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In recentUniversity years, schoolsTeachers of geography have been working in conditions of permanent uncertainty resulting from numerous critical events that have occurred in the field of education. Teachers have always consulted each other as to possible ways of meeting the challenges they face resulting from systemic, political, and social changes. The widespread access to the media resulted in social mediaSocial media becoming an area for this type of discussion and seeking support. Today, closed online discussion groupsDiscussion group are a place for teachers to exchange experiences, opinions, and solve problems. It can be noticed that groups associating teachers (both general and subject groups) have been operating particularly dynamically for a long time and are constantly developing. Closed discussion groupsDiscussion group are able to gather tens of thousands of teachers from all over Poland who publish hundreds of educational posts a day. Recent critical events that pose a challenge to most teachers have generated problems and reasons for uncertainty. The aim of the proposed chapter is to analyze the content of entries in the “Teachers of GeographyTeachers of geography” social groupFacebook (Facebook) in order to recognize the key problems that teachers of GeographyTeachers of geography have faced and continue to face nowadays as a result of critical events. The chapter will carry out both a quantitative and qualitative analysis of the entries. The quantitative analysis has showed that at moments of critical eventsCritical education events such as remote or hybrid learning resulting from COVID-19 pandemic, the war in Ukraine and the widespread appearance of foreign-language children at schools, new ministerial regulations, the number of posts and queries published was much higher than before. In turn, an examination of the content of the entries has showed that the topics of the published posts have been varied and they have mainly involved requests for inspiring teaching materials covering almost every area of teachers’ teaching work (both authored and those found on the Internet), provisions of educational law related to current school challenges, as well as conferences and trainings that have supported them in meeting subsequent teaching and educational challenges.

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Discussion Groups in Social Media as a Tool for Detecting Critical Educational Events: The Example of Polish Teachers of Geography

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  • 发表日期：

    2025年

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  • Kinga Bargieł

摘要

In recentUniversity years, schoolsTeachers of geography have been working in conditions of permanent uncertainty resulting from numerous critical events that have occurred in the field of education. Teachers have always consulted each other as to possible ways of meeting the challenges they face resulting from systemic, political, and social changes. The widespread access to the media resulted in social mediaSocial media becoming an area for this type of discussion and seeking support. Today, closed online discussion groupsDiscussion group are a place for teachers to exchange experiences, opinions, and solve problems. It can be noticed that groups associating teachers (both general and subject groups) have been operating particularly dynamically for a long time and are constantly developing. Closed discussion groupsDiscussion group are able to gather tens of thousands of teachers from all over Poland who publish hundreds of educational posts a day. Recent critical events that pose a challenge to most teachers have generated problems and reasons for uncertainty. The aim of the proposed chapter is to analyze the content of entries in the “Teachers of GeographyTeachers of geography” social groupFacebook (Facebook) in order to recognize the key problems that teachers of GeographyTeachers of geography have faced and continue to face nowadays as a result of critical events. The chapter will carry out both a quantitative and qualitative analysis of the entries. The quantitative analysis has showed that at moments of critical eventsCritical education events such as remote or hybrid learning resulting from COVID-19 pandemic, the war in Ukraine and the widespread appearance of foreign-language children at schools, new ministerial regulations, the number of posts and queries published was much higher than before. In turn, an examination of the content of the entries has showed that the topics of the published posts have been varied and they have mainly involved requests for inspiring teaching materials covering almost every area of teachers’ teaching work (both authored and those found on the Internet), provisions of educational law related to current school challenges, as well as conferences and trainings that have supported them in meeting subsequent teaching and educational challenges.