Niniejsza monografia składa się z sześciu rozdziałów. Rozdział pierwszy prezentuje teoretyczny kontekst pojęcia kształcenia i kształcenia nauczycieli oraz zawiera przegląd różnych modeli i teorii, z uwzględnieniem tendencji następujących zmian.
This monograph consists of six chapters and conclusions. Chapter 1 presents the theoretical context of the concept of education and teacher education, supplemented by an overview of models and theories, with taking into account current trends and developments.
Chapter 2 entitled Teacher education in Poland and Portugal – historical and contemporary contexts perspective describes higher education systems in the two countries, including initial teacher education.
Chapter 3 describes the working conditions of teachers in Poland and Portugal. It discusses employment principles, professional status, working hours, student/teaching staff ratio, remuneration, holidays, and pension rights. This chapter also presents teachers’ opinions on their satisfaction with the profession.
Chapter 4 presents selected concepts in comparative education. The description of different stages of development of the sub-discipline takes into account the views of its representatives.
Chapter 5 discusses research methodology, including the rationale for choosing the topic, the aim and subject matter of research, research problems, the dependent and independent variables identified, and the methods, techniques and research tools used. In addition, the research area and the study sample are characterised. The chapter concludes with a description of the organisation and conduct of research.
Chapter 6 entitled Teacher education in the opinion of TE students in Poland and Portugal presents the results of research relating to the following areas: students’ expectations about their studies, students’ international activities during their studies and students’ career plans after graduation. The book closes with conclusions about the conducted research, which present the similarities and differences in teacher education in Poland and Portugal, as well as research areas for further researchers who will venture to deepen the exploration of the topics presented in this monograph. To conclude, it should be stated that the motivation of students in Poland and Portugal to choose teacher education programmes is similar. Also, the perception of several aspects of teacher education shows many similarities among students in the two countries. However, the differences observed in, among other things, the admissions system and the rules of employment at schools result in differing opinions of students in Poland and Portugal on major aspects of teacher education.
The comparative approach to teacher education in Poland and Portugal presented in this work broadens general knowledge of similarities and differences between teacher education in the two countries. The comparison is presented against the background of historical, cultural, social, political and economic aspects observed in Poland and Portugal.
This monograph is addressed to academic community, decision-makers in higher education sector and students. It can also serve as a starting point for a discussion held by educational community, including managers and teachers working at various schools and teacher training institutions in the two countries.