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Tytuł:
Portfolio jako narzędzie kształcenia refleksyjności przyszłych nauczycieli języków obcych
Teacher porfolio as a tool in training teacher-trainees’ reflective skills
Autorzy:
Witkowska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/443033.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
reflective practitioner, reflection in teaching, teacher education, teacher training, reflection techniques, metareflection, teacher port-folio
Opis:
Being a reflective teacher is a highly appreciated quality of a good teacher. Reflection is considered to be essential in the job of teaching since it prompts to modify and improve the process of teaching and learning. As experts suggest reflective skills can be practiced and developed due to various teacher education models, programs and techniques. One of the techniques is a teacher portfolio that can consist of many tasks provoking teachers and teacher-trainees to reflect on their teaching. This article presents some research on the content of English teacher-trainees’ reflection and their metareflection. The research outcome provides some knowledge of what they reflect upon, if they do at all, and whether they perceive reflection as valuable in the process of learning teaching.
Źródło:
Neofilolog; 2018, 51/1; 75-88
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
REFLEKSJA W ZAWODZIE NAUCZYCIELA – ZAŁOŻENIA A REALNE MOŻLIWOŚCI REALIZACJI
Reflection in the teaching profession – foundations and real possibilities for implementation
Autorzy:
Zawadzka-Bartnik, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/1036695.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
category of reflection in education
paradoxes
idea of reflection
implementation
teacher training
kategoria refleksji w edukacji
paradoksy idea refleksyjności
realizacja
kształcenie nauczycieli
Opis:
The category of reflection has a long tradition in education. The aim of this article is to focus on the reasons for the difficulties of putting this construct into practice and on educational consequences of this, as well on some paradoxes in education today. Among the main reasons for the difficulties are discussed: the interpretation of reflection, the disregard for the specifics of the profession of the FL teacher in curriculum standards and administrative regulations and the negative influence of market-oriented ideology on education and teacher training. The lack of comprehension of, and/or the misinterpretation of the idea of reflection have negative consequences for education and teacher training. The article concludes with some suggestions for the teacher and pupil education, including a broadly understood idea of reflection.
Źródło:
Neofilolog; 2014, 43/1; 7-23
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ROLA REFLEKSJI W NAUCZANIU DOROSŁYCH SŁUCHACZY KOMERCYJNYCH KURSÓW JĘZYKOWYCH
The role of reflection in teaching adult students on commercial language courses
Autorzy:
Pudo, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1036840.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
reflection
reflexivity
language teaching
adult learners
efleksja
refleksyjność
glottodydaktyka
dorośli uczniowie
Opis:
This article examines various levels of reflection in language learning and teaching, such as reflecting on one’s own foreign language production, on the language system in general, on one’s learning habits and, in the case of the teacher, on the teaching process. The author hypothesizes that all of these are bound to change some of their characteristics depending on features such as age of the learner and learning context. The article examines reflection in adult students of commercial language courses, trying to point out that all the levels of reflection mentioned are supposed to increase in this group. Age is proved to increase language-focused reflectivity in the subjects, whereas the specific learning context might, for reasons of strong personal motivation, be an asset in encouraging learner reflections on their own learning strategies. These conclusions are nonetheless to be treated with caution, for some specific inhibitors to reflection might appear in this group as well, and further research is needed to confirm this possibility.
Źródło:
Neofilolog; 2014, 42/2; 227-239
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wykorzystanie duoetnografii jako innowacyjnego podejścia w rozwijaniu refleksji przyszłych nauczycieli języka obcego
Using duoethnography as an innovative approach in developing pre-service language teachers’ reflective skills
Autorzy:
Werbińska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/442923.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
duoethnograph; reflection development; preservice language teachers
duoetnografia; rozwijanie refleksji; przyszły nauczyciel języka obcego
Opis:
Duo-ethnography is a research methodology, through which people of difference reconceptualise their histories of a particular phenomenon in juxtaposition with one another. Although initiated by researchers, duo-ethnographies can also be used as an innovative pedagogic tool that develops deep reflection in teacher candidates. After discussing the efficacy of duo-ethnography, a one-semester-long duo-ethnographic study is described, which was conducted by the author with six preservice English teachers. In the study, the participants worked in pairs (duo) and reflected on their own understandings of language teaching and learning (stage one), themselves as learners and future language teachers on the basis of the data from stage one (stage two), their conversational partners as learners and teachers on the basis of the data from stage one (stage three) and, finally, on the value of the duo-ethnographic project in language teacher preparation courses from their own perspective (stage four). The presentation ends with the author’s remarks about the project as a learning tool that undoubtedly encourages students to reflect but, on the other hand, has limitations that have to be acknowledged if duo-ethnography is employed as a pedagogic instrument in the classroom context.
