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    Wyświetlanie 1-9 z 9
    Tytuł:
    Interdyscyplinarna specyfika kształcenia nauczycieli języ-ków obcych (ze szczególnym uwzględnieniem pedeutologii i glottodydaktyki)
    The interdisciplinary nature of foreign language teacher education (with particular emphasis on the pedeutology and glottodidactics)
    Autorzy:
    Peć, Beata
    Powiązania:
    https://bibliotekanauki.pl/articles/442832.pdf
    Data publikacji:
    2020-09-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    foreign language teacher education
    glottodidactics
    pedeutology
    interdisciplinarity
    kształcenie nauczycieli języków obcych
    glottodydaktyka
    pedeutologia
    interdyscyplinarność
    Opis:
    The purpose of this paper is to present the interdisciplinary nature of foreign language teacher education both from a theoretical and empirical perspective – including findings from a research study which was conducted at the Institute of German Studies at the University of Warsaw. The article shows the diversity of approaches to teacher education and defines glottodidactics as the basic disciplines of foreign language teacher education, exposing the influence of these disciplines on each other. The article presents a sample interdisciplinary teacher training program and, based on the results of the au-thor’s own research, the opinions of students on this subject.
    Źródło:
    Neofilolog; 2020, 55/1; 27-49
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    STUDIA FILOLOGICZNE, PRZYGOTOWANIE DO ZAWODU NAUCZYCIELA A WYZWANIA CODZIENNOŚCI
    Foreign language programs, teacher preparation and everyday challenges
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/1036640.pdf
    Data publikacji:
    2019-03-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    foreign language teacher education
    teacher knowledge base
    language policy
    standards for teacher education
    kształcenie nauczycieli języków obcych
    wiedza nauczyciela
    polityka językowa
    standardy kształcenia nauczycieli
    Opis:
    Becoming a foreign language teacher involves meeting a range of requirements which have mainly been specified in the Decree of the Minister for Science and Higher Education issued on January 17th, 2012, concerning the standards that have to be complied with in teacher education. Education of this kind is still most frequently offered in the course of BA or MA programs in foreign languages, with the crucial caveat that, primarily as a result of decreasing demand for foreign language teachers, this component has been eliminated in many institutions of higher education or students are required to pay for an additional module providing such training. It is assumed that on completion of a BA or MA program as well as obtaining credits for the required courses focusing on pedagogy, a student will have the requisite qualifications to teach a particular foreign language at appropriate educational levels. This implies that, by this time, he or she should have acquired the necessary knowledge, skills and competences, both in the foreign language and in psychological and pedagogical issues, which can ensure effective teaching and learning. The paper aims to subject such assumptions to critical scrutiny, demonstrate that they blatantly fail to take into account the real situation in Polish education, as well as offer some tentative proposals that could enhance the quality of foreign language teacher training in our country.
    Źródło:
    Neofilolog; 2015, 44/2; 155-169
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ROLA NAUCZYCIELA – MITY I SLOGANY A RZECZYWISTOŚĆ
    The Role of the Language Teacher – Myths and Reality
    Autorzy:
    Komorowska, Hanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1036604.pdf
    Data publikacji:
    2019-03-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    foreign language teaching
    foreign language teacher education
    language policy
    nauczanie języków obcych
    kształcenie nauczycieli języków obcych
    polityka językowa
    Opis:
    The article presents an overview of the situation in language teaching and teacher education in Poland. An attempt has been made to evaluate the developments of the last 25 years in the Polish educational landscape in the field of language teaching, protection and promotion of minority and regional languages, pre- and in-service teacher education.Special attention has been given to expectations vis-à-vis the teaching profession in Poland and abroad, challenges arising in teacher training institutions, difficulties teachers encounter in their everyday functioning as well as their training needs. Controversial issues arising from inconclusive research results have also been identified. In the final part of the text ideas are provided for quantitative and qualitative research and its role in pre- and in-service teacher education.
    Źródło:
    Neofilolog; 2015, 45/2; 143-155
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Świadomość własnego procesu uczenia się języków obcych przyczynkiem do innowacyjnych działań dydaktycznych. W stronę dydaktyki wielojęzyczności w początkowym kształceniu nauczycieli
    Self-awareness of foreign language learning process as a precondition for innovative teaching. Towards multilingual didactics in the initial teachers’ training
    Autorzy:
    Kucharczyk, Radosław
    Szymankiewicz, Krystyna
    Powiązania:
    https://bibliotekanauki.pl/articles/442891.pdf
    Data publikacji:
    2018-12-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    multilingual didactics, initial foreign language teacher education, self-awareness, innovation
    dydaktyka wielojęzyczności, wstępne kształcenie nauczycieli języka obcego, samoświadomość, innowacja
    Opis:
    The aim of this article is to reflect on the initial training of teachers in line with the assumptions of multilingual didactics. A definition of plu-rilingual competence is given at the beginning of this article. We then discuss briefly about the main assumptions of plurilingual teaching. The next part of the article deals with the philosophy of educating future foreign language teachers in philological studies, which should be largely based on reflection. The article concludes with the analysis of data obtained from students participating in teacher education classes. The aim of the study was to diagnose whether the self-awareness of potential subjects, as given to them by the multilingual competence, could contribute to innovative teaching.
