Kształtowanie umiejętności zawodowych w seminariach nauczycielskich Drugiej Rzeczypospolitej:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Polish |
| Veröffentlicht: |
Toruń
Wydawnictwo Adam Marszałek
2008
|
| Schriftenreihe: | Komunikacja Społeczna w Edukacji
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Zsfassung in engl. Sprache u.d.T.: The development of teaching skills at colleges of the Second Polish Republic |
| Beschreibung: | 340 s. Kt. 23 cm |
| ISBN: | 9788376111957 |
Internformat
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Datensatz im Suchindex
| _version_ | 1804139209268658176 |
|---|---|
| adam_text | Spis
tresei
Wstęp
...................................................................................................................7
I. Teleologiczne i pedeutologiczne podstawy pracy wychowawczo-
-dydaktycznej w seminariach nauczycielskich Drugiej
Rzeczypospolitej
...............................................................................................23
1.
Geneza i istota teleologii wychowawczej Drugiej
Rzeczypospolitej
.......................................................................................24
2.
Osoba, zawód i kształcenie nauczyciela w myśli pedeutologicznej
Drugiej Rzeczypospolitej
....................................................................37
II.
Seminaria nauczycielskie Drugiej Rzeczypospolitej
.......................56
1.
Główne założenia systemowe oraz
ewoluqa
planów
i programów nauczania
......................................................................56
2.
Przemiany w sieci seminariów nauczycielskich
-
państwowych
i prywatnych
........................................................................................68
3.
Nauczyciele seminariów nauczycielskich
........................................74
4.
Uczniowie seminariów nauczycielskich
........................................101
III. Praca dydaktyczna w seminariach nauczycielskich
........................115
1.
Przygotowanie do zawodu nauczyciela w ramach przedmiotów
ogólnokształcących
............................................................................115
Analiza programu nauczania; cele, treści i metody
......................116
Praca dydaktyczna w ramach przedmiotów
ogólnokształcących
............................................................................133
Zajęcia pozalekcyjne w zakresie dyscyplin ogólnokształcących
...142
2.
Przygotowanie pedagogiczne do zawodu
.....................................149
Analiza programu nauczania; cele, treści i metody
......................150
Praca dydaktyczna w ramach przedmiotów pedagogicznych...
157
Zajęcia pozalekcyjne z grupy przedmiotów pedagogicznych....
166
Szkoły ćwiczeń i organizacja praktyki pedagogicznej
.................170
IV.
Wychowanie przyszłych nauczycieli
.................................................181
1.
Cele i treści wychowania w seminariach nauczycielskich
.........181
2.
Organizacja, formy i metody pracy wychowawczej
....................199
Samorząd uczniowski
.......................................................................206
Internat seminarium
..........................................................................217
Organizacje młodzieżowe
................................................................219
Współpraca z rodzicami
...................................................................224
V.
Rezultaty oddziaływania dydaktyczno-wychowawczego
seminariów nauczycielskich Drugiej Rzeczypospolitej
................232
1.
Próba oceny efektów działalności seminariów nauczycielskich
Polski międzywojennej
....................................................................232
Efekty ilościowe funkcjonowania seminariów
..............................232
Seminaria w ocenie pedagogów Drugiej Rzeczypospolitej
.........236
2.
Kształtowanie umiejętności zawodowych przyszłych nauczycieli.
Próba syntezy z perspektywy współczesnej interpretacji pedago¬
gicznej
..................................................................................................245
Kształcenie nauczycieli w intencjach władz oświatowych
a praca seminariów Drugiej Rzeczypospolitej
..............................245
Umiejętności zawodowe nauczycieli kształtowane
w seminariach Polski międzywojennej
..........................................255
Zakończenie
...................................................................................................272
Spis tabel
........................................................................................................277
Bibliografia
.....................................................................................................279
Załączniki
.......................................................................................................303
Summary
.........................................................................................................333
Table
of Contents
Introduction
.......................................................................................................7
I. Theological and pedeutological basis of upbringing and education
work at teachers college of the Second Polish Republic
................23
1.