Źródło:
Neofilolog; 2018, 51/1; 59-73
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
AKTYWNOŚCI STYMULUJĄCE REFLEKSJĘ W NAUCZANIU JĘZYKA PISANEGO W WIRTUALNEJ KLASIE
Activities stimulating reflection in teaching writing in a virtual learning environment
Autorzy:
Mokwa-Tarnowska, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/1036843.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
VLE
reflection
constructivism
FLT
writing skill
refleksja
konstruktywizm
nauczanie języków obcych
język pisany
Opis:
The paper aims to show how to engage students attending an online language course in various activities which by stimulating reflection enhance the learning process and result in better learning outcomes. By blending cognitivist, constructivist, constructionist and behavioural ideas, course developers and tutors can produce materials and use methods which satisfy the varied needs of adults who want to improve their writing skills. Such a blend leads to a unique design, which can be achieved by tools available in a virtual learning environment. Course participants will be more adequately prepared for writing genuine texts in the future through use of such activities as working with authentic resources integrated with different tasks and assignments to stimulate reflection; studying under the supervision and guidance of the tutor; participating in collaborative projects to promote learner autonomy; developing new knowledge through meaning-making discussions; doing peer review as well as summative, formative assessment, and self-assessment. Experience of these ways of working will help the participants to eventually become self-regulated, lifelong learners.
Źródło:
Neofilolog; 2014, 42/2; 201-214
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
REFLECTION BUILT ON LANGUAGING AS AN ALTERNATIVE TO FEEDBACK: DEVELOPING PROCEDURAL LANGUAGE AWARENESS OF THE CONSTRUCTIONIST NATURE OF KNOWLEDGE AND LANGUAGE AMONG PROSPECTIVE L2 LANGUAGE TEACHERS
Autorzy:
Lankiewicz, Hadrian
Powiązania:
https://bibliotekanauki.pl/articles/1036692.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
languaging
reflection
microgenesis
teacher education
constructionism
teacher awareness
refleksja
mikrogeneza
edukacja nauczyciela
konstrukjonizm
świadomość nauczyciela
Opis:
While teacher feedback has got a long established tradition in pedagogic or educational discourse as a form of reflection, it has to be noticed by students to result in raised awareness. Apprehension of teacher feedback depends on its various characteristics such as salience, length, complexity or linguistic features (Swain, 2006a). Thereby its value may be too much engrained in the positivist paradigm of knowledge and language. Sociocultural approaches to learning, resting firmly on constructivist theories of knowledge and interactive theories of language, underscore the centrality of the learner. The agency of the learner places reflection in the form of talks (Moate, 2011) or languaging (Swan, 2006a). The aim of this paper is to present a microgenetic analysis of languaging on the concept of “noticing” (Schmidt, 1990) in teacher training during a methodology class. The working hypothesis is the claim that reflection, in the form of substantiated thinking, presents a potential for developing procedural dimension of teacher language awareness.
Źródło:
Neofilolog; 2014, 43/1; 67-80
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Praca w grupach jako forma realizacji celów komunikacyjnych i refleksji nad językiem
Teamwork as a form of achieving communicative goals and reflection on language
Autorzy:
Janowska, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/1037545.pdf
Data publikacji:
2012-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Teamwork
task-based teaching
reflection on language
praca w grupach
podejście zadaniowe
refleksja nad językiem
Opis:
Language learning in cooperation is a social and sociocultural dimension of action-based approach. By means of language education the school prepares students to undertake social activities and to cooperate with native language speakers. Therefore, teamwork teaching and learning, team pursuance of mutual goals with the use of foreign language has become one of the priorities of action-based didactics. We usually talk about positive aspects of teamwork in the context of communication teaching. Team cooperation is less frequently perceived as a form of pursuing another goal of language education, i.e. linguistic competence development. Apart from pursuing communicative goals work in small groups lets the learners get involved in explicit work with language structures, observe and discover language rules, test formed hypotheses in texts they create and master their competencies by reflecting on the language. The purpose of the paper is to present organisational forms of classes applied most frequently in foreign language teaching and learning actionbased process.
Źródło:
Neofilolog; 2012, 39/2; 117-130
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ZNACZENIE PRAKTYK W ROZWIJANIU KOMPETENCJI NAUCZYCIELSKIEJ – PERSPEKTYWA PRAKTYKANTA I MENTORA
The role of the practicum in the development of teacher competence – perspectives of prospective teachers and mentors
Autorzy:
Siek-Piskozub, Teresa
Jankowska, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/1036634.pdf
Data publikacji:
2019-03-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
practicum
FL teacher education
teacher competence
teacher reflection
praktyka
kształcenie nauczycieli języka obcego
kompetencja nauczyciela
refleksja nauczyciela
Opis:
Teaching practice is an important stage in prospective foreign language teacher development. It is an opportunity for reflection on the teaching process as well as for (self) evaluation of one’s teaching competence. Trainees approaching their practicum should be prepared by their educational institutions for the challenges they may face in a real school context. In the article we report on two studies undertaken to obtain an insight into the practicum from the trainee perspective and from the school-based mentor perspective in the hope of identifying areas which require improvement. Descriptions of the design of the two studies and the analyses of their results are preceded by a discussion of the importance of reflection on foreign language teacher competence and the place of practicum in the development of competence.
