Roczniki Pedagogiczne <div id="journalDescription"><strong>Annals of Pedagogies</strong> is an academic pedagogical journal. Its aim is to present up-to-date, original empirical and influential theoretical contributions in various areas of educational sciences, and to promote new and creative ideas about research and educational methods.</div> Towarzystwo Naukowe KUL & Katolicki Uniwersytet Lubelski Jana Pawła II en-US Roczniki Pedagogiczne 2080-850X Editorial Krystyna Chałas Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 5 7 10.18290/rped22142.1 Subjectity and Autonomy – Teacher in the Polish Education System <p>The Polish education system emphasizes the significant role of the teacher in the process of educating children and youth. His subjectivity and autonomy stem from the teacher’s personal nature and, at the same time, from the norms of educational law. Subjectivity determines the duties and rights of the teacher, while autonomy obliges them to creatively develop themselves and their own competences. The teacher’s subjectivity and autonomy are characterized by dynamics, their progression is conditioned by personal improvement and an increase in pedagogical professionalism.</p> Adam Maj Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 9 19 10.18290/rped22142.2 Depreciation of the Teaching Profession in the Polish Press Discourse From the Period of Distance Education <p>The aim of the article is to analyze the ways of presenting teachers during distance learning in texts published in Polish opinion-forming weeklies. Opinion weeklies, having a limited informational function, focus on shaping the public opinion and social attitudes of readers. Getting to know the press image of institutions, events or phenomena is very important, because the way of writing about them determines how people understand them and how to behave towards them. The method of analyzing the 18 press texts selected for the study is a critical discourse analysis, which was used to answer the following research question: what linguistic means were used in the discourse on remote teacher work and what the effects of this discourse may be. In the analyzed texts on distance education, mainly expressions with a clearly negative semantic character are used, which in turn leads to the discrediting of teachers and shapes the belief that there is a crisis situation in education.</p> Justyna Dobrołowicz Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 21 34 10.18290/rped22142.3 Working as a Secondary School Teacher During a Pandemic <p>The aim of this article is to present the difficulties in the work of secondary school teachers during the pandemic, who had to reorganize the way they function and move their classes to virtual spaces. The research results published in various sources and the results of own research were analyzed.</p> Beata Mydłowska Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 35 43 10.18290/rped22142.4 Convinctions and Expectations of SGGW Students about E-learning Training <p>Together with the technological development, that is, easier access to fast computers, the Internet with high capacity and people’s knowledge, how one can benefit from the usage of the computer as well as their rising IT skills, e-learning constantly finds its new applications in the modern world. It should be underlined that e-learning is not only the usage of technologies, the Internet and computer in teaching but also it is strictly connected to the lifelong learning and constant development of adults’ skills.</p> Iwona Blaszczak Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 45 60 10.18290/rped22142.5 Early Education Teachers in the Light of International Comparative Research <p>The article describes the main issues related to the functioning of early childhood education and care in Europe based on a comparative analysis of thirty-eight education systems. The special role of teachers in children’s development, achieving high learning results and achieving educational success was emphasized. Structural reforms concerning the qualifications of early childhood education workers, aimed at professionalisation of teaching staff, are presented. The minimum level of qualifications required of pre-primary education teachers in institutionalized early childhood education and care facilities in European countries was compared. The same analyzes were presented in relation to assistants employed in this sector of education. The status of professional development of teachers and assistants employed in early childhood education institutions in Europe was also characterized.</p> Agata Cudowska Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 61 78 10.18290/rped22142.6 The Role of the Form Teacher in Supporting Students <p>In the article focuses on non-didactic functions carried out by a teacher and the teacher’s role in supporting, helping, and counselling their students. Teachers differ from each other in terms of the level and characteristics of the competences they utilise to provide help and counselling, the evaluation of these strategies in education, as well as their willingness to actively engage in such relationships, and the responsiveness to the needs for help and support expressed by their students. This paper describes a helping relationship between a teacher and a student. It presents the functioning of a form teacher as a person who potentially maintains the most frequent and least formalized contact with a student and examines the form teacher’s role in the processes of supporting students. To this end, the paper refers to the selected results of the sampling studies conducted to explore perception by adolescents of their form teachers as individuals providing support. The form teacher’s role was also identified at each stage of the three-level psychological and pedagogical support model (school counselling) that begins with identifying a problem faced by a student, proceeds to a psychological and pedagogical intervention, and ends with helping a student consolidate and preserve the changes that already started developing in him/her.