Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "teacher beliefs" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 17
Tytuł:
The role of teacher imagination in conceptualising the child as a second language learner
Autorzy:
Guz, Ewa
Tetiurka, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/780709.pdf
Data publikacji:
2013-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
young learners
cognitive development
teacher beliefs
teacher cognition
imagination
Opis:
In order to initiate and maintain meaningful interaction in a young learner L2 classroom, an adult teacher needs to approach children in ways consistent with their developmental profile and adjust teaching methodology so as to accommodate young learners’ current skills. This requires the ability to predict the child’s possible responses to classroom events by imagining what s/he might think and how s/he might behave when presented with specific instructions. Bearing in mind that the teacher’s perception of the world is purely and completely adult in nature, in order to be effective, educators need to create a mental image or a concept of a young learner by gathering knowledge about his or her developmental characteristics and fully grasping the pedagogical implications of this knowledge. In this paper, we aim to explore the role of imagination in the conceptualisation of a child as a second language learner amongst university level pre-service teachers involved in an early primary EFL education programme. We report on qualitative research based on data obtained in the course of a two semester teacher training course of 35 BA and 30 MA students majoring in English. In the study, we focused on the working image of the child’s developmental characteristics created by the participants and their ability to employ this in their teaching. Our data show a substantial discrepancy between the participants’ theoretical conceptions concerning the business of teaching and the actual actions undertaken during lessons with young learners. Although participants were able to successfully identify the most distinctive developmental characteristics of primary-level learners, they experienced difficulty with integrating them into actual classroom practice.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 3; 419-439
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Complex Relationship between Teachers’ Mathematics-related Beliefs and Their Practices in Mathematics Class
Autorzy:
Purnomo, Yoppy Wahyu
Powiązania:
https://bibliotekanauki.pl/articles/1998308.pdf
Data publikacji:
2017-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teacher beliefs
teacher practices
mathematics class
elementary school teachers
Opis:
Mathematics-related beliefs play an important role in giving a teacher directions for taking decisions and for their behavior in a mathematics class. Therefore, the purposes of this research are to reveal the profile of teachers’ mathemat- ics-related beliefs, the consistency among belief dimensions, teachers’ practical profile in a mathematics class, and the consistency between beliefs and teachers’ practices in a mathematics class. This research used surveys with a cross-sec- tional design to collect data from 325 elementary school teachers in Jakarta. Teachers’ beliefs instruments and teachers’ practices in mathematics class were used to collect data. The findings of this research indicate that teachers tend to be constructivism-oriented but are not accompanied with suitable practices in mathematics class. Moreover, complex relationships also occur in both belief dimensions and in their relationships with the practices in a mathematics class.
Źródło:
The New Educational Review; 2017, 47; 200-210
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
Tytuł:
‘Living in a house without mirrors’: Poetry’s Cachet and Student Engagement
Autorzy:
Xerri, Daniel
Powiązania:
https://bibliotekanauki.pl/articles/888905.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
poetry reading
crisis discourse
student engagement
teacher beliefs
poetry’s cachet
Opis:
This article examines the contentious proposition that poetry has for the past few decades been experiencing a crisis, especially when it comes to student engagement. By means of the results of a study conducted in an English as a second language context, it explores teachers’ and students’ beliefs, attitudes and practices in relation to poetry. This article shows that the very discourse used to talk about poetry is a direct reflection of how much cachet it is ascribed in the classroom. It questions whether this inflation of cachet is responsible for the fact that poetry is not perceived as a genre that teachers and students opt to read for personal pleasure.
Źródło:
Anglica. An International Journal of English Studies; 2016, 25/1; 271-286
0860-5734
Pojawia się w:
Anglica. An International Journal of English Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing 21st Century Skills in a Foreign Language Classroom: EFL Student Teachers’ Beliefs and Self-Awareness
Autorzy:
Baran-Łucarz, Małgorzata
Klimas, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2016205.pdf
Data publikacji:
2020
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
21st century skills
4Cs
student teachers
teacher beliefs
EFL teaching
Opis:
This study reports on EFL student teachers’ opinions, beliefs and their self-awareness of developing 21st century skills, particularly the 4Cs: critical thinking, creativity, communication, collaboration, in the Polish educational context. A questionnaire designed for the purpose of this study was administered to 53 participants who were all student teachers of English enrolled in bachelor’s and master’s degree programmes. The survey results indicate that although the majority of the participants showed a low level of understanding of what 21st century skills are, they were fairly positive about integrating them into foreign language classroom instruction. At the same time, the teacher trainees tended to overrate their own abilities to develop the 4Cs in their future students. These findings suggest a greater need to raise FL teachers’ awareness as to the implementation of particular 21st century skills in the classroom. It is also postulated that enhancing such skills among student teachers in the course of teacher training is a prerequisite for 21st century skills-oriented pedagogy.
