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Tytuł:
Refleksja nauczyciela podstawą działań włączających w edukacji
Autorzy:
Skrzetuska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/1789414.pdf
Data publikacji:
2019-11-03
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
teacher’s reflection
inclusive education
Opis:
The article presents the role of teachers’ professional reflection in inclusive education. A teacher in a classroom with pupils with diverse educational needs (including persons with disabilities, behavioural disorders or coming from different cultures) faces many non-standard educational situations. He/She must modify his/her educational activities based on observation of phenomena, deepening his/her knowledge and reflection on his/her observations. In these activities he/she should get the help of specialists, school administration and social environment. The author draws a model of changing the personal professional knowledge of teachers of self-reflection.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 106-118
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Portfolio jako narzędzie kształcenia refleksyjności przyszłych nauczycieli języków obcych
Teacher porfolio as a tool in training teacher-trainees’ reflective skills
Autorzy:
Witkowska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/443033.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
reflective practitioner, reflection in teaching, teacher education, teacher training, reflection techniques, metareflection, teacher port-folio
Opis:
Being a reflective teacher is a highly appreciated quality of a good teacher. Reflection is considered to be essential in the job of teaching since it prompts to modify and improve the process of teaching and learning. As experts suggest reflective skills can be practiced and developed due to various teacher education models, programs and techniques. One of the techniques is a teacher portfolio that can consist of many tasks provoking teachers and teacher-trainees to reflect on their teaching. This article presents some research on the content of English teacher-trainees’ reflection and their metareflection. The research outcome provides some knowledge of what they reflect upon, if they do at all, and whether they perceive reflection as valuable in the process of learning teaching.
Źródło:
Neofilolog; 2018, 51/1; 75-88
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ZNACZENIE PRAKTYK W ROZWIJANIU KOMPETENCJI NAUCZYCIELSKIEJ – PERSPEKTYWA PRAKTYKANTA I MENTORA
The role of the practicum in the development of teacher competence – perspectives of prospective teachers and mentors
Autorzy:
Siek-Piskozub, Teresa
Jankowska, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/1036634.pdf
Data publikacji:
2019-03-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
practicum
FL teacher education
teacher competence
teacher reflection
praktyka
kształcenie nauczycieli języka obcego
kompetencja nauczyciela
refleksja nauczyciela
Opis:
Teaching practice is an important stage in prospective foreign language teacher development. It is an opportunity for reflection on the teaching process as well as for (self) evaluation of one’s teaching competence. Trainees approaching their practicum should be prepared by their educational institutions for the challenges they may face in a real school context. In the article we report on two studies undertaken to obtain an insight into the practicum from the trainee perspective and from the school-based mentor perspective in the hope of identifying areas which require improvement. Descriptions of the design of the two studies and the analyses of their results are preceded by a discussion of the importance of reflection on foreign language teacher competence and the place of practicum in the development of competence.
Źródło:
Neofilolog; 2015, 44/2; 209-220
1429-2173
Pojawia się w:
Neofilolog
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:
Reflection in the undergraduate teacher training
Autorzy:
Kasaćova, Bronislava
Powiązania:
https://bibliotekanauki.pl/articles/28763445.pdf
Data publikacji:
2004-04-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teacher training
changes in teacher training
a teacher as a reflective professional
reflection in teacher training
reflective techniques
reflective ability of a teacher and student
Opis:
The study brings an outline of pedeutological bases as well as reasons of changes in teacher training in the sense of neo-professionalism. The following subjects are taken into account: changes to view teacher's profession; foreign researches on investigation in teacher training; reflection as a tool of teacher's professional development; phenomenological analysis, portfolios and diaries in student's reflection; reflection in the process of becoming a teacher.
