Sieci współpracy i samokształcenia nauczycieli – pozory zmiany czy przestrzeń możliwości rozwoju kultury szkoły i jej uczestników

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Sieci współpracy i samokształcenia nauczycieli – pozory zmiany czy przestrzeń możliwości rozwoju kultury szkoły i jej uczestników

Journal Title: Kwartalnik Pedagogiczny - Year 2019, Vol 64, Issue 1

Abstract

Setting up cooperation and teachers’ self-education networking has been determined by a top-down regulation of the Minister of Education. It seems that in the course of implementation activities, legislative and administrative interventions related to this recommendation, one has lost the thinking of the nature and special characteristics of this type of learning and knowledge. The article analyses the special features of the collective learning process, and presents the fundamental theories constituting the interpretive and paradigmatic framework for the learning interpreted in such a way: Lev S.Vygotski’s cultural-historical theory, Jerome S. Bruner’s socio-cultural theory, Yrjö Engeström’s expansive learning theory and learning by expanding, Jack Mezirow’s transformative learning, Etienne Wenger’s situated learning theory and Jean Lave and Etienne Wenger’s community of practice concept, a participant of “teaching conversation”, the specific tools and strategies necessary to equip the cognitive box with teachers’ tools, have been selected and characterised. An example of a network of learning professionals is shown. In conclusion, one highlights the apparent activities of the created networks, projecting a certain understanding and instrumental understanding of the practice on practitioners, which hinders Bruner’’s challenge of transforming the school into a culture of learning communities.<br/><br/>

Authors and Affiliations

Ewa Filipiak

Keywords

learning in the zone of proximal development transformative learning learning by expanding networks of learning professionals collective teacher’s professionalism strategies and tools for learning about the teacher in the network collaborative learning in professional communities

Anna Wileczek, Iwona Możdżonek, Szkolna (nie)komunikacja. Bariery w dyskursie wczesnoszkolnym

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„Niemiecka szkoła, polski dom”. Analiza wypracowań o udziale polskiej kultury i języka polskiego w życiu dzieci polskich emigrantów w Bawarii

The primary goal of the study is to assess the perception of self and the social environment in Polish teenagers from the so-called generation 1.5 in Germany, that is, people who moved to Germany as children and adolesce...

EP ID EP559765
DOI 10.5604/01.3001.0013.1836
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