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Tytuł:
Higher education teachers’ attitudes towards English medium instruction: A three-country comparison
Autorzy:
Dearden, Julie
Macaro, Ernesto
Powiązania:
https://bibliotekanauki.pl/articles/781051.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English medium instruction university
teacher attitudes
Opis:
We report on a small scale study carried out in Austria, Italy and Poland which investigated the attitudes of university teachers engaged in teaching their academic subject through the medium of English. The data consisted of 25 teacher interviews. We focused on the topics of internationalisation of universities, on policy and resourcing, and on the levels of English proficiency (theirs and those of their students) needed for effective English medium instruction (EMI). We also observed whether there were differences among the respondents from the three countries and attempted to relate any differences to the linguistic, educational and political context of each. Our findings suggest that whilst very similar concerns are in the minds of the teachers regardless of the country they were teaching in, some interesting variability in attitudes, relating to language and to history, could be detected. To our knowledge, this is the first study on EMI that compares teacher attitudes in three countries, hence its exploratory nature. Our findings would suggest that further research of such comparative kind might provide insights into how the phenomenon of EMI is being introduced and accepted across the world.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 3; 455-486
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Parents and Educational Change – the Need for Reculturing Parents In Lowering the Starting Age of Foreign Language Learning
Autorzy:
Pižorn, Karmen
Fojkar, Mateja Dagarin
Powiązania:
https://bibliotekanauki.pl/articles/16530327.pdf
Data publikacji:
2013-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
young learners
foreign language learning
parent and teacher attitudes
Opis:
Many countries across the world have been lowering the starting age of foreign language learning (FLL) to an earlier age. While the roles of learners and teachers have mostly been studied from a variety of perspectives, learners’ parents have often been examined for their opinions of FLL, but not as real partners who need the same amount of ‘reculturing’ as other involved stakeholders. In the presented case study, parents were involved in the planning and implementing of lowering the FLL starting age from age 9 to age 6. The results of the questionnaire and the teachers’ interviews show that ‘recultured’ parents’ attitudes to lowering the starting age can differ greatly from those of ‘non-recultured’ parents if the most important variables for the successful implementation of an educational change have been fulfilled. The ‘recultured’ parents’ model can be of great help to decision makers and other stakeholders involved in teaching foreign languages.
Źródło:
The New Educational Review; 2013, 34; 63-73
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Far from the Eyes, Close to the Heart? The Attitude of Kindergarten Teachers to Distance Learning in Kindergartens in Israel
Autorzy:
Alezra, Fani
Powiązania:
https://bibliotekanauki.pl/articles/16539523.pdf
Data publikacji:
2021-05-25
Wydawca:
Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
Tematy:
COVID-19 pandemic
distance education in the kindergartens
kindergarten teacher attitudes
Opis:
The coronavirus pandemic has forced the world to deal with distance learning. This article discusses distance learning in the kindergartens in Israel from the perspective of kindergarten teachers. The research was carried out after the first wave of the virus, in March 2020, and its problems was: What is the attitude of the kindergarten teachers in Israel to distance learning? The research used a linear (differential semantic) questionnaire that measures the degree to which they agree with statements related to distance learning in the cognitive, behavioral, and emotional aspects. The questionnaire was filled out by 213 kindergarten teachers. The research attempts to conclude about the kindergar- ten teachers’ perception of distance learning.
