| 1. |
- Bron, Agnieszka, 1949-
(författare)
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Biograficzność w badaniach andragogicznych.
- 2009
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Ingår i: Dyskursy młodych andragogów. - Zielona Góra : Uniwersytet Zielonogórski. ; 10, s. 37-54
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Tidskriftsartikel (refereegranskat)
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| 2. |
- Bron, Agnieszka, 1949-
(författare)
-
O badaniach biograficznych krytycznie [Critical approach to biographical research]
- 2017
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Ingår i: Nauki o Wychowaniu. Studia Interdyscyplinarne. - 2450-4491. ; 1:4, s. 16-34
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Tidskriftsartikel (refereegranskat)abstract
- W naukach społecznych i humanistycznych widzimy różnorodność podejść do badańbiograficznych. Powstaje więc pytanie, które z tych podejść są właściwe, a które nie?Które warto stosować i dlaczego? Artykuł ten podejmuje zagadnienie badań biograficznychz punktu widzenia krytycznego, szczególnie w czasie, kiedy różnorodnośćpodejść, koncepcji i perspektyw może sprawiać trudności nowicjuszom w stosowaniutej metody.Wieloletnie posługiwanie się metodą biograficzną pozwala mi spojrzeć na własnądziałalność badawczą krytycznie i zastanawiać się, jak stosowanie metody abdukcyjnejdo generowania teorii dotyczącej konstruowania i rekonstruowania tożsamościnietradycyjnych studentów w szkolnictwie wyższym w Szwecji jest możliwei jakie są tego konsekwencje.Artykuł ten stara się pokazać początki metody biograficznej, usytuować jąw kontekście nauk społecznych, zastanowić się nad różnymi podejściami, pułapkamioraz zaletami i wadami tej metody. Równocześnie przedstawia problemy w stosowaniumetody wywiadu biograficznego, doboru próby, zagadnień etycznych oraz analizydanych, jak i konceptualizacji danych oraz tworzenia typologii na przykładzie własnychbadań.
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| 3. |
- Bron, Agnieszka, 1949-, et al.
(författare)
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O teoretyzowaniu danych biograficznych : Przypadek studentów nietradycyjnych
- 2016
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Ingår i: Terazniejszosc - Czlowiek - Edukacja. - 1505-8808. ; 19:3, s. 139-153
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Tidskriftsartikel (refereegranskat)abstract
- Theorising biographical work from non-traditional students’ stories in Higher EducationThe article is about methodology of theorising, i.e. how we can get knowledge about non-traditional students struggles and crisis when learning and working with their biographies. Often we use theories to support research questions and results. But seldom do we know how to theorise from our own data and build a theory. This article is about the process of theorising by talking example from our research on non-traditional students in Sweden. By discovering biographical work that students were involved in, we could understand processes of forming and transforming their identities. We present our thoughts on theorising and developing a theory, and next we give an example of a student’s story outlining the process of biographical work to show the stages in the analysis that leads us to the theory. Trusting that everybody can learn how to theorise we discuss also how our theory could be used in further research regarding adults’ life.
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| 4. |
- Bron, Agnieszka, 1949-, et al.
(författare)
-
Opowieść o przebiegu życia jako klucz do uczenia się
- 2009
-
Ingår i: Dyskursy młodych andragogów. - Zielona Góra : Uniwersytet Zielonogórski. ; 10, s. 81-98
-
Tidskriftsartikel (refereegranskat)abstract
- Story telling as a key to learning Reflective, autonomous learning of mature students was the main focus of the research project in which seven European partners were involved over three years[1] (among others Poland). The aim of this article is to find out what reflection about learning students make when they tell their stories. One particular Swedish case from the project is presented to serve this purpose. The way of conducting life history interview is regarded a crucial methodological tool which allows researchers to initiate processes of reflection and self-reflection. The story consists of a case of a male mature student who, while narrating his story, is puzzled by a sudden reflection and deepening self-reflection on his way of learning and the possible consequences of such learning for his personal, social and working life is a gro. The article presents an in-depth analysis of the biographical interview with the student. His discovery that learning is not only an individual and unique course, but a social process in its own right, triggers reflection and a spontaneous or even an illuminating reaction based on biographical learning. The concept of biographical learning is advanced and link with identity work as well as with notion of the self and the others in the last part of the article. G. H Mead's theory of self is used, with the support from the empirical data. The intention is to challenge the predominant view in contemporary higher education discourse that learners are unique and individual persons who learn in a specific and distinct way without being affected by others. Moreover to go beyond a view of a collective versus individual learning and advance the idea that learning is a profoundly social process from the very start.
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| 5. |
- Bron, Agnieszka, 1949-, et al.
(författare)
-
Opowiesc zycia jako klucz/droga do uczenia sie [Storytelling as a key to learning]
- 2009
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Ingår i: Dyskursy Mlodych Andragogów. - Zielona Góra : Uniwersytet Zielonogórski. - 2084-2740. ; :10, s. 81-99
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Tidskriftsartikel (refereegranskat)abstract
- Reflective, independent learning of mature students was the main focus of the research project PRILHE that we worked together with other six European partners over three years. One of the partner was Poland. In this article we will present one particular Swedish case, which illuminates how reflective and independent learning occures. A male mature student while narrating his story, is puzzled by a sudden reflection and deepening self-reflection on his way of learning and the possible consequences of such learning for his personal, social and working life. His discovery that learning is not an individual and unique course but a social process in its own right triggers reflection and a spontaneous or even an illuminating reaction based on biographical learning. Thus, we challenge the predominant view in contemporary higher education discourse that learners are unique and individual persons who learn in a specific and distinct way without being affected by others. We go beyond a view of a collective versus individual learning and advance the idea that learning is a profoundly social process from the very start.
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