Temat: przyszli nauczyciele języka obcego - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: KOMPETENCJE POCZĄTKUJĄCEGO NAUCZYCIELA JĘZYKA ANGIELSKIEGO W ŚWIETLE MODELU KARDS B. KUMARAVADIVELU
Competences of the novice English teacher in the light of B. Kumaravadivelu’s KARDS model
Autorzy:: Werbińska, Dorota
Powiązania:: https://bibliotekanauki.pl/articles/1036903.pdf
Data publikacji:: 2019-10-16
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: preservice language teachers
creativity
French as a FL
przyszli nauczyciele języka obcego
twórczość
francuski jako język obcy
Opis:: This article focuses on first-year English teachers’ competences from the perspective of teachers themselves. The point of reference is offered by B. Kumaravadivelu’s (2012) language teacher education KARDS model (KNOWING, ANALYSING, RECOGNIZING, DOING and SEEING), which is based on cognitive and social constructivism. Providing an answer to progressing economic and educational globalization, the model stresses the need for verification of what contemporary language teachers’ competences constitute, For this reason the study described in the article seeks to find out how the competences of first-year teachers, as seen by the teachers themselves, match the requirements suggested in the model.
Źródło:: Neofilolog; 2013, 40/2; 319-332
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Rola szkolnego opiekuna praktyk w świetle analizy rozmów pohospitacyjnych z przyszłymi nauczycielami języka francuskiego
The role of the mentor teacher during the practicum in the light of the analysis of mentoring dialogues with prospective teachers of French as a foreign language
Autorzy:: Szymankiewicz, Krystyna
Powiązania:: https://bibliotekanauki.pl/articles/52408124.pdf
Data publikacji:: 2023
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: mentoring
pre-service foreign language teachers
practicum
mentoring dialogue
przyszli nauczyciele języka obcego
praktyki szkolne
rozmowa pohospitacyjna
Opis:: The practicum is an important part of the training of prospective foreign language teachers. The reflections proposed in this article deal with the assumptions of mentoring when confronted with its practical implementation, with a particular focus on learning through mentoring dialogues. The text provides an overview of the main models of mentoring in order to show the complexity of the tasks faced by the mentor teacher. Characteristics of the mentoring dialogue are also presented. This theoretical base is referred to in the study, which consisted of a qualitative analysis of mentoring dialogues and comments made afterwards by prospective teachers of French as a foreign language. The aim of the study was to identify the supervisory style, dialogue activity and mentoring roles performed by the mentor teachers. The analysis was also intended to show what kind of mentoring behavior is expected by the pre-service students. The findings show that the majority of mentor teachers dominate the conversation and prefer a directive supervisory style, which seems to meet the trainees’ expectations and needs. The pre-service students emphasize the importance of mentoring dialogues as a learning opportunity, and appreciate constructive criticism, positive reinforcement and concrete guidance on how to teach. The implication of the findings is discussed at the end.
Źródło:: Neofilolog; 2023, 61/1; 50-68
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Tytuł:: KSZTAŁTOWANIE POSTAWY OTWARTOŚCI INTERKULTUROWEJ NAUCZYCIELI JĘZYKÓW OBCYCH W ŚWIETLE ZALECEŃ UNII EUROPEJSKIEJ I NA PRZYKŁADZIE ASYSTENTURY COMENIUSA
The development of intercultural competences of foreign language teachers in the context of the European Union recommendations – the case of Comenius Assistantships
Autorzy:: Grabowska, Anna
Powiązania:: https://bibliotekanauki.pl/articles/1036952.pdf
Data publikacji:: 2019-10-16
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: personal theories
pre-service language teachers
reflection-on-action
teorie osobiste
przyszli nauczyciele języka obcego
refleksja-nad-działaniem
Opis:: Learning a foreign language is not only limited to the development of linguistic competences. Learning a language also means learning about the culture and life of another country, which very often may be a future destination for educational or professional purposes for foreign language learners. Teaching intercultural competences within foreign language education is a subject of academic research. Official documents of the European Union, which affect the national language education strategies, also confirm the importance developing intercultural competence. Experts agree that foreign language teachers play a crucial role in building intercultural awareness of their pupils. Thus, in order to act as intercultural mediators they should acquire intercultural skills and competences themselves. This article analyses the development of future foreign language teachers’ intercultural competences as a consequence of their participation in Comenius Assistantship, a component of the Lifelong Learning Programme.
Źródło:: Neofilolog; 2013, 40/2; 265-277
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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