At students' service - Tutoring and Coaching as innovative methods of academic education in Poland, co-authored with Agnieszka Dziedziczak - Foltyn (original) (raw)
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Polish Journal of Educational Studies, 2018
Academic institutions and their professional communities live presently in the times of constant change. Beyond numerous, official amendments within state regulations, also quality and pace of educational change undergo transformations. We observe the change of artefacts and contexts of socio-cultural demands which call for the necessity to reformulate good practices and competencies required in education. The paper is planned to highlight several aspects of change, considered by the author as sensitive to the possibility to personalize academic education: institutional, professional, scientific and simply humane. The intention is to provide a critical look upon academic tutoring and its potentials from the perspective of an academic tutor and tutor's trainer, as well as a researcher on education. The net of arguments, following the title of this paper, shall be outstretched between research-based, policy-based and the very practice-based nodal points, with my full awareness of the limitations that my insight carries due to the qualitative rather than quantitative type of the presented research. Nevertheless, the paper should bring down the picture of a polyphony of powers that make tutoring a very special, demanding, but top quality form of academic education, which should be supported, recommended and popularized among teachers in order for them to reach their academic excellence.
Marketing of Scientific and Research Organizations, 2021
The article, on the example of Poland and Slovakia, concentrates on the changes taking place in higher education in Central and Eastern Europe. The expectations of contemporary students (Z generation representatives) towards academic education and teaching staff have been analysed, and academic tutoring has been presented as an innovative, though not a new, form of education that perfectly meets these expectations. Based on the collected theoretical material and own experience, the authors have indicated the strengths and weaknesses of academic tutoring and analysed the opportunities of implementing this form of teaching in higher education systems. The subsidiary aim of this paper is to pose a number of questions, which could lead to determining the direction of changes that should be considered in order to incorporate academic tutoring into the teaching activities of the university. Potential difficulties arising at the stage of implementing tutoring have also been presented. Thei...
This article presents the main directions of reforms in the contemporary higher education system in Poland, focusing especially on the model of training for candidates for the teaching profession. The author highlights various changes in Polish universities, which were grounded on reflections on the constant development of didactics at the university level and on ways of understanding this, as well possible concepts of academic education. The paper discusses the most important stages in the implementation of the Bologna Process in Poland, with the resulting consequences for the higher education system. The last part of the article is devoted to a detailed presentation of the ongoing implementation of training standards for teachers, where the author draws critical attention to the increasing importance of psychological and pedagogical features.
Journal of International Education Research (JIER), 2014
College years determine the essential academic and personal training for students future success. Certainly, higher education period is essential in the development of students as persons, setting out their emotional and intellectual capital and therefore determining their professional and personal life expectations. However, this process generally must be faced with few help and also sometimes students have to create, sometimes blindly, their own path. In this sense, Social Sciences Faculty of Cuenca (Spain) has created a Tutoring Action Program that is designed to provide more supportive, collegial and discipline-specific training for students. This plan defines also a new tutorial role for professors as personal mentors of students. The aim of this paper is to present the new methodology used for the implementation of the Tutorial Action Plan which includes the assignment of this new role attributed to professors, and that consist in advising and guiding the students in those que...
Redefining professionalism: Romanian secondary education teachers and the private tutoring system
International Journal of Educational Development, 2006
This study is an attempt to outline and to account for the professional identity and practice of the Romanian teachers since the beginning of the 1990s. An increasingly austere economy as well as profoundly altered social conditions and a number of educational reforms resulted in a marked diminution of the teacher's social and professional status. One of their principle strategies to offset this steady tendency has been to invest ever more time and effort in private tutoring. Their aim is thus to retrieve their lost authority and to counterbalance recent education policy changes. Supplementary private tutoring has grown into a parallel system of education that displays features commonly associated with the very notion of professionalism: technical culture, a commitment to service ethic, and autonomy in planning and implementing their practice. Furthermore, supplementary private tutoring helps Romanian teachers to secure advantages that are otherwise denied to them: it is rather as private tutors than as professionals that they enjoy a relatively respectable social status, economic rewards, and even political influence.
School Tutoring as a Concept and a Support Method in Student’s Development
2013
We aim at describing the concept and method of school tutoring based on experiences of College of Tutors running a program financed by the local authorities. Tutoring has academic roots as a method of individual collaboration between a student and a professor focused on student’s development. We also mention the philosophical background of tutoring (Socrates, philosophy of dialogue, personalism). Subsequently, we describe the foundations of the school tutoring program including the variations of its methods. Experiences of Wroclaw secondary education schools prove the changes induced by few-year tutoring practice: in social relations, in the teachers self-image, in the way students feel at school. School tutoring focuses on responding to student’s needs, experiences, plans and an occasion to reflect on the very nature and value of pedagogical activity. The text is concluded by a few remarks of the future of school tutoring. keywords: development, school tutoring, student, support me...
