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    Wyświetlanie 1-4 z 4
    Tytuł:
    Foreign language trainee teachers’ concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: training induced changes
    Autorzy:
    Nijakowska, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/16464220.pdf
    Data publikacji:
    2022-08-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    special educational needs
    foreign language teacher education
    inclusive teaching practices
    teacher concerns
    teacher preparedness
    kształcenie nauczycieli języków obcych
    włączające praktyki w nauczaniu
    przygotowanie nauczycieli
    obawy nauczycieli
    specjalne potrzeby edukacyjne
    Opis:
    The study was conducted in a group of second year university students – pre-service teachers of English as a foreign language (EFL). The aim of the study was to investigate how the trainee teachers’ participation in a compulsory SEN-dedicated course delivered online impacted their self-reported concerns and preparedness to implement inclusive teaching practices with foreign language (FL) learners with special educational needs (SEN). A semester-long course was designed and conducted as part of emergency remote instruction during the COVID-19 pandemic. Data was collected online via before and after course questionnaires. Principal component analysis of the preparedness and concerns scales led to a two-factor (F1 – self-efficacy beliefs and knowledge and F2 – attitudes) and a single factor solution (concerns) respectively. The pre- (N=113) and post-course (N=86) online survey responses were compared with regard to all the factors. The analysis showed that the participants’ post-course attitudes were more positive than at the beginning of the course, but the difference was not statistically significant. We observed a statistically significant increase in the trainee teachers’ post-course self-efficacy beliefs and knowledge of inclusion and SEN, with a large effect size. This change was paired with a statistically significant increase in their post-course concerns, with medium effect size for the change. A series of one-way MANOVAs showed that the effect of demographic variables (gender, teaching experience other than during practicum, experience with learners with SEN) on all factors across the two datasets was not statistically significant.
    Źródło:
    Neofilolog; 2022, 58/2; 161-178
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Uczniowie z doświadczeniem migracji na lekcjach języka niemieckiego w polskiej szkole podstawowej – perspektywa nauczycieli
    Primary school students with migration backgrounds in the German language classroom – the teachers` perspective
    Autorzy:
    Janicka, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/52566853.pdf
    Data publikacji:
    2024
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    students with migration background
    the concept of Universal Design for Learning
    inclusive teaching
    the teachers` perspective
    uczeń z doświadczeniem migracji
    koncepcja Universal Design for Learning
    nauczanie inkluzyjne
    perspektywa nauczycieli
    Opis:
    In February 2022, the invasion of Ukrainian territories by Russian forces took place, leading to a mass exodus of the Ukrainian population from the war-affected areas. Many individuals who left Ukraine due to the war sought refuge in Poland, and their children began attending Polish schools. Some of these children appeared in Polish classes only temporarily, but as reported by the Ministry of Education and Science in September 2023, 180,000 students from Ukraine began their education in Polish schools. The influx of Ukrainian children into Polish schools posed various challenges, especially for foreign language teachers, as their classes became linguistically and culturally heterogeneous. The aim of the conducted study was to answer the following questions: (1) What kind of challenges do German language teachers face in classes where students from Ukraine are learning? (2) Which teaching techniques do German language teachers consider most effective in linguistically and culturally heterogeneous classes? The article presents the results of the study conducted through interviews using an unstructured dialogical method with four German language teachers teaching elementary school students with migration experience. The research framework was based on the concept of Universal Design for Learning, taking into account the principles of inclusive teaching.
    Źródło:
    Neofilolog; 2024, 62/2; 427-443
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    UCZEŃ ZE SPECJALNYMI POTRZEBAMI EDUKACYJNYMI NA LEKCJI JĘZYKA OBCEGO W SZKOLE PODSTAWOWEJ – ROLA NAUCZYCIELA I ŚRODOWISKA SZKOLNEGO W REALIZACJI KONCEPCJI INKLUZJI
    The student with special educational needs in the primary language classroom – the role of the teacher and school environment in effecting inclusion
    Autorzy:
    Janicka, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/443029.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    special educational needs
    inclusive didactics
    foreign language teaching
    primary schools
    specjalne potrzeby edukacyjne
    dydaktyka inkluzyjna (włączająca)
    nauczanie języków obcych
    szkoły podstawowe
    Opis:
    The article presents the tenets of the inclusion concept and the ways as well as the problems concerned with its implementation. Special attention has been given to primary school-students with special educational needs in the language classroom. In the article results of a research project are presented. The project had two aims. The first was to elicit the level of implementation of the inclusion concept at Polish primary schools using the example of teaching foreign languages. The other aim was to sensitise the students of applied linguistics – future language teachers – to the challenges concerned with teaching languages to children with special educational needs.
    Źródło:
    Neofilolog; 2017, 49/1; 25-39
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Analiza projektów studenckich dotyczących pracy dydaktycznej z uczniami o specjalnych potrzebach edukacyjnych w klasie włączającej i zdigitalizowanym środowisku – odpowiedź na czasy pandemii COVID-19
    An analysis of students’ projects concerning didactic work with learners with Special Educational Needs in a traditional inclusive classroom and in a digital environment – responding to the times of the Covid-19 pandemic
    Autorzy:
    Król-Gierat, Werona
    Rak, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/16464698.pdf
    Data publikacji:
    2022-08-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    Special Educational Needs
    inclusive education
    digital teaching
    student projects
    Covid-19 pandemic
    specjalne potrzeby edukacyjne
    edukacja włączająca
    nauczanie zdigitalizowane
    projekty studenckie
    pandemia COVID-19
    Opis:
    The 2020/21 academic year proved to be unprecedented in many ways for students and lecturers alike. The need to move from traditional education to a virtual classroom during the Covid-19 pandemic became a stimulus to seek new ways to work and expand knowledge. The aim of this paper is to present the outcome of project work completed by university students of a teaching specialization, which included ways of teaching and ICT tools suitable for working with learners with Special Educational Needs (SEN) in a traditional classroom and in a digital environment. With the increase in remote learning, the challenge of meeting the needs of learners with SEN is considerable. Therefore, inclusive classrooms should be designed with remote learning in mind, so that the teachers are ready to substitute or enrich traditional resources with educational technologies. With the right solutions, teachers can innovate and redefine their classrooms, remodelling them into a mix of face-to face and online delivery. However, different categories of SEN require different solutions. The analysis of the projects confirms that when students are involved in problem-solving and focusing on solutions, they learn more about how to contribute to effective learning in a meaningful way.
    Źródło:
    Neofilolog; 2022, 58/2; 227-239
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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