydaktycznej i możliwości oceny pracy nauczycieli

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