Źródło:
Rocznik Pedagogiczny; 2020, 43; 117-136
0137-9585
Pojawia się w:
Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Competent Teacher of a Gifted Pupil in Early Primary School Education - Expectations versus Reality. The Author’s Own Study
Autorzy:
Kamińska, Aneta
Powiązania:
https://bibliotekanauki.pl/articles/454198.pdf
Data publikacji:
2020
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
teachers of gifted pupils at an early school age;
teacher competencies;
teacher attitudes
Opis:
The aim of the article is to present the results of the study on early primary school teacher’s preparation for working with gifted pupils. The study was conducted among 697 primary school teachers teaching in grades I, II, and III in Cracow and nearby towns. The theoretical aim of the article is to demonstrate, on the basis of the subject literature, the most important predispositions these teachers should possess. The author's own study has revealed that teachers are not adequately prepared to provide effective and engaging education for gifted pupils at an early school age. In the last part of the article the author indicates solutions aimed at improving this situation, e.g. enriching the offer of university study programmes for teachers in the area of education of gifted students; creating a position of a "teacher of gifted students"; creating separate centres supporting educational development of gifted students; and extending cooperation between all educational units.
Źródło:
Multidisciplinary Journal of School Education; 2020, 17; 119-133
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Inclusion of Children with Disabilities from the Palestinian-Arab Community in the Israeli Education System
Autorzy:
Majadley, Enas
Powiązania:
https://bibliotekanauki.pl/articles/16539534.pdf
Data publikacji:
2021-05-25
Wydawca:
Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
Tematy:
Arab society in Israel
students with disabilities
inclusive education
special education
teacher’s attitudes
Opis:
The concept of inclusion is implemented in Israeli educational system with introduction of 1988 Special Education Law (SEL). The political, socio-cultural and economical changes improved the general status of people with disabilities in the Arab and Jewish communities. However, the Jewish education system, and the Arab education system in general differ, that applies also to the issue of special needs education. Students with disabilities representing minority groups suffer from additional barriers. The main aim of the article is to discuss the issue of integrating students with disabilities into general education in Arab schools in Israel. The situation of children with special educational needs (mainly with intellectual disabilities) in educational system in Israel is discussed, with focus on children from Palestinian-Arab community. The Arab teachers attitudes and behaviors toward the inclusion and disability are analyzed. Although, the research within the topic is limited, the available results indicate rather negative attitudes of Arab teachers towards disabilities. This state might be partly embedded within the socio-cultural context. The further research within the topic is necessary.
Źródło:
Rocznik Pedagogiczny; 2020, 43; 197-210
0137-9585
Pojawia się w:
Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wizerunek dziecka z zaburzeniami rozwoju w poglądach nauczycieli szkół masowych
Autorzy:
Żuraw, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/606879.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
social exclusion, disruption in the development, teacher’s attitudes
wykluczenie społeczne, zaburzenia rozwoju, postawy nauczycieli
Opis:
Analysing social attitudes is necessary in a situation of total educational integration of disabled children into mass school. The article presents the results of research into stereotypes of children with abnormalities in development. Theoretical basis of my resolving are derived from social psychology and sociology. Teacher’s opinions were analysed according to the Bogardus idea and to the semantic meaning of words. Biological determinism, stereotypes are still present in the concept of this group. “Everywhere but not with me in my leisure time, not in my home”. In official declaration we observe a conventional sympathy, whereas the in area of behavior we perceive distance and anxiety. Why? Because health is still one of the most important values. Disability is not wanted. This tendency is still actual. Additional factor which leads to dislike of children with disability is present organisation of education which does not provide an effective support for teachers and pupils.
W niniejszym opracowaniu zaprezentowano wyniki badań dotyczących ustosunkowań nauczycieli szkół masowych do dzieci z zaburzeniami w rozwoju. Poznano deklaracje i istniejąca poza ich sferą poglądy. Ustalono, że występuje rozbieżność między deklaracjami a postawą nauczycieli. W ocenach badani ujawniają chęć działania na rzecz dzieci z zaburzeniami w rozwoju. W nieoficjalnych sądach wyrażają dystans. Sugerują, aby dzieci z interesującej nas grupy kształciły się w szkołach „półspecjalnych”. Przypisują uczniom z zaburzeniami właściwości waloryzowane negatywnie. Uważają ich za zdeterminowanych biologicznością, zależnych od otoczenia i przez nieaprobowanych (zwłaszcza przez rówieśników), a przez rodziców otoczonych konwencjonalną opiekuńczością. Elementarne znaczenie w wyposażaniu dzieci z deficytami rozwojowymi we wzmiankowane cechy ma wysokie wartościowanie zdrowia. Istotne jest też utrzymywanie się negatywnych stereotypów i niedostateczne wsparcie udzielane uczniom z zaburzeniami w rozwoju oraz ich nauczycielom w szkołach masowych.
