A. Bialek, D. Wiszejko-Wierzbicka

Educational Research Institute (POLAND)
Due to changes in educational system in Poland, Ministry of Education, initiated a nationwide project ‘Individualisation of a Process of Teaching and Education of Primary School First to Third Grade’. It remains as ‘the key element of the education policy’ and sets in the context of the implementation of the new core curriculum for general education.
The project itself, aimed at supporting schools in carrying out an educational process which involves individual work with children in order to support their personal development. The goal of the study was to examine approach to the belief in the stereotype of individualisation among participants, to identify used solutions and problems that school population involved in the project encountered.

Research indicates that the term ‘Individualisation’ as well as approach to the problem, can be understood in terms of stereotype submitting all students or only the ones having special educational needs, to personalised pace of teaching. The study involved randomly selected primary schools from five provinces. In each province, school’s leading body facilitated revision of documents. Individual in-depth interviews with the school principal and the project co-ordinator as well as focus group interviews with trainers delivering classes in the project, teachers and parents, were conducted. In addition, individual in-depth interviews with representatives of local authorities which govern the schools selected, were conducted as well.

In individualisation process, a dynamic interchange between individual learner possibilities and teacher’s role, has always been significant. That is why teachers have always been forced to individualise their classroom teaching. There seems to be little to suggest what teachers should, by some means or other, to apply individualised teaching methods into the classroom. There are many ways and means to do so but any specific prescription has been discovered yet. The individualisation throughout the teaching process has the potential to bring about considerable improvement in quality of learning and educational achievement of students.