Ewa Smak
Labor et Educatio, 8 (2020), 2020, s. 169 - 182
https://doi.org/10.4467/25439561LE.20.006.12997The subject of the research considerations are the attitudes of early education teachers towards pedagogical innovation, being a response to the permanently changing reality and the related necessity to introduce changes to education. The conducted surveys and their analysis prove that the majority of teachers share the view that application of innovation in pedagogical practice is necessary, noticing both its impact on their professional activity and pointing to significant obstacles in the field of deployment and implementation of innovations at school.
Keywords: pedagogical innovation, teachers’ attitudes; stimulants and inhibitors of innovation
Postawy nauczycieli wczesnej edukacji wobec nowatorstwa pedagogicznego
Przedmiotem refleksji badawczej są postawy nauczycieli wczesnej edukacji wobec nowatorstwa pedagogicznego, będące odpowiedzią na permanentnie zmieniającą się rzeczywistość i związaną z tym konieczność dokonywania zmian w edukacji. Przeprowadzone badania sondażowe oraz ich analiza dowodzą, że większość nauczycieli podziela pogląd o konieczności stosowania nowatorstwa w praktyce pedagogicznej, dostrzegając zarówno jego wpływ na ich działalność zawodową, jak i wskazując na istotne przeszkody w zakresie upowszechniania i wdrażania innowacji w szkole.
Ewa Smak
Labor et Educatio, 6 (2018), 2018, s. 179 - 191
https://doi.org/10.4467/25439561LE.18.012.10239The teacher profession can be rated among professions with high risk of health loss both in the physical (somatic) and mental sense. This is evidenced by statistics on the health assessment of a fairly large teaching community. Numerous structural changes (educational reforms) and an increase in professional expectations towards teachers, especially preschool teachers, have caused a significant increase in the stress experienced by them. This article is devoted to the problem of stress in the professional work of a preschool teacher. The most important factors causing stress reactions, as well as pressures that are the source of stress are identified and discussed in this paper. On their basis, the level of occurrence and circumstances of experiencing school stress are determined. Thirty full-time teachers working in kindergartens in rural and urban environments in the Opolskie Voivodeship were surveyed.