In the text the author makes a critical assessment of legal solutions regulating the education of teachers in Poland. In the realms of argument, he refers to his own experiences as a member of the Polish Accreditation Committee. The presentation of those experiences reveals areas of omissions, irregularities, and even pathologies in the process of conferring teaching qualifications on graduates of schools of higher education. The author derives the sources of the status quo from imperfections or contradictions in the documents regulating the same areas of education, as well as from the struggle of schools of higher education to survive in the market, leading to a dramatic reduction in the quality of education. The text ends in demands for necessary modifications of the standards of teacher education and changes in legislation.
Educational policy is a complex social phenomenon which both determines and is determined by political, socio-cultural, economic or demographic conditions. It is treated as deliberate activities of state and local authorities strictly related to educational practice. Therefore, each educational policy should be a planned activity which is based on a broader programme and which takes into account developmental strategies not only of education but also of the region or state. The period following the system transformation in Poland has involved numerous activities which – from teachers' perspective – have been treated as unexpected or even threatening their professional situation or the whole education. however, J. Rutkowiak emphasizes that relations between politics and pedagogy result from social engagement of both educationalists and teachers in politics and, thus, it is indispensable to treat politics as a dimension of their daily functioning at work . The following questions are raised: what are actual teachers' expectations from politicians and the educational policy? how do teachers assess the educational policy and situate it in their professional daily routine? Referring to Rutkowiak, is this policy a significant dimension of their daily functioning at work or a factor of unpredictable results which may appear at any time – the expected unexpected as the title suggests? what is presented in this study are some analyses of the data collected in the studies on educational policy and politicians, conducted among teachers in 2000–2014.
The need to generate innovative solutions clearly is closely related with professional activities of special education teachers. The specificity of functioning of people with disabilities, unpredictability of actions and behaviours, developmental disharmoniousness imposes the searching and implementing of customized solutions, improvements and modifications to adjust the educational process to the needs and capabilities of this group of students. The presented beliefs have become the basis for research activities allowing to describe the innovativeness of special education teachers in their workplace. The main aim of this article is to attempt to determine the relationship between innovativeness in the workplace and locus of control in special education teachers group.
In this text, a critical reflection is presented on assessment practices in early childhood education, which are discussed in the context of the creation by those practices of the students’ sense of agency which, according to J. Bruner, is treated as a category of school culture. The discussion is based on the results of the recent research conducted in Poland on students’ agency and an analysis of the data collected as part of the author’s own research. The picture obtained by using the triangulation of methods and sources confirms that assessment in early childhood education strips children of the opportunity to build a sense of agency, even in terms of independent control of a task situation. The surveyed students, admittedly, are capable of a relatively independent reflection on the context of school assessment, but the world of their educational experience is limited to the incapacitating culture of the school grade. It is a culture that becomes one of the sources of children’s self-restraint in the perception of themselves as agents, perpetuating their external steerability and passivity. To change this situation, external regulations will not suffice, but only the organizing of the learning environment based on the relationship between the teacher and the student, which is free from the daily pressures of assessment and the worship of formal correctness.
Presented article contain the teachers opinions of the perceived social expectations in relation to their own expectations of both the institutions of school and local educational authorities. The starting point is a thesis that asymmetrical and disproportionate expectations conducive to the construction of the reduced school reality a specified group of students. as reality shows school does not always reflect the social expectations, which is closely connected with the attitudes of teachers in mainstream schools. however, their expectations of working conditions and the same students with disabilities often remain inconsistent. To identify and interpret the reality that create the appearance of the school, the topic is examined in the context of the concept of the reduced space and the theory of games.
The presented material is a concise report of the research on the ‘condition’ of initial teacher education provided at universities in Poland in accordance with ‘new’ Ministry standards of 17 January 2012. In the analysis of data collected from 30 universities in May 2015, we focused on models of the organisation of this part of teaching at universities, the ways of constructing the professional curricula, the role and place of practice in the learning processes and the strategy of assessment of the preparation for teaching. Our research result is not quite optimistic. Under the ‘new label’ of standards we still have quasi-traditional approach to initial teacher education. In acquiring the new professional competencies students do not get real support from their academic and school partners. They are not very interesting in building opportunities for transforming learning aiming at transforming teaching