Przegląd Badań Edukacyjnych (Educational Studies Review) <p>Przegląd Badań Edukacyjnych (Educational Studies Review) is a twice per year journal published every six months since 2005. It is devoted solely to reports concerning research on educational processes. It is both a scholarly forum for the exchange of research results and a source of research models.</p> <p><span class="TextRun SCXW46638036 BCX0" lang="PL-PL" xml:lang="PL-PL" data-contrast="none"><span class="NormalTextRun SCXW46638036 BCX0">Przegląd Badań Edukacyjnych (</span><span class="SpellingError SCXW46638036 BCX0">Educational</span><span class="NormalTextRun SCXW46638036 BCX0"> </span><span class="SpellingError SCXW46638036 BCX0">Studies</span><span class="NormalTextRun SCXW46638036 BCX0"> </span><span class="SpellingError SCXW46638036 BCX0">Review</span></span><span class="TextRun SCXW46638036 BCX0" lang="PL-PL" xml:lang="PL-PL" data-contrast="none"><span class="NormalTextRun SCXW46638036 BCX0">) </span><span class="SpellingError SCXW46638036 BCX0">is</span><span class="NormalTextRun SCXW46638036 BCX0"> </span><span class="SpellingError SCXW46638036 BCX0">indexed</span><span class="NormalTextRun SCXW46638036 BCX0"> in The </span><span class="SpellingError SCXW46638036 BCX0">European</span><span class="NormalTextRun SCXW46638036 BCX0"> Reference Index for the </span><span class="SpellingError SCXW46638036 BCX0">Humanities</span><span class="NormalTextRun SCXW46638036 BCX0"> and the </span><span class="SpellingError SCXW46638036 BCX0">Social</span><span class="NormalTextRun SCXW46638036 BCX0"> </span><span class="SpellingError SCXW46638036 BCX0">Sciences</span><span class="NormalTextRun SCXW46638036 BCX0"> (ERIH PLUS), Directory of Open Access </span><span class="SpellingError SCXW46638036 BCX0">Journal</span><span class="NormalTextRun SCXW46638036 BCX0"> (DOAJ), EBSCO, and Index Copernicus International </span><span class="SpellingError SCXW46638036 BCX0">Journals</span><span class="NormalTextRun SCXW46638036 BCX0"> Master List.</span></span><span class="EOP SCXW46638036 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p> <p> </p> <p><strong>Konkurs im. Profesor Marioli Chomczyńskiej-Rubachy </strong></p> <p><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span><span data-contrast="auto">Szanowni Państwo,</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><span data-contrast="auto">Katedra Pedagogiki Szkolnej Instytutu Nauk Pedagogicznych</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559731&quot;:708,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span><span data-contrast="auto">Wydziału Filozofii i Nauk Społecznych UMK w Toruniu,</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559731&quot;:708,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><span data-contrast="auto">zaprasza do udziału w Konkursie dla pracowniczek i pracowników uczelni wyższych </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span><span data-contrast="auto">(w tym doktorantek i doktorantów).</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><span data-contrast="auto">Tematem II edycji konkursu jest </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><strong><span data-contrast="auto">„Człowiek współczesny wobec bezładnych procesów przyrodniczo-społecznych”.</span></strong><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><span data-contrast="auto">Termin zgłaszania artykułów do Konkursu upływa 31.01.2022 roku.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><span data-contrast="auto">Więcej informacji na stronie:</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><a href=""><span data-contrast="none"></span></a><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> Nicolaus Copernicus University in Torun en-US Przegląd Badań Edukacyjnych (Educational Studies Review) 1895-4308 Is Mindfulness and Compassion Training Advisable in Alleviating Professional Burnout Among Physicians? Dilemmas and Possibilities in Healthcare System <p>The profession of a physician is a profession of social responsibility, in which medical competence should go hand in hand with non-medical competences. Mental strain, physical fatigue and entanglement in the administrative system can result in chronic stress and contribute to professional burnout, affecting both the well-being of medical staff and the quality of medical care provided. The Author’s intention is to promote mindfulness and compassion training that are considered to be protective and promoting the well-being of physicians resources in conditions of exposure to occupational stress.</p> <p>The analysis was based on 197 documents retrieved from the PubMed/Medline, Science Direct/Scopus databases in years 2008–2017, referring to the impact of mindfulness and compassion training on professional burnout among physicians. Only 21 papers retrieved from the scientific bases met inclusion criteria, referring to the impact of mindfulness and compassion training on professional burnout among physicians. Increasing concentration, improving memory, reducing the level of stress, anxiety and depression and strengthening kindness attitude are the basis for mindfulness and compassion training, which also supports the ability of unreactive responses to difficult situations, develops communication between the physician and the patient.