Genesis and essence of upbringing
ťheleology
of the Second
Polish Republic
....................................................................................24
2.
Person, profession and teachers education according
to the pedeutological Second Republic of Poland
..........................37
II. Teachers colleges of the Second Polish Republic
............................56
1.
Main system assumptions and the evolution of plans
and teaching programmes
..................................................................56
2.
Transformations in the network of state and independent
teachers colleges
..................................................................................68
3.
Teachers of teachers colleges
.............................................................74
4.
Students of teachers colleges
..........................................................101
III. Didactic work at teachers colleges
....................................................115
1.
Preparation to the teacher profession within subjects of general
education
.............................................................................................115
Analysis of teaching programmes; aims, content and methods
....116
Didactic work within pedagogical subjects
...................................133
After school classes within disciplines of general subjects
..........142
2.
Pedagogical preparation to the profession
....................................149
Analysis of teaching programmes; aims, content and methods
....150
Didactic work within pedagogical subjects
...................................157
After school classes from the group of pedagogical subjects
......166
Practice schools and the organization of pedagogical teaching
practise
................................................................................................170
IV. Upbringing of future teachers
.............................................................181
1.
Aims and content of upbringing at teachers colleges
.................181
2.
Organization, forms and methods of upbringing work
..............199
Student government
..........................................................................206
College dormitory
..............................................................................217
Youth organization
............................................................................219
Cooperation with parents
.................................................................224
V. The results of influence of didactic and upbringing colleges
of the Second Polish Republic
............................................................232
1.
A trial to evaluate the effects of the activity of the teachers
college of the Interwar Poland
.........................................................232
Quantitative effects of the functioning of colleges
.......................232
Colleges judged by pedagogues of the Second Polish Republic...
.236
2.
Development of the future teachers professional skills.
A synthesis attempt to from the perspective
of the contemporary pedagogical interpretation
..........................245
Teachers development in the intentions of education system
authorities and work of colleges of the Second Polish Republic
...245
Teachers professional skills developed at colleges
of the Interwar Poland
......................................................................255
Conclusion
......................................................................................................272
Chart list
..........................................................................................................277
Bibliography
..................................................................................................279
Appendixes
....................................................................................................303
Summary
.........................................................................................................333
The Development of Teaching Skills at Colleges
of the Second Polish Republic
Summary
Throughout the ages, preparation for the teaching profession was con¬
ducted in Poland by different forms and methods. It is possible to talk
about vocational training, planned and guided only in the 19th century,
and more precisely in the second half of that century, when there was a
relatively large increase in teaching institutions. Colleges, as secondary
schools, preparing candidates for the teaching profession, existed in all the
three partitions. In years
1919-1939
a proper system of vocational training
of teachers was intensively searched, in a theory and practice, the more so
in that a formula of secondary pedagogical school had already been pass¬
ing.
The insight into the functioning of teacher training colleges reminds
us about the truly difficult times and conditions in which these institu¬
tions functioned. The post-partition and post-war state of the Polish edu¬
cational system, actually its lack, the very low schooling rate of the society,
the lack of Polish teachers, schools and legislations. This dramatic balance
forced dynamic solutions which had to take economic conditions into con¬
sideration. The post-war damage, reconstruction of the statehood, econo¬
my, and administration overlapping with the worldwide economic reces¬
sion, which took place during the interwar period, are among the factors
which restrained and curbed the development of the Polish education¬
al system. It is possible, of course, to state that the system of teacher edu¬
cation has always reflected, as it still happens, the level of economic and
cultural development of a country and the aspiration of its citizens in the
field of education. However, one should not perceive these national ambi¬
tions in isolation from the general situation of the country, and the latter
was exceptional. Ideological principles of the state, which were the result
334
Summary
of the social and economic conditions, affected the entire educational sys¬
tem. The strategy of teacher education is the product of the above determi¬
nants, and at the same time, a consistent effort aimed at strengthening the
fundamental cultural values and given socio-political conditions. On the
other hand, it was about guaranteeing more and more effective influence
on the dynamics of the development of the state and its citizens. In the in-
terwar period teacher training colleges were these institutions of teacher
education which were able to ensure in a relatively short time the influx
of a considerable number of graduates entitled to work in the compulsory
educational system. How were the teachers prepared for the teaching pro¬
fession at the colleges of the Second Polish Republic and what professional
skills were generated in the course of this training? These are the questions
which seem to be particulary important, considering such a short form of
the preparation for the profession, additionally connected with general
education. All the actions of the teaching staff of the teacher training col¬
leges aiming at the vocational education of their students were therefore
accepted as the subject of the research.
