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Tytuł:
Double responsibility of foreign language teachers: Primary student-teachers’ perceptions of linguistic and cultural content
Autorzy:
Sanchez-Sanchez, Gabriel
Krawiec, Marek
Ibañez-Lopez, Francisco Javier
Powiązania:
https://bibliotekanauki.pl/articles/911830.pdf
Data publikacji:
2020-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
double responsibility; communication skills; (inter-)cultural education; foreign language instruction; student-teacher; teaching and training
Opis:
Scholars all over the world have been arguing for foreign language instruction which combines linguistic and cultural content. Eliminating the cultural side results in a deficient process. This study explored prospective teachers’ perceptions of both constituents, since they will ultimately be responsible for their implementation in the foreign language classroom. To this end, 137 students from three European universities were chosen and asked to fill out an online questionnaire with Likert scale items. Data was collected and interpreted using the free statistics software package R (R Core Team, 2019). The findings confirmed that the relevance of linguistic / cultural issues was unanimously acknowledged (98,5%), speaking was appointed as the most desired target skill (97,1%), interpersonal relations (88,3%) as the most important aspect of socio-cultural knowledge, and lessons with native speakers (94,2%) as the most relevant classroom resource
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 1; 137-159
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Everybody wants ‘good teachers’ – but they are hard to define A common narrative of model educators: from fictional teachers through exceptional educators to current educators’ professional perceptions
Autorzy:
Bar Gosen, Noah
Powiązania:
https://bibliotekanauki.pl/articles/937884.pdf
Data publikacji:
2018-09-09
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
good teacher
Student perception
teacher-student relationship
Opis:
Throughout the years. researchers searched for the definition of a good teacher. This article offers to learn from model educators, fictional and historical, how to define values, perception and practices which characterize good teachers. Four fictional teachers were chosen based on two characteristics: First, author’s descriptions that underline their good qualities as a person and as a teacher. Second, remarks from their  students’ and/or students’ parents or guardians, stating their acknowledgment of the teachers’ special qualities. and their gratitude for the learning experience they shared. A qualitative narrative analysis of these teachers – ‘Jane Eyre’, ‘Ann of Green Gables’ and his sequel ‘Anne from Avonlea”, ‘Up the down Staircase’ and ‘Goodbye Mr. Chips’ – defined five major characteristics which represent the exceptional teacher: holistic perception of the student, identifying and addressing students’ unique needs, emphasis on student-teacher relationship, creative teaching, a sense of mission and an inspiring personality. Examining the work of exceptional educators such as Ann Sullivan (Helen Keler’s tutor). Janusz Korczak, and Haime Escelante, reveals common themes which corresponds with fictional model teachers characteristics. Qualitative interviews with 14 Israeli rural high school teachers (7 homeroom educators and 7 subject teachers) emphasized similar characteristics of their role perceptions and practices. The key to higher achievements, educational and academic alike, lies in the hands of the teachers. If these traits characterize the ‘good teacher’ we should consider merging then into teachers’ preparatory and in-work professional training, as well as teachers’ evaluation processes. Let us learn from good examples how to become ‘good teachers’. 
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2017, 18; 181-196
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Does the School Last Immutably or Unchanged? Egalitarianism and Elitism in the Approach to Education in the Era of Globalisation, Technopolisation, Instant Culture
Czy szkoła trwa niezmiennie, czy niezmieniona? Egalitaryzm i elitaryzm w podejściu do edukacji w dobie: globalizacji, technopolizacji, kultury instant
Autorzy:
Przybyła, Mariusz
Powiązania:
https://bibliotekanauki.pl/articles/920169.pdf
Data publikacji:
2018-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
education
globalization
technology
IT
instant culture
student and teacher
b-learning
Opis:
Globalisation and new media have completely changed the living environment of modern humanity. Technologies have entered almost all spheres of human existence. Education also could not (should not) remain unchanged. The presence of electronic media in the educational process forces a thinking pedagogue to ask questions, including the following: Who are the digital natives and the digital immigrants? Is the contemporary school on the verge of a chance that it has not had so far? Is this an opportunity to enrich and develop human cognitive function, using the available technical means, by deliberately influencing the course of a number of human life processes, including our development?
