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Wyświetlanie 1-15 z 462
Tytuł:
Addressing the (ELF)ant in the Room – the views of Polish teachers of English on English as a Lingua Franca
Autorzy:
Paciorkowski, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/2231696.pdf
Data publikacji:
2022-10-06
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
ELF
Polish
FL teachers
Polska
FL teachers’ attitudes
FL teachers’ beliefs
Opis:
Students' and teachers’ attitudes towards English as a lingua franca (ELF) have been a fertile research area in recent years. Nevertheless, Polish in-service teachers' views have been neglected. The present study addresses this gap in research and examines the beliefs and attitudes held by a group of eighty Polish in-service teachers towards ELF. The participants completed a survey that consisted of quantitative and qualitative questions. The data were analysed using both statistical and thematic analysis. The results obtained in the study suggest that teachers' awareness and views on ELF are rather negative and distrustful. They mostly see ELF as a useful and necessary concept, yet continue recognising native pronunciation, grammar, and vocabulary models as their teaching goals. The data also suggest that a gap in teacher education programmes exists as the respondents either do not know or do not believe that Outer Circle Englishes are legitimate native varieties. Teachers also retain stereotypical views on Polish and native accents, perceiving the latter positively and the former negatively. This paper strongly suggests that teacher education programmes in Poland should ensure students and future teachers are aware of developments in the field of English Language Teaching.
Źródło:
Academic Journal of Modern Philology; 2022, 15; 235-255
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Slovak Teacher’s Transformational Leadership and Student Teachers’ Ideas: A Comparative Study
Autorzy:
Ďuricová, Lenka
Frgelcová, Estera
Powiązania:
https://bibliotekanauki.pl/articles/2034199.pdf
Data publikacji:
2022-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
transformational leadership
leadership practices
teachers
student teachers
Opis:
The contribution brings an analysis of transformational leadership among Slovak secondary education teachers in comparison with ideas of student teachers. The research sample consists of secondary education teachers (N = 142) and student teachers (N = 142). Data are obtained from the Slovak version of the LPI/Leadership Practices Inventory. Results indicate statistically significant differences in three dimensions favouring students against teachers: Model the Way, Challenge the Process, Enable Others to Act. Slovak students consider transformational leadership practices essential as Slovak teachers apply them in their daily practice. Results are discussed mainly from the perspective of ontogenetic and educational practice.
Źródło:
The New Educational Review; 2022, 67; 185-195
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study
Autorzy:
Werbińska, Dorota
Bozyiǧit, Elif
Guerra, Luis
Ekiert, Małgorzata
Kӧse, Serhan
Powiązania:
https://bibliotekanauki.pl/articles/911931.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English private tutoring
henomenography
language teachers
teachers’ conceptualizations
Opis:
Private English tutoring, understood as the paid English teaching service offered to students to supplement their learning of English at school or prepare them for an examination in English, has become a popular out-of-school learning activity. In order to obtain deeper insights into its intricacies, the need arises to examine the experience of one of its pivotal stakeholders – the private tutors. This article is based on a phenomenographic study with a view to investigating the conceptions of private tutoring held by 15 English teachers from three countries (Poland, Portugal, and Turkey) who offer private teaching services in English in their local contexts. The findings suggest that there are at least three conceptions according to which private tutoring can be experienced by the participants: as a source of income, as helping, and as professional development. The study also poses the question if there is space for formal training of private tutors and calls for further research into English private tutoring
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 2; 175-196
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Professional Development and Burnout Syndrome
Autorzy:
Koczoń-Zurek, Sabina
Powiązania:
https://bibliotekanauki.pl/articles/31342771.pdf
Data publikacji:
2007-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ professional development
burnout syndrome
teachers’ professional activity
Opis:
The author of the article aims to present in short the results of the empirical verification of R. Kwaśnica’s concept concerning teachers’ professional development. The first part of the article deals with theoretical matters: the understanding of professional development and burnout syndrome. These terms are presented as opposing. Ch. Maslach’s theory on burnout along with Kwaśnica’s views were the basis of the research. The research was done from 2000 – 2002 on the sample of 257 teachers from different schools in different parts of Poland. In the second part of the article chosen results are referred: a diagnosis of professional development phases: preconventional, conventional, postconventional and the states of teachers’ professional activity: expanding from not disturbed activity, through first symptoms of burnout to burnout syndrome. Some essential conclusions can be drawn from the research. First of all, professional development can protect teachers from experiencing burnout, mainly due to growing professional competences, job adaptation and increasing creativity in teachers’ attitude. Moreover, it turned out that, depending on the phase of professional development, different factors stimulate teachers’ growth- these factors must be strengthened to prevent from burnout.
Źródło:
The New Educational Review; 2007, 11; 231-238
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Pedagogical Beliefs as Predictors of Teacher Burnout
Autorzy:
Depolli Steiner, Katja
Powiązania:
https://bibliotekanauki.pl/articles/2031773.pdf
Data publikacji:
2014-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
primary school teachers
teachers’ pedagogical beliefs
teacher burnout
Opis:
The presented study examined the relationship between teachers’ pedagogical beliefs and their experience of burnout. Its participants were 230 schoolteachers from fourteen Slovenian primary schools. The Questionnaire of Teacher Pedagogical Beliefs and Maslach Burnout Inventory-Educators Survey were applied. The findings suggest pedagogical beliefs as predictors of teacher burnout dimensions. Teachers’ negative pedagogical beliefs about students’ behavior and discipline maintenance are related to a greater experience of emotional exhaustion whilst negative beliefs about teachers’ trust in students and the role and responsibility of the teacher are related to a greater experience of depersonalization and decreases in personal accomplishment.
Źródło:
The New Educational Review; 2014, 37; 177-187
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Model of Specialised Artistic Competences of Early Childhood Teachers. Conceptual Approach
Autorzy:
Mazepa-Domagała, Beata
Powiązania:
https://bibliotekanauki.pl/articles/1964038.pdf
Data publikacji:
2021-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ professional competences
teachers’ specialised artistic competences
pedeutology
Opis:
The present paper is the result of a reflection on the professional competences of early childhood teachers. It outlines the considerations on understanding the concept of competences, taking into account their ambiguity and varying semantic scope. The original understanding of specialised artistic competences of the early childhood teachers was presented in conceptual terms and an attempt was made to present the original model of the specialised artistic competences of early childhood teachers in the form of a three-segment structure, created by the distinguished areas of this competence, named by the author as domains of competence, together with their components and basic indicators. The study is addressed to researchers studying this issue and teachers of early school education, it is also supposed to be a voice in the discussion on shaping and development of the specialised artistic competences of early childhood teachers and, according to the author, to encourage reflection in this field.
Źródło:
The New Educational Review; 2021, 63; 161-173
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia
Autorzy:
Milutinović, Jovana J.
Anđelković, Aleksandra K.
Powiązania:
https://bibliotekanauki.pl/articles/1969299.pdf
Data publikacji:
2018-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
constructivism
teachers’ epistemological beliefs
teachers’ professional development
teaching practice
Opis:
Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.
Źródło:
The New Educational Review; 2018, 53; 239-249
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study
Autorzy:
Ma, Maggie
Bui, Gavin
Powiązania:
https://bibliotekanauki.pl/articles/1902588.pdf
Data publikacji:
2021-09-13
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Chinese EFL teachers
teachers’ conceptions of assessment
assessment practices
Opis:
Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers’ conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers’ different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers’ assessment literacy.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 3; 445-472
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ENRIQUE PEÑA NIETO’S EDUCATION REFORM IN THE WAITING ROOM
Autorzy:
Wątróbka, Magdalena Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/642964.pdf
Data publikacji:
2017
Wydawca:
Fundacja Copernicus na rzecz Rozwoju Badań Naukowych
Tematy:
education system
education reform
centralization
teachers’ union
teachers’ evaluation
Opis:
The analysis provided in this article aims to explain and disclose the processes that have influenced the education system in Mexico since the Aztec Empire, until the presidency of Enrique Peña Nieto. One of the issues presented in this paper is relation established by political party PRI (Partido Revolucionario Institucional) who rules Mexico for more than 70 years and institutions responsible for education, leading to centralization. The consequence of these processes is the attempt to introduce education reform by the government Enrique Peña Nieto. Without a doubt, the most important question asked in this article is „why education reform causes so many emotions among the teachers, especially members of the union and their associating organizations?”.
Źródło:
The Copernicus Journal of Political Studies; 2017, 2
2299-4335
Pojawia się w:
The Copernicus Journal of Political Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers and Success – Psychological Characteristics and Perceived Success Sources
Autorzy:
Karwowski, Maciej
Lebuda, Izabela
Powiązania:
https://bibliotekanauki.pl/articles/31342746.pdf
Data publikacji:
2007-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers
success
dimension of success
successful teachers
social stratification
Opis:
In this article three separate, but connected studies are presented. The first and second studies conducted on two large samples of teachers (N=610&N=200) were realized to find an answer to the question about relationship of some personality characteristics (study 1.) or creative attitude (study 2.) and feeling of being a man/ woman of success in teachers’ case. The results showed statistically significant correlations between achieved success (in self-assessment) and such personality traits as: extraversion, conscientiousness and agreeableness (all relations are positive) and a negative correlation with neuroticism. In the second study significant differences in nonconformity, algorithmic behaviour and heuristic behaviour were found between teachers who think about themselves as people of success and those who did not achieve success. Successful teachers (in their own eyes) were more conformist and intellectually rigid (higher algorithmic and lower heuristic behaviour levels) than those who did not achieve success. The third study deals with the problem of teachers’ success source definitions and elements which could help to achieve success. The analysis of the data conducted in the Polish General Social Survey between 1992 and 2002 shows that teachers, similarly to the rest of society, see success sources mainly in individual abilities and activity (ambition, hard work), but one can see an interesting phenomenon of a growing number of factors which could be associated with social stratification – mainly family income and parents’ education level.
Źródło:
The New Educational Review; 2007, 11; 177-194
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The condition of teachers in a comparative perspective
Autorzy:
Cudowska, Agata
Powiązania:
https://bibliotekanauki.pl/articles/36205197.pdf
Data publikacji:
2023-10-03
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
teachers
crisis in the teaching profession
the situation of teachers in Europe
teachers' working conditions
Opis:
The article presents the situation of lower secondary education teachers in Europe on the basis of international comparative analyzes. The main symptoms of the crisis in the teaching profession was outlined. The professional burnout among Polish teachers was pointed out and the growing social requirements towards this professional group were emphasized. The diagnosis of the condition of teachers was made on the basis of data contained in the report of the European Commission Teachers in Europe (2021). Several significant aspects of the working life of lower secondary school teachers were highlighted, such as the shortage of teachers in schools, the aging of this professional group, the outflow of teachers from the profession, and working conditions. The conclusions of the analyzes indicate the need to increase the attractiveness of the teaching profession to young people.
Źródło:
Studia z Teorii Wychowania; 2023, XIV(3 (44)); 125-136
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Entrepreneurial Competences of the Modern Teacher
Autorzy:
Buchta, Krystyna
Jakubiak, Monika
Skiert, Małgorzata
Turosz, Maria Anna
Powiązania:
https://bibliotekanauki.pl/articles/1198026.pdf
Data publikacji:
2016-11-08
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
competences
teachers
entrepreneurship
Opis:
Education system and the teacher are ascribed a vital role in the knowledge society. Learning and education outcomes greatly depend on the teacher’s qualifications, motivation and personality features. In accordance with the idea of making academic studies more practical, teachers’ entrepreneurial competences gain more and more significance. The role of the teacher in market economy is frequently associated with the organisation of educational process (learning), becoming a natural leader and developer of an attractive educational offer. The paper discusses physical education teachers’ managerial competences. In order to evaluate the level of these competences, surveys were conducted among physical education graduate students majoring in PE teaching. The analysis encompassed several skills recognised as characteristic for entrepreneurial competences of university graduates. It was stipulated that the level of managerial competences acquired in the course of studies deviates considerably from the expected one.