The period between wars was essential for Poland, as it was at that
time when theoretical views on the teacher education were finally revised
in educational practice, it was also at that time that many projects break¬
ing with the traditional form of the college were established. The achieve¬
ments of teachers, pedagogues and educationalists as well as politicians,
who were mentioned in this book, reflected the wealth of thoughts and
views. Publications grasping the problems connected with the widely un¬
derstood teacher education of general schools in the Second Polish Repub¬
lic are the source base which is relatively voluminous and diverse as to the
contents and methodology. Studies which appeared before World War II
often contained a great emotional charge, sometimes excluding the scien¬
tific objectivity. It resulted from the topicality of the problem which was
not organised by the legislation and not consolidated in practice.
In spite of a few significant studies published earlier, there is still not
enough information which could reveal the full picture of the pedagogi¬
cal work of teacher training colleges. It concerns primarily the lack of any
analysis of the prescriptive regulations on the way college teachers were
employed in
1918-1939.
Teaching practice stipulated the official require¬
ments for teachers, it also determined their the social status, and conse¬
quently it set the objectives carried out by teacher training centres.
Rela-
Summary
335
tively little space in the history of education was devoted to the teaching
staff of teacher training centres, although the effects of their work, that is
the level of education of the graduates, was often assessed. The majority of
interwar publications, written by teachers, came from pedagogues work¬
ing at teacher training colleges. They displayed a high level of professional
and scientific preparation; considerably inspired the course and direction
of pedagogical processes conducted at colleges.
Moreover, in the former studies from that period, problems concerning
the organization and the status of private teacher training colleges were
poorly addressed, but after all their contribution to
ťhe
training of future
teachers was considerable. It has to be stressed that the problem of pri¬
vate education of all levels and kinds from the period of the Second Pol¬
ish Republic is still waiting for a monograph. An attempt to illuminate this
phenomenon with reference to teacher training colleges was made in this
book, which may have a certain cognitive and practical meaning, especial¬
ly now when private education is flourishing.
Essential for our pedeutological knowledge is to discuss the ways of
preparing teachers for the profession carried out at teacher training colleg¬
es. As experience proves, it is a complex matter which even now we can¬
not deal with successfully. The organization and functioning of teacher
training colleges, as the research indicates, was aimed at shaping teachers
competence, then treated as the ability of being a teacher. It is possible to
state that all the pedagogical and educational methods were oriented at the
formation of a future teacher. The education of educators was the purpose
and it determined the content, the organization and effects of the teacher
training colleges. The development of professional skills was understood
as the impact on the directional side of the personality, and next on the in¬
strumental side, that is mastering the skills connected with the organiza¬
tion and the course of teachers work. This particular task which was tak¬
en by the colleges has never been fully presented in literature. Probably
it is not possible to present the full scope of the activities of all colleges,
therefore the most interesting elements of pedagogical processes and me
most typical activities were taken into consideration. Moreover, the aim
of the study was to discuss the specificity of the teaching and pedagogi¬
cal work of all the colleges, rather than the monographic characterization
of individual institutions. Portraying the process of teachers preparation
for the profession was aimed at depicting both general tendencies as well
336
Summary
as detailed teaching and pedagogical concepts and their effects in Polish-
speaking institutions.
