Collaboration of teachers in planning and execution of educational processes in school

2013
book section
conference proceedings
dc.abstract.enSchool (institution) using resources from the immediate environment helps create or nurture core conditions of teaching and education, and can bring a lot of benefit for the development of students. The use of environmental resources is made possible by establishing and developing by the school (institution) cooperation with institutions and organizations operating in its environment, and the local community. Collaboration can take many forms, from information sharing, to organising joint projects, and may concern a different number of entities, depending on the needs and wealth of the local community. The use of environmental resources to enrich the conditions in which learning process is carried out means also the use of natural, architectural, historical and geographical resources, which may, in this respect, constitute invaluable wealth. The role of the school in many environments is not only limited to learning children and adolescents. Often, school becomes an institution that also affects the development potential with respect to the social environment in which it operates. Actions taken by the school can be applied in different needs of the local community, for example, education, culture, law enforcement, charity (helping those in need) and others, whose nature may stem from specific characteristics of the local environment. Of course, these activities do not constitute the core task of the school, therefore, one should take an appropriate measure to evaluate them. An example of a concept of connecting the school with its environment is "Core-Plus" (Townsend, 1994), which fulfills the basic (core) responsibility for education of children, and additional (plus) obligations to assist in the implementation of educational aspirations amongst members of the local community. The purpose of this article is to evaluate the nature of relations between schools and the local community. The analysis uses data from studies carried out in the course of external evaluations conducted at Polish schools. This year, 48 schools of different types participated (primary, junior high and high) from all over Poland. Implementers of the test procedure were visitors in charge of evaluation, prepared to carry it out during the 160-hour training cycle. The study was attended by: headmasters, teachers, parents of students and representatives of the local community (school partners and representatives of the local self-government). The test procedure used numerous tools for data collection, among them quantitative methods (online survey) and qualitative (IDI, FGI). The examination procedure was carried out in schools within five working days. Research results shows that schools make more use of local community resources for their needs rather than engage in activities supporting the local environment. Between schools and the local community there is dominating cooperation that results from legal provisions, and using the organisation offer on a commercial basis. Actions taken by schools together with local community organisations are the result of joint planning to a much lesser extent.pl
dc.affiliationWydział Zarządzania i Komunikacji Społecznej : Instytut Spraw Publicznychpl
dc.conference6th International Conference of Education, Research and Innovationpl
dc.conference.citySewilla
dc.conference.countryHiszpania
dc.conference.datefinish2013-11-20
dc.conference.datestart2013-11-18
dc.conference.indexwostrue
dc.contributor.authorKołodziejczyk, Jakub - 129031 pl
dc.contributor.editorGómez Chova, Louispl
dc.contributor.editorLópez Martínez, A.pl
dc.contributor.editorCandel Torres, I.pl
dc.date.accessioned2014-09-30T09:02:30Z
dc.date.available2014-09-30T09:02:30Z
dc.date.issued2013pl
dc.description.conftypeinternationalpl
dc.description.physical4033-4041pl
dc.description.publication0,45pl
dc.description.seriesICERI Proceedings, e
dc.identifier.isbn978-84-616-3847-5pl
dc.identifier.serieseissn2340-1095
dc.identifier.seriesissn2340-1095
dc.identifier.urihttp://ruj.uj.edu.pl/xmlui/handle/item/1945
dc.languageengpl
dc.language.containerengpl
dc.pubinfoSewilla : International Association of Technology, Education and Developmentpl
dc.rights.licencebez licencji
dc.subject.enschoolpl
dc.subject.encooperationpl
dc.subject.enlocal communitypl
dc.subtypeConferenceProceedingspl
dc.titleCollaboration of teachers in planning and execution of educational processes in schoolpl
dc.title.containerICERI 2013 : 6th International Conference of Education, Research and Innovation : Seville, Spain, 18-20 November 2013 : conference proceedingspl
dc.typeBookSectionpl
dspace.entity.typePublication
