Temat: teacher autonomy - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: ROLA REFLEKSJI W PROCESIE PRZYGOTOWANIA DO ZAWODU NAUCZYCIELA JĘZYKA OBCEGO
The role of reflection in the process of foreign language teacher training
Autorzy:: Marciniak, Izabela
Powiązania:: https://bibliotekanauki.pl/articles/1036688.pdf
Data publikacji:: 2019-09-04
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: language teacher development
social competences
teachers’ professionalism
teacher autonomy
students’ reflections
kształcenie nauczycieli języków obcych
kompetencje społeczne
profesjonalizm w nauczaniu
autonomia nauczyciela
refleksje studentów
Opis:: The process of foreign language teacher training requires the introduction and development of reflection skills for teaching and work as an educator. That is why the process of teacher training must provide students with the necessary knowledge and practice. This article presents the rationale of the teacher training process at the Institute of German Philology, Adam Mickiewicz University in Poznań, according to the standards for teaching from the years 2004 and 2012. The research described concerns the role of self-reflection in students both during the process of their training as future teachers and in their teaching practice in schools.
Źródło:: Neofilolog; 2014, 43/1; 39-53
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: WHAT MAKES TEACHERS DEVELOP PROFESSIONALLY: SOME REFLECTIONS ON MOTIVATIONAL ISSUES IN THE CONTEXT OF POST-GRADUATE STUDY PROGRAMMES
Autorzy:: Droździał-Szelest, Krystyna
Powiązania:: https://bibliotekanauki.pl/articles/442958.pdf
Data publikacji:: 2019-03-31
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: autonomia
motywacja
nauczanie refleksyjne
nauczyciel-uczeń
profesjonalizm nauczyciela
przekonania
refleksja
rozwój zawodowy
autonomy
beliefs
motivation
professional development
reflection
reflective teaching
teacher-learner
teacher professionalism
Opis:: This article explores the concept of teacher professionalism, focusing primarily on factors motivating teachers to pursue professional development within the framework of formal, organized teacher development programmes offered by educational institutions. Its major purpose is to contribute to a better understanding of motivational issues involved in teacher education, or teacher learning, as it is sometimes referred to. Its other purpose is to liven up a discussion concerning language teacher education as a life-long experience. The article consists of two parts: its theoretical sections focus on the notions of professionalism and a professional, together with the concepts of autonomy and reflection/reflective practice, which are crucial from the point of view of teacher development. Next, factors motivating teachers to continue their development both as professionals and as individuals are addressed. The second part presents and discusses results of a small-scale individual research project which yielded some interesting data pertaining to motivational issues involved in teacher learning.
Źródło:: Neofilolog; 2019, 52/1; 159-177
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: WSPÓŁODPOWIEDZIALNOŚĆ ZA EFEKTY KSZTAŁCENIA JAKO WYZNACZNIK POSTĘPU AUTONOMIZACJI STUDENTÓW W NAUCZANIU JĘZYKA SPECJALISTYCZNEGO
Co-responsibility for learning outcomes as a determinant of the development of student autonomy in LSP teaching
Autorzy:: Łącka-Badura, Jolanta
Łęska, Magdalena
Powiązania:: https://bibliotekanauki.pl/articles/1036846.pdf
Data publikacji:: 2019-09-04
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: ESP
ESP teacher
adult education
learner autonomy
learner’s co-responsibility
języki specjalistyczne
nauczyciel języka specjalistycznego
kształcenie dorosłych
autonomia ucznia
współodpowiedzialność ucznia
Opis:: Building learner autonomy requires effective communication and cooperation between teachers and students with regard to teaching/learning goals and methods. In addition, critical reflection on the progress being made is needed. This paper aims to represent the voices on one side of this dialogue, by investigating the perceptions that Business English students at the University of Economics in Katowice have of the roles which ESP teachers should take. This study into learner autonomy sees the co-responsibility of learners for the outcomes of the teaching/learning process as a significant determinant of the development of autonomy. Besides providing an interesting insight into the needs and expectations of Business English students, the results may contribute to the discussion on the benefits of and problems related to the development of autonomy among young adults in tertiary education.
Źródło:: Neofilolog; 2014, 42/2; 167-180
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

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

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