Źródło:
Academic Journal of Modern Philology; 2020, 10; 23-38
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
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
Tytuł:
English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university
Autorzy:
Yang, Xiaowan
Wyatt, Mark
Powiązania:
https://bibliotekanauki.pl/articles/1047076.pdf
Data publikacji:
2021-03-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teacher beliefs
L2 motivation
motivational practices
English for specific purposes
China
stimulated recall
Opis:
While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 1; 41-70
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Increasing Pre-service Kindergarten Teachers’ Mathematics Teaching Efficacy through Lesson Study
Autorzy:
Mihajlović, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/1967801.pdf
Data publikacji:
2019-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
lesson study
pre-service kindergarten teachers
teacher efficacy beliefs
self-efficacy
Opis:
The study aimed to investigate the effects of Lesson Study on the self-efficacy beliefs of pre-service kindergarten teachers. A quasi-experimental design with two parallel groups was used. The sample consisted of 49 students divided into a control group (27) and an experimental group (22). The pre-service kindergarten teachers in the experimental group followed an adjusted Lesson Study design, while the control group followed the traditional way of pre-service teaching practice. Findings indicate that there was no significant difference in teacher self-efficacy total scores between the groups, but there was a significant difference in the self-reported competence to effectively teach mathematics lessons and ability to get and keep pupils motivated.
Źródło:
The New Educational Review; 2019, 55; 89-99
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Neuroróżnorodnodność studentów w uczelni wyższej w dyskursie kompensacyjno‑terapeutycznym i dyskursie otwierania potencjału. Część I
Neurodiversity of Higher Education Students in the Compensatory and Therapeutic Discourse and the Discourse of Unlocking Their Potential. Part I
Autorzy:
Cierzniewska, Ryszarda
Powiązania:
https://bibliotekanauki.pl/articles/40494084.pdf
Data publikacji:
2021
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
edukacja w uczelni wyższej
studenci ze spektrum autyzmu i z zespołem Aspergera
przekonania nauczycielskie
wspomaganie studentów
university education
students with the autism spectrum and Asperger’s syndrome
teacher beliefs
supporting students
Opis:
CEL NAUKOWY: Celem moich badań jest próba nadania znaczeń istotnych dla przygotowania się nauczyciela akademickiego do procesu dydaktycznego sprzyjającego otwieraniu potencjalnych możliwości studentów z  autyzmem oraz zespołem Aspergera. PROBLEM I METODY BADAWCZE: Problemami badawczymi były pytania: Jak przygotować się do procesu dydaktycznego, aby stworzyć studentom w spektrum autyzmu i z zespołem Aspergera możliwości rozwinięcia własnego potencjału? Czy studenci neuroróżnorodni potrzebują specjalnego wsparcia kompensacyjno-terapeutycznego  ze strony nauczyciela akademickiego? Hermeneutyczne rozważania osadzone zostały w logice paradygmatu konstruktywistycznego odnoszącego się do dydaktycznych i społecznych wymiarów tworzenia rzeczywistości edukacyjnej. Materiał badawczy stanowią opublikowane teksty źródłowe z przeprowadzonych eksploracji, dotyczące różnych wymiarów obecności w uczelni wyższej studentów ze spektrum autyzmu i z zespołem Aspergera. PROCES WYWODU: Artykuł otwiera zdefiniowanie kategorii dotyczących autyzmu oraz opisanie dynamiki wzrostu liczby studiujących z tą diagnozą. Następnie opisano w świetle zgromadzonych badań dyskurs kompensacyjno-terapeutyczny i jego znaczenie dla przekonań nauczycielskich. Ostatnia część jest nadawaniem znaczeń procesowi dydaktycznemu, którego sensem jest otwieranie potencjału studentów. WYNIKI ANALIZY NAUKOWEJ: Przygotowanie do procesu dydaktycznego nauczyciela akademickiego obejmuje konieczność poznania fenomenu autyzmu, co ma znaczenie dla wytworzenia przekonań o możliwościach i potrzebach studentów z tą diagnozą. Studenci neuroróżnorodni w normie intelektualnej i powyżej nie potrzebują od nauczyciela akademickiego wsparcia kompensacyjno-terapeutycznego. Wsparcie tego typu otrzymuje student i nauczyciel od uczelnianych specjalistów do spraw osób niepełnosprawnych. Specyfika poznawcza neuroróżnorodnych studentów predysponuje ich do kształcenia akademickiego, choć mogą się pojawić pewne zaburzenia sytuacyjne lub chorobowe. Studiowanie może być dla nich szansą na wzmocnienie poczucia wartości i przygotowania się do życia dorosłego. Wysoka świadomość siebie, sposobów uczenia się oraz własnych potrzeb czyni ich partnerem w procesie dydaktycznym.  WNIOSKI, INNOWACJE, REKOMENDACJE: W Polsce jest niewiele badań dotyczących studentów neuronietypowych. Dominuje medyczne podejście do autyzmu, natomiast brakuje pedagogicznych opracowań wzmacniających nauczycieli akademickich.  