dc.abstract.enpl
School (institution) using resources from the immediate environment helps create or nurture core conditions of teaching and education, and can bring a lot of benefit for the development of students. The use of environmental resources is made possible by establishing and developing by the school (institution) cooperation with institutions and organizations operating in its environment, and the local community. Collaboration can take many forms, from information sharing, to organising joint projects, and may concern a different number of entities, depending on the needs and wealth of the local community. The use of environmental resources to enrich the conditions in which learning process is carried out means also the use of natural, architectural, historical and geographical resources, which may, in this respect, constitute invaluable wealth. The role of the school in many environments is not only limited to learning children and adolescents. Often, school becomes an institution that also affects the development potential with respect to the social environment in which it operates. Actions taken by the school can be applied in different needs of the local community, for example, education, culture, law enforcement, charity (helping those in need) and others, whose nature may stem from specific characteristics of the local environment. Of course, these activities do not constitute the core task of the school, therefore, one should take an appropriate measure to evaluate them. An example of a concept of connecting the school with its environment is "Core-Plus" (Townsend, 1994), which fulfills the basic (core) responsibility for education of children, and additional (plus) obligations to assist in the implementation of educational aspirations amongst members of the local community. The purpose of this article is to evaluate the nature of relations between schools and the local community. The analysis uses data from studies carried out in the course of external evaluations conducted at Polish schools. This year, 48 schools of different types participated (primary, junior high and high) from all over Poland. Implementers of the test procedure were visitors in charge of evaluation, prepared to carry it out during the 160-hour training cycle. The study was attended by: headmasters, teachers, parents of students and representatives of the local community (school partners and representatives of the local self-government). The test procedure used numerous tools for data collection, among them quantitative methods (online survey) and qualitative (IDI, FGI). The examination procedure was carried out in schools within five working days. Research results shows that schools make more use of local community resources for their needs rather than engage in activities supporting the local environment. Between schools and the local community there is dominating cooperation that results from legal provisions, and using the organisation offer on a commercial basis. Actions taken by schools together with local community organisations are the result of joint planning to a much lesser extent.
dc.affiliationpl
Wydział Zarządzania i Komunikacji Społecznej : Instytut Spraw Publicznych
dc.conferencepl
6th International Conference of Education, Research and Innovation
dc.conference.city
Sewilla
dc.conference.country
Hiszpania
dc.conference.datefinish
2013-11-20
dc.conference.datestart
2013-11-18
dc.conference.indexwos
true
dc.contributor.authorpl
Kołodziejczyk, Jakub - 129031
dc.contributor.editorpl
Gómez Chova, Louis
dc.contributor.editorpl
López Martínez, A.
dc.contributor.editorpl
Candel Torres, I.
dc.date.accessioned
2014-09-30T09:02:30Z
dc.date.available
2014-09-30T09:02:30Z
dc.date.issuedpl
2013
dc.description.conftypepl
international
dc.description.physicalpl
4033-4041
dc.description.publicationpl
0,45
dc.description.series
ICERI Proceedings, e
dc.identifier.isbnpl
978-84-616-3847-5
dc.identifier.serieseissn
2340-1095
dc.identifier.seriesissn
2340-1095
dc.identifier.uri
http://ruj.uj.edu.pl/xmlui/handle/item/1945
dc.languagepl
eng
dc.language.containerpl
eng
dc.pubinfopl
Sewilla : International Association of Technology, Education and Development
dc.rights.licence
bez licencji
dc.subject.enpl
school
dc.subject.enpl
cooperation
dc.subject.enpl
local community
dc.subtypepl
ConferenceProceedings
dc.titlepl
Collaboration of teachers in planning and execution of educational processes in school
dc.title.containerpl
ICERI 2013 : 6th International Conference of Education, Research and Innovation : Seville, Spain, 18-20 November 2013 : conference proceedings
dc.typepl
BookSection
dspace.entity.type
Publication
Affiliations

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