Współnauczanie i jego znaczenie dla procesu edukacji. Przegląd badań

Autor

  • Grzegorz Szumski Uniwersytet Warszawski
  • Joanna Smogorzewska Uniwersytet Warszawski
  • Zuzanna Narkun Akademia Pedagogiki Specjalnej im. M. Grzegorzewskiej
  • Agata Trębacz-Ritter Uniwersytet im. Adama Mickiewicza w Poznaniu

Słowa kluczowe:

współnauczanie, modele, korzyści, funkcjonowanie poznawcze, funkcjonowanie społeczne

Abstrakt

Niniejszy artykuł jest próbą syntezy wyników badań nad znaczeniem współnauczania dla przebiegu procesu edukacji. W pierwszej części tekstu zdefiniowano pojęcie współnauczania i dokonano klasyfikacji obszarów, w ramach których analizowane jest współnauczanie. Następnie opisano istniejące modele współnauczania, czynniki, od których może zależeć jakość współpracy między nauczycielami, a także korzyści płynące z takiego sposobu współpracy dla pedagogów. Na końcu omówiono znaczenie współnauczania dla uczniów zarówno w aspekcie ich rozwoju poznawczego, jak i społecznego.

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Pobrania

Opublikowane

2021-12-31

Jak cytować

Szumski, G. ., Smogorzewska, J. ., Narkun, Z., & Trębacz-Ritter, A. (2021). Współnauczanie i jego znaczenie dla procesu edukacji. Przegląd badań. Niepełnosprawność- Dyskursy Pedagogiki Specjalnej, (44), 76–97. Pobrano z https://czasopisma.bg.ug.edu.pl/index.php/niepelnosprawnosc/article/view/6876

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