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    Tytuł:
    Nauczyciel – badacz. O zastosowaniu badania w działaniu przez nauczycieli i przyszłych nauczycieli języków obcych
    Autorzy:
    Witkowska, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/1929252.pdf
    Data publikacji:
    2021-12-22
    Wydawca:
    Akademia im. Jakuba z Paradyża w Gorzowie Wielkopolskim
    Tematy:
    action research
    reflective teachers
    training FL teacher-trainees
    developing FLteachers’ skills
    Opis:
    Action research (AR) as a research method has been recommended in the process of educating foreign language (FL) teachers as well as developing their teaching skills for decades. Many teacher education experts, including Elliott (1991) are of the opinion that the method contributes to teachers’ professional develpoment as they can extend their theoretical knowledge of the processes of learning and teaching through gaining the practical knowledge. Moreover, action research evokes the need for reflection upon one’s teaching activities. One may wonder whether FL teacher-practitoners apply AR in their teaching and how, if at all, it influences their classroom teaching. In order to learn about it, the author of the article conducted a questionnaire which provides interesting information about FL teachers’ attitude towards AR. The article aims at promoting AR as well as encouraging FL teachers and teacher-trainees to use the method in their work.
    Źródło:
    Język. Religia. Tożsamość; 2021, 2(24) B; 125-139
    2083-8964
    2544-1701
    Pojawia się w:
    Język. Religia. Tożsamość
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teachers’ Attitude towards Reflective Practice in Public and Private Sector at Higher Secondary Level
    Autorzy:
    Tabassum, Farkhanda
    Khatoon Malik, Sufiana
    Powiązania:
    https://bibliotekanauki.pl/articles/2031662.pdf
    Data publikacji:
    2014-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    reflective practice
    learning difficulties
    teaching skill
    higher secondary level
    teachers’ attitudes
    teaching learning process
    Opis:
    The study was conducted to explore teachers’ attitudes towards reflective practice in public and private sector at the higher secondary level. Objectives of the study were to investigate teachers’ attitude about the need for reflective practice in teaching and to explore teachers’ attitudes towards the use of reflective practice for understanding students’ learning difficulties. It was a descriptive study done in the Pakistani context. For this purpose, the researcher developed a questionnaire to find out teachers’ attitudes towards reflective practice. Data was collected through the stratified random sampling technique from 300 teachers teaching higher secondary classes of private and public sector higher secondary schools/ colleges. The analysis of the data was made by applying mean, SD (standard deviation), t-test and ANOVA (analysis of variance) through SPSS (statistical package for social sciences). The findings showed that teachers of both the public and private sectors did not realize the need for reflective practice at the higher secondary level for understanding students’ learning difficulties. It was recommended that teachers of the public and private sector may be aware of reflective practice through training programs. Strategies of reflective practice are supposed to be used by teachers in the teaching learning process. It is suggested that reflective practice may be mentioned in the syllabus of the training course. The findings of the presented study have implication for teachers and curriculum developers of professional development programs.
    Źródło:
    The New Educational Review; 2014, 36; 278-287
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EFL Teachers’ Reflective Teaching: A study of its Determinants, Consequences, and Obstacles
    Autorzy:
    Tabassi, Farzaneh
    Ghanizadeh, Afsaneh
    Beigi, Parinaz Gharooni
    Powiązania:
    https://bibliotekanauki.pl/articles/2121886.pdf
    Data publikacji:
    2020
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    EFL teachers
    MAXQDA
    qualitative data collection
    reflective teaching
    triangulation
    Opis:
    Being reflective is one of the most paramount features that EFL (English as a Foreign Language) teachers need to be equipped with in the post-method era for their professional growth and development. The present study aimed to explore reflective teaching from a multi-dimensional perspective in terms of a) determinants that simulates teachers to reflect, b) consequences that teachers experience as a result of their reflective teaching, and c) obstacles that may arise and preclude teachers from reflective teaching. Qualitative data collection method was employed to gather data from 10 EFL teachers triangulating semi-structured interviews, diaries, journal, and observation. Data analysis via MAXQDA led to the emergence of three models for each dimension of the study. The results revealed that teachers not only reflect to respond to a problem, but also they reflect to diminish some negative factors like stress or anxiety on the part of both learners and themselves as well as improving, enhancing, or mending something in teaching or learning. The codes of determinants were also conceptualized into three broad categories of reflection-in-action, reflection-on-action, and reflection-for-action with the reflection-for-action used more frequently by the teachers. In the case of consequences, the codes were classified into two categories of internal and external consequences. It was also concluded that some of the consequences reinforce the reflective teaching and play the role of determinants motivating teachers to reflect again. Regarding the obstacles, after categorizing the codes into external and internal obstacles, it was observed that external factors are more robust.
