Abstract
The topic of this paper is the attempt to show the multifaceted activity of a teacher in the current pandemic educational conditions, in which the educator expresses the unconventional approach towards the use of paradigms in planning teaching and research activities. The teachers research activity can explain the educational phenomena occurring in the current situation better than implementing only methodological solutions. It is an element of pedagogical innovation resulting from the organization of the educational process. As a result, the information obtained from the research steps can complement the information obtained during the application of the positivist and anti-positivist paradigms to everyday teaching practice. The activity revealed in these areas can be supported by both well-known and alternative cycles of organizational, didactic and research activities suggested by a teacher. The selected elements are conducive to the diverse activity and consideration of a teacher. They appear in the process of teaching and learning as well as in planned research. The size and quality of this behavior affect the individual style of thinking and tactics. The behavior inspires educational partners to make an effort so that the school routine does not become a source of acquiring theory and benefiting from the normative paradigm. The school can also take advantage of information provided by the interpretive paradigm. Personal experience obtained together with skillfully applied theory and research is the answer concerning the meaning of actions during unstable and rapidly changing conditions favoring further teacher education and development.
Published Version
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