Źródło:
Lubelski Rocznik Pedagogiczny; 2016, 35, 3
0137-6136
Pojawia się w:
Lubelski Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teacher training and selected characteristics of teachers in an inclusive class
Przygotowanie zawodowe i wybrane cechy nauczyciela klasy integracyjnej
Autorzy:
Cabanová, Mariana
Powiązania:
https://bibliotekanauki.pl/articles/530888.pdf
Data publikacji:
2019-09-10
Wydawca:
Państwowa Wyższa Szkoła Zawodowa w Raciborzu
Tematy:
teacher
attitudes
inclussive education
Opis:
The trend of inclusive education and the education of pupils with special educational needs puts increased demands also on the teacher training. The researches have so far proved that appropriate acting and responses of teachers require far more than just plain knowledge. Some authors highlight the teachers' attitudes as a crucial component for a successful integration of pupils with special educational needs into the classes. In her theoretical study, the author focuses on a research aimed at the attitudes of teacher trainees towards inclusive education. She emphasizes the importance of developing pro-inclusive attitudes among teachers-to-be before they actually enter the profession.
Źródło:
Eunomia – Rozwój Zrównoważony – Sustainable Development; 2019, 1(96); 125-130
1897-2349
2657-5760
Pojawia się w:
Eunomia – Rozwój Zrównoważony – Sustainable Development
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Slovak Teachers’ Attitudes Towards Inclusive Education
Autorzy:
Cabanová, Mariana
Kasáčová, Bronislava
Trnka, Marián
Powiązania:
https://bibliotekanauki.pl/articles/2034193.pdf
Data publikacji:
2022-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teacher
attitudes towards inclusive education
Opis:
Inclusive education is a controlled process that creates an environment for education and training, respect for diversity, abilities, and various educational needs of a child or pupil. It is topical in most countries’ professional and legislative discourse. It turns out that teachers’ attitudes are one of the main pillars of inclusive education policy implementation. The present research aimed to pursue connections and relationships between the teachers’ pro-inclusive attitudes, length of experience, and content of their learning activities. The research sample consisted of 926 kindergarten and elementary school teachers; the TAIS was used (Saloviita, 2015) as the research tool. Results showed that kindergarten teachers had more positive attitudes towards inclusive education than elementary school teachers. There are themes in education through which elementary school teachers can be developed pro-inclusive attitudes.
