Results found: 2

Search results

Search:
in the keywords: teachers of English

Sort By:

Limit search:

Mentoring as Professional Development for Mentors

100%

Szymańska-Tworek A.

Theory and Practice of Second Language Acquisition

2022

vol. 8

issue 2

1-22

The present paper concerns the topic of mentoring in the context of pre-service teacher education. Mentoring refers here to assistance or guidance provided by a school-based teacher who agrees to mentor a student teacher during her or his practicum. More specifically, the paper examines if mentoring can be recognized as a form of professional development for mentor teachers. While a great deal of literature has looked at the benefits student teachers gain from mentoring, an ongoing line of research has acknowledged that teachers in their roles as mentors also can benefit professionally from the experience of mentoring. However, the bulk of this research comes from the Anglo-Saxon context and it cannot be assumed that the experiences of British, American or Australian teachers are shared by teachers in Poland. The aim of the present study then was to identify the ways in which Polish teachers of English who have undertaken the role of a mentor develop professionally through mentoring. The instrument used was a web-based questionnaire. The main findings show that mentor teachers gain professionally primarily through the process of mentoring-being a mentor enhances their capacity for self-reflection and positively impacts their leadership skills, confidence as a teacher, willingness to self-develop, as well as their enthusiasm and commitment to teaching. On the other hand, mentors do not feel they learn directly from student teachers, although, in general, they recognize cooperation with student teachers as an inspirational and positive experience.

RÓŻNICE INDYWIDUALNE W NABYWANIU KOMPETENCJI PRAGMATYCZNEJ PRZEZ NAUCZYCIELI JĘZYKA ANGIELSKIEGO

63%

Szczepaniak-Kozak A., Wąsikiewicz-Firlej E.

Neofilolog

2017

issue 48/2

213-231

Acquisition of pragmatic competence (PC) in a foreign language is a gradual process, which is not trouble-free and effortless even for advanced learners. Since most of the existing research on PC has focused on learners of English, this paper constitutes an attempt to investigate this matter from the perspective of foreign language teachers, with particular attention paid to teachers of English in Poland. Its aim is to investigate whether individual differences influence the acquisition of PC on the basis of data collected during classroom observations and in interviews with teachers. This way the authors endeavor to answer the question whether PC of the teachers depends on their general linguistic ability in English, their educational background and teacher preparation, or the stage of their career development.

Refine search results

1 Neofilolog

1 Theory and Practice of Second Language Acquisition

1 Szczepaniak-Kozak A.

1 Szymańska-Tworek A.

1 Wąsikiewicz-Firlej E.

1 2022

1 2017

Search results

Mentoring as Professional Development for Mentors

RÓŻNICE INDYWIDUALNE W NABYWANIU KOMPETENCJI PRAGMATYCZNEJ PRZEZ NAUCZYCIELI JĘZYKA ANGIELSKIEGO