https://doi.org/10.31261/CHOWANNA.2006.26.03
The author of the article attempts to introduce analytical categories, concepts, and "problematic fields" in pedeutological research from the perspective of so-called reflective orientations and cognitive trends in the social sciences. This endeavor is related to the search for the most adequate theoretical and methodological foundations for analyzing qualitative empirical materials—autobiographies, memoirs, diaries, letters, and other autobiographical statements by teachers. These materials were collected during two editions of a nationwide competition for teachers' memoirs and other autobiographical accounts. The first competition, held in 1992/1993, was dedicated to young teachers (up to 35 years old) under the theme: "The Young Generation of Teachers." The second competition, organized in 2003/2004, focused on mid-career teachers (aged 35-55) under the theme: "Teachers’ Maturity." In total, nearly 300 works were gathered. The first competition yielded over 120 submissions, of which 111 were analyzed. In the second competition, which concluded on May 15, 2004, more than 160 teachers and educators from various types of schools and educational institutions across the country participated. Additionally, reference is made to the analysis of autobiographical data from 287 statements collected from three generations of teachers as part of research conducted at the turn of 1989/1990. The collected research material highlights a significant area of reflection and self-reflection in pedeutological studies, showcasing teachers as active, conscious, and competent agents within the field of education and social life in Poland after 1989. The authors of these autobiographical statements—initiated through research and submitted as part of the competitions—engage in a form of social discourse on the current state and future of education and the teaching profession in Poland, considering its various conditions and challenges.
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Vol. 1 No. 26 (2006)
Published: 2025-08-18
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