EXTENSION OF LABOR LAW PROTECTION STANDARDS IN THE ASPECT OF FIXED-TERM CONTRACTS OF ACADEMIC TEACHERS. COMMENTS DE LEGE LATA AND DE LEGE FERENDA

This paper attempts to determine the scope of protection of academic teachers in the context of repeated concluding fixed-term contracts and the partial exclusion by the Act on higher education of the application of Art. 25(1) of the KP to employment contracts of this group of employees. The author does not intend to duplicate the extensive literature in this area presented by labor law doctrine. In this publication, the author defends the thesis that the employment relationship of an academic teacher should be subject to a broader impact of the protective provisions of the Labor Code, including the protective function of labor law, in a situation where there are no normative obstacles to extending such impact.

SUBJECTIVE TRANSFORMATION OF THE EMPLOYMENT RELATIONSHIP OF AN ACADEMIC TEACHER

A subjective change of the employment relationship by the employer is subject to the regulation of Art. 231 of the labour code. The norm has got a universal character and its application to the employment in an institution of higher education requires taking into account the specificity of two aspects. Firstly, it is the matter of a workplace possessed by an institution of higher education as the employer. Secondly, the higher education act introduces mechanisms which can be defined as characteristic to this form of transfer of a workplace. In case of the former it is important whether an institution of higher education is public or non-public. Subjective transformation of the employment relationship in institutions of higher education should also require consideration of the protection of stability of employment relationship of academic teachers.

CONSTRUCTION OF ADDITIONAL WORKING PLACES FOR ACADEMIC TEACHERS

Employment of an academic teacher at a basic and additional working place in one of the essential normative constructions regulated under the higher education act. Control of additional employment of academic teachers is one of exceptions from the constitutional principle of the freedom of work. This mechanism in the employment relationship of academic teachers is justified first of all by the role and tasks of the higher education system in the activities of the state. Additionally there should also be mentioned the protection of interests of an employer and the specific character of hiring academic teachers. Such criteria should also be used by a vice-chancellor when giving his/her consent to their employment at an additional working place.

TERMINATION OF THE EMPLOYMENT RELATIONSHIP OF AN ACADEMIC TEACHER

The subject of the article is an analysis of changes in the procedure in which the termination and expiry of the employment relationship of academic teachers takes place on the basis of the Act on Higher Education and the Act on Higher Education and Science replacing this act. On the basis of the repealed act the employment relationship with academic teachers was established on the basis of an appointment or an employment contract. Depending on the basis for establishing the employment relationship, the issues of the possibility of terminating the employment relationship with an academic teacher were also different. The result of the introduction of new regulations on termination of the employment relationship of an academic teacher is the equalization of the situation of appointed and contract teachers in this respect, and thus weakening the protection against termination of employment of appointed teachers.

EXAMINATION IN DISTANCE LEARNING AND SHAPING THE SUBJECTIVITY OF STUDENTS OF TEACHING FACULTIES

This paper presents examination activities in a changed pandemic college education setting using the Forms application on the Teams platform. The examination was presented as a form of controlling educational results valued by students and academic teachers. In its implementation it is possible to shape the subjectivity of students through their participation in planning exams, learning the content of education. Research conducted in the action research procedure. The results of the study are described in four scopes of examination activities of preparation, execution, communication and use of results.

Academic tutoring as a form of personalized language education: a project and practice at the University of Gdańsk (Poland)

The current paper elaborates on the effects of introducing elements of personalized education in the academic tutoring programme realized at the University of Gdańsk (in short UG, Poland). It begins with an outline of the key objectives of the project called Ideal Quality in Good Quantity, which was introduced at the University of Gdansk in the years 2014–2016. The programme originally aimed at equipping academic teachers with tools suitable for implementing elements of individualized didactics. Moreover, the project assumed a practical application of the aforementioned tools in scholarly work of the tutors who realized their own tutoring sessions with students representing various fields of study (philological, pedagogical and culture studies, to mention some of them). The project’s initial conception, i.e. Ideal quality in good quantity, is continued forward in the so-called Centrum Tutorów UG as well as in the form of faculties’ internal initiatives. In the paper the reader will find a description of fragments of individualized didactic work implemented in teaching French and German as foreign languages and psychology.

Professional development of academic teachers in modern Poland

The author notes that Ukraine's desire to integrate into the European educational space necessitates a detailed analysis and systematization of the experience of foreign countries in the professional development of research and pedagogical staff in the system of postgraduate education. The consideration of advanced training and the development of professional competencies of pedagogical and research-pedagogical workers on the experience of neighbouring Poland is actualized. Based on the scientific research of domestic and Polish scientists, the author, taking into account the distribution of professional competencies of academic teachers into four groups: scientific and professional, psychological and pedagogical, managerial and digital, analyses the Polish experience in the development of academic teachers. Theoretically, it states that Polish universities provide their professional staff with a variety of opportunities for professional growth, providing the most effective and favourable conditions for their further professional development. It also notes the importance of developing professional reflection, a creative approach to one's profession, studying and analysing not only one's own pedagogical professional activities, but also one's own educational ones. The author analyses the activities of a number of Higher Educational Establishments on the professional development of academic teachers, these are: the University of Warsaw, Andrzej Frycz Modrzewski Krakow University, Pomeranian University in Slupsk, Social Academy of Sciences. Vivid examples of their activities in the development of academic workers are provided. The author comes to the conclusion that the professional development of academic teachers in Poland today takes place with the help of a variety of tools. It should be noted that the measures taken by the neighbouring country almost coincide with the work to improve the qualifications of research and pedagogical staff in modern Ukraine, however, they are implemented at a higher quality level; teachers are presented with more opportunities to improve their professional activities, Poland attracts more international specialists for the education of its specialists. Programs and grants that contribute to the scientific, research-related and, in general, professional development of education specialists are implemented. In general, in the context of globalization and European integration of educational processes, the exchange of educational experience is necessary to provide high-quality educational services.