The book consists of five chapters and includes the structure character¬
istic of the theory explaining human activities.
The first part is an overview of axiological and pedeutological basis
of pedagogy at teacher training colleges, that is directional conditions for
these institutions. The system and programme conditions of the teacher
training institutions were presented in the second part. It required charac¬
terization of teachers and students, and highlighting the programme prin¬
ciples together with the evolution of plans and school curricula. The over¬
view of the network of state and private institutions also found its place in
the arrangement of this chapter and it reflected certain elements of the ed¬
ucation policy of the state.
The next two chapters provide the knowledge on human activities, the
first one touches upon the teaching initiative, as part of general education
subjects and pedagogical preparation, whereas the second grasps peda¬
gogical issues together with their exemplifications. The overview of the
basic methods, forms and organization of pedagogical work carried out at
teacher training colleges is to present the special atmosphere of these insti¬
tutions. The greatest emphasis was put on the diversity of pedagogical ef¬
forts resulting from the pedagogical work of colleges teaching staff.
In the last, fifth chapter, an attempt was made to assess the qualitative
and quantitative effects valuable in teacher education achieved by teacher
training colleges. The same chapter attempts to present synthetically the
pedagogical skills developed in teacher training colleges. While discuss¬
ing people s activities, it is impossible not to touch upon the psychological
and motivation issues. Researchers know that the structures of collective
actions are insufficiently explained, not fully identified, and not clearly
specified. In case of the discussed issues, intentions of initiators, organiz¬
ers, politicians of education can be unclear due to the level of the peda¬
gogic knowledge, differences in opinion or finally external and internal
dynamism of social transformations. Those and many other factors may
produce an illegible image of motives behind the actions. The last chapter
contains the part devoted to deciphering those motives from human ac¬
tions, relating to system and organizational basis conditioning the work of
teacher training colleges. There was taken an own narration which enters
the discussion with propagated views from a modern perspective. In this
Summary
337
part of research, the non-source knowledge of the researcher played an es¬
sential role, and the references to the knowledge and views of contempo¬
rary teachers provided inductive and confirmation power.
The effort was made that the internal structure of individual chapters
apart from problematic requirements also took into consideration the mod¬
el explaining human actions. Structural and causal explanations, based on
the deductive-nomological model, as well as genetic explanations, which
serve the interpretations of individual actions taken by people, were ap¬
plied. Structural explaining aims at finding such a current of the aware¬
ness (individual and group) which will be used to explain probable, gen¬
eral phenomena.
This logic was extremely helpful while moving from isolated facts from
the life of school communities, actions of individual teachers, incidents
from pupils life to the general image, and in consequence it turned out to
be invaluable while inferring conclusions which allowed to answer the re¬
search problems. In order to do away
wiťh
the limitations, which are char¬
acteristic of discovering history through the angle of individual human
activities, an attempt was made to connect those quoted phenomena with
the historical, cultural and pedagogical background of the times of the
Second Polish Republic.
This work due to the monographic character must contain many re¬
search threads, the scope of which defined by the following general prob¬
lems: How were future teachers prepared for the profession at teacher
training colleges? What factors in the system of pedagogic influences were
decisive? What pedagogic skills could be developed at teacher training
colleges? What pedagogical and education aims were established and car¬
ried out at teacher training colleges? Answers to above-mentioned prob¬
lems will be given on the basis of material from the entire area of the coun¬
try. Time framework for the collected facts was determined by history. On
the one hand, the emergance of the Second Polish Republic: in
1919,
on
the other hand, ministerial decisions,
i.e.
the Act from
1932,
under which
teacher training colleges suspended enrolment from school year
1932/33,
and in consequence were dissolved in
1936.
