How paradigms of general pedagogy are presented in teaching of assessment. The analysis of interview carried out with teachers of secondary schools

Abstract

I analyse two interviews with two teachers of Polish language from the some school. They are at forties like a statistic teacher and work in secondary school. I look for some marks of general pedagogy (scientific pedagogy of socialism, humanistic pedagogy, emancipation pedagogy). I observe how the teachers’ knowledge organizes their work when talking about the way of students’ assessment. The teachers knowledge have a complex structure acting like emergence network. It means that the teachers knowledge acts unpredictable and it’s still on the verge of chaos. It’s quantitative change sometimes but not always makes the qualitative change. It explains why teachers don’t assess students the same way. Ala. Who I called the King-Mother, has the classroom pedagogy of assessment according paradigms scientific pedagogy of socialism and humanistic pedagogy. Gabi, who I called The Partner in Play, has the classroom pedagogy of assessment with humanistic marks and emancipation pedagogy as well. The Ala’s assessment changes only a little but the Gabi’s evolves absorbing new ideas.