Źródło:
The New Educational Review; 2022, 67; 207-217
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Reflection before action: Students’ perceptions of selected aspects of the language teaching profession
Autorzy:
Michońska-Stadnik, Anna
Powiązania:
https://bibliotekanauki.pl/articles/911961.pdf
Data publikacji:
2019-07-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reflection
EPOSTL
teacher training
attitudes
teacher qualities
subjective theories
Opis:
The study explores trainee teachers’ opinions on selected aspects of the languageteaching profession. Reflecting on the reasons for becoming a teacher, on a language teacher’s professional qualities, and on the positive and negative aspects of the profession appears to be necessary at the starting point of professional training. A qualitative method was employed to collect the data. The students were asked to answer four survey questions pertaining to the issues mentioned above. Thirty-five undergraduate students completed the survey. Their answers were then analysed, which resulted in suggesting some procedures that could be implemented in the training programme. The findings revealed generally positive attitudes to the language teaching profession. However, some actions should be also taken to eliminate a few subjective theories that could negatively influence the students’ approach, such as the feeling of having power over learners, or controversial ways of dealing with discipline problems in the classroom. The study emphasised the role of reflection in the initial stages of teacher training
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 1; 73-88
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Through the looking glass of student perception: How foreign language students see teacher trait emotional intelligence and why it matters
Autorzy:
Moskowitz, Sharona
Dewaele, Jean-Marc
Powiązania:
https://bibliotekanauki.pl/articles/780781.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
trait emotional intelligence
attitudes
motivation
teacher sociability
teacher self-control
Opis:
The aim of this study is to examine how students perceive teacher trait emotional intelligence (TEI) and how those perceptions relate to students’ own self-reported attitudes and motivation. Adult students of ESL/EFL were given an online questionnaire consisting of two parts: one to provide observer-reported data on their teacher’s trait emotional intelligence and the second to measure students’ own attitudes and motivation. In total, 129 participants of 28 nationalities took part. The results showed that the perceived teacher TEI domains of teacher sociability and teacher self-control were significant predictors of student positive feelings and attitudes towards the teacher. With this paper, we make the case that observer reports of teacher TEI by students could be a valuable tool in L2 instruction by offering teachers unique insight into their own classroom behavior, thereby increasing teacher self-awareness which could lead to improved classroom practices.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 2; 239-256
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFL TEACHERS’ KNOWLEDGE OF THE USE AND DEVELOPMENT OF COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) MATERIALS
Autorzy:
Dashtestani, Reza
Powiązania:
https://bibliotekanauki.pl/articles/941162.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CALL materials
EFL teachers
attitudes
challenges
teacher education
Opis:
Even though there are a plethora of CALL materials available to EFL teachers nowadays, very limited attention has been directed toward the issue that most EFL teachers are merely the consumers of CALL materials. The main challenge is to equip EFL teachers with the required CALL materials development skills to enable them to be contributors to CALL materials development (Motteram, 2011). Accordingly, this research was carried out to unravel the current challenges and difficulties in enabling EFL teachers to acquire CALL materials development and implementation skills. Three groups of EFL stakeholders, i.e. EFL teachers (n=208) who taught English at universities, schools, and language teaching institutions, teacher educators (n=15) who were university instructors and educated MA and PhD students of TEFL, and teacher trainers (n=32) who mainly prepared EFL teachers for teaching at private language teaching institutions, were identified and participated in this study. The findings of in-depth interviews and questionnaires confirmed that the three groups of participants had positive attitudes toward the use of CALL materials and development of CALL materials by EFL teachers while teacher educators had slightly more positive attitudes. It was further illustrated that the EFL teachers did not have the required basic skills to develop or use CALL materials. In addition, there are some impediments to the development of CALL materials by EFL teachers. Moreover, the findings of observations and interviews indicated that CALL materials development is not a part of teacher education/training programs in Iran and the EFL teachers do not use CALL materials in their EFL courses. Finally, the participants proposed some strategies based on which EFL teachers would be able to obtain the necessary skills to develop and use CALL materials.
Źródło:
Teaching English with Technology; 2014, 14, 2; 3-26
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Attitudes towards Evaluation Research and Their Identity Processing Styles
Autorzy:
Sury, Zuzanna
Ostafińska-Molik, Barbara
Steć, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/24964702.pdf
Data publikacji:
2023-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
evaluation
educational evaluation
teacher
attitudes
identity processing styles
Opis:
The main purpose of this paper is to present the preliminary findings of the research focused on the relationship between teachers’ identity processing styles and their attitudes towards external and internal evaluation, as well as teachers’ self-evaluation. This goal allowed for formulating the following research questions: (1) What are teachers’ attitudes toward the three types of evaluation? (2) What are their identity processing styles? and (3) What relationships between the above variables exist? The average was highest on the informational style scale and lowest on the diffuse-avoidant style scale. The study demonstrated a clear differentiation of teachers’ attitudes: from a negative attitude towards external evaluation to a positive one towards self-evaluation. Although the study did not find statistically significant relationships, it contributed to some conclusions on how to study teachers’ attitudes towards evaluation in the future. The research is a step towards finding the factors that positively and negatively influence teachers’ perceptions of evaluation research in their work.