RESEARCH OBJECTIVE: The aim of my research is  an attempt to give meanings that are crucial for the preparation of an academic teacher to the didactic process which is conducive to unlocking potential of  students with autism and Asperger’s Syndrome. PROBLEM AND RESEARCH METHODS: The research problems were defined in the following questions: How to prepare self for the didactic process to create opportunities for students with the autism spectrum disorder and Asperger’s Syndrome to develop their own potential? Do neurodiverse students need special compensatory and therapeutic support from an academic teacher? Hermeneutic approach is embedded in the constructivist paradigm relating to the didactic and social dimensions of creating an educational reality.   THE PROCESS OF ARGUMENTATION: The article opens with the definition of categories related to autism and the description of the dynamics of the increase in the number of students with this diagnosis. Then, in the light of the collected research, the compensatory-therapeutic discourse and its importance for teachers’ beliefs were described. The last part is about giving meaning to the didactic process, the meaning of which is to  unlock the students’ potential. RESEARCH RESULTS: Preparation for the didactic process of an academic teacher includes the need to learn about the phenomenon of autism, which is important for forming  beliefs about the possibilities and needs of students with this diagnosis. Neurodiversity students within the intellectual norm and above do not need compensatory and therapeutic support from an academic teacher. This type of support is provided to students and teachers from university specialists for people with disabilities.  CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: In Poland, a narrow scope of  research on neurodiverse students is observed. The medical approach to autism dominates, while there is the lack of pedagogical studies that strengthen academic teachers.  
Źródło:
Horyzonty Wychowania; 2021, 20, 56; 119-132
1643-9171
2391-9485
Pojawia się w:
Horyzonty Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Classroom-based language efficiency assessment: a challenge for EFL teachers
Autorzy:
Wach, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/919795.pdf
Data publikacji:
2012-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Language assessment
Teacher assessment
Teachers’ beliefs
Teacher as assessor
Opis:
This paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to them.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 1; 81-92
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Namysł nad osobistymi przekonaniami na temat dziecka jako wyzwanie dla filozofii edukacyjnej nauczyciela (FEN)
Reflection on personal beliefs as a challenge for teacher’s educational philosophy (TEP)
Autorzy:
Lemańska-Lewandowska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/1387981.pdf
Data publikacji:
2017-05-24
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
teacher’s educational philosophy (TEP)
child
teacher’s reflection
teacher’s
personal beliefs
Opis:
The article presents the construct of the teacher’s educational philosophy in relation to thinking about the child and the student. The analysis of different ways regarding teacher’s thinking about his own decisions and actions towards the child reveals the sources and the ways of creating a personal educational philosophy. Individual beliefs about the students, nature of their development, their minds, their knowledge and learning processes can contribute to the continuous reflection and crystallization of TEP. In the following text the attention was also paid on possible teacher’s pedagogies that may arise from the mentioned reflection.
