Introduction

The processes of globalization necessitate changes in the educational systems of individual countries, while education is perceived as a means to achieve the goal of participating in civilizational development. Educational changes are becoming increasingly difficult to implement, and change management is becoming more complex. The failure of education—viewed as an investment in social development—may, in the future, lead to economic failure. Educational reforms are common in wealthy countries, where being an educated person is a value in itself, but also in post-communist countries, where there has been intense pressure to introduce educational reforms as part of the broader transformation of society into a democratic one. A good example of this is Poland, where comprehensive educational reforms have been introduced over the past few years. Knowledge about changes, strategies, and paradigms of their implementation is necessary for teachers not only to better understand them and thus experience less stress but also to enable them to initiate changes in their own work, adapt what is worth adapting, and reject what is unnecessary or ineffective. Knowledge of change also helps reduce resistance and fosters a broader understanding of educational policy principles. Studying the processes of change and the functioning of teachers in the context of educational reforms is one of the most important tasks of contemporary pedagogical studies. The majority of educational changes still take place within schools. Large-scale reforms aim not merely to introduce changes in schools but to transform schools themselves, which is a far more challenging task. Polish education is currently at a crucial stage of development. The school reform has been implemented, and significant transformations are taking place in many areas. Therefore, this is the right time to attempt a synthesis of general knowledge about change and to assess certain trends and tendencies in educational management to avoid repeating the mistakes of others while minimizing our own. There is a real risk that the current education reform may turn into a system of ritualized, superficial, and illusory changes.

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.

The author of the article attempts to examine the impact of using computers in the evaluation of students, which is a crucial factor in assessing the quality of the educational system but, more importantly, in understanding students' knowledge. Evaluation is understood and positioned differently within the learning process. It is often equated with grading students or assessing teachers' performance, and less frequently viewed as a broader teacher-driven process aimed at enhancing the effectiveness of education. In the literature, evaluation is most commonly described as a method used by teachers to analyze students' social activities and their effectiveness in achieving educational goals. Teachers are expected to develop diagnostic tools, possess knowledge and skills related to social interaction and development, and apply these skills in the learning process. Modern changes in education require teachers to adopt a new perspective on assessment and examination methods. Based on didactic practice and experimental research, it has been found that the use of educational computer programs improves the conditions and methods of evaluating students' knowledge and skills. These improvements result from the increased variety of assessment tasks, the use of computer simulations, support in preparing and conducting evaluations, and, most notably, the ability to create natural didactic situations that assess students' ability to apply their knowledge.

The author addresses the issue of changes in the Polish education system and the teaching profession by referring to the role of educators in Poland during the interwar period. This historical perspective can be highly beneficial in preparing contemporary educators. Currently, Polish academic literature devotes significant attention to analyzing the changes occurring in education. This issue played a crucial role in fostering democracy during the period of transformation. New political, economic, and social phenomena emerging in Poland, particularly as a result of the country’s accession to the European Union, provide valuable knowledge that is incorporated into the education of students. The ongoing process of European integration necessitates changes in the Polish education model. Therefore, modern educators must seek their own educational paths to meet the demands of their evolving professional roles. A significant milestone was reached in 1989 when teachers were granted the right by the Minister of National Education to autonomously co-participate in the educational process, allowing them to create their own original curricula. On the one hand, this gives teachers considerable opportunities for creative work in shaping the younger generation. On the other hand, they must overcome numerous challenges arising from the new requirements associated with Poland’s membership in the European Union. The profile of secondary school educators in the Second Polish Republic serves as a source of inspiration for contemporary pedeutology.

The author of the article considers the role and function of human dignity in pedagogical and educational processes. Building the authority of educators and pedagogues based on the dignity of the pupil. The concept of dignity serves as the foundation for all humanistic reflections on ethical human activity. The experience of dignity is the starting point of normative ethics. When we say "a true human being," we actually mean a person who has realized their humanity. The issue of human dignity is particularly emphasized when there is a clear threat in this area. The contemporary axiological instability, manifested, among other things, in the rise of social pathologies and the escalation of actions that are "beneath dignity," signals an increasing lack of reverence for the human person and a betrayal of the fundamental moral norm—the respect for human dignity.

The speed and multitude of cultural, social, and consequently educational changes present teachers with many new challenges. The effectiveness of implementing educational reforms largely depends on educators. Numerous concepts and visions of the teaching profession in the 21st century have been developed, yet the core idea remains the same: teaching requires creativity, openness, and communication to meet growing societal expectations and the challenges of the modern post-industrial world. Never before in the long history of this profession has so much been expected of educators. This necessitates changes in the standards of professional preparation: teachers are expected not only to have qualifications but also competencies and reflective practice. The question of how to educate teachers takes on new, multidimensional significance. Pluralism in education aligns with a holistic view of human abilities and responds to the educational needs of postmodern society. Inspired by the concept of emotional intelligence, I explore the significance of wise emotional management in the teaching profession. In the following sections of the article, I outline the implications of this concept—specifically, the skills and competencies arising from utilizing one's emotions—for both the theory and practice of the teaching profession.

The issue of subjectivity has been recurring for years in reflections on human life, its essence, meaning, and the possibilities of being human. The idea of subjectivity appears to be the oldest principle of pedagogical work (notably, it is also widely accepted); however, it is still insufficiently implemented in school practice. To what extent and in what ways is this principle respected in the functioning of Polish schools five years after the introduction of the educational reform, one of whose main objectives was to enhance the subjectivity of the didactic and educational process? In this article, I will attempt to answer this question. In the literature on the subject, there are many different definitions of subjectivity. Some focus on describing its manifestations, others define the factors that determine its existence in interpersonal relationships, while others characterize its dimensions. The ambiguity, multidimensionality, and complexity of subjectivity mean that even within a single academic discipline, "there is no consensus on the understanding of [this] concept."

