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    Wyświetlanie 1-3 z 3
    Tytuł:
    ZADANIA I ROLE NAUCZYCIELI JĘZYKÓW OBCYCH W ŚWIETLE POTRZEB EDUKACYJNYCH MŁODZIEŻY GIMNAZJALNEJ
    Tasks and roles of foreign language teachers in the light of educational needs of middle school students
    Autorzy:
    Białek, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/443047.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    role of the teacher
    communicative approach
    role i zadania nauczyciela
    podejście komunikacyjne
    Opis:
    The tasks that the contemporary teachers of foreign languages face as well as the roles that they should assume as leaders of the educational process are of complex nature. This complexity is a result of numerous social changes and transformational processes. In response to these changes, educators’ roles keep being redefined so that the tasks that the teachers take up could be as effective as possible in the given time and space. These modified roles of teachers are the subject of this article. In the theoretical part, the results of the analysis of the literature on foreign language teaching are presented, with the focus on teacher roles and tasks. The analysis indicates the main development tendencies in foreign language teaching after the breakthrough caused by the communicative approach. The empirical part presents the outcome of research into how contemporary middle school students identify the roles and tasks of the teacher of German. The results of the study may contribute to the scholarly reflection on the role of the teacher in the foreign language teaching process.
    Źródło:
    Neofilolog; 2017, 48/2; 233-252
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Obecność osoby nauczającej w zadaniach zorientowanych na samodzielną pracę uczniów w środowisku wirtualnym
    Teacher’s assistance in tasks oriented towards learners’ autono-mous work in a virtual environment
    Autorzy:
    Górecka, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1037594.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    disourse
    virtual environment
    hybrid teaching
    teacher’s role
    learner autonomy
    dyskurs
    środowisko wirtualne
    hybrydowy model kształcenia
    rola nauczyciela
    samodzielność uczących się
    Opis:
    The present paper is a report on the author’s own teaching experiences and focuses on the creation of learning situations in a virtual environment. The main aim is to define the characteristics of a learning situation in such an environment. More precisely, the paper focuses on: (1) answering the question whether – and to what extent – current studies on the model of hybrid education provide the necessary information useful in developing the professional competence of teachers willing to use ICT tools in their work, and, (2) drawing conclusions about the author’s own teaching experiences, whose aim is to determine what types of actions on the part of the teacher, concerning on the one hand, the task’s scenario and, on the other hand, his or her intervention in a virtual environment, can contribute to learning. The article emphasizes the necessity of perceiving interaction in a virtual environment as a separate communicative situation which requires specific skills both on the part of the teacher and the learner.
    Źródło:
    Neofilolog; 2012, 38/2; 223-242
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ewaluacja roli społecznej nauczycieli języka niemieckiego w kontekście zaburzenia stabilizacji zawodowej
    Evaluation of the social role of German teachers in the context of disturbance of professional stability
    Autorzy:
    Papierz-Łapsa, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/442994.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    teacher identity
    a second foreign language
    the social role of
    a teacher
    professional stability
    tożsamość zawodowa nauczycieli nauczanie języka obcego
    drugiego
    rola społeczna nauczyciela stabilizacja zawodowa nauczycieli
    Opis:
    In an era of dynamically changing socio-economics and technological progress, many aspects of school education are being transformed. Teachers are required to be professional in the form of a demand for increasingly higher professional qualifications and competences, but are also required to fulfil specific social roles. These new determinants of the functioning of education create difficulties in the construction of the teacher's identity because the changes which are being introduced disturb professional stability and cause fears about the future. The challenge is to try to answer universal questions about the professional identity of the teacher, the ability to combine an exceptional sense of service, vocation and mission. This situation affects teachers of German and other foreign languages (FL). The aim of this paper is to show how teachers of German as a FL perceive the changing school and how they assess the educational process that they co-create. Through biographical interviews, analyzed within the framework of Rubacha’s social role model (2000), an attempt is made to answer the question of how the social role of German teachers is changing as a result of the educational reform initiated in 2017 and what dilemmas are being caused by the changing role of the teacher. Statements from participants of the study will be presented that illustrate the disorder of stabilization of the profession, which results in a critical attitude to the changing situation in school, a disturbed attitude to the world, culture and other people. Impairment of the professional stabilization of German teachers is viewed in the context of the concept of their social role.
    Źródło:
    Neofilolog; 2019, 53/2; 227-247
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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