Źródło:
Problemy Wczesnej Edukacji; 2017, 38, 3; 116-123
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Unveiling the relationship between language learning beliefs, emotions, and identities
Autorzy:
Ferreira Barcelos, Ana Maria
Powiązania:
https://bibliotekanauki.pl/articles/780547.pdf
Data publikacji:
2015-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotions
identities
beliefs
language teacher education
language learning
Opis:
Several authors (Frijda, Manstead, & Bem, 2000; Van Veen & Lasky, 2006) suggest that emotions, cognitions, and identities are intrinsically related. Authors in social psychology (Fiedler & Bless, 2000; Frijda, Manstead, & Bem, 2000; Rosiek, 2003) have considered how beliefs are particularly sensitive to affective influences and how emotions, cognitions, and identities are intrinsically related. Understanding this relationship would help researchers to reveal complex key issues in beliefs research, such as the relationship between beliefs and action. Yet, although research on beliefs in applied linguistics goes back to the 70s and 80s, there has been scant connection with emotions and identities. This paper aims to reflect on the relationship between beliefs, emotions, and identities by looking at these coconstructing, overlapping concepts to advance our understanding of language learning and teaching. Through a review of studies on beliefs, emotions, and identities within applied linguistics and other areas, I illustrate how beliefs and emotions are intrinsically and interactively related, and how beliefs within a socio-historical context influence the construction of identities. Identities influence the kinds of emotions and beliefs that individuals attribute to themselves and to others. Emotions, in turn, can influence identities and how we construct them. Implications for research on beliefs, emotions, and identities are suggested.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 2; 301-325
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
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:
Teacher Trainees’ Beliefs Concerning Efficient Teaching and Learning – Pedagogical Spaces in Focus
Autorzy:
Kálmán, Sántha
Powiązania:
https://bibliotekanauki.pl/articles/1967817.pdf
Data publikacji:
2019-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
beliefs
pedagogical spaces
Qualitative Comparative Analysis
teacher training
Opis:
The paper focuses on discovering the relationships between pedagogical architecture and classroom didactics. It is looking for an answer to the question what beliefs teacher trainees have about pedagogical spaces, what connections they see between efficient learning and the organisation of pedagogical spaces, and how they would organise space during their own teaching practice. During the study, two methods were used: unstructured reflective diaries (N=29) and fuzzy-set Qualitative Comparative Analysis (fsQCA). The key point of fsQCA data analysis was the conversion of qualitative data into fuzzy sets. This process was done in several steps. Results shed light on the functional space model of the school, and highlighted the significance of individual, social, learning, and private spaces. The complex space representation of the students showed the school architecture, the inner world of the institution, forms, colours, and the unity of objects and internal space. All this has an effect on methodological culture as non-classical space organisation facilitates the use of new generation methods.
Źródło:
The New Educational Review; 2019, 55; 17-29
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WHAT MAKES TEACHERS DEVELOP PROFESSIONALLY: SOME REFLECTIONS ON MOTIVATIONAL ISSUES IN THE CONTEXT OF POST-GRADUATE STUDY PROGRAMMES
Autorzy:
Droździał-Szelest, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/442958.pdf
Data publikacji:
2019-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
autonomia
motywacja
nauczanie refleksyjne
nauczyciel-uczeń
profesjonalizm nauczyciela
przekonania
refleksja
rozwój zawodowy
autonomy
beliefs
motivation
professional development
reflection
reflective teaching
teacher-learner
teacher professionalism
Opis:
This article explores the concept of teacher professionalism, focusing primarily on factors motivating teachers to pursue professional development within the framework of formal, organized teacher development programmes offered by educational institutions. Its major purpose is to contribute to a better understanding of motivational issues involved in teacher education, or teacher learning, as it is sometimes referred to. Its other purpose is to liven up a discussion concerning language teacher education as a life-long experience. The article consists of two parts: its theoretical sections focus on the notions of professionalism and a professional, together with the concepts of autonomy and reflection/reflective practice, which are crucial from the point of view of teacher development. Next, factors motivating teachers to continue their development both as professionals and as individuals are addressed. The second part presents and discusses results of a small-scale individual research project which yielded some interesting data pertaining to motivational issues involved in teacher learning.
Źródło:
Neofilolog; 2019, 52/1; 159-177
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 17

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies