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    Tytuł:
    In search of reflective techniques in preservice teacher education: Collaboration with parents inspired by school placements
    Autorzy:
    Bąk-Średnicka, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/911866.pdf
    Data publikacji:
    2019-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    critical reflectivity
    classroom research
    collaboration with parents
    Opis:
    This paper addresses a problem which has been central in teacher education for several decades: how to encourage critical reflectivity in prospective EFL1 teachers. This problem is set within the larger context of the field of school, family and community partnerships. The rationale behind choosing this context is that there is a gap between the significance of various types of such partnerships for the well-being of the whole child, and a lack of deeper understanding of the issue among prospective teachers. The overwhelming majority of research in the matter, conducted mainly in the USA, covers the areas of pre-school, early school and special education (e.g. Lindberg 2014). Additionally, there are few research-based articles related to building the partnership skills of preservice EFL teachers. Therefore, in this paper we attempt to describe the cases of three prospective EFL teachers involved in the process of preparing small scale empirical projects related to the parents’ perspectives. As shown in the paper, engagement in such long term and complex enterprises does not automatically develop the subjects’ deeper understanding of the important role of various types of parent involvement in the (academic) success of children.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 2; 7-24
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Weryfikacja osiągnięcia przedmiotowych efektów kształcenia/uczenia się w ramach praktyki nauczycielskiej – wybrane modele
    Methods of Assessment of Intended Learning Outcomes in Teaching Practice – Selected Models
    Autorzy:
    Bąk-Średnicka, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/442962.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    kształcenie nauczycieli
    praktyka nauczycielska
    gotowość do podejmowania samodzielnych decyzji
    ocenianie alternatywne
    teacher education
    teaching practice
    readiness to take autonomous
    decisions
    alternative assessment
    Opis:
    Quality assessment of intended learning outcomes in teaching practice should reflect current directions in educating preservice teacher candidates. Moreover, it should correspond with recent studies on human behavior in social psychology. A trainee teacher applies the knowledge acquired at university only when confronted by all manner of problems in the complex pedagogical reality. Therefore, the intended learning outcome, which is a key factor in quality teacher education and which should undergo quality assessment (Journal of Laws, 2012), is pedagogical acuity. Pedagogical acuity, so-called “sensitivity to problems” (Kwiatkowska, 1988: 103, 105), is the ability on the part of trainee teachers to reflect-inaction and to reflect-on-action by identifying classroom and out-of-classroom problems and dealing with them in a creative way. The development of pedagogical acuity is not an automatic process and it depends on trainees’ readiness to take autonomous decisions. The aim of the article is twofold. Firstly, it compares three models of assessment, which apply alternative evaluation methods of intended learning outcomes in teaching practice, with regard to the development of autonomous behavior on the part of the trainee. They offer forms of alternative assessment in which narrative texts play a central role; these include discussions, dialogues, journals and/or diaries. Secondly, the article analyses teacher education programs at Polish universities, considering those available online, from the perspective of developing autonomous behavior during teaching practice. The findings reveal that roughly one third of teacher education programs apply alternative assessment in teaching practice. In concluding remarks the author reflects on the significant gap between the assessment preferences of academicians, and proven models applying alternative evaluation methods available in literature mainly in the form of one-off projects.
    Źródło:
    Neofilolog; 2019, 53/2; 171-194
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Preservice teachers’ attitudes related to family involvement in light of their school placement experience
    Autorzy:
    Bąk-Średnicka, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/783127.pdf
    Data publikacji:
    2017
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    teacher trainees’ beliefs
    field experiences
    parental involvement
    partnership
    Opis:
    The paper addresses the problem of how to increase preservice teachers’ awareness and understanding of the importance of building a broader level of partnership with parents that goes beyond parent-teacher conferences and phone calls. The Ministry of Higher Education in Poland has formally acknowledged that prospective teachers should have knowledge about parents as sites of pedagogical activities, as well as acquire the skills to cooperate with them (Journal of Laws of 2012). In practice, however, preservice teachers’ plans to keep parents of their future pupils at a distance have been well documented. This  may be partly due to the fact that school placements specific requirements in Module 2 referring to 30 hours of pedagogical practice and Module 3 referring to 120 hours of didactic practice do not assume that trainee teachers have any (in)formal contacts with parents during their practicum (Journal of Laws of 2012). Consequently, the cases of contacts with parents during school placements are accidental, isolated and sporadic. Likewise, we doubt that the approach of dictating school mentors as to the types of family-school contacts trainee teachers are to experience can be effective, despite the fact that some school mentors do expect that ‘they are told what to do’. In the paper we describe a qualitative study which reveals that there is a statistically significant amount of evidence of an association between trainees’ personal contacts with parents during their teaching practice and their high opinion about collaboration with parents as regards supporting children in: doing homework, recognizing and developing children’s talents, as well as tackling at home those learning problems which occur during lessons. Keywords: teacher trainees’ beliefs, field experiences, parental involvement, partnership   
    Źródło:
    Theory and Practice of Second Language Acquisition; 2017, 3, 2
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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