    Źródło:
    Polish Psychological Bulletin; 2020, 51, 3; 201-218
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Professional Learning Communities in the Contemporary Basic Education in Finland
    Autorzy:
    Suwalska, Arleta
    Powiązania:
    https://bibliotekanauki.pl/articles/16539513.pdf
    Data publikacji:
    2021-05-25
    Wydawca:
    Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
    Tematy:
    schools as Professional Learning Communities
    shared values and vision of education
    collective responsibility
    collaboration in schools
    trust and respect in education
    high-trust to teacher’s job
    reflective professional inquiry
    Opis:
    In the article I will pay attention to schools as Professional Learning Communities which include: shared values and vision of education, collective responsibility, reflective professional inquiry, collaboration and group, as well as individual, learning. I also analyze trust and respect, closely related to PLC in contemporary Finnish education.
    Źródło:
    Rocznik Pedagogiczny; 2020, 43; 81-94
    0137-9585
    Pojawia się w:
    Rocznik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Pomoc psychologiczno-pedagogiczna w szkole – między rutyną a refleksyjną praktyką
    Autorzy:
    Skałbania, Barbara
    Lewandowska-Kidoń, Teresa
    Powiązania:
    https://bibliotekanauki.pl/articles/606765.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    psychological and pedagogical assistance, reflective practitioner, competences of teachers
    pomoc psychologiczno-pedagogiczna, refleksyjny praktyk, kompetencje nauczycieli
    Opis:
    This article aims to highlight the reflectance as an important element of pedagogical activities, as well as the need for education of reflective practitioners, in accordance with the education law of 2012 on education standards preparing for teaching profession. Thematic considerations apply to the educational process and they are especially targeted at the area of psychological and pedagogical assistance because of its fairly marginal treatment in relation to the numerous and multi-scoped analysis of the functioning of school, especially in terms of its teaching activities.
    Celem artykułu jest podkreślenie refleksyjności jako ważnego elementu działania pedagogicznego, jak również potrzeby kształcenia refleksyjnych praktyków, zgodnie z zapisami Rozporządzenia Ministra Nauki i Szkolnictwa Wyższego z 17 stycznia 2012 r. w sprawie standardów kształcenia przygotowującego do wykonywania zawodu nauczyciela. Rozważania tematyczne dotyczą procesu edukacji, a szczególnie są ukierunkowane na obszar pomocy psychologiczno-pedagogicznej z uwagi na dość marginalne jego traktowanie w odniesieniu do licznych i wielozakresowych analiz funkcjonowania szkoły, zwłaszcza w zakresie jej działalności dydaktycznej.
    Źródło:
    Lubelski Rocznik Pedagogiczny; 2016, 35, 1
    0137-6136
    Pojawia się w:
    Lubelski Rocznik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    REFLECHIR SUR LES TICE EN CLASSE D’ANGLAIS: CAS DES ENSEIGNANTS EN FORMATION INITIALE
    New technologies in the classroom: The case of prospective language teachers
    Autorzy:
    Kotuła, Krzysztof
    Powiązania:
    https://bibliotekanauki.pl/articles/1036682.pdf
    Data publikacji:
    2019-09-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    reflective practice
    CALL
    ludic strategies
    training prospective foreign language teachers
    designing foreign language lessons
    refleksyjna praktyka
    TIK
    strategie ludyczne
    kształcenie przyszłych nauczycieli języka obcego
    planowanie lekcji języka obcego
    Opis:
    The goal of the present paper is to question the validity of the claim which sees reflection as an important part of the work of an efficient language teacher. A quasi-experiment was conducted by the author in order to determine whether reflection is a factor which can in some way influence the teacher’s capacity to plan a FL lesson effectively, incorporating new technologies. A reflective thinking questionnaire (RTQ, Kember et al., 2000) was administered to assess the level of reflective thinking in 47 university students. Next, their lesson projects were evaluated by two independent experts. The correlational study seems to show that reflection may indeed be a factor which influences the quality of the work of a foreign language teacher in an important way.