Źródło:
Studia Edukacyjne; 2018, 51; 165-182
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Communication at School – a Threat or an Opportunity for Students’ Communicative Competencies? Searching for Answers
Autorzy:
Kuszak, Kinga
Powiązania:
https://bibliotekanauki.pl/articles/644855.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
school-aged child
teacher-student communication
communication at school
Opis:
The article tackles the issue of communication in school environment. The first part discusses communication as a dialogue between its participants, who shape its course together, taking turns and forming adjacency pairs. The author moves on to focus on the distinctive features of teacher-student communication. She lists and analyses its following traits: lack of students’ opportunity to contribute to the creation of the dialogue, a high level of formality, asymmetry of rights and privileges available to the participants of the communication process, prevalence of a monologue of meanings over a dialogue and negotiation of meanings. The article concludes with proposals for educational practice.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2016, 10, 2; 69-84
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Paradoksy komunikacji szkolnej – rozwazania na temat wybranych ograniczen rozwoju kompetencji komunikacyjnych uczniów we współczesnej szkole
The Paradoxes of Classroom Communication. On Selected Limitations of Communicative Competence Development in Contemporary School Students
Autorzy:
Kuszak, Kinga
Powiązania:
https://bibliotekanauki.pl/articles/644715.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
communicative competence
classroom communication
low competence level
teacher-student relationship
Opis:
The article points to the features of classroom communication which hinder the development of students’ communicative competences. The author describes the paradoxes of classroom communication re ected in the fact that the teachers enjoy signi cantly more rights and privileges than the students with regard to both the form and the content of the messages they express, as well as the paradoxes stemming from the arti cial, formalized language present in the classroom, which actually hinders the development of communicative skills.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2013, 4, 2; 23-36
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE VISION OF THE EDUCATIONAL PROCESS IN POLISH AND UKRAINIAN CORE CIRRICULA. ANALYSIS BASED ON THE HOFSTEDE 4-D MODEL
Autorzy:
POPYK, ANZHELA
ANNA PERKOWSKA-KLEJMAN, ANNA
Powiązania:
https://bibliotekanauki.pl/articles/1036258.pdf
Data publikacji:
2019-12-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
educational process
teacher-student relations
cultural dimensions
discourse analyses
core curriculum
Opis:
National curricula are documents describing the knowledge, skills and social competences that students should acquire at the appropriate stages of education. In our article, we assume that these documents have the power to buttress the existing status quo or to change reality. Generally speaking, they are an attempt at transforming selected areas of culture in a deliberate, planned, and systemic manner. This paper, by means of  Hofstede’s 4-D model of cultural differences among societies (viz power distance, uncertainty avoidance, individualism versus collectivism, masculinity versus femininity), is aimed at studying the way Polish and Ukrainian national curricula define the educational processes and Teacher-Student relations, in order to reveal the correlation between the cultural differences and learning/teaching process in Poland and Ukraine. A critical discourse analysis of the two state curricula has been done to interpret their contents.  