Źródło:
Neofilolog; 2015, 44/2; 209-220
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PODEJŚCIE STUDENTÓW FILOLOGII ANGIELSKIEJ DO REFLEKSJI W NAUCE WYMOWY
Attitudes of English philology students towards reflection in pronunciation learning
Autorzy:
Baran-Łucarz, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/1036710.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
reflection
pronunciation learning
students’ attitudes
retrospection
diary
survey
refleksja
uczenie się wymowy
podejście studentów
retrospekcja
dzienniczek
ankieta
Opis:
This paper aims to report attitudes of extramural students of the Department of English Studies, University of Wrocław, towards reflection which was introduced into a course of phonetics and into individual practice of pronunciation at home. The article opens with a brief presentation of the concept of reflection, a discussion of its importance in teaching foreign languages (FLs) and an overview of studies on the use of reflection in FL pronunciation teaching. The research design and the techniques used to develop reflection in the students in this study are then described. From the perspective of many learners involved in this research introducing reflection into pronunciation learning had several positive effects: it helped learners set goals and made them aware of effective learning strategies. It also aided them in self-evaluation, in understanding the emotions accompanying the learning of FL pronunciation, and in finding ways of dealing with these. However, it was found that many students were reluctant to have reflection introduced into the learning process. This was mainly due to lack of time and to students’ belief that reflection does not bring any positive results. Finally, the author suggests that the ability to reflect on one’s learning is difficult and dependent on individual predisposition, and that it requires special training.
Źródło:
Neofilolog; 2014, 42/1; 9-23
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
KSZTAŁTOWANIE POSTAWY OTWARTOŚCI INTERKULTUROWEJ NAUCZYCIELI JĘZYKÓW OBCYCH W ŚWIETLE ZALECEŃ UNII EUROPEJSKIEJ I NA PRZYKŁADZIE ASYSTENTURY COMENIUSA
The development of intercultural competences of foreign language teachers in the context of the European Union recommendations – the case of Comenius Assistantships
Autorzy:
Grabowska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1036952.pdf
Data publikacji:
2019-10-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
personal theories
pre-service language teachers
reflection-on-action
teorie osobiste
przyszli nauczyciele języka obcego
refleksja-nad-działaniem
Opis:
Learning a foreign language is not only limited to the development of linguistic competences. Learning a language also means learning about the culture and life of another country, which very often may be a future destination for educational or professional purposes for foreign language learners. Teaching intercultural competences within foreign language education is a subject of academic research. Official documents of the European Union, which affect the national language education strategies, also confirm the importance developing intercultural competence. Experts agree that foreign language teachers play a crucial role in building intercultural awareness of their pupils. Thus, in order to act as intercultural mediators they should acquire intercultural skills and competences themselves. This article analyses the development of future foreign language teachers’ intercultural competences as a consequence of their participation in Comenius Assistantship, a component of the Lifelong Learning Programme.
Źródło:
Neofilolog; 2013, 40/2; 265-277
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DISMANTLING INTERCULTURAL COMPETENCE – A PROPOSAL FOR INTERPRETING THE CONCEPT OF CRITICAL CULTURAL AWARENESS IN AN L2 TEACHING CONTEXT
Autorzy:
Cierpisz, Agata
Powiązania:
https://bibliotekanauki.pl/articles/443056.pdf
Data publikacji:
2019-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
intercultural competence
critical cultural awareness
critical reflection
reflective tasks
kompetencja interkulturowa
krytyczna świadomość kulturowa
krytyczna refleksja
zadania pobudzające refleksję
Opis:
The marginal role of intercultural competences in L2 teaching in the Polish context has recently been observed (e.g., Sobkowiak, 2015, Róg, 2016). Too general and often confusing definitions of the fundamental concepts underlying intercultural competence might be one of the rea-sons why L2 teachers reluctantly approach the idea of implementing the intercultural component into their teaching repertoires. The paper aims at discussing the importance of raising students’ critical cultural aware-ness, a central component of Byram’s (1997) model of intercultural com-petence, interpreting and extending its definition using 16 indicators or-ganised into five categories: cultural identity, decentring, reflectiveness and meta-awareness, cultural understanding, and attitudes. The paper ends with three examples of reflective tasks, based on the indicators pre-sented, which can be easily incorporated into L2 teachers’ lesson plans.