Źródło:
Horyzonty Wychowania; 2016, 15, 34; 363-376
1643-9171
2391-9485
Pojawia się w:
Horyzonty Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LAMS AND Q&A CS-WIZARD THROUGH THE LENS OF COMPUTING GREEK TEACHERS: A PILOT EVALUATION STUDY
Autorzy:
Papadakis, Spyros
Kordaki, Maria
Ghiglione, Ernie
Powiązania:
https://bibliotekanauki.pl/articles/569070.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
computing teachers
Opis:
This study presents a pilot evaluation study of LAMS performed by Greek Computing teachers. The aim of this study is twofold: to investigate the usability of LAMS as a whole context of tools as well as to evaluate a specific learning tool -entitled the Questions &Answers Cognitive Skills –Wizard (Q&A CS-Wizard) - through the lens of the aforementioned teachers. This tool is integrated within LAMS for the improvement of the creation of questions to encourage the development of students' cognitive skills. Seventeen Computing teachers participated in a learning design experiment for the design of lesson plans using LAMS. The analysis of the data shows that those teachers’ lesson plans were improved -through the use of the Q&A CS-Wizard within LAMS- when compared with their lesson plans designed without the use of this tool. Positive views also expressed by these teachers about the usability of LAMS and the whole experience they acquired during their participation in the said experiment.
Źródło:
Teaching English with Technology; 2011, 11, 1; 159-175
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Predictors and forms of intervention in peer bullying: pre-service teachers vs. teachers
Autorzy:
Pečjak, Sonja
Pirc, Tina
Powiązania:
https://bibliotekanauki.pl/articles/2012464.pdf
Data publikacji:
2015-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
peer bullying
types of bullying
pre-service teachers
teachers
intervention
Opis:
Research shows that teachers’ perceptions of peer bullying (PB) are an important predictor of their intervention. Therefore, the aims of the study were to find out i) how serious pre-service teachers and teachers find different types of PB, ii) how empathic to the victims and willing to intervene they are, iii) what predicts interventions in both groups and iv) what forms of intervention pre-service teachers and teachers would use regarding victims and perpetrators. Results suggest that teachers perceive all types of PB as more severe than pre-service teachers and are more willing to intervene earlier, but pre-service teachers show more empathy for the victims. The strongest predictor of intervention in both groups is beliefs about the severity of bullying, but their forms of intervention differ significantly. Implications of the study findings are also discussed.
Źródło:
The New Educational Review; 2015, 39; 264-276
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences
Autorzy:
Irie, Kay
Ryan, Stephen
Mercer, Sarah
Powiązania:
https://bibliotekanauki.pl/articles/780495.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
mindsets
Q methodology
pre-service teachers
EFL teachers
teacher beliefs
Opis:
This paper reports on a study investigating the mindsets of 51 pre-service teachers at an Austrian university using Q methodology. Despite the recent growth in interest in the concept of mindsets, little research has addressed the mindsets of teachers – most of it focusing on the mindsets of learners – and the research that does investigate teachers tends to focus on beliefs about learning or intelligence. This study offers a new perspective by focusing on teachers’ beliefs about their own teaching competences. A further aim of the study is to expand the methodological repertoire in language education researchers. This study considers the potential of Q methodology, a research approach used widely in social sciences and education, but, as yet, rare in this field. The data indicate that the most common mindset among the pre-service teachers is one based around a strong belief in the learnability of the more technical aspects of teaching, while interpersonal skills tend to be regarded as more of a natural talent fixed within the individual. One practical implication of this finding is that teacher education programmes may need to pay more attention to explicitly developing the interpersonal side of teaching. A further finding was that teacher mindsets are constructed through individuals’ management of various sets of implicit theories and tend not to conform to the established dichotomous model of mindsets.  
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 3; 575-598
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 462

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