@misc{Sokol_Mariana_The_2025,
 author={Sokol, Mariana},
 address={Kielce},
 howpublished={online},
 contents={ARTYKUŁY I ROZPRAWY MARIOLA WOJCIECHOWSKA, Zachwianie hierarchii wartości w antropocenie i jego przejawy w życiu młodzieży. Aspekty psychologiczne i pedagogiczne . . . . . . . . 11 BOŻENA ZAWADZKA, Ocena związku zachowań zdrowotnych ze zmiennymi socjodemograficznymi i jakością życia osób w wieku senioralnym . . . .. . . . 33 JUSTYNA DOBROŁOWICZ, Dlaczego dzieci nie lubią szkoły . . . . . . . . 49 JOANNA SĄDEL, Uczeń z autyzmem: charakterystyka zaburzenia i metody terapii . . . . . . 61 TADEUSZ SAKOWICZ, Deprawacja (nie)zamierzona a system społeczny – uwarunkowania pedagogiczne . .... 81 BADANIA I KOMUNIKATY MAŁGORZATA WERYSZKO, ANETA SZCZYKUTOWICZ, Rodzina pochodzenia a samowspółczucie i prosperowanie młodych dorosłych kobiet i mężczyznm . . . . . . . . 93 MARIANA SOKOL, Koncepcja dialogu edukacyjnego w procesie kształcenia zawodowego przyszłych nauczycieli. . . . . . 121},
 year={2025},
 publisher={Wydawnictwo Uniwersytetu Jana Kochanowskiego w Kielcach},
 language={angielski},
 abstract={The article outlines the concept of educational dialogue of future teachers. The essence, origin, structure, types and styles of functional communication of future teachers have been revealed. It has been proven that in the conditions of the latest integration challenges, the set of ideas, concepts, and activities of a modern teacher attests the level of functional dialogue as an element of interaction at different levels of communication. The most significant types of functional communication of the future teacher for the educational process has been singled out. Intercultural competence has become increasingly essential for educators in a globalized world. This article presents a comprehensive model for developing intercultural competence in future teachers, focusing on seven key components: knowledge and critical thinking, values, qualities and attitudes, skills, activity, ethical responsibility, and technological proficiency. Each component contributes to fostering effective interaction in multicultural classrooms, enhancing teachers’ abilities to navigate cultural differences and promote inclusivity. This holistic approach ensures that future educators are equipped to support harmonious and tolerant educational environments, addressing the challenges of a culturally diverse world. The model also emphasizes the integration of intercultural skills with modern technological tools, preparing teachers for both inperson and virtual settings. By fostering empathy, adaptability, and ethical awareness, this framework helps educators effectively manage classroom diversity, contributing to professional development and promoting sustainable intercultural relations. Future research should explore how advanced technologies and tailored intercultural programs can further strengthen teachers’ competence and adaptability in real-world multicultural educational settings.},
 title={The concept of educational dialogue in the process of professional training of future teachers},
 type={tekst},
 doi={10.25951/14283},
}