Źródło:
Neofilolog; 2019, 52/2; 227-243
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ENHANCING LEARNERS’ REFLECTIONS IN THE PROCESS OF LEARNING ELF PRONUNCIATION THROUGH TECHNOLOGY-BASED SELF-STUDY
Autorzy:
Wach, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/1036699.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
reflection
pronunciation
self-study
technology-based resources
learning diary
refleksja
wymowa
samodzielne uczenie się
techno-logia
dziennik uczenia się
Opis:
This article reports the findings of a qualitative study aimed at investigating how the use of technology-based resources in out-of-class self-study by learners of English affects their level of reflectivity during the process of learning pronunciation. Using as a research tool learners’ diaries submitted on Moodle, the study also explores the value of such diaries in promoting reflection in learners. The findings largely confirmed the considerable role played by technology-based self-study and diary writing in enhancing reflection on learning pronunciation in the participants. These reflections concerned their growing phonological awareness, the use of materials appropriate for pronunciation practice, pronunciation learning strategies, and the affective side of learning. The didactic implications include the need to employ a wide range of technology-based resources for self-study and to encourage learners to keep reflective diaries as part of their pronunciation instruction.
Źródło:
Neofilolog; 2014, 42/1; 111-127
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
BADANIA BIOGRAFICZNE JAKO ŹRÓDŁO REFLEKSJI NAD PROCESAMI NAUCZANIA/UCZENIA SIĘ JĘZYKÓW OBCYCH
Biographical studies as a source of reflection on the process of foreign teaching and learning
Autorzy:
Jaroszewska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1036705.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
biographical studies
reflection
foreign language learning and teaching
glottodidactics
badania biograficzne
refleksja
nauczanie i uczenie się języka obcego
glottodydaktyka
Opis:
If reflection is the necessary condition for successful development of all participants of the process of foreign language teaching and learning, as well as for the evolution of the scientific discipline, as we may now call glottodidactics, it is worth looking for all possible examples of it. In the light of this, the author of this article develops the thesis that appropriately designed studies based on biographies may provide rich and useful material for reflection on foreign language learning and teaching. The author also attempts to explain why biographical research is so rarely used in Polish glottodidactic studies and if this state of affairs could be changed.
Źródło:
Neofilolog; 2014, 42/1; 51-61
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing reflective practice as part of teacher training with the use of critical incidents
Autorzy:
Kossakowska-Pisarek, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/442998.pdf
Data publikacji:
2020-09-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
critical incident
reflective practice
teacher education
teacher development
critical reflection
zdarzenie krytyczne
refleksyjna praktyka
kształcenie nauczycieli
rozwój nauczycieli
refleksja krytyczna
Opis:
Preparing thoughtful reflective practitioners has become a common concept in the teacher education literature. Prior educational experiences offer excellent opportunity for students to reflect on authentic teaching examples and provide constructive ways to engage in reflective practice. This study examines critical incidents as a tool for developing reflective thinking skills among teacher trainees (N=11). The research on use of critical incidents for training comprised a questionnaire and group discussions. The instrument used for analyzing critical incidents included personal details, factual information and openended questions concerning reasons for and consequences of the incident, associated emotions, reflections connected with it, lessons from this incident and its implications for the future. Overall, although some crucial issues arose, the technique proved useful for training, and was assessed as positive and valuable by the teacher trainees. Some pedagogical implications were formulated regarding problems with understanding the notion of critical incident, previous training of the teacher trainees and the need for a supportive environment.
Źródło:
Neofilolog; 2020, 55/1; 93-106
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
BETWEEN DIDACTICS, THE MENTOR AND THE PUPILS: TRAINEE REFLECTIONS CONCERNING THEIR TEACHING PRACTICES
Autorzy:
Blaszk, Martin
Powiązania:
https://bibliotekanauki.pl/articles/1036617.pdf
Data publikacji:
2019-03-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
praktyka nauczycielska
refleksja dialogowa
ważni inni
badania jakościowe
badania pilotażowe
teaching practices
dialogical reflection
significant others
qualitative research
pilot study
Opis:
Reflection in teacher development is important as it can help both experienced and novice teachers to better understand the processes they are involved in. It can also be used to aid evaluation processes. This paper presents a small scale study that involved undergraduate English philology students from Gdańsk University who were studying for the teacher specialisation. One of its purposes was to trial a strategy for feedback that could be used to mediate an already existing model of assessment for students’ taught lessons, which previous to the study used only a prescribed set of assessment criteria. Another purpose was to promote a reflective turn in both the student-teacher and academic mentor (myself), which would then inform the discussions that took place after each observed lesson. In addition to this, I was interested to find out if this strategy would generate a suitable quality and quantity of information, so that it might be used for further research. Overall, the strategy proved a useful aid to reflection in relation to the students’ teaching practices. As a research tool, it also generated usable data.
Źródło:
Neofilolog; 2015, 45/1; 9-25
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
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