Źródło:
The New Educational Review; 2004, 2; 93-104
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:
Reflective practitioners: expectations vs facts
Autorzy:
Witkowska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/917076.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
experience
teaching experience
practical knowledge
teacher autonomy
reflection
reflective practitioners
auto-reflection
self-evaluation
teacher development
Opis:
Over the years of working at school teachers gain experience that is necessary for their professional development. The teaching experience may appear of little value if teachers do not reflect upon it. Reflection is the key to success in teaching. The article presents the results of a questionnaire conducted with foreign language teachers from Gorzów Wielkopolski, Poland schools who were asked about their reflection. Many teachers (95%) reported that they reflected on their teaching and even made notes (50%). The research outcomes provide interesting facts about teachers’ reflections.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 179-188
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
REFLECTION BUILT ON LANGUAGING AS AN ALTERNATIVE TO FEEDBACK: DEVELOPING PROCEDURAL LANGUAGE AWARENESS OF THE CONSTRUCTIONIST NATURE OF KNOWLEDGE AND LANGUAGE AMONG PROSPECTIVE L2 LANGUAGE TEACHERS
Autorzy:
Lankiewicz, Hadrian
Powiązania:
https://bibliotekanauki.pl/articles/1036692.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
languaging
reflection
microgenesis
teacher education
constructionism
teacher awareness
refleksja
mikrogeneza
edukacja nauczyciela
konstrukjonizm
świadomość nauczyciela
Opis:
While teacher feedback has got a long established tradition in pedagogic or educational discourse as a form of reflection, it has to be noticed by students to result in raised awareness. Apprehension of teacher feedback depends on its various characteristics such as salience, length, complexity or linguistic features (Swain, 2006a). Thereby its value may be too much engrained in the positivist paradigm of knowledge and language. Sociocultural approaches to learning, resting firmly on constructivist theories of knowledge and interactive theories of language, underscore the centrality of the learner. The agency of the learner places reflection in the form of talks (Moate, 2011) or languaging (Swan, 2006a). The aim of this paper is to present a microgenetic analysis of languaging on the concept of “noticing” (Schmidt, 1990) in teacher training during a methodology class. The working hypothesis is the claim that reflection, in the form of substantiated thinking, presents a potential for developing procedural dimension of teacher language awareness.
Źródło:
Neofilolog; 2014, 43/1; 67-80
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wykorzystanie portfolio w procesie kształcenia nauczycieli: rys historyczny oraz podsumowanie doświadczeń
Autorzy:
Brzosko-Barratt, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/1932769.pdf
Data publikacji:
2020-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
portfolio nauczycielskie
kształcenie nauczycieli
refleksja
narzędzia oceny nauczycieli
teaching portfolio
teacher education
reflection
teacher assessment tools
Opis:
The aim of the paper is twofold. It presents an overview of various conceptualisations of teaching portfolio and their historical development. It also describes the process of creating the teaching portfolio at the teacher education programme focused on early language learning and CLIL teaching offered at the University of Warsaw. The paper ends with some final conclusions regarding the process of adaptation of teaching portfolio within the teacher education system in Poland.
Celem niniejszego artykułu jest przypomnienie koncepcji portfolio w kształceniu nauczycieli oraz spojrzenie na możliwości użycia tego narzędzia w polskich realiach. W pierwszej części przedstawiono historię i stan wiedzy na ten temat w innych krajach, a w drugiej zaprezentowano doświadczenia zaadaptowania portfolio nauczycielskiego do potrzeb przygotowania nauczycieli języka angielskiego w programie Graduate Programme of Teaching English to Young Learners na Uniwersytecie Warszawskim.
