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&2"-NADIJA HAPON – prof. Katedry Psychologii Lwowskiego Narodowego Uniwersytetu im. Iwana Franki; adres do korespondencji: ul. Universitetska, 1, 79001 Lwów; e-mail: haponnp@mail.ru
JULIA GORBANIUK – adiunkt Katedry Z˙ ycia Społecznego Rodziny Instytutu Nauk o Rodzinie KUL; adres do korespondencji: Al. Racławickie 14, 20-950 Lublin; e-mail: julia. gorbaniuk@kul.lublin.pl
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9\&n&F\846 J>n&,DF4H,H n<,>n m&">" KD">8" 2010 s. 67-71, A,*"(@(nR>", nr 15 (1); T. S. K o s h m a n o v a, N. P. H a p o n, C. C. C a r t e r, Extreme Social Situations in
the Narratives of Ukrainian Teacher Candidates, „Teaching and Teacher Education” 2007,
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#. M J 8 F, ="J8" HD">F(D,FF4D@&"H\. ?$D"2@&">4, 8"8 BD"8H48" F&@$@*Z, „',>*,D>Z, 4FF:,*@&">4b” 2009, nr 2, s. 242-254.
3Por. M. Ł a g u n a, P. F o r t u n a, Przygotowanie szkolenia, czyli jak dobry pocz ˛atek prowadzi do sukcesu, Gdan´sk: GWP 2009; por. A. R o z m u s, Wykładowca doskonały: pod-re˛cznik nauczyciela akademickiego, Kraków: Wolters Kluwer Polska 2010.
4N. H a p o n, Psychologiczne aspekty formowania toz˙samos´ci pedagogicznej studentów,
[w:] Uniwersyteckie kształcenie nauczycieli a psychopedagogiczne czynniki rozwoju ucznia, red. M. Ochman´ski, Lublin: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej 1998, s. 248.
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– FB@>J8":\>" <@*,:\ &2"j<4> – B@$J*@&">" >" 2*4&J&">>n 6 2"-N@B:,>>n B,*"(@(@< FHJ*,>Hn&, &<n>>b 2"Pn8"&4H4 pN F&@p< BD,*<,H@<; – 2"@N@RJ&":\>" – $J*JjH\Fb >" &48@D4FH">>n Dn2>4N L@D< Bn*H-D4<84, 8@:4 B,*"(@( >"<"("jH\Fb D@2*n:4H4 2n FHJ*,>H@< &n*B@&n-*":\>nFH\ 2" D,2J:\H"H4 >"&R">>b, *@B@<"("j B,D,04H4 FBn:\>46 JFBnN b8 6@(@ (FHJ*,>H") &:"F>46;
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8Por. M. B r a u n - G a ł k o w s k a, W te˛ sam ˛a strone˛: ksi ˛az˙ka dla nauczycieli o wychowaniu i lekcjach wychowawczych, Warszawa: Wyd. Krupski i S-ka 1994.
9
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PSYCHOLOGICZNE ASPEKTY PERCEPCJI INTERPERSONALNEJ W RELACJI PEDAGOGICZNEJ „STUDENT–WYKŁADOWCA”
S t r e s z c z e n i e
Artykuł prezentuje wyniki badan´ empirycznych dotycz ˛acych narracji studentów wobec nowoczesnego wykładowcy (nauczyciela akademickiego). Analiza uzyskanych wyników wska-zuje, z˙e w pełni odzwierciedlaj ˛a one wyobraz˙enie studenckiej młodziez˙y o osobistych i zawodowych cechach współczesnego nauczyciela. Podkres´lana jest koniecznos´c´ kształtowania postawy samooceny nauczyciela. Refleksja nad własnym wizerunkiem moz˙e byc´ wzbogacona
o postrzeganie studentów swojego wykładowcy, które stanowi jednoczes´nie informacje˛ zwrotn ˛a odnos´nie do wielu wymiarów interakcji mie˛dzy studentem a nauczycielem.
W artykule zostały zaproponowane i opisane dwa sposoby wzmacniania wizerunku wykładowcy: relacja dialogu ze studentami i budowanie własnego potencjału wartos´ci. Dialog jest pierwszym warunkiem do przekształcenia humanistycznych wartos´ci edukacji w przedmiot duchowych potrzeb studentów. Dialog interakcyjny jest moz˙liwy przy akceptacji nauczyciela akademickiego przez studentów i pełnej tolerancji studentów przez ich wykładowce˛ – pomijaj ˛ac własne interesy, potrzeby i aspiracje. Funkcja pedagogiczna dialogu jest moz˙liwa tylko wówczas, gdy inicjuje j ˛a wykładowca dysponuj ˛acy znacznym zasobem „pozytywnych emocji”. Drugim warunkiem przekształcenia humanistycznych wartos´ci edukacji w przedmiot duchowych potrzeb studentów jest zakres hierarchii wartos´ci wykładowcy. Wartos´ci humanistyczne musz ˛a byc´ uznawane przez wykładowce˛ za podstawowe w tej hierarchii, jak równiez˙ orientacja „ku człowiekowi” powinna stanowic´ trwał ˛a ceche˛ jego osobowos´ci. Realizacja tego warunku jest moz˙liwa przede wszystkim poprzez odpowiedzialne podejs´cie do przedmiotu nauczania. Role˛ wewne˛trznego motywatora pełni tu stałe monitorowanie oraz ocena jakos´ci własnej pracy metodycznej, a takz˙e d ˛az˙enie do utrzymania jej na wysokim, profesjonalnym poziomie. Zewne˛trznym zas´ motywatorem jest zrównowaz˙ona kontrola administracji szkolnictwa wyz˙szego odnos´nie do zdobywania kwalifikacji dydaktycznych przez nauczycieli akademickich oraz ich doskonalenia.
Słowa kluczowe: student, nauczyciel akademicki, metoda narracji, metoda dialogu, wartos´ci humanistyczne, wizerunek nauczyciela akademickiego.
Key words: student, academic teacher, narration method, dialog method, humanistic values, image of an academic teacher.
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