</p> Magdalena Piorunek Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 79 96 10.18290/rped22142.7 The Personality Traits in the Context of Self-Esteem and Understanding of Emotions in Musically Talented Students <p>The aim of the study was to determine the independent variables of self-esteem and the understanding of emotions in musically gifted students. The current educational objectives focus on comprehensive development of the pupil. It has also been pointed out that it is necessary to provide pupils with special educational needs, such as highly capable and gifted students, with appropriate conditions for study (Limont, 2005). It is increasingly often that attention is drawn to the need for modernising school curricula and the teaching methods used with gifted pupils and recognising their individual properties and needs. In the process of fostering talent, cognitive abilities play as important a role as personality and the emotional sphere of an individual (Kuśpit, 2018). The subjects included students of music schools (N=231) and grammar schools (N=188) who made up a comparison group aged 15 – 18. The study made use of the Five Factor Inventory NEO-FFI by Costa and McCrae, the SES self-esteem scale by Rosenberg and the Test for Understanding Emotions (TRE) by Matczak and Jaworowska. An analysis of regression was carried out using the introduction method. It was found that in the group of music school students, extroversion and neuroticism were variables crucial for self-esteem, while in the group of grammar schools students - they were neuroticism and conscientiousness. As for understanding emotions, the key variables in grammar school students included extroversion, neuroticism, openness to experience and agreeability, while no significant correlation between personality traits and the understanding of emotions was found in the music school student group.These findings may be helpful in adapting the school curricula to the specific needs of the pupils and in managing the development of talent in such a way as to enable the students to achieve their goals and succeed in different fields of activity.</p> Małgorzata Kuśpit Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 97 114 10.18290/rped22142.8 The Authority of a Teacher-Educator as a Chance to Overcome Aggression and Violence at School <p>In the article discusses the most important issues contained in its title. It consists of six points. At the beginning, the concept of authority was discussed in detail, followed by its role and importance in teaching and upbringing. The third and fourth points show the concept and types of aggression and violence as well as manifestations of aggressive behavior. Each teacher, having a&nbsp;thorough knowledge of the subject of his specialization, must educate himself in this field, but also in related fields. The intellectual attitude of the teacher should be characterized by moderation, caution, prudence and restraint in passing judgments. The personality and professional competences of a&nbsp;teacher - educator are another issue presented in the article. The final part of the article is devoted to the relationship between the teacher and the student, which makes it easier to overcome educational difficulties.</p> Helena Slotwinska Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 115 132 10.18290/rped22142.9 Crisis Intervention Activities in Teachers’ Work <p>The objective of this paper is to shed light on the issue of teachers’ tasks in the sphere of crisis intervention in a school setting. The paper discusses selected issues covering intervention activities taken by teachers in the face of difficult and crisis situations which their pupils experience. The rapidly changing present-day reality provides numerous diverse and often challenging situations, characterised by high stress levels. They also affect children and teenagers, and might constitute both a certain type of opportunity and a threat to their development. Due to the frequency of contacts between teachers and their pupils, it is worth taking a close look at the situation of teachers and the measures they adopt in the face of a crisis being experienced by a pupil. It is worth mentioning that the teacher’s profession is marked by high social expectations regarding their competence and by a growing number of tasks characteristic of other professions, e.g. psychologists, social workers or therapists. A teacher’s task is not only to provide knowledge and educate, but also to carry out intervention activities due to the dynamics of interpersonal relations and the challenges of contemporary world. The article could serve as a contribution to further deliberations and studies concerning teachers’ competence in the sphere of crisis intervention.</p> Magdalena Barabas Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 133 146 10.18290/rped22142.10 Axiological Incongruence. Selected Pedagogical Issues <p>One of the basic problems of contemporary pedagogy is the need to face the chaos that has taken place in the area of axiology. It is therefore necessary to reflect on its philosophical origins, but above all, on the ways of remedying the effects it has caused. It seems necessary to return to the perception of good and evil as pedagogical categories, and to shape the ability to value.</p> Jacek Siewiora Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 147 159 10.18290/rped22142.11 Krystyna Chałas, Stanisław Dziekoński, Witold Starnawski, Dydaktyka akademicka w uniwersytecie katolickim. T. 2: Prawda w kształceniu przyszłych nauczycieli [Academic Didactics in a Catholic University. Vol. 2: Truth in the Instruction of Future Teachers] Dziaczkowska Lucyna Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 160 164 10.18290/rped22142.12 National Scientific Conference with Foreign Guests: “Polish Early School Education: Theory – Research – Practice. Main Trends and Schools of Thought” Marta Buk-Cegiełka Copyright (c) 2022 Roczniki Pedagogiczne 2022-06-30 2022-06-30 14 2 165 166 10.18290/rped22142.13