THE TUTORING PHENOMENON -AN EXPLORATORY STUDY
At the origin of the idea to approach an exploratory study of the social phenomenon of tutoring in Romania, initially was found a series of conclusions who were detached after the debates about the quality of primary and secondary education in Romania, that was held with students from various faculties of the University Center Craiova. From the analyse of the principal press articles with about this subject, posts, commentaries, blogs or even tutoring offers, it retains the attention over the of opinion polarization about the utility in accessing the additional preparation, actuality and the necessity of fiscal requirements of these activities, also the most opinions that were explicated in online by the teachers highlights the immoral character of additional preparation that were hold with their pupils from class. This study does not following to express useless assertions "as value" about the normality of fiscal requirement of any services carried out systematically are bringing additional revenue constant. We are interested to find those areas over which it must intervene to increase the chances for quality education and training the students, given their interest in personal development and professional development.
Edulern2018, 2018
The studies on professional and educational aspirations are the important dilemmas on a national scale in each country. Knowledge of teachers’ aspirations is really important because in their social role they will interact with future generations. Students are the part of society that is entering a new stage of their life. Their development makes new demands for the society. It should be concluded that the basic condition for the development of contemporary man is thinking about future perspective. An individual – a student faces new challenges that require multi-sided activity and multiple competencies, which are as follows: ability to change, to communicate, organizational and negotiation skills, assertiveness, self-presentation skills, entrepreneurship and many others. These skills are based on knowledge, sense of responsibility and appropriate activity. Diagnosis of the aspirations is particularly important as far as students are concerned, who will adopt roles and tasks of adult people after their studies. The studies on planes and development of young people are triggered by the psychological cognitive concept that interprets a person as an independent subject who decides about own destiny. When making decisions, a person influences the course of events and feels their effects. A lot of similar studies have recently appeared and many research tools have been created regarding emotional-social behaviors. Researchers often use ready-made questionnaires, observation sheets, tests or surveys. In this case, the presented results of the study have been collected on the basis of the author’s survey questionnaire directed to students of the last year of master’s studies at the Faculty of Pedagogy at the Jan Długosz University in Częstochowa, Poland. The study focuses on professional and educational aspirations of students of the Faculty of Pedagogy. The cognitive aim of this study is to find an answer to the question: What is the level of abovementioned aspirations in the case of students at the Faculty of Pedagogy? In order to acquire more precise data to answer abovementioned question, following detailed questions have been formulated: Do the students plan to access jobs fitting their qualifications? What is most important for the students in their work? What was the strongest motivation to start particular field of study? Do the students feel prepared for their job? Do the students have a system of values that they want to follow in their life? The results of the study show that professional and educational aspirations are really mature in the case of contemporary universities graduates. The results that have been presented seem to confirm the tendency we observe not only in Poland, but also in Europe and all over the world concerning employment chances for university graduates. Educational aspirations of the people who have started university education are considerably high. The high level of professional aspirations of students confirms their readiness to access jobs fitting their university education. According to the students, the job should give satisfaction, enable comprehensive development and provide them with a sense of fulfilment.
Education Inquiry 6, 2015
This study examines the teaching in higher education in Slovenia, with an emphasis on the pedagogical training and pedagogical qualification of university teaching staff. Various aspects of the latter were examined among 513 respondents. The results showed that university teachers attribute significant importance to pedagogical work (the term used in Slovenian higher education legislation), yet nearly half of them had never been involved in any kind of pedagogical courses. The other half of the respondents had participated in various kinds of pedagogical courses (i.e. 'adult education' or a pedagogical study programme for the primary and secondary level of education) and only 31.4% of all respondents had participated in higher education pedagogical training. At a higher education institution with well-defined criteria in the field of pedagogical work, the percentage of teaching staff without any pedagogical education is lower than in an institution with less defined conditions. In recent years, a growing number of various higher education pedagogical training programmes have been offered.
Tutoring in European Higher Education Area: essential points for an integral model
The university is involved in a process of deep change. According to the arrival of the European Higher Education Area (EHEA) there are many issues to reconsider in university, such as: the introduction of concept competence in the university curriculum, as well as the protagonism of the students (from teaching to learning). In this article, we suggest that university tutoring is a possible action, as a way to respond to the challenges of the EHEA, but it needs an integral tutoring model, whose basic lines we venture to trace.