Problemy Wczesnej Edukacji
https://czasopisma.bg.ug.edu.pl/index.php/pwe
<p>W „Problemach Wczesnej Edukacji/Issues in Early Education” publikujemy oryginalne artykuły naukowe w językach polskim i angielskim, których tematyka wpisuje się w nurt badań nad dzieckiem i dzieciństwem oraz wczesną edukacją. Szczególną wagę przywiązujemy do tekstów o charakterze empirycznym, prezentujących wyniki poszukiwań badawczych w interesującym nas obszarze tematycznym. <br>Dążymy do tego, by powiązać namysł nad wczesną edukacją z innymi subdyscyplinami pedagogiki, takimi, jak: pedagogika ogólna, dydaktyka, pedagogika społeczna, pedeutologia, ale także z innymi dziedzinami wiedzy, czyli z filozofią i socjologią edukacji, antropologią kulturową, psychologią czy naukami prawnymi.<br>Nasze czasopismo adresowane jest do środowiska akademickiego, w tym zarówno do wybitnych naukowców i jak i do młodych badaczy, którym chcemy stworzyć warunki do prezentacji swoich badań. Chcemy też docierać do doradców metodycznych, nauczycieli-praktyków, studentów z obszaru nauk społecznych i humanistyki oraz osób zainteresowanych podejmowaną tu problematyką.</p>Wydawnictwo Uniwersytetu Gdańskiegopl-PLProblemy Wczesnej Edukacji1734-1582„Cyfrowy tubylec w przestrzeni edukacyjnej – nowe otwarcia”. Sprawozdanie z VI Konferencji Naukowej z cyklu „Dziecko – cyfrowy tubylec w szkole. Problemy i wyzwania”, Uniwersytet Warmińsko-Mazurski w Olsztynie, 12 grudnia 2022 r.
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9933
Joanna Dziekońska
Prawa autorskie (c) 2023
2023-06-302023-06-3056125325610.26881/pwe.2023.56.17Teachers under the Third Republic in the constant trap of political manipulation
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9857
<p>In the analysis of the macropolitics of the educational authorities, the author proves that public school teachers find themselves in a situation of a trap that has various faces. During the first years of the political transformation, they experienced the right to professional autonomy and received decent remuneration. They were trusted and respected by politicians for the creative liberation of school education and of institution management from the arrogance and orthodox pressure of the ruling party of the times of real socialism, and together with the systematically regained state power over them, which, as in People’s Poland, systematically since the mid-1990s were reduced them to the level of the precariat and the education and upbringing of young generations enslaved by ideology. We get a picture of the teacher’s state of deformation from freedom to its loss in the fumes of the pretence of care of successive educational authorities for the education of children and youth.</p>Bogusław Śliwerski
Prawa autorskie (c) 2023
2023-06-302023-06-3056192810.26881/pwe.2023.56.01Uczenie się zawodu nauczyciela w miejscu pracy
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9860
<p>In the article I provide an overview of some of the themes and perspectives within existing academic literature concerning workplace learning. I have analysed the category of teacher’s learning in the workplace in terms of the degree of connection between “learning” and “work” in the three broad approaches: the workplace as a site for learning; the workplace as a learning environment; and learning and working as inextricably linked.</p>Hanna Kędzierska
Prawa autorskie (c) 2023
2023-06-302023-06-30561294010.26881/pwe.2023.56.02Nauczyciel wczesnej edukacji z krótkim stażem w zawodzie – praca w stanie wyjątkowym
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9863
<p>This article addresses the issue of prestige and social recognition in the teaching profession with up to years of short seniority. The challenge that teachers face on a daily basis is to function in a context of high social expectations and demands, while at the same time, the social prestige of the profession is declining and its value is being depreciated. Appreciation of the profession is closely linked to perceiving and respecting the importance of education in personal, social, and political terms. This issue became the subject of a study carried out in 2021 among a group of more than 800 primary and pre-school teachers in Warsaw, with work experience of not more than 5 years. The aim of the survey was to describe the factors that give satisfaction, motivate, or demotivate teachers to work, with a particular focus on the sense of recognition and social prestige. The results indicate that half the teachers surveyed were considering leaving school and changing professions.</p>Małgorzata Żytko
Prawa autorskie (c) 2023
2023-06-302023-06-30561415210.26881/pwe.2023.56.03Promoting sustainability training in future teachers through research workshops in the University Ecological Garden
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9869
