Abstract
<p>Opracowanie zawiera rozważania i opis badań (w strategii jakościowej) triady pojęć zawartych w tytule, uwzględniono również zmagania nauczycieli z obecnymi trudnościami, mającymi swoje źródło nie tylko w systemie oświatowym, lecz także w przygotowaniu zawodowym nauczycieli. Badania przeprowadzono metodą obserwacji niejawnej w toku zajęć seminaryjnych ze studentkami pracującymi w przedszkolu/szkole. Procedura badań jakościowych pozwoliła na podjęcie próby odpowiedzi na pytania, czy nauczyciele mają świadomość potrzeby łączenia procesów nauczania, wspierania rozwoju oraz terapii (środkami artystycznymi) oraz czy stosowanie tego w praktyce jest związane ze zmaganiem się z trudnościami wewnętrznymi, zewnętrznymi i systemowymi. Wynikiem przeprowadzonej obserwacji są szczegółowe notatki dotyczące podejmowanej przez studentki problematyki kumulacji procesów nauczania, terapii i wspierania rozwoju uczniów. Analiza notatek umożliwiła ustalenie problemów, z jakimi zmagają się badane oraz identyfikację źródeł tych problemów.</p>
Highlights
The contemporary educational system, as never before, places upon teachers a wide range of requirements that must be coped with regardless of the conditions in which teachers work
The teacher should, in the view of the activities undertaken with children/youth, attempt to combine the teaching processes, development support and therapy, here, for aesthetic and cultural reasons, we indicate artistic therapy
When attempts were made to refer them to the scope of knowledge obtained in the course of studies, e.g. the methodology of teaching music, they were often surprised to discover that in their resources of the acquired knowledge they could find a solution to the reported methodical problem themselves
Summary
The contemporary educational system, as never before, places upon teachers a wide range of requirements that must be coped with regardless of the conditions in which teachers work. Exceptionally gifted children should be surrounded with special care, enabling them to improve themselves in their chosen field of knowledge or skills, but this is a separate subject that goes beyond this study At this point it is vital to bring to mind a phenomenon which has been very “trendy” for many years in our country, i.e. coaching (Bałachowicz, Rowicka 2013; Bennewicz, 2013; Kozielska, Skowrońska-Pućka, 2015), which is a form of development support in educational processes, but it is applicable at every level of human functioning (in social, professional relations, on the way to achievements or removal of various types of disorders that make it difficult to attain them, to shape self-determination and self-fulfilment, etc.). These restrictions are: − frequently: lack of awareness of the necessity to link different areas of knowledge in pedagogical practice; − too frequently: poor preparation in the field of artistic knowledge and skills; − frequently: vague, superficial understanding of a holistic approach to work with child/student; − frequently: looking for didactic patterns rather than creating them; − frequently: lack of reflective thinking about his/her didactic activities, which is, inter alia, the result of negative selection for the profession
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