Dilemmas in language teaching and teacher education

• Authors: Hanna Komorowska
• Languages of publication: EN

Abstracts

EN

The article analyses disappointing data concerning the status of the teaching profession and teachers’ self-perceptions revealed in recent TALIS, EURYDICE and EUROSTAT reports. Reasons for teachers’ difficulties are then analysed vis-à-vis criteria for the evaluation of quality in education. Emphasis is given to decision-making processes and the type of dilemmas encountered by teacher trainers working in the academic context and foreign language teachers employed in school systems of EU member states. Implications for educational policies of the future are sought and an attempt is made to examine the role of enabling institutions such as the Council of Europe and the European Centre for Modern Languages in Graz.

Keywords

EN

language education; foreign language teaching; pre-service teacher education; language teachers’ dilemmas; quality in education; barriers; enabling institutions.

• Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
• Journal: Glottodidactica
• Year: 2016
• Volume: 43
• Issue: 1
• Pages: 81-95

Dates

published

2016-06-20

Contributors

author

Hanna Komorowska

• SWPS Uniwersytet Humanistycznospołeczny

References

• Attention Span Statistics. Statistic Brain RSS. National Center for Biotechnology Information, U.S. National Library of Medicine, http://www.statisticbrain.com/attention-spanstatistics. Bateson, G. 1972. Steps to an Ecology of Mind. New York: Ballantine.
• Colnerud, G. 2006. Teacher ethics as a research problem: syntheses achieved and new issues. Teachers and Teaching: Theory and Practice, 12, 365-385.
• Campbell, E. 2000. Professional ethics in teaching: towards the development of a code of practice. Cambridge Journal of Education, 30, 203-221.
• Chetty, R. / Friedman, J.N. / Rockoff, J.E. 2013a. Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates. Cambridge: National Bureau of Economic Research.
• Chetty, R. / Friedman, J.N. / Rockoff, J.E. 2013b. Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood. Cambridge: National Bureau of Economic Research.
• Council of Europe. Recommendation CM/Rec (2012)13 of the Committee of Ministers on Ensuring Quality Education. Strasbourg: Council of Europe.
• De Heus, P. / Diekstra, R.F.W. 1999. Do teachers burn out more easily? In: Vandenberghe, R. / Huberman, A. (eds.) Understanding and Preventing Teacher Burnout. Cambridge: Cambridge University Press, 269-284.
• European Commission / EACEA / EURYDICE / CEDEFOP. 2014a. Tackling Early Leaving from Education and Training in Europe. Strategies, Policies and Measures. Eurydice and Cedefop Report. Luxembourg: Publications Office of the European Union.
• European Commission. 2014b. Education and Training. Monitor. 2014. Luxembourg: Publications Office of the European Union.
• Gabryś-Barker, D. 2012. Reflectivity in Pre-service Teacher Education. A Survey of Theory and Practice. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
• Goffman, E. 1974. Frame Analysis. New York: Harper.
• Grzegorzewska, M. K. 2006. Stres w zawodzie nauczyciela. Specyfika, uwarunkowania i następstwa. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
• Heyworth, F. 2013. Applications of quality management for language education. Language Teaching 46, 281-315.
• Huber, J. (ed.). 2011. Teacher Education for Change. Strasbourg: Council of Europe.
• Husu, J. / Tirri, K. 2001. Teachers’ ethical choices in sociomoral settings. Journal of Moral Education, 30 (4), 361-375.
• Instytut Badań Edukacyjnych. 2015. Efekty nauczania języka angielskiego na III etapie edukacyjnym. Raport końcowy. Badania umiejętności uczenia się i nauczania języków obcych w gimnazjum. Badanie umiejętności mówienia. Warszawa: Instytut Badań Edukacyjnych.
• Jiang, K. 2011.The Dangers of Gamification. Why We Shouldn’t Build a Game Layer on Top of the World. June 13, 2011, http://krystlejiang.files.wordpress.com/2011/07/the-dangers-ofgamification.pdf.
• Johnson, B. 2002. Values in English Language Teaching. Mahwah, NJ: Lawrence Erlbaum.
• Kelly, M. / Grenfell, M. 2004. European Profile for Language Teacher Education. A Frame of Reference. Southampton: University of Southampton.
• Kohler, J. 2007. The implications for governance of institutions and systems. In: Weber, L. / Dolgova-Dreyer, K. (eds.) The Legitimacy of Quality Assurance in Higher Education. Council of Europe: Strasbourg, 59-75.
• Komorowska, H. 2011. Paradigms in teacher education. In: Komorowska, H. (ed.) Promoting Multilingualism. Teaching – Learning – Assessment. Warszawa: FRSE, 13-38.