<p>The current planetary crisis and the changes in the Spanish curriculum of Early Childhood Education require teacher training that enables future teachers to respond to these situations. This paper describes a constructivist teaching-learning sequence framed within the University Ecological Garden through an enquiry-based strategy. This educational intervention was carried out with thirdyear students of the degree in Early Childhood Education at the Universidad de Cádiz (Spain). Its outcome was a science dissemination event in which research workshops related to one or several sustainable development goals were organised. The validity of using real contexts like the garden space to achieve sustainability in the curriculum and of contributing to the scientific training of future teachers for them to be able to transfer educational interventions within the framework of sustainability was verified. Future proposals for improvement for a second implementation in the classroom were analysed.</p>Lourdes AragónJuan Casanova Correa
Prawa autorskie (c) 2023
2023-06-302023-06-30561537510.26881/pwe.2023.56.04Nie jestem „przedszkolanką” ani „panią z I–III”. Nauczyciele o postrzeganiu siebie i społecznym odbiorze ich pracy
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9873
<p>The text refers to early education teachers and comprises reports on narrative research about teachers’ self-perception and social reception of their profession. It is based on a quality analysis of written statements issued by teachers and students preparing for teaching careers. The text contains the analysis of experiential material as well as theoretical reflections indicating both individual and social roles of teachers, their subjective and social status in the world, including their condition in society. The theses developed in this text and the quoted results from the study point at varied ways of thinking presented by teachers. The first trend indicates the pessimistic view of life of a modern teacher who finds it hard to accept the fact that they are not looked up to despite being conscious of gravity of their social role. The second, more optimistic trend is the one in which a teacher in addition to being aware of its social role perseveres in treating their profession as a vocation despite the lack of social respect and institutional support.</p>Agnieszka Nowak-Łojewska
Prawa autorskie (c) 2023
2023-06-302023-06-30561768810.26881/pwe.2023.56.05Evidence-based practices in teaching
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9878
<p>This article presents the results of the implementation of the Erasmus Plus project (KA203 financed by the European Union, contract number 2019-1-NL01-KA203-060339) Research in Teacher Education (RiTE). The aim of the project was to promote and facilitate pre-service teachers to create and undertake evidence-based practices in teaching science, technology, engineering, and mathematics (STEM). In the RiTE project, pre-service teachers were encouraged to use evidence from educational and scientific research and to experiment and introduce didactic innovations in teaching and learning processes. Although it has its justification in the tradition of thinking about science, evidence-based practice is not yet consciously applied in school practice. In the article, we present both the theoretical framework for such practices, and the results of qualitative research – an analysis of interviews conducted with students, future teachers, and novice teachers involved in the project. The presented results show changes in the context of an understanding of evidence and what evidence-based practices are in the teaching process and the vision of such teaching presented by the respondents.</p>Eliza RybskaRenata DudziakPascal Pollmeier
Prawa autorskie (c) 2023
2023-06-302023-06-305618910810.26881/pwe.2023.56.06Educational changes and barriers to change in the statements of teachers-innovators and non-innovators
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9880
<p>The aim of the article is to present the differences in the way of thinking about educational change and its barriers between teachers-innovators and non-innovators. The former understood the concept of educational change in a more radical and profound way. In their statements, they demanded a breakthrough that was, in fact, a questioning of the dominant education model. Non-innovators would like transformations, but more moderate, minor ones that do not go beyond the area of the dominant model of education but can potentially facilitate or make the time spent by teachers and students at school easier or more enjoyable. Teachers-innovators more often focused on bottom-up sources of change, i.e., primarily on teachers and their students. Non-innovators focused rather on top-down sources of change, locating them in particular in state authorities, experts, and politicians, and the role of the market as an institution (in the sociological sense). Both groups also differed in terms of the barriers to change they mentioned. While the former mainly emphasized the importance of what hinders or prevents changes and is dependent on the teacher, the latter emphasized the role of issues independent of teachers. In order to explain the differences between the two groups of teachers, the article refers to the theories of W. Reckless and J.B. Rotter.</p>Bartosz Atroszko
