Teoria i praktyka edukacji inkluzyjnej uczniów zdolnych
| dc.contributor.author | Giza, Teresa | |
| dc.date.accessioned | 2023-07-03T08:01:56Z | |
| dc.date.available | 2023-07-03T08:01:56Z | |
| dc.date.issued | 2023-06-30 | |
| dc.identifier.issn | 2450-4491 | |
| dc.identifier.uri | http://hdl.handle.net/11089/47391 | |
| dc.description.abstract | The approach that is currently dominant in the theory and practice of educating gifted and talented students is to educate all students together, regardless of their potentials. Diverse classrooms should reflect the structure and characteristics of increasingly heterogeneous societies. The article discusses the changes occurring in the pedagogy of abilities that led to the formation of the inclusive paradigm. However, teachers’ opinions regarding the grouping of students by ability are mixed. Empirical research shows that the lower the effectiveness and level of general education in schools, the higher the approval for pedagogical selection. This regularity was confirmed in international comparative studies conducted among teachers in six European countries (N=630). Teachers from Poland are opposed to educating gifted students in special classes or schools at a level significantly higher than the respondents from Slovakia, Ukraine, Belarus, Bulgaria and Romania. | en |
| dc.description.abstract | Dominujące obecnie w teorii i praktyce edukacji uczniów zdolnych i utalentowanych podejście zakłada wspólne kształcenie wszystkich uczniów, niezależnie od ich potencjałów. Zróżnicowane klasy szkolne powinny odzwierciedlać strukturę i cechy coraz bardziej heterogenicznych społeczeństw. W artykule przedstawiono zmiany w pedagogice zdolności, które doprowadziły do ukształtowania się w niej paradygmatu inkluzyjnego. Opinie nauczycieli wobec grupowania uczniów według zdolności są jednak niejednorodne. Z badań empirycznych wynika, że aprobata dla doboru pedagogicznego wzrasta, im niższa jest efektywność i poziom kształcenia ogólnego w szkołach. Ta prawidłowość znalazła potwierdzenie w międzynarodowych badaniach porównawczych, jakie przeprowadzono wśród nauczycieli w sześciu krajach Europy (N=630). Nauczyciele z Polski, na poziomie istotnie wyższym niż respondenci ze Słowacji, Ukrainy, Białorusi, Bułgarii i Rumunii, przeciwni są kształceniu uczniów zdolnych w specjalnych klasach lub szkołach. | pl |
| dc.language.iso | pl | |
| dc.publisher | Wydawnictwo Uniwersytetu Łódzkiego | pl |
| dc.relation.ispartofseries | Nauki o Wychowaniu. Studia Interdyscyplinarne;1 | pl |
| dc.rights.uri | https://creativecommons.org/licenses/by/4.0 | |
| dc.subject | educating gifted students | en |
| dc.subject | teachers’ attitudes | en |
| dc.subject | inclusive education | en |
| dc.subject | kształcenie uczniów zdolnych | pl |
| dc.subject | postawy nauczycieli | pl |
| dc.subject | edukacja inkluzyjna | pl |
| dc.title | Teoria i praktyka edukacji inkluzyjnej uczniów zdolnych | pl |
| dc.title.alternative | Theory and Practice of Inclusive Education of Gifted Students | en |
| dc.type | Article | |
| dc.page.number | 57-74 | |
| dc.contributor.authorAffiliation | Uniwersytet Technologiczno-Humanistyczny w Radomiu | pl |
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| dc.contributor.authorEmail | gizateresa@gmail.com | |
| dc.identifier.doi | 10.18778/2450-4491.16.04 | |
| dc.relation.volume | 16 |
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