    Źródło:
    Neofilolog; 2014, 43/1; 81-93
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Studia pedagogiczne a przygotowanie do zawodu nauczyciela, pedagoga. Raport z badań jakościowych. Perspektywa mężczyzn nauczycieli edukacji przedszkolnej
    Autorzy:
    Koperna, Paulina
    Powiązania:
    https://bibliotekanauki.pl/articles/34111864.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    pedagogical studies
    teacher education quality
    reflective practitioner
    male preschool teachers’ experiences
    studia pedagogiczne
    jakość kształcenia nauczycieli
    refleksyjny praktyk
    doświadczenia mężczyzn nauczycieli
    Opis:
    Praca w zawodzie nauczyciela wymaga uzyskania odpowiednich kwalifikacji oraz nabycia wiedzy i kompetencji w toku studiów wyższych. Choć podkreśla się znaczenie jakości kształcenia nauczycieli, wskazuje się też na szereg problemów związanych z tym procesem. Cele badań jakościowych były następujące: poznanie i zrozumienie doświadczeń mężczyzn nauczycieli z okresu studiów na kierunku pedagogicznym oraz poznanie ich oceny jakości przygotowania do zawodu nauczyciela z perspektywy czasu, a zatem uzyskanie odpowiedzi na pytania: W jaki sposób mężczyźni nauczyciele edukacji przedszkolnej postrzegają i oceniają studiowanie na kierunku pedagogicznym? W jaki sposób oceniają własną sytuację podczas tych studiów? Jakie są ich propozycje zmian dotyczące kształcenia nauczycieli? Badania z zastosowaniem metody wywiadu narracyjnego przeprowadzono w latach 2019 i 2020 na próbie 18 mężczyzn nauczycieli edukacji przedszkolnej z całej Polski. Na podstawie analizy i interpretacji materiału badawczego wyróżniono kategorie dotyczące postrzegania i oceny studiów pedagogicznych przez mężczyzn, oceny sytuacji mężczyzn na tych studiach oraz propozycji zmian w zakresie podniesienia jakości kształcenia nauczycieli. Wyniki badań umożliwiły wskazanie, że mężczyźni nauczyciele surowo oceniają studia pedagogiczne, jednocześnie wystosowując postulaty poprawy ich jakości. Narracje osadzono w ramach konstruktywizmu społecznego i paradygmatu interpretatywnego. Wskazano, że nauczyciele mężczyźni poprzez namysł nad jakością studiów pedagogicznych oraz proponowanie rozwiązań istniejących w tym obszarze problemów wpisują się w model refleksyjnego praktyka.
    Working as a teacher requires obtaining appropriate qualifications and acquiring knowledge and competences during university studies. Although the importance of teacher education quality is emphasized, many problems related to this process are pointed out. The objectives of the qualitative research were to recognize and understand the male preschool teachers’ experiences during pedagogical studies and recognize their assessment of the quality of preparation for the teaching profession from the perspective of time, and thus to answer the questions: How do male preschool teachers perceive and evaluate studying in pedagogy? How do they evaluate their own situation during studies? What are their proposals of changes in teacher education? Research using narrative interviews was conducted in 2019 and 2020 among 18 male preschool teachers from Poland. Based on the analysis and interpretation of the research material, the categories describing male perception and evaluation of pedagogical studies as well as evaluation of male situation during studies and proposals of changes were distinguished. The research results indicate that male teachers severely evaluate pedagogical studies and make demands to improve their quality. The narratives were referred to the social constructivism and the interpretive paradigm. It was indicated that male teachers, by reflecting on the quality of pedagogical studies and proposing solutions, fit into the model of a reflective practitioner.
    Źródło:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia; 2023, 36, 4; 37-75
    0867-2040
    Pojawia się w:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Istota środowiska refleksyjno-edukacyjnego w profesjonalnym przygotowaniu nauczycieli muzyki – konfrontacje polsko-ukraińskie
    The Essence of the Reflective and Educational Environment in the Professional Training of Music Teachers – Polish-Ukrainian Comparisons
    Autorzy:
    Kisiel, Mirosław
    Dubrovina, Irina B.
    Powiązania:
    https://bibliotekanauki.pl/articles/566648.pdf
    Data publikacji:
    2020-01-10
    Wydawca:
    Akademia Pomorska w Słupsku
    Tematy:
    przyszli nauczyciele
    muzyka
    pedagogiczna skuteczność przygotowanie do zawodu
    środowisko refleksyjne i ewaluacyjne
    praktyka pedagogiczna
    future teachers
    music
    pedagogical effectiveness professional training
    reflective and evaluation environment
    pedagogical practice
    Opis:
    The article discusses the problem of creating an environment conducive to shaping the attitude of reflexivity of future music teachers. The work presents the achievements in this area by institutes in selected universities in Poland and Ukraine. The conditions for creating pedagogical self-sufficiency of students were the subject of consideration. The authors describe the essence of such concepts as “pedagogical self-efficacy”, “pedagogical reflection”, “evaluation environment” and their approximation in the process of increasing a teacher’s professionalism. They thus clarified the essence of the pedagogical effectiveness of their own educator–musicians and showed the place and role of the reflective and evaluation environment in the process of its formation.