    Źródło:
    Neofilolog; 2018, 51/1; 89-108
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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:
    EAP AND ACADEMIC DISCOURSE: MEDIATING ELABORATED CODE IN A CLIL TYPE TEACHER EDUCATION
    Autorzy:
    Lankiewicz, Hadrian
    Powiązania:
    https://bibliotekanauki.pl/articles/1036858.pdf
    Data publikacji:
    2020-02-17
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    EAP
    ESP
    academic language
    CLIL
    ecological approach
    languaging
    teacher education
    język akademicki
    podejście ekologiczne
    edukacja nauczycieli
    język specjalistyczny
    Opis:
    The aim of this paper is to relate the concept of ESP to the idea of Content and Language Integrated Learning (CLIL) to work out a platform for the conceptualization of academic language as a context-reduced means of communication (Bernstein, 1971; 1999). Subsequently, the concept of talk-types (Moate, 2011) will be presented as a way of counteracting language de-contextualization and engendering restructuring of knowledge and the language itself. Theoretical considerations will be supported with the presentation of research on classroom interaction. It is aimed at highlighting how expert language is mediated in content learning with types of classroom talk and how the process of languaging (Swain, 2006a) facilitates both “taming” (Lankiewicz, 2013b) of the elaborated code and acquisition of expert knowledge.
    Źródło:
    Neofilolog; 2013, 41/2; 169-185
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Origins of modern language teacher education: The influence of related disciplines on the educational breakthrough of the 1990s. Bridging past and future
    Autorzy:
    Komorowska, Hanna
    Powiązania:
    https://bibliotekanauki.pl/articles/16467682.pdf
    Data publikacji:
    2022-04-27
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language teaching
    teacher education
    educational change
    training programmes
    related disciplines
    nauka języka
    reforma edukacji
    kształcenie nauczycieli języków
    dyscypliny pokrewne
    Opis:
    The article aims at identifying the roots of the dramatic changes which took place in the philosophy, curricula and methods of pre- and in-service teacher education in the early 1990s. Integration of teacher training programmes with university education, balanced introduction of theory and field experience, skills- and competence-based professional development of language teachers based on the concept of the reflective practitioner, trainee-centred teaching methodology, i.e. innovative solutions marking the breakthrough in language teacher education of the last decade of the 20th century were the result of advancements in the educational sciences, sociology, anthropology, psychology and philosophy. The main directions of influence exerted by each of these disciplines on teacher training programmes in the United States, Great Britain and countries of Central and Eastern Europe are discussed with special emphasis on developments which shape the language policy of the main European institutions at present and which are likely to continue exerting an impact in the near future.
    Źródło:
    Neofilolog; 2022, 58/1; 9-25
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LANGUAGES AND THE SELF
    Autorzy:
    Komorowska, Hanna
    Powiązania:
    https://bibliotekanauki.pl/articles/443017.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    the Self
    identity
    group identity
    ethnicity
    language
    linguis-tic decisions
    language learning
    teacher education
    Ja
    tożsamość
    tożsamość grupowa
    etniczność
    język
    decyzje językowe
    uczenie się języka
    kształcenie nauczycieli
    Opis:
    The article looks into the meaning of concepts of L2 Self, L2 Ideal self and L2 Motivational Self Systems from the point of view of their useful-ness for SLA/FLT research. Psychological and sociological terminology related to the Self, Identity, Storied Self, Social Identity and Ethnicity is then discussed as well as various types of the Self useful in the analysis of attitudes to first, second and foreign languages. Examples of linguistic decisions are offered that lead to language maintenance, language loss or changes of the dominant language. Linguistic behaviour is traced back to possible ways of presenting the Self as well as to different approaches to ethnicity, integration and assimilation. Conclusions and implications for classroom language learning and teacher education are also presented.
    Źródło:
    Neofilolog; 2019, 52/1; 15-28
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    KOMPETENCJA RÓŻNOJĘZYCZNA W POCZĄTKOWYM KSZTAŁCENIU NAUCZYCIELI
    Plurilingual competence in pre-service teacher training
    Autorzy:
    Szymankiewicz, Krystyna
    Kucharczyk, Radosław
    Powiązania:
    https://bibliotekanauki.pl/articles/1036609.pdf
    Data publikacji:
    2019-03-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    plurilingual competence
    pre-service teacher education
    second foreign language (L3)
    knowledge
    practical skills
    beliefs
    kompetencja różnojęzyczna
    początkowe kształcenie nauczycieli
    drugi język obcy
    wiedza
    umiejętności
    przekonania
    Opis:
    Modern language policy in Europe has put forward the concept of multilingualism, and with this plurilingual competence. The definitions of both phenomena can be found in numerous documents of the Council of Europe, especially in the Common European Framework of Reference for Languages.The authors of this document describe multilingual communication in some detail, where the native speaker user is beyond the scale. A lot of attention is currently being given to issues of multilingualism in education, with numerous articles, suggestions for teaching activities and tools to develop related skills.This article raises the question of the preparation of future teachers of languages which will be taught as the second foreign language (L3) and how plurilingual competence can be developed in the classroom. The study, conducted among students of Romance languages answers the following questions.Are students, who are future L3 language teachers, adequately prepared to develop plurilingual competence in their students? Do they have the appropriate knowledge and practical skills to do this? What are their beliefs regarding the role of different languages when teaching the L3 target language?
    Źródło:
    Neofilolog; 2015, 45/1; 73-86
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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