</p> Krystyna Boroń Krupińska Małgorzata Sekułowicz Copyright (c) 2021 Educational Studies Review 2021-12-16 2021-12-16 35 2 185 196 10.12775/PBE.2021.038 Student Well-Being in the Context of Erik Allardt’s Theory of Welfare and Urie Bronfenbrenner’s Ecological Systems Theory of Development <p>Well-being can be described as the balance point between an individual’s resources and difficult events in their life (Dodge et al., 2012). A student’s well-being at school determines their educational success and functioning within their peer group in the school environment (Karataias et al., 2001; Huebner &amp; Gilman, 2002; Polard &amp; Lee, 2003; Engels et al., 2004; Konu &amp; Lintonen, 2005; Soutter et al., 2013; Renshaw et al., 2015; Opre et al., 2018). The purpose of this article is to identify indicators of student well-being in four categories: school conditions, interpersonal relationships, means of self-realization, and health referring to the School Well-Being Model by Konu and Rimpelā (Konu et al., 2002) (based on Allardt’s concept) and situating them in Bronfenbrenner’s socio-ecological system.</p> <p>Having analyzed Erik Allardt’s concept we decided to apply the dimensions of wellbeing he proposes to create measurable categories for recognizing levels of well-being. Allardt identifies three dimensions: having, loving, and being. Students’ assessment of the school situation in the context of individual preferences cannot be neglected, since well-being affects taking on challenges related to various educational tasks. Adequate recognition of difficulties makes it possible to intervene in areas that are most important to promoting well-being. The development and functioning of individuals depend on contexts which are described as the five systems in the ecological model: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem. The proposed well-being indicators can be used as items in questionnaire studies to obtain a multifaceted view of the conditions that influence students’ sense of well-being. Recognizing the problem correctly allows the student to take corrective measures. The presented structure of student well-being indicators can be supplemented and expanded, to adapt to social, political, and health changes.</p> Izabella Maria Łukasik Copyright (c) 2021 Educational Studies Review 2021-12-16 2021-12-16 35 2 197 212 10.12775/PBE.2021.039 Social and Educational Context of the Poverty of People with Disabilities in Poland <p>The article points out the high complexity and multidimensionality of the hot social issue of poverty as well as the related unemployment, and the precariousness of people with disabilities in Poland. The author notes that despite the currently promoted pro-inclusion activities and solutions for their benefit in connection with the implementation the assumptions of the Convention on the Rights of Persons with Disabilities in Poland, with insufficient support, these problems may multiply and aggravate the disability and special needs of these people. People with disabilities still too often live in conditions of poverty that have a negative impact on their development and functioning in all spheres or areas of social life, as well as in the open labour market. In the process of compensating for the shortcomings related to having been brought up in a poor family, education has a significant role to play. Therefore, the author stresses its significant importance for the process of equalizing educational opportunities for children, as well as for the weaknesses noticed in its space, which hinder this process. The author pays equal attention to the threat of these people with unemployment and precariousness, which often destabilize their lives and hinder inclusion in the local and wider community.</p> Zdzisława Janiszewska-Nieścioruk Copyright (c) 2021 Educational Studies Review 2021-12-16 2021-12-16 35 2 213–234 213–234 10.12775/PBE.2021.040 Methodology of Modern Research Concerning Childhood – The Perspective of Childhood Studies <p>Modern research concerning childhood has been developing mostly based on the concept of children’s rights, which is seen not only in the topics of research but also in the objectives and methodological aspects. The aim of the paper is to show how respecting children’s subjectivity and their right to voice opinions in matters that affect them are reflected in childhood studies by means of the specific epistemological perspective, which is seeing the reality through children’s eyes, and the preference for some methodological solutions, i.e. the types of research and the applied methods that are useful in obtaining reports, opinions and assessment of children. The analysis of scientific and research discourse allowed identification of several preferred methodological types of childhood studies, i.e. ethnographic, meta-analytical using big data, survey and longitudinal research. It also allowed indication of the current which is developed in research on childhood and is related to promotion of participatory research with children.