Współdziałanie dydaktyczne nauczycieli akademickich i studentów a jakość kształcenia na przykładzie studiów pedagogicznych

Abstract

The subject of the study is didactic cooperation between university teachers and students as a determinant of quality of education in pedagogy courses, expressed as the level of students' academic achievements. The cognitive objective of the study is to describe and diagnose the self-assessed condition of didactie cooperation between teachers and students in the educational process, to find its determinants, and to explain its importance for the quality of education. Teachers' and students' evaluation of and opinions on didactic cooperation were studied directly, providing the basis for indirect investigation of the condition of that cooperation. Due to the study objective, it was necessary to define e.g. the concepts of quality of education and didactie cooperation. The analyses concerning the complexity of didactie cooperation and its evaluation provided the basis for developing the model system of didactic cooperation between teachers and students in the educational process, whieh was the theoretical objective of the work allowing the construction of instruments - scales used for studying the condition of that cooperation. The work includes theoretical chapters - the directions of transformations in academic teaching concerning the objective and subjective elements of the education system, the review of concepts of the quality of education and the ways of expressing it, as well as the theoretieal background of didactic cooperation between teachers and students in the educational process and the possibilities of its evaluation. In the chapter on methodology, I present the assumptions of my own research. The results of quantitative research are included in the ten successive chapters following a similar structure, beginning with the presentation of participants' evaluation of didactic cooperation between teachers and students in particular phases of the educational process and their elements, and further presenting analyses of the relation between the assessments by the students and the level of their academie achievements. In the next section, I present the personality-based determinants of assessments expressed by the participants, and finally I point out the significance of the level of didactie cooperation in partieular phases and their elements for the achieved quality of education. The content of the next chapter supplements the previous ones and mostly includes the results of qualitative analyses connected with the determinants of didactic cooperation and quality of education indicated by the participants in open-ended utterances. I present there the results referring to the need for and scope of didactie cooperation, its promoting and inhibiting determinants connected with the traits of teachers and students and other circumstances, as well as proposals of changes indicated by the participants in partieular phases of educational process. I also show their significance for the quality of education. The last chapter includes generalisations and conclusions from the research, the necessary directions of changes in didactic cooperation between teachers and students, and the research perspectives of the developed model of didactic cooperation system applied in the study.