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1020Teachereducation
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areengaged(Fish,1989,p.59).Hence,theauthorattachesgreatimportanceto
makingteachersawareofthedińerencesbetweenteachingandlearning.Te
scholardistinguishestwotypesofteachingactivities,namely:a)activitiesof
technicalnature,whicharebasedonsimpleskillsthatrequireonlypractice,
b)complexactivitiesofintellectualnature,whicharemoreorientedtowards
artsthanscience.InDellaFish’sconcept,itisimportantthatteachereducation
drawsattentiontotheneedfordiversifyingeducationalprovisionthatwould
reflectthediversityofteacher’svarioustasks(Kwiatkowska,1997,pp.158-159).
Animportantelementoftheconceptoflearningthroughpracticeisthe
distinctionbetweenlearningfrompractice,whichisunderstoodastheac-
quisition,throughobservationordemonstration,ofskills,whichthanksto
practiceareacquiredatahighlevelofproficiency(Kwiatkowska,1997,p.160)
andlearningthroughpractice,understoodasuopeningthestudents”mindsto
abroaderunderstanding’sothatsomethingdeeperandmoremeaningfulcan
belearned(Fish,1988,p.64;Kwiatkowska,1997,p.160).Intheconceptof
DellaFish,(observedorcarriedout)practiceisaimedatthereflectionbystu-
dentsorteachersthatleadstotheacquisitionofsubjectknowledgeandfinding
theirownwayofdoingthings.Teauthoroftheconcepthascomplementedher
theorywithresearchfindingsandteachers’criticalopinionsabouttheirown
practice.AccordingtoDellaFish,theoryisdevelopedinthecourseoffinding
solutionsforspecificproblems,whichmeansthattheoryarisesfrompractice.
Terefore,initialteachereducationshouldstartwithteachingpractice.Anim-
portantelementoflearningthroughpracticeisthedevelopmentofteacher’s
professionalself-knowledge,inwhichthediscussionofexperiencesplaysan
importantrole.Tewidertherangeofimplicationsthatastudenthasgained
fromtheexperience,therichertheeducationaloutcome(Kwiatkowska,1997,
pp.160-165).
Tedynamicdevelopmentoftheconceptofactionresearchinteacheredu-
cationdatesbacktothe1970sandisassociatedwiththenameofitsproponent
andpromoterJohnElliott.Teconceptassumesthatschoolreformsarethe
resultofachangeinteachingpracticestemmingfromteachers’ownresearch.
Teconceptofactionresearchentruststeachers,inadditiontoexisting(cog-
nitiveandeducational)tasks,withtheroleofaresearcherwhoexaminestheir
ownpedagogicalworkandusestheresultsofsuchresearchtocorrecttheir
actions,tocollecttheresultsofobservations,andtoformulateaneducational
theory.Researchbasedontheactionresearchtheoryhasascientificcharacter,
hencesteacher-researcherisexpectedtodisplaymethodologicalknowledge
andhaveanawarenessofthevalueofobtainedresults,whichareoftenap-
proximateanddonotmeettheconditionofreliability,whichrequiresmultiple
repetitionandverification(Kwiatkowska,1997,pp.170-171).Elliottpointed
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