In the article, the author reconstructs the image of a teacher based on students' statements. Using examples of communication relationships between teachers and students, she outlines the positions that high school students and their teachers occupy in the school environment. She discusses the teacher's role in shaping school communication processes. The article then presents research findings on the types of statements used by students (S) and teachers (T). It also characterizes communication barriers present in their interactions. In the conclusion, the author refers to the symptoms and mechanisms of occupational burnout. The article also includes a discussion of some research results from the doctoral dissertation "School as an Area of Students' Communication Experiences." The study identified five groups of dependent variables: structure (1), content (2), the course of teacher-student communication relationships (3), as well as students' emotional (4) and evaluative (5) attitudes toward these relationships. This article considers only one of the survey questions. The empirical research was conducted in selected general secondary schools in Poznań, with the final sample consisting of 244 third-year students.

One of the roles that a teacher plays in a modern school is that of an organizer and leader of the didactic process. This role consists of two categories of behaviors: on one hand, it includes the teacher’s activities, i.e., teaching, and on the other, it concerns the learning processes of students. In today’s school, which is inseparably linked to reformist-social transformations and scientific-technological changes, the teacher's role as an organizer of didactic activities is undergoing certain transformations. The development of information technology means that students often learn more outside of school. Motivation to learn is one of the key factors determining the effectiveness of the learning and teaching process. It becomes an essential element of the teacher’s role as an organizer and leader of the didactic process. “[...] A teacher should not only ‘convey knowledge’ but, more importantly, awaken students’ interests, shape attitudes (willingness), and develop skills and habits of independent learning, acquiring knowledge, and improving their intellectual culture.” A student's motivation to learn is a determining factor in their academic success, helping them cope with failure, influencing how they use their internal potential, and providing the teacher with insights into the quality and effectiveness of education. In contemporary pedagogical discussions on teacher competencies, the issue of learning motivation emerges as a key component of a student’s active participation in the didactic process. A teacher’s motivational competencies encompass a broad range of tasks related to organizing the learning process, creating favorable learning conditions, and shaping the school's educational environment. They are an integral part of the teacher’s pedagogical toolkit. By carrying out tasks related to motivating students to learn, a teacher expresses their attitude towards students and their engagement in their work. Motivation reflects the teacher’s level of professional qualifications, experience, as well as creative abilities and innovative potential. How can students be effectively motivated to learn? This is one of the fundamental questions every teacher asks themselves.

The article addresses the issue of integration—a challenge for modern education—which is considered a desirable quality in school practice. Research findings confirm the value of integrating educational content in helping students solve problems, increasing the practical application of their knowledge, fostering creative activity and independent cognitive development, and enhancing their understanding of the surrounding reality. These positive outcomes of integration in education depend on the teacher’s conviction regarding its legitimacy. Thus, the teacher's attitude toward integration is a fundamental condition for its realization. Studies conducted by J. Kossewska on the determinants of teachers’ pro-integrative attitudes toward the participation of students with disabilities in mainstream education identified two key factors: the teacher's place of professional activity and the orientation of the teacher’s training. A teacher’s choice of workplace serves as an indicator of their level of pro-integrative attitude. Teachers who work with students with disabilities and interact with their parents exhibit more positive attitudes than those who only conduct classes with children. Educators in mainstream schools merely declare positive attitudes, whereas teachers working with high school students tend to display unfavorable attitudes toward the integration of students with disabilities. The second determinant of attitude is specialized knowledge. Individuals who possess such knowledge recognize more benefits of integrated education and "identify fewer of its negative aspects." A lack of knowledge in this area hinders the development of positive attitudes and prevents the initiation of action.

The article addresses the issue of teacher professional development in a changing environment, where political, economic, and social transformations occurring worldwide and in Poland are reflected in the current educational landscape. In the context of European integration, the ideas of a united Europe, education for peace, democracy, tolerance, respect, and support for development are gaining greater significance. This is one of the factors that influence pedagogical concepts. Educational changes are noticeable both in theory and educational practice. The question of the image of the modern teacher remains relevant—educational theorists continue to explore what a contemporary teacher is like and what they should be. It seems that the model of the modern teacher presented in pedagogical literature (e.g., a subject-didactic perfectionist, or a person with extensive educational and caregiving skills) is rarely fully realized in school practice. Nevertheless, creating a vision and model of the contemporary teacher is essential, particularly in training future educators. Some pedagogical concepts related to the teaching profession focus on different aspects of performing this role. In this discussion, the author refers to two theoretical concepts: an example of teacher professional development and the concept of occupational burnout. Although these are opposing theories, the author perceives a clear connection between them. The article also draws on research findings that help bridge the gap between sustaining and hindering a teacher’s professional activity.

The article addresses the issue of training foreign language teachers. According to the author, teaching a foreign language is not merely about mastering grammatical and lexical structures but is a far more complex process that involves understanding the context in which these structures can occur. In an era when foreign language proficiency is becoming a necessity, attention should be paid not only to how eager (and not always patient) students learn a language but, more importantly, to those who determine the organization of the entire language education process—namely, language teachers. Since they are primarily responsible for the level of language proficiency in society, efforts should be made to develop professional qualities in language teachers that enable them to become conscious transmitters of linguistic knowledge, which should later contribute to their students’ communicative success. The belief that an effective language teacher must be trained is not irrational—after all, vocational schools exist precisely to prepare professionals who are aware of their mission. Therefore, the aim of the author’s research was to explore whether specific training techniques could be used to enhance the overall competence (in various aspects) of future second-language teachers. The goal was to ensure that they fully understand the tasks and objectives they must meet and responsibly participate in their students’ language learning process.

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