Browsing by Author "Johnsson, Ewa. Promotor"
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Item Edukacja i kultura. Studium nad szkolnictwem obowiązkowym w Szwecji(2016) Johnsson, Ewa. Promotor; Potulicka, Eugenia. PromotorRozprawa doktorska wpisuje się w nurt edukacyjnych i międzykulturowych badań komparatystycznych i analizuje sytuację oraz osadzenie kulturowe szwedzkiej edukacji obowiązkowej. Dysertacja została przygotowana w oparciu o metodologię badań jakościowych w nurcie paradygmatu interpretatywnego. Teoretyczna część została poświęcona jakości kontekstu kulturowego szwedzkiej edukacji obowiązkowej, rekonstrukcji pojęcia „kultura”, idei kulturalizmu J. Brunera oraz teorii socjokulturowej P. Bourdieu. Panorama kulturowa Szwecji składa się z: problemu wielokulturowości i wieloetniczności, stratyfikacji społecznej, politycznych i religijnych kontekstów dla edukacji, statusu dziecka oraz szwedzkiego charakteru narodowego/ mentalności opisanych głownie na podstawie pracy „Svensk mentalitet” Å. Dauna. W części empirycznej dokonano analizy dokumentów oświatowych pod względem ich zgodności z cechami „szwedzkości”. Przeanalizowany został Szwedzki Akt Edukacyjny z 2011 roku, Program nauczania szwedzkiej rozszerzonej szkoły obowiązkowej Lgr11, teksty z podręcznika dla klasy 1. Analizę dokumentów uzupełniają badania nasycenia habitusu pierwotnego i wtórnego szwedzką mentalnością uczniów klasy 1 i 9 rozszerzonej szwedzkiej szkoły obowiązkowej (badanie pilotażowe) oraz badania terenowe opisujące szkołę Kastanjeskolan w Malmö (Południowa Szwecja). Konkludując dzisiejsza szkoła obowiązkowa w Szwecji funkcjonuje w zróżnicowanym kontekście kulturowym – jako nośnik tradycyjnych wartości charakteryzujących szwedzką mentalność oraz kultury zglobalizowanej, neoliberalnej, współczesnej.Item Professional Knowledge and Awareness of Teachers in Israeli Schools(2021) Ayzik, Elanit; Kabat, Małgorzata. Promotor; Johnsson, Ewa. PromotorThe aim of the study is to examine the professional knowledge and awareness of teachers for traditional or innovative teaching in an environment that includes scientific and technological development and rapid changes of a global world, in schools in Israel. Also, creating a theoretical model and practical guidelines for developing professional knowledge and teachers' awareness. The doctoral dissertation and definition of teacher awareness is based on the theory of Illeris, a social constructivist theory that links teacher awareness to environmental interaction. The literary review focuses on Multidimensional Contexts teachers' knowledge and its relation to teacher awareness, opportunities and barriers to learning awareness. Also, defining awareness as an interdisciplinary category, new modern human needs and the need of teachers to see the “big picture” and adapt teaching to the changing environment. In addition, the unique physical and organizational characteristics of schools in Israeli society, traditional and modern teaching, professional development of teachers and their effects on the of teachers in Israel. The methodology is based on the mixed method approach that combines two research methods, quantitative and qualitative, for a deeper insight into experimental diagnostic research. The independent variables are professional knowledge and teacher awareness, the dependent variable is the schools in Israel. The number of study participants included 90 science and technology teachers from Jewish elementary schools. The conclusions of the study showed that Israeli teachers are more aware of traditional teaching in cognitive, emotional and social functioning. Teachers who have been trained about globalization have a The aim of the study is to examine the professional knowledge and awareness of teachers for traditional or innovative teaching in an environment that includes scientific and technological development and rapid changes of a global world, in schools in Israel. Also, creating a theoretical model and practical guidelines for developing professional knowledge and teachers' awareness. The doctoral dissertation and definition of teacher awareness is based on the theory of Illeris, a social constructivist theory that links teacher awareness to environmental interaction. The literary review focuses on Multidimensional Contexts teachers' knowledge and its relation to teacher awareness, opportunities and barriers to learning awareness. Also, defining awareness as an interdisciplinary category, new modern human needs and the need of teachers to see the “big picture” and adapt teaching to the changing environment. In addition, the unique physical and organizational characteristics of schools in Israeli society, traditional and modern teaching, professional development of teachers and their effects on the of teachers in Israel. The methodology is based on the mixed method approach that combines two research methods, quantitative and qualitative, for a deeper insight into experimental diagnostic research. The independent variables are professional knowledge and teacher awareness, the dependent variable is the schools in Israel. The number of study participants included 90 science and technology teachers from Jewish elementary schools. The conclusions of the study showed that Israeli teachers are more aware of traditional teaching in cognitive, emotional and social functioning. Teachers who have been trained about globalization have a much higher awareness of innovative teaching compared to those who do not. Israeli women teachers have a higher awareness of innovative teaching compared to male teachers, and young Israeli teachers have a higher awareness of innovative teaching compared to older teachers, but adapt to the existing traditional school reality.