Proceedings of the 8th International Academic Conference on Teaching, Learning and Education
Year: 2024
DOI:
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The Teacher’s Role in A Didactic Process – A Perspective of Polish Teachers in Social Sciences in The Context of Educational Theories
Joanna Hernik, Artur Wilczyński, Marzena Rydzewska, Anna Sworowska-Barnowska, Rafał Mazur, Ewa Kołoszycz, Robert Rusielik, Sylwia Gołąb
ABSTRACT:
This paper explores the diverse roles that teachers play within the educational process, particularly at the university level. The study focuses on seven key roles: cultural and ethical pattern, facilitator of learning, instructor, scaffold provider, curriculum designer, mentor, and reflective practitioner. The roles are discussed in the context of major educational theories such as behaviorism and constructivism. Based on a survey of 81 university teachers in Poland, teaching in the area of social sciences, the findings reveal that the roles of cultural and ethical pattern and facilitator of learning are most frequently emphasized. Conversely, the reflective practitioner role is the least prioritized, suggesting a potential field for professional development. The classification of respondents by gender revealed that female teachers are more likely to engage in roles that emphasize an individualized approach, motivating students, providing advice and guidance, and fostering engagement by addressing students’ needs. Male teachers, on the other hand, tend to prefer roles focused on improving the teaching process and ensuring that ethical standards are upheld. The study underscores the importance of supporting teachers in embracing multiple roles to foster inclusive and adaptive learning environments. It also suggests that professional development should focus on enhancing mentorship, curriculum design, and reflective practices.
keywords: cultural pattern; improvement of teaching; effective teaching; social sciences