When collecting and preparing research material, methods of the his¬
torical inductive and deductive thinking used for leading the historical
narration were applied.
Constructivist
approach created conditions for
the narrative description of the past, controlled with source knowledge of
338
Summary
the past and the present time. Historical research cannot lead to the impos¬
sible reproduction of the past; they can be solely a narrative vision, a pro¬
posal of construction rather than reconstructions of the past events. Car¬
rying out research, collecting material we are decoding the narration of
authors and we are creating our own; it isn t possible at the same time to
be free from external influences, paradigms of science, in which we exist.
The
detaüed
analysis of the collected research material when applying in¬
ductive and deductive methods, allowed to select the most reliable infor¬
mation. Moreover, the applied methods allowed to infer certain conclu¬
sions and point at particular regularities not resulting from the aims of the
authors of the documents. The methods of historical research, mentioned
above, were also used to confront the created image of the teaching and
pedagogical functioning of teacher training colleges of the Second Polish
Republic with the expectations of pedeutologists of the interwar Poland,
education politicians, and modern pedagogic recommendations. In order
to examine and determine the existing all-Polish phenomena concerning
teacher education in the Second Polish Republic, it was necessary to sup-
portively use the quantificational methods. With the help of these meth¬
ods, dispersed information from different sources was organised, and in
this way, at least so there was such an intention, indication layer of the in¬
formation was achieved. The above-mentioned information when exam¬
ined separately, gave only an access to their surface information structure.
Comparing individual phenomena representative for many colleges led to
the conclusions of general nature, which is originally in the above meth¬
od. And so the entire collected source material was analysed in order to
isolate factual, interpretative and rhetorical layer. Due to the specificity of
examined phenomena and the authors of the sources, that interpretative
layer also constituted valuable data, casting light on people s views. It was
the moment of forming statements and formulating cause-and-effect rela¬
tions, on the basis of indicators of temporary-spatial facts.
The research, which would be crowned if it could give answers to the
previously outlined problems, should include analysis of archival ma¬
terial. For this purpose preliminary archival research was carried out in
Poznań, Gniezno,
Bydgoszcz,
Radom, Rzeszów, Przemyśl, Lublin,
Cra¬
cow, Warsaw and many others. The research demonstrated a large dis¬
persing of documents, the lack of their organization (often the documents
turned out to be the files of loose, only inventoried documents). The re-
Summary
339
search included stenographic records of the sessions of the
Sejm
(Polish
National Diet) of the Second Polish Republic, located in the complete state
in the main
UMK
(Nicolas Copernicus University) reading room in
Toruń
and the official daily journals of the WRiOP (the Ministry of Religion and
Public Enlightenment), as well as individual superintendent districts. The
still insufficiently explored source base were the reports of individual col¬
lege managements. They gave the image of all the processes carried out at
teacher training institutions. A lot of information was found in pedagog¬
ical magazines, which still can bring a lot of new information. Memories
of former students and teachers, monographs of individual teacher train¬
ing colleges, and more general works, published before the Second World
War were an exceUent source base. When making use of such sources one
should, however, take the subjectivity and the emotional attitude of au¬
thors into consideration, sources of that kind require carefulness and, if
possible, rectification.
From a time perspective, it is not possible to explicitly describe theo¬
retical premises of the contemporary vision, concerning teacher education
and the strength of then· influences on the course and effects of that educa¬
tion. We have a certain part of the knowledge letting us cast more light on
the attitude for constituting educational purposes, theoretical bases of the
organization of education, and the ideal vision of the established educa¬
tional effects. We have certain images of the methods of work, and on the
basis of indirect evidence we can conclude how future teachers were pre¬
pared for the profession. In the space between standard-formal assump¬
tions of teacher education and the effects of educational action there was
a network of human relationships interweaving or marked with culture,
personal views of subjects, influences of humanities, social, economic and
political transformations. Thus, there emerges a doubt of fundamental
meaning, as to the decision whether to employ the logic of the scientific
thinking which applied during the period under research, or on the con¬
trary, use contemporary knowledge?
