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Positive psychology in the classroom setting from the point of view of the pre-service teachers

100%

Ożańska-Ponikwia K.

Konteksty Pedagogiczne

2017

vol. 2

issue 9

Niniejszy artykuł skupia się na aspektach związanych z psychologią pozytywną i jej odniesieniem do klasy szkolnej. Próba badawcza składała się z 27 przyszłych nauczycieli, z którymi zostały przeprowadzone wywiady w celu poznania czynników o kluczowym z ich punktu widzenia znaczeniu podczas nauczania, jak również wyłonienia najważniejszych cech, jakie ich zdaniem powinien posiadać dobry nauczyciel języka obcego. Analiza danych jakościowych wykazała, że większość kategorii wymienionych przez badanych była bezpośrednio związana z psychologią pozytywną.

The present article is to focus on aspects connected with the positive psychology and their possible implementation into the classroom setting. The research sample that consisted of 27 preservice teachers was interviewed in order to elicit factors that, from their perspective, are of crucial importance while teaching as well as some key characteristics of a good language teacher. Qualitative data analysis revealed that most of the categories mentioned by the informants of the study were directly linked to the positive psychology.

Positive Language Education: Combining Positive Education and Language Education

85%

Mercer S., MacIntyre P., Gregersen T., Talbot K.

Theory and Practice of Second Language Acquisition

2018

vol. 4

issue 2

In this paper, we discuss the notion of Positive Language Education (PLE), which stems from a combination of Positive Education and Language Education. We suggest that there are good reasons for language educators to engage in enhancing 21st century skills alongside the promotion of linguistic skills. One key set of 21st century competences that would have academic and non-academic benefits are those which promote wellbeing. Wellbeing is indeed the foundation for effective learning and a good life more generally. Drawing on ideas from Content and Integrated Language Learning and Positive Education, PLE involves integrating non-linguistic and linguistic aims in sustainable ways which do not compromise the development of either skill set, or overburden educators. We believe that there are strong foundations on which to build a framework of PLE. Firstly, many language teachers already promote many wellbeing competences, in order to facilitate language learning. There is also a growing body of research on Positive Psychology in Second Language Acquisition on which further empirical work with PLE interventions can be developed. Building on the theoretical arguments put forward in this paper, we call for an empirically validated framework of PLE, which can be implemented in diverse cultural and linguistic settings.

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1 Konteksty Pedagogiczne

1 Theory and Practice of Second Language Acquisition

1 Gregersen T.

1 MacIntyre P.

1 Mercer S.

1 Ożańska-Ponikwia K.

1 Talbot K.

1 2018

1 2017

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Positive psychology in the classroom setting from the point of view of the pre-service teachers

Positive Language Education: Combining Positive Education and Language Education