    Źródło:
    Ars inter Culturas; 2019, 8; 219-232
    2083-1226
    Pojawia się w:
    Ars inter Culturas
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Interpersonal Conflicts between Children as Difficult Situations in Teaching
    Autorzy:
    Cywińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/18104537.pdf
    Data publikacji:
    2013-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    interpersonal conflict
    difficult situation
    reflective actions of teachers
    destructive and constructive meaning of conflicts
    strategy of punitive behaviours in conflict
    dialogue in conflict situations
    culture of conflict
    Opis:
    Interpersonal conflicts arising between children are not only difficult for children themselves, but also for teachers responsible for conducting educational and didactic activities with children. Empirical studies (based on the diagnostic survey method: interviews with children, questionnaires for teachers) conducted among one hundred preschool teachers working with six-year-olds, and among one hundred preschoolers, have revealed that a considerable percentage of the surveyed teachers underestimate the importance of children’s conflict situations in their educational activities. The teachers are mostly unaware of the developmental dimension of conflicts, and they emphasise mainly the negative impact of such situations on children (46%), often punishing their pupils – as claimed by six-year-olds – for becoming engaged in a dispute (48%). The teachers also fail, to a significant extent, to reflect upon incidents of conflict, be it reflection upon the situation in the course of action or reflection upon the action with the benefit of hindsight. Results obtained in the studies demonstrate that the teachers do not show their pupils what a constructive dispute is about, and do not teach them any ways to resolve a conflict situation in an integrative manner – in cooperation with other interaction partners. They also fail to explain the meaning of dialogue in the conflict process to children, despite claiming to do so (81%). The findings may imply that although teachers know which constructive procedures should be used in situations of conflict between children, they do not put their knowledge into practice because, e.g., they are not competent enough to do so.
    Źródło:
    The New Educational Review; 2013, 33; 225-233
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Post-method Pedagogy in Moroccan EFL Classrooms: Public High Schools in Meknes City as a Case
    Autorzy:
    Aymane, Sbai, Mohamed
    Powiązania:
    https://bibliotekanauki.pl/articles/890519.pdf
    Data publikacji:
    2019-07-12
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    Post-method Pedagogy
    Method-based pedagogy
    Action Research
    Teacher Education
    Eclecticism
    Critical Pedagogy
    Teacher’s Development
    Reflective Teaching
    Opis:
    The ultimate goal of this paper is to investigate the pedagogical views and attitudes of Moroccan high school teachers towards Method-based pedagogy. It attempts to investigate the extent to which teachers are satisfied with and committed to conventional methods. Also, the paper aims at investigating the alternative practices teachers are more likely to resort to in order to compensate for the limitations of conventional methods. In addition to this, a further objective of this study is to investigate the extent to which pre-service teacher training programs in Morocco are aware of the challenges of the post-method era. This is measured through their awareness of the requirements of the post-method era and the extent to which teacher trainers concern themselves with equipping the prospective teachers with the necessary skills to be reflective researchers and responsibly eclectic teachers. In this respect, the data collection instruments opted for in the present study ranged from quantitative to qualitative in nature. The findings reveal that the vast majority of Moroccan high school teachers (P=78%) are dissatisfied with conventional methods and - (P=96%) of them- are not committed to one or two teaching methods. The vast majority report that they resort to an eclectic approach to language teaching due to the impracticality and inflexibility of the established methods. Most teachers (P=80%) admit that they use a random eclecticism as they rely mainly on their intuitive rather than principled judgments. In this regard, interviews with teacher trainers and supervisors also reveal that pre-service teacher training programs in Morocco limit themselves only to training the prospective teachers to use methods and approaches without training them to be responsibly eclectic. The findings also show that the majority of teachers do, to some extent, know about classroom research; however, they - (P=72%) of them- have never conducted it inside their classrooms. The teachers (P=57%) attribute this to the lack of financial support and to the fact that they are not well-trained to conduct research inside their classrooms. Finally, the results of this study imply many suggestions of which we mention: the introduction of a post-method pedagogy in the Moroccan pre-service teacher training programs, equipping teachers with the methodological tools necessary as well as supporting them financially to conduct classroom-research for the purpose of constructing teaching methodologies that suit the needs to the very specific students and contexts within which they work.
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2019, 6(1); 71-93
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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