Contrastive Approaches to the Dynamic Nature of the Teacher’s Definition From the Diachronic Perspective: The 20th and 21st Centuries

Adam Świątek

doi:10.18290/rh257311.12s

Data publikacji : 2025-12-19

Tom 73 Nr 11 Zeszyt specjalny (2025)

Kontrastywne podejście do dynamicznej natury definicji nauczyciela z perspektywy diachronicznej: XX i XXI wiek

Adam Świątek

https://orcid.org/0000-0001-6861-8403

DOI: https://doi.org/10.18290/rh257311.12s

Abstrakt

Profesja nauczyciela, oparta na dychotomicznej relacji między nauczycielem a uczniem, jest zawodem budzącym liczne pytania i kontrowersje. Jednak na przestrzeni ostatnich 100 lat pozycja nauczyciela oraz pełnione przez niego role zmieniały się niczym w kalejdoskopie, co spowodowało, że coraz więcej nauczycieli rezygnowało i rezygnuje z pracy w zawodzie. Skutkiem tego jest poważny kryzys edukacyjny, który w przyszłości może mieć katastrofalne konsekwencje. Dlatego aby zrozumieć, czym tak naprawdę jest kryzys edukacji, kluczowe wydaje się zgłębienie różnych podejść do definicji nauczyciela, a także zmian, jakie zaszły w tym zakresie na przestrzeni ostatnich stu lat lub więcej. Niniejsza praca, oparta na badaniach jakościowych o charakterze teoretycznym, ma na celu ukazanie złożoności ewolucji definicji nauczyciela z perspektywy diachronicznej. W oparciu o szeroki przegląd literatury autor dąży do uświadomienia odbiorcom, że definicja nauczyciela ulegała licznym przeobrażeniom – od osoby prowadzącej zajęcia, po kogoś, kto posiada „indywidualny system odpornościowy”.

Słowa kluczowe:

nauczyciele, definicja, diachronia, wiek

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Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Użycie niekomercyjne – Bez utworów zależnych 4.0 Międzynarodowe.

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