• Komorowska, H. 2013. Empowering foreign language teachers – A slogan or a chance? Insights into the work of the European Centre for Modern Languages. In: Jodłowiec, M.
• (ed.). Exploring the Microcosm and Macrocosm of Language Teaching and Learning. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego, 155-168.
• Kremer-Hayon, L. / Tillema, H. 2002. Practising what we preach. Teacher-educators’ dilemmas in promoting self-regulated learning: a cross case comparison. Teaching and Teacher Education, 18, 593-607.
• Loughran, J. / Russell, T. 2002. Improving Teacher Education Practices through Self-Study. London: Routledge Falmer.
• MacIntyre, P. / Mercer, S. 2014. Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, (4) 2, 153-172.
• Mahony, P. 2009. Should ought be taught? Teaching and Teacher Education, 25, 983-989.
• Manke, M.P. 1997. Classroom Power Relations: Understanding Student-Teacher Interaction. Mahwah, NJ: Lawrence Erlbaum
• Maslach, Ch. / Leiter, M. 1997. Truth About Burnout. How Organisations Cause Personal Stress and What to Do About It. San Francisco: Jossey Bass.
• Newby, D. / Allan, R. / Fenner, A.B. / Komorowska, H. / Jones, B. / Soghikyan, K. 2007. European Portfolio for Student Teachers of Languages EPOSTL). Graz. ECML. Council of Europe Publishing.
• Newby, D. (ed.). 2012. Insights into the European Portfolio for Student Teachers of Languages. Newcastle: Cambridge Scholars Publishing.
• Oz, A. 2015. About Judas. Sierakowski interviews Amos Oz. Polityka 6.10.2015.
• Piechurska-Kuciel, E. 2011. Foreign language teacher burnout: A research proposal. In: Pawlak, M. (ed.) Extending the Boundaries of Research on Second Language Learning and Teaching. Berlin: Springer, 211-223
• Pitura, J. 2012. Adult educator development and burnout: self-management of generic competences in problem prevention. In: Heikkinen, A. / Jogi, L. / Jutte, W. /Zarifis, G. (eds.). The Futures of Adult Educator(s): Agency, Identity and Ethos. Joint Conference Proceedings, 28-35.
• Piwowarski, R., Krawczyk, M. 2009. TALIS – wyniki badań 2008. Warszawa: Instytut Badań Edukacyjnych.
• Poraj, G. 2009. Od pasji do frustracji. Modele psychologicznego funkcjonowania nauczycieli. Łódź: Wydawnictwo Uniwersytetu Łódzkiego.
• Pyżalski, J., Merecz, D. (eds.). 2010. Psychospołeczne warunki pracy polskich nauczycieli. Pomiędzy wypaleniem a zaangażowaniem. Kraków: Impuls.
• Rádai, P. (ed.). 2003. The Status of Language Educators. European Centre for Modern Languages. Council of Europe Publishing.
• Schrodt, P. / Whitt, P.L. / Truman, P.D. 2007. Reconsidering the measurement of teacher power use in the college classroom. Communication Education, 56 (3), 308-332.
• Sęk, H. 2000. Wypalenie zawodowe u nauczycieli. Uwarunkowania i możliwości zapobiegania. In: Sęk, H. (ed.). Wypalenie zawodowe. Przyczyny. Mechanizmy. Zapobieganie. Warszawa: Wydawnictwo Naukowe PWN, 149-165.
• Sęk, H., Cieślak, R. 2004. Wsparcie społeczne – sposoby definiowania, rodzaje i źródła wsparcia, wybrane koncepcje teoretyczne. In: Sęk, H. / Cieślak, R. (eds.). Wsparcie społeczne, stres i zdrowie. Warszawa: Wydawnictwo Naukowe PWN, 11-28.
• Shapiro-Lishchinsky, O. 2011. Teachers’ critical incidents. Ethical dilemmas in teaching practice. Teaching and Teacher Education, 27, 648-656.
• SurveyLang – First European Survey on Language Competences. Final Report. 2012, Brussels: Council of Europe.
• TALIS. The Teaching and Learning International Survey. Main Findings from the Survey and Implications for Education and Training Policies in Europe. 2013. Luxembourg: Publications Office of the European Union.
• Tillema, H.H. 1997. Reflective dialogue in teams: a vehicle to support belief change in student teachers, European Journal of Teacher Education, 20 (3), 283-296.
• Tillema, H. / Kremer-Hayon, L. 2005. Facing dilemmas: teacher-educators’ ways of constructing a pedagogy of teacher education. Teaching in Higher Education, 10, 203-217.
• Werbińska, D. 2009a. Wypalenie zawodowe nauczycieli języków obcych. Teoria, zapobieganie, perspektywy badawcze. Neofilolog, 30, 85-90.
• Werbińska, D. 2009b. Dylematy etyczne nauczycieli języków obcych. Warszawa: Fraszka Edukacyjna.
• White, R. / Hockley, A. / Laughner, M.S. / Van der Horst, J. 2008. From Teacher to Manager. Cambridge: Cambridge University Press.
• Windschitl, M. 2002. Framing constructivism in practice as the negotiations of dilemmas, Review of Educational Research, 72 (2), 131-177. www.ecml.at

Identifiers

DOI

10.14746/gl.2016.43.1.6