</p> Ewa Jarosz Copyright (c) 2021 Przegląd Badań Edukacyjnych (Educational Studies Review) 2021-12-16 2021-12-16 35 2 235–253 235–253 10.12775/PBE.2021.041 Sources for Research on Childhood and Childhood History in Poland in the 19th and Early 20th Century – Selected Problems <p>The aim of the present article is to draw attention to the informative value of selected types of source materials which may provide a basis for research on childhood and childhood in the nineteenth and early twentieth centuries. At the same time, an attempt will be made to indicate the sorts of research problems which can be analyzed using these sources. Some types of sources will be discussed in more depth, with emphasis on those that are particularly rich and valuable in terms of information about children and childhood, but have not yet been fully exploited by researchers in historical and pedagogical analyses, have been used only occasionally, or have even been ignored altogether.</p> <p>The informative potential of the source materials for the study of history of children and childhood will be presented using the examples of such written sources as women’s, family and children’s press, diaries and memoirs, children’s literature, guidebooks, as well as iconographic sources. Comparing and combining sources, as well as considering them in a complementary manner may contribute to reconstructing the as yet incomplete picture of childhood and children in the Polish historiography of the nineteenth and early twentieth centuries.</p> Monika Nawrot Borowska Copyright (c) 2021 Przegląd Badań Edukacyjnych (Educational Studies Review) 2021-12-16 2021-12-16 35 2 255 274 10.12775/PBE.2021.042 Przegląd Badań Edukacyjnych <p>NUMER 35 (2/2021)<br>Przegląd Badań Edukacyjnych<br>Educational Studies Review</p> Przegląd Badań Edukacyjnych Copyright (c) 2021 Przegląd Badań Edukacyjnych 2021-12-16 2021-12-16 35 2 1 2 Social Image of Autism and the Need for Educational Research <p>In this paper, we present the results of an online survey concerning the social perception of people with Autism Spectrum Disorders (ASD). The analysis of the online survey conducted in Poland from March to May 2020, in which 355 Polish speaking respondents took part and which consisted of two parts: closed-ended questions and open-ended statements – shows that there is a cognitively interesting discrepancy between the relatively high level of knowledge declared by respondents and the more negative and stereotypical attitude towards people with ASD visible in the open-ended responses. Particularly noteworthy is the fact that relations between the respondents and neurotypical people are lined with fear, anxiety and insecurity. The survey results seem to unequivocally indicate the necessity for further educational projects that deepen knowledge and raise awareness of people with ASD.</p> Maciej Cezary Wodziński Paulina Gołaska-Ciesielska Copyright (c) 2021 Przegląd Badań Edukacyjnych (Educational Studies Review) 2021-12-16 2021-12-16 35 2 175 184 10.12775/PBE.2021.037 Educational Support of a Student with ADHD. An Analysis of Parents’ Biographical Experiences <p>The aim of this paper is to present the results of a study on the subjective interpretation and the construction of biographies by parents of children with ADHD. The research was driven by insufficient knowledge regarding the definition of the support offered at school to a child with attention deficit hyperactivity disorder among parents and to determine what is important and unique from a parental perspective.</p> <p>The presented studies were constructivist, interpretative studies using the biographical method. Narrative interviews were conducted with parents of children with ADHD living in Poland. Reconstruction of their parental experiences allowed an understanding of their individual feelings and experiences, which showed “the truth” about the educational support provided to a child. The aim of the studies was a reconstruction of the narrative and an analysis of the subjective meanings which parents give to the educational support that is offered to their children at school. The central thesis took the form of a question: How did parents interpret their own experiences related to educational support given at school to a child with ADHD? The analysis of the narration shows different parental experiences regarding the educational support received. The reality reconstructed by examined parents is complex and consists of hope and expectations, but also doubts, powerlessness and helplessness. Some parts of the narration are poignant, sorrowful and rife with feelings of loneliness, which is a consequence of misunderstanding a specific child’s needs. The other parts of the narrative are dominated by happiness and joy caused by the support that a student received and its effects. By speaking about the help which was received at school, the parents expose their personal feelings towards that event, and they show their individual interpretation of the reality that they experienced. They give subjective meaning to a narrative that they feel is significant.