Źródło:
Society Register; 2019, 3, 4; 115-136
2544-5502
Pojawia się w:
Society Register
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dyspozycje aksjologiczne nauczyciela – perspektywa ucznia
Axiological Dispositions of the Teacher – the Student’s Perspective
Autorzy:
Czapla, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2194742.pdf
Data publikacji:
2021-12-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
habitus of the teacher
values
pedagogical tactfulness
Opis:
The articles justifies the need for constant care for the axiological dimension of education. The habitus of the modern teacher was analyzed in the perspective of axiological dispositions. The author’s reconstructions of the respondents’ views concerning their preferences regarding observable and repetitive teachers’ behavior were categorized. These behaviors were indicators of the values which guided teachers in their work with students. An attempt was made to determine which axiological properties of teachers, expressed in the praxiological dimension, are particularly valued by today’s youth. Analysis of the frequency of indications of the preferred teachers’ behaviors helped to establish the hierarchy of these properties. The results of the diagnosis carried out on a sample of 903 respondents showed that teachers’ pedagogical tactfulness, subject knowledge and good organization of work are mostly appreciated and expected by young people. In addition, attempts were made to identify differences in the respondents’ preferences due to their interest profile, expressed in the choice of a specific field of academic studies. It has been established that it is the factor which differentiates students’ preferences in relation to the teacher’s axiological attributes. Significant relationships have been observed and the conclusions made valuable implications for pedeutology.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2021, 20, 2; 341-358
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes
Autorzy:
Zhou, Xiaozhou (Emily)
Mann, Steve
Powiązania:
https://bibliotekanauki.pl/articles/1203051.pdf
Data publikacji:
2021-06-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
translanguaging
action research
CLIL
Chinese
pedagogy
Opis:
Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers’ classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students’ attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher’s modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students’ learning process in multilingual classrooms.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 2; 265-289
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Raising student bilingualism through foreign language (English) teacher professional involvement
Autorzy:
Kawałek, Alicja
Polok, Krzysztof
Przybysz- Zaremba, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2194696.pdf
Data publikacji:
2022-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
bilingualism
foreign language teachers
learners
linguistic/didactic abilities and competences of language teachers
teacher-student interdependence
matriculation examination
Opis:
The bilingual process is widely observed among many people and many cultures. Out of the many different forms of bilingualism, the form of bilingualism that most often appears is the subsequent one, being the result of learning a second language in school settings. When developing this type of bilingualism, both the language competences of language teachers and the quality of their teaching talent are very important. In order to assess this type of interdependence, a study that focuses on the teachers’ skills and competences, on the one hand, and the impact L2 teachers have on students, on the other hand, was designed. The study involved 50 teachers and 100 students taught by them, all of them attending vocational secondary schools in southern Poland. All participants of the study (i.e. both the teachers and the students) were to answer six verification questions included in the Matura exam 2018. The results obtained during the research indicate the existence of an interdependence between the actual level of proficiency of foreign language (FL) teachers and the final evel of L2 proficiency presented by their students. Generally, the students led by language teachers with a higher overall level of communicative competence showed an overall better command of English in the survey. 
Źródło:
Kultura-Społeczeństwo-Edukacja; 2022, 22, 2; 73-91
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Weaving webs of connection: Empathy, perspective taking, and students’ motivation
Autorzy:
Henry, Alastair
Thorsen, Cecilia
Powiązania:
https://bibliotekanauki.pl/articles/780539.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 motivation
teacher-student relationships
culturally responsive teaching
funds of knowledge
empathy
perspective taking
connected learning
Opis:
L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students’ interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students’ in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 1; 31-53
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Stres proza życia – analiza wybranych grup zawodowych w perspektywie zagrażajacych bodzców stresowych
Stress the Prose of Life – Analysis of Chosen Professional Groups in Perspective of Threatening Stressful Impulses