These dilemmas provoke us to seek the third, our own way of interpre¬
tation, as S.
Amsterdamski1
advocates. Tertium
non datar
grew out of
the pragmatic stance of conducting scientific reflection. From this inspira-
1
Ideały nauki i konflikty wartości, Studia złożone
го
darze Profesorowi
Amsterdamskiemu,
pod red. E. Chmieleckiej, J. Jedlickiego, A. Rycharda, Warszawa
2005,
s.
5-6.
340
Summary
tion
a question occurred, whether the historical genesis of knowledge and
its influence on contemporary reality is a sufficient argument for contem¬
porary interpreting, and next for drawing through educational practice
from the results of this cognition? The negative answer that appears in this
configuration as the only one correct, results in setting the cognition in the
contemporary scientific reality. It is not about deprecation rightness of ex¬
ploring the footpaths of thinking of past times, which
contribuís
to the un¬
derstanding of the development of culture. The motives of such conduct
is the desire for granting new meanings to phenomena, already historical
today, but carrying the charge of experience useful to the present. Intro¬
ducing the status of the topicality of interpretation has a chance to reduce
time and rational distance, at the same time, it does not exclude, but rather
makes us take into consideration the background of historical and social
conditioning2. And so constructing was taken applying notions to which a
contemporary researcher has access to. The interiorized system of knowl¬
edge cannot be suspended, as it is an apparatus which gives the basis for
thought and judgement3. This effort can introduce the contemporary re¬
cipient to the nature of discussed problems and may influence the per¬
spective thinking using what is valuable in our past. In such a context the
book may be useful to scholars, students of pedagogical studies and active
teachers, for whom, as we may think, the methods of the organization and
course of teacher education are weighty. Moreover, this work may pro¬
vide the exemplification confirming the importance of certain pedagogical
efforts for the development the individual in general, which gains special
significance in our times.
2
H. H.
Krüger,
Wprowadzenie w teorie i metody badawcze nauk o wychowaniu, Gdańsk
2005.
3
Zob.:
R.
Zeidler,
Spár
a stnhis^xmumiczy
teorii, Poznań
1993;
J. Kmitá, ]ak
stówa łączą
się ze światem, Poznań
1695 Bayerische j
I
Staatsbibliothek 1
|
| any_adam_object | 1 |
| author | Cierzniewska, Ryszarda |
| author_facet | Cierzniewska, Ryszarda |
| author_role | aut |
| author_sort | Cierzniewska, Ryszarda |
| author_variant | r c rc |
| building | Verbundindex |
| bvnumber | BV035560536 |
| ctrlnum | (OCoLC)316522591 (DE-599)BVBBV035560536 |
| era | Geschichte 1918-1939 gnd |
| era_facet | Geschichte 1918-1939 |
| format | Book |
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| geographic | Polen (DE-588)4046496-9 gnd |
| geographic_facet | Polen |
| id | DE-604.BV035560536 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T21:40:27Z |
| institution | BVB |
| isbn | 9788376111957 |
| language | Polish |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-017616290 |
| oclc_num | 316522591 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 340 s. Kt. 23 cm |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Wydawnictwo Adam Marszałek |
| record_format | marc |
| series2 | Komunikacja Społeczna w Edukacji |