</p> Iwona Myśliwczyk Copyright (c) 2021 Educational Studies Review 2021-12-16 2021-12-16 35 2 5 31 10.12775/PBE.2021.029 Parental Teleological Awareness Based on Research Conducted in Central Poland <p>The research problem discussed in this text concerns the specificity of parental teleological awareness, the components of which, in accordance with a constructed theoretical framework, are parental attitudes towards the child-rearing goals, types of their teleological awareness and the content of the child-rearing goals. The considerations are based on the results of the surveys that were conducted in central Poland. The research sample consisted of 212 parents who have filled the survey questionnaire that consisted of both open-ended and closedended questions. The results show that within the study group of parents, the child-rearing activity is usually deliberate, and that one can identify 4 types of parental teleological awareness (passive and active, as well as primary and secondary), with active and secondary being the dominant ones. Regardless of the fact that the content of the child-rearing goals within the said group is characterised by diversity, they usually form internally coherent system. In terms of preferred goals, one can observe the tendency among the parents to declare the intentions to pursue the objectives related to universal values, having a negotiable meaning, more often than not with individualistic rather than social qualities, and those assuming the child’s subjectivity in the process of achieving them. The stated (verbalized) goals usually refer to postulated vision of a human being or his/her features.</p> Edyta Zawadzka Copyright (c) 2021 Educational Studies Review 2021-12-16 2021-12-16 35 2 33 52 10.12775/PBE.2021.030 Biography of Things – A Ball <p>The presented text is a study of interest in ball as an element of formation and perception of childhood. The research project was embedded in the paradigm of qualitative, interpretative research, where the focus was on the language of the preschooler, which becomes a reflection of the world of physical culture present in the mind of the child – the narrator. The problem of research is focused on the question: To what extent is the ball and its meanings an element of material culture located in the area of physical culture, and in what circumstances is it a determinant of child-specific pre-school folklore? The resulting space of the presented analyzes is an element of the phenomenographic method, where the use of a partially structured interview with preschool children (N = 80) provided the basis for the analysis of the perception and use of a ball in the cognitive theory of a child’s language space. The main conclusions from the research are: 1) for younger children, the ball is more often an attribute of spontaneous play than conventional actions (governed by rules and patterns), 2) for 5- and 6-year-olds, the ball is an artifact of attractive motor activity, training complex motor skills and competition. In middle childhood, the ball is a domain of spontaneous emotionality and an attribute of children’s play, which becomes a material for perceiving, interpreting and situating oneself in a specific culture of movement. The research was conducted in ten municipal kindergartens in the city of Slupsk, Poland in 2016–2019.</p> Agnieszka Anita Zalewska-Meler Copyright (c) 2021 Educational Studies Review 2021-12-16 2021-12-16 35 2 53 68 10.12775/PBE.2021.031 Digital Natives Disconnected. The Qualitative Research on Mediatized Life of Polish and International Students in Rzeszow and Warsaw, Poland <p>Studies on the mediatization of everyday life are becoming more and more important in the area of media and communication studies in the Western scientific literature. The main questions of these analyses concern the range of this phenomenon and the possible consequences for the social, cultural and psychological life of societies and individuals. Using this approach, the authors of this paper present the results of a qualitative study based on the social experiment #NoWeb (#<em>BezSieci</em>), conducted on the population of 184 students of two Polish universities. For 7 days, the participants of the experiment tried to live offline, which means not using the Internet at all, and writing down their experiences in paper diaries. Only 8 of them were able to live offline until the last day of the project. The main research results of the study show that almost all areas of living are dependant and supported by online access, which has a strong influence on the capability to act offline among young adults. Lacking access to the Internet, the participants of the study were very often unable to deal with simple tasks. At the same time, the experiences of staying offline enabled them to discover new possibilities of everyday functioning and effective use of additional free time with benefits for their well-being and interpersonal relations.</p> Iwona Leonowicz-Bukała Anna Martens Barbara Przywara Copyright (c) 2021 Educational Studies Review 2021-12-16 2021-12-16 35 2 69 96 10.12775/PBE.2021.032 Changing the Health Behaviour of Students During the COVID-19 Pandemic in Poland <p>The COVID-19 pandemic has caused unprecedented changes in educational, professional, and leisure activities around the world. Protecting health against the virus has become the most important task in the social and individual dimension. The aim of the study was to diagnose changes in the behaviour and health beliefs of students. The WHO definition of health and the Health Belief Model (HBM) were adopted as the theoretical basis for defining variables. The study was of diagnostic and verification nature, and a quantitative strategy was used in it. The general population comprised students of Nicolaus Copernicus University in Torun. The study was conducted electronically in 2020, during the first lockdown in Poland. The Likert scale was used as a tool to assess the degree of change. The respondents declared the greatest changes in terms of caring about physical and relational health. The declared behavioural changes concerned the most conservative, trained forms of pro-health activity. Despite the declared beliefs about the importance of maintaining health and the personal risk of viral infection, the respondents declared undertaking more advanced pro-health activities only to a small extent.