Autorzy:
Judzińska, Aneta
Powiązania:
https://bibliotekanauki.pl/articles/645104.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
stressor (stressors)
professional stress
academic teacher’s (postgraduate student) stress
doctor’s stress
policeman’s stress
professional burnout
Opis:
Article examines the occurrence of professional stress among academic teachers (postgraduate students), doctors and policemen particularly exposed to intensive in uence of stressful impulses for social character of the functions they perform. Basing on the literature of object, author enriches the analysis with his own ndings. In rst instance he de nes the notion of stressors and then he tries to nd and make them up in the form of specific threats, adequate for each of the above mentioned professional groups. His analysis is extended by the aspect of professional transformations taking into consideration their social-cultural conditions. Thanks to it the author shows the existence of relationship not only between the age of respondents and susceptibility on stress but he underlines as well how important place in human’s needs hierarchy takes the professional job. Frustration, fear, tension and anxiety destructively in uence the psychical form of an individual e ecting in negative consequence de ned by the hereby article as a professional burnout.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2013, 4, 2; 185-205
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
КОМПАРАТИВНІ КОНСТРУКЦІЇ ЯК ВЕРБАЛІЗАТОРИ КОНЦЕПТІВ УЧИТЕЛЬ ТА УЧЕНЬ (на матеріалі творів Івана Франка та Чарльза Діккенса)
SIMILES AS VERBALIZERS OF THE TEACHER AND STUDENT CONCEPTS (based on the novels of Ivan Franko and Charles Dickens)
Autorzy:
Дзюбенко, Оксана
Powiązania:
https://bibliotekanauki.pl/articles/1041782.pdf
Data publikacji:
2019-01-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
simile
concept
discourse
donor sphere
recipient sphere
model image
projekt porównawczy
koncept
dyskurs
strefa dawcy
strefa biorcy
standard obrazu
Opis:
Artykuł poświęcono wyjaśnieniu konceptów NAUCZYCIEL i UCZEŃ na podstawie analizy struktur porównawczych w twórczości Iwana Franki i Charlesa Dickensa. Aparat terminologiczny w analizie porównawczej stanowią obrazy-etalony, strefy dawcy i biorcy. Dzięki zestawieniu jednostek porównawczych wydzielono uniwersalne i etnokulturowe składniki ukraińskiej i angielskiej kultury językowej.
The article explores the explications of the TEACHER and STUDENT concepts based on the analysis of similes in the works of Ivan Franko and Charles Dickens. Terminological apparatus for the analysis of similes are model images, donor and recipient spheres. The universal and ethno-cultural components of the Ukrainian and British linguocultures are singled out based on the comparison of similes.
Źródło:
Studia Ukrainica Posnaniensia; 2019, 7, 1; 55-60
2300-4754
Pojawia się w:
Studia Ukrainica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese
Autorzy:
Jin, Yinxing
de Bot, Kees
Keijzer, Merel
Powiązania:
https://bibliotekanauki.pl/articles/780919.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teacher support
student affiliation
foreign language anxiety
foreign language proficiency
Opis:
The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 1; 105-125
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university
Autorzy:
Yang, Xiaowan
Wyatt, Mark
Powiązania:
https://bibliotekanauki.pl/articles/1047076.pdf
Data publikacji:
2021-03-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teacher beliefs
L2 motivation
motivational practices
English for specific purposes
China
stimulated recall
Opis:
While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 1; 41-70
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-, peer-, and teacher-assessment: An investigation into Iranian EFL students attitudes
Autorzy:
Abolfazli Khonbi, Zainab
Sadeghi, Karim
Powiązania:
https://bibliotekanauki.pl/articles/781013.pdf
Data publikacji:
2013-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
course achievement, peer-assessment
self-assessment
teacher-assessment
student attitudes
Opis:
Student-directed teaching and assessment techniques are gradually dominating educational systems almost all over the world. This study investigated a cohort of male and female Iranian EFL students’ attitudes toward self-, peer-, and teacher-assessment experiences. Sixty three students at Urmia University and Tabriz Islamic Azad University, in the form of three intact classes, experienced self-, peer-, and teacher assessment activities for one academic semester (having taken a knowledge pretest, four assessment series, and a course achievement posttest). Of all the participants, 38 completed a 5-point Likert-scale attitude questionnaire. The application of ANOVA, across and within group dependent samples t tests, as well as some qualitative analyses, indicated that the three experimental groups had positive attitudes toward their assessment experiences. While the peer-assessment group was the most positive in this regard, slight differences were found in the groups’ attitudes and beliefs. Further findings and implications are discussed in the paper.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 1; 87-107
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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