Prawa autorskie (c) 2023
2023-06-302023-06-3056110912110.26881/pwe.2023.56.07The specificity of teacher reflectivity in early education teachers – a study report
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9888
<p>This article presents selected results of a preliminary research of teacher reflectivity. The empirical material was collected through the original Early Education Teacher Reflectivity Questionnaire on (pre)School Daily Life. It was answered by early education teachers and graduate students of early childhood pedagogy. The article also describes the understanding of reflectivity adopted here, along with its importance for building awareness of what it means to be a teacher with regard to reflection. Furthermore, careful consideration was given to the presented results followed by reflections on the results of the study. The analysis indicated that teachers in the study group did have a problem with identifying criteria for selecting situations to which they assigned a critical dimension. They seemed to lack insight into themselves. In their analyses, they evaluated individual aspects of a given event, but did not pose questions that might motivate in-depth reflection. Moreover, they equated anticipating the position of other persons about a given incident with experiencing a variety of perspectives. They avoided involving other people in the process of analyzing a situation, thus depriving themselves of an opportunity to develop transformative learning abilities. At their current stage of professional education, they showed a need for support, which may be aided by the assumptions of the humanistic concept of teacher education and the emancipatory rationality.</p>Joanna SzymczakAdam Mroczkowski
Prawa autorskie (c) 2023
2023-06-302023-06-3056112213510.26881/pwe.2023.56.08Między oczekiwaniami a rzeczywistością – perspektywa zawodowa kandydatów do zawodu i początkujących nauczycieli wczesnej edukacji
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9919
<p>The paper addresses theoretical considerations focusing on the career choice motives of early childhood education teachers in the light of a review of previous research, and it presents the research problem along with an analysis of results. The aim of this study was to determine the motives for choosing the profession of early childhood education teacher by students of early childhood pedagogy, graduating with a bachelor’s degree, and early childhood education teachers working in the profession for no more than five years. A diagnostic survey method was used, with a questionnaire technique. The results indicate that the choice of early childhood education teachers is a product of internal and external motives, with the former having a dominant role. Meeting psychological needs (including the desire to work with children, personality predispositions) is combined with pragmatic qualities – e.g. days off, low weekly working hours. Both groups surveyed recognize the problem of low professional prestige and the financial unprofitability of the teaching profession. The motivations for studying early childhood pedagogy are personal predispositions, interests and directional talents. The sense of rightness regarding the choice of a professional path increases with the acquisition of practice, which corresponds to the sense of preparation for the profession. The current system of pedagogical internships does not provide sufficient practical preparation for a job as an early childhood education teacher.</p>Justyna Kosz-Szumska
Prawa autorskie (c) 2023
2023-06-302023-06-3056113614810.26881/pwe.2023.56.09Deklarowane przekonania dotyczące uczenia się matematyki w czasach szkolnych przez kandydatki i kandydatów na nauczyciel(k)i edukacji wczesnoszkolnej
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9920
<p>The article presents the results of the study of declared beliefs regarding learning mathematics in school times by students of three consecutive years of the preschool and early school pedagogy. The empirical material was collected using an authorial questionnaire. Most of the people participating in the study declared, among other things, that the most effective strategy in the times of school education was learning mathematics by heart, and the key reason for possible failures is the lack of mathematical talent. The article also reflects on minimizing the transfer of such beliefs by students to future teaching practice.</p>Adam Mroczkowski
Prawa autorskie (c) 2023
2023-06-302023-06-3056114916010.26881/pwe.2023.56.10Rola nauczyciela wczesnej edukacji w identyfikowaniu i reagowaniu na przejawy przemocy domowej – między prawnym obowiązkiem a odpowiedzialnością moralną
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9922