Źródło:
Kultura i Edukacja; 2020, 1(127); 52-68
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Błędy metodyczne w planowaniu i prowadzeniu lekcji
Methodological mistakes in planning and teaching classes
Autorzy:
Janowska, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/966823.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
błąd
nauczyciel języków obcych
kształcenie nauczycieli
standardy europejskie
refleksyjność
mistake
foreign language teacher
teacher training
european standards
reflection
Opis:
Niniejszy artykuł nie jest repertuarem błędów nauczycielskich, chociaż o nich wielokrotnie mowa. Odwołując się do schematu działań nauczyciela w różnych momentach procesu dydaktycznego, nakreślonego w "Europejskim Portfolio dla studentów – przyszłych nauczycieli języków" koncentrujemy się głównie na takich pytaniach jak: co powinien robić nauczyciel w danej, niekiedy trudnej sytuacji; jaka powinna być jego rola, postawa; czego powinien się wystrzegać, o co szczególnie zabiegać etc. Najbardziej typowe niedociągnięcia i uchybienia (ponieważ wszystkich nikt nie jest w stanie, ani policzyć ani przewidzieć) zostały przedstawione w kontekście negatywnych konsekwencji jakie powodują oraz środków zaradczych, które należy podjąć, by móc uniknąć podobnych nieprawidłowości. Remedium, które okazuje się skuteczne w rozwiązywaniu problemów dydaktycznych spotykanych na co dzień, jest szeroko pojęta refleksja nad własnym warsztatem pedagogicznym oraz doskonalenie zawodowe.
This paper is not a simple enumeration of teachers’ mistakes although it discusses them often. Referring to the operational framework for teachers at various stages of the didactic process outlined in the European Portfolio for Student Teachers of Languages, we mainly focus on questions such as what teachers should do in specific – sometimes difficult – situations, what their roles or attitudes should be, what they should avoid, what they should pay special attention to, etc. The most typical drawbacks and shortcomings (as they are not countable or predictable) are presented in the context of negative consequences they cause as well as the remedies to be applied in order to prevent such anomalies in the future. A remedy that is often found effective in solving didactic issues we encounter in our daily work is a widely understood reflection on our own educational competencies and professional improvement.
Źródło:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2015, 22
0860-6587
2449-6839
Pojawia się w:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zabawa narracyjna jako strategia sprzyjająca autentycznemu uczeniu się dzieci
A narrative play as a strategy supporting authentic learning by children
Autorzy:
Szymczak, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1386936.pdf
Data publikacji:
2020-03-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
narrative play
self-regulation
reflectiveness
reflection
teacher’s and student’s genuine engagement
Opis:
A narrative play is a strategy which was used while creating educational situations for children aged 6 to 9, in the Narrative Environments for Play and Learning research project. The process of build-ing the strategy and implementing it in practice was monitored in order to answer the question of the strategy’s meaning for creating a teaching environment. The observation of children and teachers, the interviews with teachers and the analysis of the collected empirical material in the form of audio and video recordings lead to a conclusion that a narrative play supports developing self-regulation in students (see: Arends 1994: 488–499; Filipiak 2012: 70–79). Some specific properties and the role of a teacher who is a facilitator genuinely engaged in its construction are characteristic qualities of a narrative play. It supports developing reflectiveness and reflection regarding such aspects as: educational problems, motives of one’s behavior, one’s own beliefs.
Źródło:
Problemy Wczesnej Edukacji; 2020, 48, 1; 40-50
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Attitudes to Education Transformation in Czech Schools
Autorzy:
Šimíčková, Helena
Powiązania:
https://bibliotekanauki.pl/articles/28409136.pdf
Data publikacji:
2005-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ attitudes
risky factors for adoption of the Czech schools transformation
reflection of the teacher’ s work
self-reflection
research problems
questions and hypotheses
research aims
interpretation of research results
conclusions for pedagogical practice
Opis:
The text deals with teachers’ attitudes and opinions of the transformation of the Czech schools. It answers the following question: Which are the risky factors for current teachers to be able to adopt the concept of the integrated teaching process and to be able to get rid of residue of the encyclopaedic approach to the teaching process in Czech schools. Teachers’ attitudes and their connection with reflection of their work and their self-reflection are defined briefly. The author describes research problems, questions, hypotheses and aims of the research realised in 20 schools in the city of Ostrava and its neighbourhood within the Research Project of our organisation named New Opportunities in Education of Teachers, Educators and Pupils for the Learning Society of the 21st Century (VZO CEZ: JOB/98: 174500001) during the years 2000– 2003. She interprets results of this research and conclusions following from it for the pedagogical practice.
