Content
Introduction ..................................................................................................... 9
Chapter 1
Teacher education in theoretical perspective 13
1.1. Education – theoretical background .................................................. 13
1.2. Teacher education ............................................................................... 19
1.2.1. Teacher education models, theories and concepts 20 1.2.2. Directions and trends in changes to teacher education ......... 32
Chapter 2
Teacher education in Poland and Portugal –historical and contemporary contexts 43
2.1. Higher education system in Poland – a general description ............ 43 2.1.1 Historical background of the higher education system in Poland ................................................................................... 43
2.1.2. Contemporary higher education system in Poland 48
2.1.3. Contemporary teacher education system in Poland ............... 76
2.2. Higher education system in Portugal – a general description ......... 86
2.2.1. Historical background of the higher education system in Portugal 86
2.2.2. Contemporary higher education system in Portugal ............. 88 2.2.3. Contemporary teacher education system in Portugal ............ 99
Chapter 3
Teachers’ working conditions in Poland and Portugal 105
3.1. Teachers in Poland and Portugal – selected issues ........................... 105
3.2. Working conditions of teachers in Poland and Portugal .................. 107
3.2.1. Employment 107
3.2.2. Teacher status ........................................................................... 108
3.2.3. Teachers’ working time ............................................................ 110
3.2.4. Student/teaching staff ratio .................................................... 113
3.2.5. Teacher remuneration .............................................................. 114 3.2.6. Teacher holiday 116 3.2.7. Pension entitlement ................................................................. 116 3.2.8. Teachers’ satisfaction with their job ....................................... 117
Chapter 4
International comparative study – main concepts and views 119
4.1. Borrowing ............................................................................................ 119 4.2. Prediction ............................................................................................ 120 4.3. Analysis ............................................................................................... 124
Chapter 5
Methodological basis for the author’s research ............................................. 129
5.1. Subject and objectives of research ..................................................... 130 5.2. Research problems 131 5.3. Dependent and independent variables .............................................. 132 5.4. Research methods, techniques and tools .......................................... 132 5.5. Survey statistical analysis methods .................................................. 134
5.6. Description of the research area ........................................................ 134
5.6.1. Poland and Portugal – an overview featuring similarities and differences 134
5.6.2. Warsaw and Braga – an outline ............................................... 137 5.6.3. The Maria Grzegorzewska University in Warsaw (Poland) and the University of Minho in Braga (Portugal) –an outline of history and modernity ....................................... 138 5.6.4. Selected similarities and differences concerning the area of research .................................................................. 143
5.7. Selection and description of the research sample .............................. 144 5.8. Organisation and course of research 144
Content 6
Teacher education in the opinion of TE students in Poland and Portugal ... 147
6.1. Student expectations of the programme ........................................... 147
6.2. International activity during degree programmes seen from the perspective of TE students in Poland and Portugal .......... 180
6.3. Post-graduation career plans of TE students in Poland and Portugal ........................................................................................ 201
Conclusions ...................................................................................................... 225
References ........................................................................................................ 247
Annex 271
Content 7
Chapter 6
Introduction
Education is one of the most important research areas today. The research and analysis carried out aim at finding new models and methods of improving education systems across the world. The successive reforms implemented in various countries are a natural outgrowth of multidimensional changes taking place in the school environment and the numerous studies carried out in the field of education.
As a result of dynamic progress and research carried out by numerous research centres, the traditional understanding of education, which is limit ed to the transfer of knowledge, has been extended over the years to include the development of skills and social competences, thus enabling individuals to be better prepared for functioning in a changing environment.
Nowadays, a significant role of education in the process of development is not just limited to providing individuals with a certain level of knowledge, which guarantees their successful professional career throughout life. Modern education refers to every stage of human development – from childhood to old age. Hence its changing role, i.e. from the basic one meaning ensuring elemen tary knowledge, skills and social competences at school, through obtaining new qualifications enabling an individual to be professionally active on the chang ing labour market, to maintaining an appropriate quality of senior citizens’ life.
The special role of education in a world where the future is unpredicta ble makes teacher education a particularly challenging and complex process. A combination of intricate changes taking place around the school places teach ers in a particularly difficult position, which also complicates thinking about the process of their education. Defining how to prepare students for their work as teachers requires taking into consideration change as a constant factor in the teaching profession. This calls for, above all, the development of the ability to adapt smoothly to change, and requires openness, flexibility and acceptance of such working conditions.
This monograph consists of six chapters and conclusions. Chapter 1 pre sents the theoretical context of the concept of education and teacher educa tion, supplemented by an overview of models and theories, with taking into account current trends and developments.
Chapter 2 entitled Teacher education in Poland and Portugal – historical and contemporary contexts perspective describes higher education systems in the two countries, including initial teacher education.
Chapter 3 describes the working conditions of teachers in Poland and Por tugal. It discusses employment principles, professional status, working hours, student/teaching staff ratio, remuneration, holidays, and pension rights. This chapter also presents teachers’ opinions on their satisfaction with the pro fession.
Chapter 4 presents selected concepts in comparative education. The de scription of different stages of development of the sub-discipline takes into account the views of its representatives.
Chapter 5 discusses research methodology, including the rationale for choosing the topic, the aim and subject matter of research, research problems, the dependent and independent variables identified, and the methods, tech niques and research tools used. In addition, the research area and the study sample are characterised. The chapter concludes with a description of the or ganisation and conduct of research.
Chapter 6 entitled Teacher education in the opinion of TE students in Poland and Portugal presents the results of research relating to the following areas: students’ expectations about their studies, students’ international activities during their studies and students’ career plans after graduation.
The book closes with conclusions about the conducted research, which present the similarities and differences in teacher education in Poland and Portugal, as well as research areas for further researchers who will venture to deepen the exploration of the topics presented in this monograph.
To conclude, it should be stated that the motivation of students in Poland and Portugal to choose teacher education programmes is similar. Also, the per ception of several aspects of teacher education shows many similarities among students in the two countries. However, the differences observed in, among other things, the admissions system and the rules of employment at schools result in differing opinions of students in Poland and Portugal on major aspects of teacher education.
In 2019, the author served a research internship at the University of Minho in Braga (Portugal), as part of which I staged a survey among initial teacher education students on selected aspects of teacher education. The same survey I conducted among the students of the Maria Grzegorzewska University in Warsaw (Poland) as part of my research project.
The comparative approach to teacher education in Poland and Portugal pre sented in this work broadens general knowledge of similarities and differences between teacher education in the two countries. The comparison is presented
Introduction 10
against the background of historical, cultural, social, political and economic aspects observed in Poland and Portugal.
This monograph is addressed to academic community, decision-makers in higher education sector and students. It can also serve as a starting point for a discussion held by educational community, including managers and teachers working at various schools and teacher training institutions in the two coun tries.
I would like to express my gratitude and sincere thanks to those who have contributed to the creation of this publication.
My special thanks go to Professor Maria Assunção Flores of the University of Minho in Braga (Portugal) for providing me with the opportunity to serve the internship and conduct the survey and research. I am very grateful that she was also so kind to review this publication.
I would like to express my thanks to dr hab. Joanna Łukasik, Professor of the Pedagogical University of Krakow for reviewing my work.
I would like to thank dr Dorota Małgorzata Jankowska, Director for Stud ies at the Maria Grzegorzewska University in Warsaw for making the research at the University possible.
I would like to express my thanks to survey participants; the students of the University of Minho and Maria Grzegorzewska University in Warsaw.
My heartfelt thanks for generous support I received during my research internship go to my loved ones: Iza, Marek and Piotr.
Introduction 11
Joanna Michalak-Dawidziuk