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    Wyświetlanie 1-9 z 9
    Tytuł:
    Rola nauczyciela edukacji wczesnoszkolnej w kształtowaniu (się) przyrodniczej wiedzy naukowej dziecka
    The Role of an Early Education Teacher in Developing the Child’s Natural Science Knowledge
    Autorzy:
    Banaszak, Marek
    Powiązania:
    https://bibliotekanauki.pl/articles/1070660.pdf
    Data publikacji:
    2020-11-14
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    teacher’s competence
    natural science education
    constructivism
    scientific knowledge
    popular knowledge
    Opis:
    The text is about the competences of an early education teacher in developing the student’s natural science knowledge. Selected typologies of the teacher’s competences and a constructivist approach towards the student’s knowledge are presented. Moreover, the text shows that experience is a particularly effective method of improving the child’s skills and knowledge related to nature at an early education level.
    Źródło:
    Studia Edukacyjne; 2017, 44; 387-398
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    O potrzebie wspierania rozwoju kompetencji międzykulturowych i medialnych w kształceniu nauczycieli – w poszukiwaniu rozwiązań
    On the need to support the development of intercultural and media competences in the education of teachers – in search of solutions
    Autorzy:
    Smoter, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/644759.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    intercultural competence
    media competence
    teacher
    Opis:
    Smoter Katarzyna, O potrzebie wspierania rozwoju kompetencji międzykulturowych i medialnych w kształceniu nauczycieli – w poszukiwaniu rozwiązań [On the need to support the development of intercultural and media competences in the education of teachers – in search of solutions]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 99–109, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.8. Today, a characteristic feature of life is contact (direct or via media) with “otherness” and the “Other” – ethnically, religiously, nationally. The issue of the links between multiculturalism and the media is essential for education, but it does not seem to be sufficiently taken into account in the formal education of teachers. Therefore, the article addressed the issue of shaping media competences and intercultural competences of teachers, indicating the need to include both these issues in an integral manner. It has become important to consider the dimensions of these competences – cognitive, pragmatic and emotional – as well as to show the issues that should be present in the education of teaching staff. This type of approach seems to meet the requirements relating to the dynamically forming “knowledge-based society and “multicultural society”.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2018, 14, 2; 99-109
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Nauczyciel w kontekście przemian w systemie kształcenia: stan obecny i oczekiwane kierunki zmian
    Teacher in the Context of Transformations in the Education System: Current State and Expected Directions of Change
    Autorzy:
    Szott, Michał
    Powiązania:
    https://bibliotekanauki.pl/articles/1070644.pdf
    Data publikacji:
    2020-11-14
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    teacher
    education
    pedeutology
    changes
    competence
    Opis:
    Contemporary pedeutology constantly strives to determine the direction of the necessary changes in the educational system as regards the proper preparation of teachers to work in this profession. This is a department of pedagogy dealing with issues related to the teacher teacher. The most important research subjects in the fieldof pedeutologists’ interests are the personality of the teacher, the selection of suitable candidates for the job as a teacher, the training and improvement of the teaching staff. Previously, these problems were mainly dealt with in pedagogical, psychological and sociological approaches.Literature of the subject presents the personality of the student and the teacher as the essential com-ponents of the educational process. Newly published works on pedagogical themes, highlighting the increasing importance of teaching function in the education system, are emerging. Its role seems to be of particular importance when working with a child with special educational needs.From a historical point of view, the teacher’s function has changed a lot over the course of evolution. This indicates that with the passage of time waiting for teachers gradually increased. Contemporary educators are a very broad professional group, having their own way of preparing for the profession, and its interests are watched out by trade unions. The demands placed on the teacher today are very high, since he is mainly expected to shape the pupil’s personality (the process of education), not just the transfer of knowledge (the teaching process). Increasingly, the role of the school, which aims to be both an educator and an educator, imposes new tasks and responsibilities on the teacher. This makes us more and more often meet in pedagogy with the term „teacher-educator”, which refers to both aforementioned functions. We can also include other teacher functions such as tutor, leader, animator, organizer, didactic-educational process researcher, expert, therapist.It can be observed that a new structure of the personality of the educator is slowly emerging. This is due in part to the nature of man, his subjectivity in relation to the environment in which he lives. It is a unit that is constantly being created and created. Similarly, the profession of the teacher requires him to constantly adapt to changes in the education system and modern education. He should represent the personality in this matter effectively, and his morals and personal culture should contribute to the success of working with his charges. Such a structure of teacher personality consists of elements such as: worldview, interests, motives, temperament, abilities, intelligence, appropriate character, striving for self-improvement (self-mastery), self-conscience.