Źródło:
The New Educational Review; 2023, 74; 169-181
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Determinanty satysfakcji zawodowej nauczycieli akademickich (komunikat z badań)
Autorzy:
Anetta, Jaworska,
Ewa, Murawska,
Powiązania:
https://bibliotekanauki.pl/articles/892577.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
attitudes towards work
academic teacher
work satisfaction
professional success
Opis:
The phenomenon of achieving or experiencing professional satisfaction carries a multitude of possibilities of interpretation. It is also determined by various factors. In this paper we assume that job satisfaction is an important aspect of teachers’ work quality. Perception of their work and the degree of work satisfaction affect the professional activity of teachers – the level of involvement and identification with the profession, creativity, motivation for development. The aim of the study, the results of which are presented in this article, is to search for relationships between autotelic and normative attitudes of teachers towards work and their work satisfaction. The study, which involved 367 teachers employed in Polish universities, is on linear relations and uses a hierarchical multiple regression analysis. The results of these studies made it possible to identify the main predictors of contemporary academics’ job satisfaction and confirmed the fact that the satisfaction is in the area of teaching and research, and depends – to a greater extent – on the presented attitude towards work rather than received social support and work atmosphere. Interpersonal relationships in the workplace, however, proved a major determinant of the level of satisfaction with the organizational work for the university.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(1 (235)); 243-265
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Determinanty satysfakcji zawodowej nauczycieli akademickich (komunikat z badań)
Autorzy:
Jaworska, Anetta
Murawska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/1789892.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
attitudes towards work
academic teacher
work satisfaction
professional success
Opis:
The phenomenon of achieving or experiencing professional satisfaction carries a multitude of possibilities of interpretation. It is also determined by various factors. In this paper we assume that job satisfaction is an important aspect of teachers’ work quality. Perception of their work and the degree of work satisfaction affect the professional activity of teachers – the level of involvement and identification with the profession, creativity, motivation for development. The aim of the study, the results of which are presented in this article, is to search for relationships between autotelic and normative attitudes of teachers towards work and their work satisfaction. The study, which involved 367 teachers employed in Polish universities, is on linear relations and uses a hierarchical multiple regression analysis. The results of these studies made it possible to identify the main predictors of contemporary academics’ job satisfaction and confirmed the fact that the satisfaction is in the area of teaching and research, and depends – to a greater extent – on the presented attitude towards work rather than received social support and work atmosphere. Interpersonal relationships in the workplace, however, proved a major determinant of the level of satisfaction with the organizational work for the university.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(1 (235)); 243-265
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-, peer-, and teacher-assessment: An investigation into Iranian EFL students attitudes
Autorzy:
Abolfazli Khonbi, Zainab
Sadeghi, Karim
Powiązania:
https://bibliotekanauki.pl/articles/781013.pdf
Data publikacji:
2013-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
course achievement, peer-assessment
self-assessment
teacher-assessment
student attitudes
Opis:
Student-directed teaching and assessment techniques are gradually dominating educational systems almost all over the world. This study investigated a cohort of male and female Iranian EFL students’ attitudes toward self-, peer-, and teacher-assessment experiences. Sixty three students at Urmia University and Tabriz Islamic Azad University, in the form of three intact classes, experienced self-, peer-, and teacher assessment activities for one academic semester (having taken a knowledge pretest, four assessment series, and a course achievement posttest). Of all the participants, 38 completed a 5-point Likert-scale attitude questionnaire. The application of ANOVA, across and within group dependent samples t tests, as well as some qualitative analyses, indicated that the three experimental groups had positive attitudes toward their assessment experiences. While the peer-assessment group was the most positive in this regard, slight differences were found in the groups’ attitudes and beliefs. Further findings and implications are discussed in the paper.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 1; 87-107
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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