</p> Beata Przyborowska Piotr Błajet Copyright (c) 2021 Przegląd Badań Edukacyjnych (Educational Studies Review) 2021-12-16 2021-12-16 35 2 97 113 10.12775/PBE.2021.033 Self-Efficacy of Teachers Working in Mainstream Schools – Research Communication <p>This article presents the results of a study on the self-efficacy of teachers working at mainstream schools and the results of intergroup analyses (mainstream school teachers versus special education teachers), being part of a research project focused on identifying the determinants of teachers’ sense of self-efficacy. Intergroup comparisons were made due to assumed differences in the self-efficacy of teachers in mainstream and special schools, resulting from the specific organisation and functioning of the two types of schools and the differentiated actors. The theoretical basis was the social learning theory of A. Bandura. The research was conducted with the use of the “Sense of Efficacy Test” by M. Chomczyńska-Rubacha and K. Rubacha. A total of 801 teachers took part in the study, including 442 teachers from mainstream schools and 359 from special schools (<em>special education centres </em>– SOWs; <em>youth sociotherapy centres – MOSs</em>; <em>youth education centres – MOWs</em>; <em>prisons – ZKs</em>). Research analyses have shown that the sense of self-efficacy in teachers from mainstream schools is dependent on their place of residence – increasing along with its size. Cognitive and action resources are determined by the level of education of the mothers of the studied teachers, while motivational resources are determined by the type of school at which they work. A cluster analysis identified two independent groups of teachers – those scoring high and those scoring low in terms of self-efficacy. A model mismatched with the data was obtained, which means that on the basis of sociodemographic variables and other information about teachers (education level of their parents, type of school) it is not possible to predict their assignment unambiguously to the distinguished groups. In terms of intergroup analyses, a higher sense of self-efficacy and greater motivational and cognitive-action resources were noted in teachers from mainstream schools than in teachers from special schools. The place of work of teachers from both compared groups significantly differentiates their sense of self-efficacy and the level of motivational as well as cognitive-activity resources (teachers employed at a lower secondary school possess more motivational resources, compared to teachers employed in special education centres). In turn, teachers employed at prisons are characterised by a higher level of cognitive-activity resources compared to teachers employed at secondary schools and youth sociotherapeutic and educational centres.</p> Beata Maria Nowak Copyright (c) 2021 Educational Studies Review 2021-12-16 2021-12-16 35 2 115–129 115–129 10.12775/PBE.2021.034 The (un)presence of emotions in teacher education. A critical analysis of the academic curriculum discourse in Poland <p>Emotions are an important aspect of teachers’ professional work, and therefore, developing their emotional competences is an important element of teacher training. The aim of the article is to answer the question whether, in the process of preparing teachers to perform their professional role, attention is paid to issues related to the emotions. The theoretical perspective of our research is provided by the socio-constructivist concepts of emotions and emotional competences. We refer primarily to the theories of Steven Gordon and Carolyn Saarni. The research problem focuses on the question: how are the emotional competences of teachers constructed/presented in the academic education curriculum in Poland? We searched for an answer to the problem by means of critical discourse analysis (CDA), which is one of the most useful research perspectives for studying the relationship between socio-cultural and discursive changes. The source of discursive data is the document that constitutes the legal basis regulating the teacher education process in Poland, i.e. <em>Regulation of the Minister of Science and Higher Education. </em>Our research revealed that in Polish academic education there is a technical-instrumental discourse in force, which is related to the traditional model of teacher training. This has a decisive impact on both the structure of the teacher training curriculum in Poland and the marginal importance of the role of emotions in teachers’ work. The performed analysis may contribute to the improvement of educational practice and, consequently, to the improvement of the quality of academic education.