    Źródło:
    Studia Edukacyjne; 2017, 44; 399-415
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    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:
    Developing ICC within the Activity Theory
    Autorzy:
    Siek-Piskozub, Teresa
    Powiązania:
    https://bibliotekanauki.pl/articles/15582176.pdf
    Data publikacji:
    2023-02-14
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    activity theory
    intercultural communicative competence
    teacher education
    Opis:
    The major goal of the article is to introduce the Activity Theory as a framework for developing intercultural communicative competence (ICC) of prospective foreign language teachers with the example of students from the Faculty of English (FE) at Adam Mickiewicz University in Poznań, Poland. I will refer to the concept of ICC resulting from the evolution of the concept of language competence in which social and cultural components have become more prominent, and for which the reference to the mythical
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 1; 149-162
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The role of in-service training for language teachers in the domain of language competence
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/919704.pdf
    Data publikacji:
    2011-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    second language teacher education
    language competence
    teacher training
    in-service second language teachers
    Opis:
    Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 21-30
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence
    Autorzy:
    Cancino Avila, Marco Octavio
    Powiązania:
    https://bibliotekanauki.pl/articles/780641.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    conversation analysis
    classroom discourse
    classroom interactional competence
    teacher-learner overlap
    Opis:
    The language choices that teachers make in the language classroom have been found to influence the opportunities for learning given to learners (Seedhouse, 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; Waring, Reddington, & Tadic, 2016; Yataganbaba & Yıldırım, 2016) by demonstrating that opportunities for participation and learning can be promoted when teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom interaction from three teachers in an adult foreign language classroom (EFL) setting were analyzed and discussed through conversation analysis (CA) methodology. Findings suggest that when teachers are able to navigate overlapping talk in such a way that provides interactional space for learners to complete their contributions, they demonstrate classroom interactional competence (Sert, 2015; Walsh, 2006). The present study contributes to the literature by addressing interactional features that increase interactional space, and an approach to teacher and learner talk that highlights CA’s methodological advantages in capturing the interactional nuances of classroom discourse.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 4; 581-606
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Tutor, teacher, educator in a culturally diverse space of modern education
    Autorzy:
    Młynarczuk-Sokołowska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/644814.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    tutor
    teacher
    educator
    intercultural competence
    intercultural education
    educational activities
    culturally diverse group
    Opis:
    The main purpose of this paper is the presentation of selected issues regarding the preparation of tutors, teachers, educators and students who are going to work in the education field and in culturally diverse educational spaces. The first part of the article presents this issue, based on the analysis of the literature. The second part includes examples of initiatives which enable the development of intercultural competence pursued by the author of this paper.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 11, 1; 139-152
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    El perfil del profesor de español como lengua extranjera: dimensión formativa, dimensión técnica y dimensión afectivo-emocional
    Spanish as a Foreign Language Teacher’s Profile: Formative Dimension, Technical Dimension and Affective-Emotional Dimension
    Autorzy:
    Casal, Isabel Iglesias
    Powiązania:
    https://bibliotekanauki.pl/articles/1048778.pdf
    Data publikacji:
    2016-09-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Spanish as a foreign language
    teacher training processes
    teachers’ competence
    attitudes
    values and emotional factors
    Opis:
    In this article we will reflect on the three dimensions that constitute key areas in the professional development of teachers of Spanish as a foreign language (ELE): the formative dimension, the technical dimension and affective-emotional dimension. We focus on the context of educational practice, an area from which we can invite reflection, to analyze the beliefs of teachers or change the direction of their work in the classroom.
    Źródło:
    Studia Romanica Posnaniensia; 2016, 43, 3; 67-83
    0137-2475
    2084-4158
    Pojawia się w:
    Studia Romanica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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