| spelling | Cierzniewska, Ryszarda Verfasser aut Kształtowanie umiejętności zawodowych w seminariach nauczycielskich Drugiej Rzeczypospolitej Ryszarda Cierzniewska Toruń Wydawnictwo Adam Marszałek 2008 340 s. Kt. 23 cm txt rdacontent n rdamedia nc rdacarrier Komunikacja Społeczna w Edukacji Zsfassung in engl. Sprache u.d.T.: The development of teaching skills at colleges of the Second Polish Republic Geschichte 1918-1939 gnd rswk-swf Nauczyciele / kształcenie / Polska / 1900-1945 jhpk Szkoły pedagogiczne / Polska / 1900-1945 jhpk Szkoły pedagogiczne / Polska / 1900-1945 / programy nauczania jhpk Nauczyciele - kształcenie - Polska - 1900-1945 jhpk Szkoły pedagogiczne - Polska - 1900-1945 - programy nauczania jhpk Szkoły pedagogiczne - Polska - 1900-1945 jhpk Lehrerbildung (DE-588)4035093-9 gnd rswk-swf Polen (DE-588)4046496-9 gnd rswk-swf Polen (DE-588)4046496-9 g Lehrerbildung (DE-588)4035093-9 s Geschichte 1918-1939 z DE-604 Digitalisierung BSBMuenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017616290&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017616290&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Cierzniewska, Ryszarda Kształtowanie umiejętności zawodowych w seminariach nauczycielskich Drugiej Rzeczypospolitej Nauczyciele / kształcenie / Polska / 1900-1945 jhpk Szkoły pedagogiczne / Polska / 1900-1945 jhpk Szkoły pedagogiczne / Polska / 1900-1945 / programy nauczania jhpk Nauczyciele - kształcenie - Polska - 1900-1945 jhpk Szkoły pedagogiczne - Polska - 1900-1945 - programy nauczania jhpk Szkoły pedagogiczne - Polska - 1900-1945 jhpk Lehrerbildung (DE-588)4035093-9 gnd |
| subject_GND | (DE-588)4035093-9 (DE-588)4046496-9 |
| title | Kształtowanie umiejętności zawodowych w seminariach nauczycielskich Drugiej Rzeczypospolitej |
| title_auth | Kształtowanie umiejętności zawodowych w seminariach nauczycielskich Drugiej Rzeczypospolitej |
| title_exact_search | Kształtowanie umiejętności zawodowych w seminariach nauczycielskich Drugiej Rzeczypospolitej |
| title_full | Kształtowanie umiejętności zawodowych w seminariach nauczycielskich Drugiej Rzeczypospolitej Ryszarda Cierzniewska |
| title_fullStr | Kształtowanie umiejętności zawodowych w seminariach nauczycielskich Drugiej Rzeczypospolitej Ryszarda Cierzniewska |
| title_full_unstemmed | Kształtowanie umiejętności zawodowych w seminariach nauczycielskich Drugiej Rzeczypospolitej Ryszarda Cierzniewska |
| title_short | Kształtowanie umiejętności zawodowych w seminariach nauczycielskich Drugiej Rzeczypospolitej |
| title_sort | ksztaltowanie umiejetnosci zawodowych w seminariach nauczycielskich drugiej rzeczypospolitej |
| topic | Nauczyciele / kształcenie / Polska / 1900-1945 jhpk Szkoły pedagogiczne / Polska / 1900-1945 jhpk Szkoły pedagogiczne / Polska / 1900-1945 / programy nauczania jhpk Nauczyciele - kształcenie - Polska - 1900-1945 jhpk Szkoły pedagogiczne - Polska - 1900-1945 - programy nauczania jhpk Szkoły pedagogiczne - Polska - 1900-1945 jhpk Lehrerbildung (DE-588)4035093-9 gnd |
| topic_facet | Nauczyciele / kształcenie / Polska / 1900-1945 Szkoły pedagogiczne / Polska / 1900-1945 Szkoły pedagogiczne / Polska / 1900-1945 / programy nauczania Nauczyciele - kształcenie - Polska - 1900-1945 Szkoły pedagogiczne - Polska - 1900-1945 - programy nauczania Szkoły pedagogiczne - Polska - 1900-1945 Lehrerbildung Polen |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017616290&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017616290&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT cierzniewskaryszarda kształtowanieumiejetnoscizawodowychwseminariachnauczycielskichdrugiejrzeczypospolitej |