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Rola uczelni wyższych w przygotowaniu przyszłych nauczycieli do współpracy z rodzicami

100%

Nowosad I., Pietrań K.

Rocznik Lubuski

2015

vol. 41

issue 2

131-145

This article undertakes the issue of teachers preparation to cooperate with parents. It mostly concentrates on the role played by higher education institutions in this important area of functioning of the future tutors. The issue referred to, although it has occupied an important place in Polish pedagogy, still remains undervalued in the process of future teachers education. The analysis of education programmes and the programmes of trainings in state, higher education schools clearly points to the insufficiency of both theory and practice concerning the cooperation between the teachers and the parents, and it further stresses further necessity to improve this important area.

Artykuł podejmuje problematykę przygotowania nauczycieli do współpracy z rodzicami. Koncentruje się przede wszystkim na roli, jaką pełnią uczelnie wyższe w tym ważnym obszarze funkcjonowania przyszłych wychowawców. Poruszane zagadnienie, choć od wielu lat zajmuje ważne miejsce w polskiej pedagogice, nadal nie jest doceniane w procesie edukacji przyszłych nauczycieli. Analiza programów kształcenia i programów praktyk w publicznych szkołach wyższych, wyraźnie wskazuje na niedosyt zarówno teorii, jak i praktyki dotyczącej współpracy nauczycieli z rodzicami, a tym samym akcentuje dalszą potrzebę doskonalenia tego ważnego obszaru.

Origins of modern language teacher education: The influence of related disciplines on the educational breakthrough of the 1990s. Bridging past and future

84%

Komorowska H.

Neofilolog

2022

issue 58/1

9-25

The article aims at identifying the roots of the dramatic changes which took place in the philosophy, curricula and methods of pre- and in-service teacher education in the early 1990s. Integration of teacher training programmes with university education, balanced introduction of theory and field experience, skills- and competence-based professional development of language teachers based on the concept of the reflective practitioner, trainee-centred teaching methodology, i.e. innovative solutions marking the breakthrough in language teacher education of the last decade of the 20th century were the result of advancements in the educational sciences, sociology, anthropology, psychology and philosophy. The main directions of influence exerted by each of these disciplines on teacher training programmes in the United States, Great Britain and countries of Central and Eastern Europe are discussed with special emphasis on developments which shape the language policy of the main European institutions at present and which are likely to continue exerting an impact in the near future.

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1 Neofilolog

1 Rocznik Lubuski

1 Komorowska H.

1 Nowosad I.

1 Pietrań K.

1 2022

1 2015

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Rola uczelni wyższych w przygotowaniu przyszłych nauczycieli do współpracy z rodzicami

Origins of modern language teacher education: The influence of related disciplines on the educational breakthrough of the 1990s. Bridging past and future