Źródło:
The New Educational Review; 2005, 5; 117-127
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
AnAlySE jako narzędzie stymulujące rozwój refleksyjności i refleksji nauczyciela dotyczącej codzienności szkolnej
AnAlySE as a tool for stimulating teacher’s reflection and reflectivity with reference to everyday educational reality
Autorzy:
Szymczak, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1387871.pdf
Data publikacji:
2018-09-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
everyday educational reality
reflection and reflectivity
developing the ability
to be a teacher
Opis:
Educational situation analysis sheet (AnAlySE) was used as a tool while working with university students of early education. The work with AnAlySe was monitored in order to answer the question of its meaning in developing the ability to reflect on the everyday educational reality. The observation of students’ proceedings, the interviews with them and the analysis of their work lead to the conclusion that the sheet constitutes a specific space for obtaining knowledge and developing certain skills in teacher’s both individual and group work. It fosters developing the ability to learn “with” others and “from” others “in” and “from” the everyday educational reality.
Źródło:
Problemy Wczesnej Edukacji; 2018, 42, 3; 103-112
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing reflective practice as part of teacher training with the use of critical incidents
Autorzy:
Kossakowska-Pisarek, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/442998.pdf
Data publikacji:
2020-09-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
critical incident
reflective practice
teacher education
teacher development
critical reflection
zdarzenie krytyczne
refleksyjna praktyka
kształcenie nauczycieli
rozwój nauczycieli
refleksja krytyczna
Opis:
Preparing thoughtful reflective practitioners has become a common concept in the teacher education literature. Prior educational experiences offer excellent opportunity for students to reflect on authentic teaching examples and provide constructive ways to engage in reflective practice. This study examines critical incidents as a tool for developing reflective thinking skills among teacher trainees (N=11). The research on use of critical incidents for training comprised a questionnaire and group discussions. The instrument used for analyzing critical incidents included personal details, factual information and openended questions concerning reasons for and consequences of the incident, associated emotions, reflections connected with it, lessons from this incident and its implications for the future. Overall, although some crucial issues arose, the technique proved useful for training, and was assessed as positive and valuable by the teacher trainees. Some pedagogical implications were formulated regarding problems with understanding the notion of critical incident, previous training of the teacher trainees and the need for a supportive environment.
Źródło:
Neofilolog; 2020, 55/1; 93-106
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Congruence and discrepancy between observation and teachers’ self-report of inquiry-based instruction
Autorzy:
Kotuľáková, Katarína
Orolínová, Mária
Priškinová, Natália
Schubertová, Romana
Tóthová, Renáta
Powiązania:
https://bibliotekanauki.pl/articles/2175229.pdf
Data publikacji:
2022
Wydawca:
Towarzystwo Chemii i Inżynierii Ekologicznej
Tematy:
self-report
teacher
reflection skills
inquiry-based instruction
samoocena
nauczyciel
refleksja
odpowiadanie na zapytania
Opis:
Opportunities for self-reflection and collaborative reflection support inquiry-based teaching. The presented study focuses on retrospective self-reports of 14 science teachers about teaching inquiry lessons in their regular science classes. Their self-reports were compared with observation reports of researchers. Data from semi-structured interviews were added. The results indicate that teachers overestimated their performance in the class in all observed areas of inquiry instruction. The most misinterpreted and overestimated area by teachers seems to be formulating research questions, analysing data and drawing conclusions, which are the most effective processes in student learning. Based on the results of the study, several implications are suggested in order to focus on the self-reflective skills of teachers.
Źródło:
Chemistry-Didactics-Ecology-Metrology; 2022, 27, 1-2; 123--134
2084-4506
Pojawia się w:
Chemistry-Didactics-Ecology-Metrology
Dostawca treści:
Biblioteka Nauki
Artykuł
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