<p>This is a theoretical paper which presents the role of early childhood education teachers in identifying and responding to domestic violence. Two contexts are used: moral responsibility and legal obligation (resulting from the provisions of the relevant legal acts). The focus is on early childhood education teachers, being aware that along with medical staff, they are the most likely to detect and intervene in cases of child abuse up to the age of ten. The article aims to fill in the gap in publications focused on the role of education workers, including early education teachers, in responding to manifestations of domestic violence, as well as their insufficient participation in activities within the violence prevention framework. It may be an incentive to verify the course of studies curricula in terms of content conducive to building the readiness of future teachers to take responsible actions to minimize the phenomenon of child abuse.</p>Joanna Frankowiak
Prawa autorskie (c) 2023
2023-06-302023-06-3056116117410.26881/pwe.2023.56.11Edukacja przyrodnicza w klasach początkowych w koncepcjach studentów pedagogiki wczesnej edukacji. W ślepej uliczce faktografii
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9924
<p>The article presents students’ concepts of early science education, especially assumptions, possibilities and examples of this kind of teaching-learning. There is also an attempt to determine the status of early science education. The main idea of the text is a child as an explorer, especially at the first level of primary school.</p>Alicja Komorowska-Zielony
Prawa autorskie (c) 2023
2023-06-302023-06-3056117519010.26881/pwe.2023.56.12Rola nauczyciela w zintegrowanym nauczaniu przedmiotowo-językowym (CLIL) na I etapie edukacji wczesnoszkolnej z perspektywy dzieci
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9926
<p>As a result of increasing globalization, the ability to communicate in foreign languages is a basic skill of modern times. Integrated subject-science teaching is a method of teaching that allows students to learn knowledge and language at the same time. The article presents the profile of CLIL teachers in Poland. In addition, the author carried out qualitative research using an uncategorized interview questionnaire with students (n = 25) aged 7–8 years The analysis of the answers and conclusions from the collected material showed the role of the teacher in CLIL education.</p>Inga Maria Smoleń
Prawa autorskie (c) 2023
2023-06-302023-06-3056119120610.26881/pwe.2023.56.13Doświadczenia nauczycieli w zakresie wspierania motywacji do uczenia się w ujęciu teorii autodeterminacji
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9930
<p>The article presents qualitative research in the field of students’ motivation to learn. The aim of the research was to identify and describe ways to support students’ motivation to learn from the perspective of teachers’ experiences in terms of the self-determination theory. Based on the interviews with teachers, the research results were presented taking into account the ways of supporting the need for relatedness, competence and autonomy. The results of the research show a multitude of ways to motivate students. According to the respondents, students’ motivation to learn is largely based on the child’s qualitative relationship with adults and peers.</p>Marta Makarewicz
Prawa autorskie (c) 2023
2023-06-302023-06-3056120722310.26881/pwe.2023.56.14Niekompetentni kompetentni: o kompetencjach diagnostycznych nauczycieli edukacji wczesnoszkolnej/przedszkolnej
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9931
<p>The article outlines research conducted as part of a doctoral thesis and addresses the issue of insufficient diagnostic competencies among elementary education teachers. Based on the feedback from teachers who verbalized difficulties related to the diagnostic process during self-assessment, reflection was undertaken on diagnostic skills and directions for changing the current reality. The research was divided into three parts: two stages of quantitative research and a stage of qualitative research. The participants in the study were preschool and school teachers working in the Kuyavian-Pomeranian Voivodeship.</p>Marika Przybylska
Prawa autorskie (c) 2023
2023-06-302023-06-3056122423910.26881/pwe.2023.56.15Projekt międzynarodowy „Digitally Improving Social and Emotional Skills of Primary School Teachers (DigiSEL)” dla nauczycieli edukacji wczesnoszkolnej
https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/9932
<p>The problems of the 21st century contributed to the creation of the project in cooperation with Italians, Spaniards, Turks, Croats and Poles. The Erasmus+ international project “Digitally Improving Social and Emotional Skills of Primary School Teachers (DigiSEL)” offers digital training and online teaching methods for primary school teachers in Europe with a focus on SEL. With a new generation of students growing up fast and learning differently from others, teachers need to digitally educate themselves to meet their needs and engage their attention in class and e-classes. The project was created to support teachers in building e-relationships using ICT. The author collected information about the project and pointed out practical solutions in social-emotional learning.</p>Agnieszka M. Barwicka
Prawa autorskie (c) 2023
2023-10-112023-10-1156124324910.26881/pwe.2023.56.16