</p> Renata Góralska Małgorzata Kosiorek Copyright (c) 2021 Przegląd Badań Edukacyjnych (Educational Studies Review) 2021-12-16 2021-12-16 35 2 10.12775/PBE.2021.035 Men’s Experiences in Feminized Occupations on the Example of Selected Professions <p>The issues raised in this article concern the functioning of men in feminized professions. The aim of the study was to gather experiences of men working in jobs dominated by women. The research included twenty men and was conducted between February and April 2020 in Poland, using a narrative interview. Research problems were focused on men’s attitudes toward their jobs, the assessment of career advancement opportunities, advantages and disadvantages resulting from working in a feminine environment, relations with colleagues and employers, and reactions of their environment. The interviews revealed a relatively positive image of men’s experiences relating to working with women. The respondents did not notice any specific difficulties in their professions caused by gender stereotypes. They expressed a view that working among women was like any other job. Few difficulties mentioned by the respondents were related mostly to the issue of assistance in activities requiring strength or technical knowledge rather than competences related to a specific profession. Moreover, the interviewees treated their professions as an opportunity for self-development and for gaining experience that they would not have been able to gain in a typically male environment.</p> Anna Dudak Copyright (c) 2021 Przegląd Badań Edukacyjnych (Educational Studies Review) 2021-12-16 2021-12-16 35 2 10.12775/PBE.2021.036 List of reviewers of „Przegląd Badań Edukacyjnych” („Educational Studies Review”) in 2021 <p>List of reviewers of „Przegląd Badań Edukacyjnych”<br>(„Educational Studies Review”) in 2021</p> Przegląd Badań Edukacyjnych Copyright (c) 2021 Przegląd Badań Edukacyjnych 2021-12-16 2021-12-16 35 2 Refunctioning and Extending Ethnographic Methods of Data Collection and Analysis in Educational Action Research <p>The paper discusses the effect of epistemological-methodological turns in the social sciences, including education and cultural anthropology, on our decisions when selecting and applying methods of data collection and analysis in educational action research. My assumption is that ethnographic description not only provides a starting point for most educational projects launched within this design of intervention research but also appears as a ‘methodology’ across their stages (in ongoing evaluation, which reveals <em>what </em>is happening and <em>how </em>it is happening in the educational situation as the intervention is being carried out, and in the final assessment, which determines the further development of the project). Given this, I focus on how the decision-making and implementation processes (can) reflect the <em>extension </em>of various forms of inquiry propelled by the <em>refunctioning </em>of ethnography in the aftermath of ‘the crisis of representation.’ My explorations revolve around the notion of transition (<em>from to</em>): the transition from Kurt Lewin’s model to so-called <em>research/practice </em>in educational action research and the transition from description to <em>performance </em>regarding the application of ethnographic methods in action research. This also involves redefining the field, expanding the classic methods of data collection and analysis (= participant observation), and redrawing the status of the researcher and other project participants, which leads to the shift from ethnographic expertise to the ethnography of expertise.</p> Bogusława Dorota Gołębniak Copyright (c) 2021 Przegląd Badań Edukacyjnych (Educational Studies Review) 2021-12-16 2021-12-16 35 2 275–290 275–290 10.12775/PBE.2021.043 The Application of Problem-Centered Interview as a Method of Pedagogical Research <p>The purpose of the article is to present the qualitative research method known as Problem-Centered Interview and its potential application in pedagogical research. The author demonstrates the main assumptions and stages of the method, simultaneously analyzing the possible benefits and limitations of its use. The originality of the method is confronted with other types of interviews, i.e.: active, in-depth and classical narrative interview. The application of unique qualities of the method,such as: administering three types of reasoning (deductive, inductive and abductive), addressing the prior knowledge bias of the researcher and taking into account afalsification in the validation process, all of which increase the credibility of research conclusions. The Problem-Centered Interview which is placed between the objectivist Grounded Theory and constructionism is able to provide a new insight into education and upbringing. The application of the method makes it possible for the research itself to become an educational situation.</p> Sylwester Matkowski Copyright (c) 2021 Przegląd Badań Edukacyjnych (Educational Studies Review) 2021-12-16 2021-12-16 35 2 291–308 291–308 10.12775/PBE.2021.044 Questioning the Phenomenological Foundations of Marton’s Research Approach <p>The purpose of this article is to try to answer the question: is phenomenographic research underlying (in a broad sense) phenomenological assumptions? It is an important question because opinions on this topic are divided. Some researchers argue that phenomenography derive from philosophical phenomenology. Phenomenology is even treated as a philosophical foundation of phenomenographic research. In this article I argue that the statement on similarities and connections between the two approaches and especially the claim that phenomenography has phenomenological roots are based on mistaken interpretation of the method created by Ference Marton.</p> Jacek Moroz Copyright (c) 2021 Przegląd Badań Edukacyjnych (Educational Studies Review) 2021-12-16 2021-12-16 35 2 309–324 309–324 10.12775/PBE.2021.045