PL EN


2015 | 12 | 1-14
Article title

Autorefleksja i samoocena przyszłych nauczycieli języka niemieckiego jako jedno z kryteriów weryfikacji sposobu ich kształcenia

Content
Title variants
EN
The prospective German teachers' self-reflection and self-esteem as one of the criteria of their educational assessment
Languages of publication
PL
Abstracts
EN
The objective of this article is to present the profile of a German philology student – the prospective teacher, based on his/her self-reflection and self-esteem. A brief analysis of teacher education standards (Ordinance of the Ministry of Science and Higher Education of 17 January 2012) and publications on the role of mindfulness in foreign language teaching and teacher education were the starting point for the theoretical discussion. However, the analysis of conducted research and the presentation of the results were the priority of the article. The study based on the prospective teachers’ self-reflection and self-esteem showed some tendencies in thinking about oneself and perceiving oneself as a teacher among the surveyed students. According to the findings, future teachers are mainly focused mainly on their own interpersonal skills and the need for ongoing development. The ability to build ‘a good relationship with a student’ was valued the highest. The results clearly show the prospective teachers’ focus mainly on pedagogical and psychological aspects of their future job. The teaching dimension of the respondents’ occupation was hardly underlined in the conducted study. Apart from the detailed analysis of the research and its results, the article presents requirements which could serve as recommendations regarding certain changes to be introduced to the teacher education at class level.
Keywords
Year
Issue
12
Pages
1-14
Physical description
Dates
published
2015
Contributors
  • Uniwersytet Wrocławski
References
  • Arends, R.I. (1994), Uczymy się nauczać. Wydawnictwa Szkolne i Pedagogiczne. Warszawa.
  • Fosnot, C.T./ R.S. Perry (2005), Constructivism: A psychological theory of learning, (w:) C. Fosnot (red.), Constructivism. Theory, perspectives, and practice. New York, N.Y. 8–38.
  • Fuller, F. (1969), Concerns of teachers: A developmental conceptualization, (w:) American Educational Research Journal 6. 207–226.
  • Komar, W. (2000), Współczesność i nauczyciel – perspektywy edukacji bez dogmatów. Warszawa.
  • Pachociński, R. (1994), Edukacja nauczycieli w krajach Unii Europejskiej. Warszawa.
  • Wysocka, M. (2003), Profesjonalizm w nauczaniu języków obcych. Katowice.
  • Zawadzka-Bartnik, E. (2004), Nauczyciele Języków Obcych w dobie przemian. Kra-ków.
  • Źródła internetowe:
  • Rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 17 stycznia 2012 r.
  • w sprawie standardów kształcenia przygotowującego do wykonywania zawodu nauczyciela
  • http://isap.sejm.gov.pl/KeyWordServlet?viewName=thasS&passName=szkolnictwo%20wy%C5%BCsze (dostęp: 12.01.2015).
Document Type
Publication order reference
Identifiers
ISSN
2080-4814
YADDA identifier
bwmeta1.element.desklight-7bcb4c6c-cd6f-417e-8c27-5275eacfa015
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