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O transferencji wiedzy naukowej i subiektywnych poglądów na temat kształcenia nauczycieli języków obcych na podstawie rezultatów metaanalizy artykułów opublikowanych na łamach Neofilologa

100%
Orchowska I.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2015
|
issue 12
81-96
EN
Foreign language teachers’ training is one of the research domains of the Polish foreign lan-guage didactics as an academic discipline. It is also an area of practice in the perspective of which we have to distinguish scientific knowledge, personal views [germ. subjective theorien], teaching practices in class and academic studies. In the present paper I discuss some results of the meta-analysis of the articles published in the years 1990–2010 in the Polish journal of foreign language didactics – Neofilolog. I aim to analyze the problem of the transference of scientific knowledge and personal views of the authors about foreign language teachers’ training. I concentrate on the importance that Polish scholars attach to scientific theories and to their personal views in their publications and how they understand the theory of foreign language didactics and define their own epistemological stance. Moreover, I analyze the evolution of the topics discussed in foreign language didactics. The present paper is part of a larger meta-research which I am currently carrying out with an aim to design a model of scientific endeavors undertaken by the members of the foreign language didactics community of practices to construe and disseminate scientific theories on the training of foreign language teachers.
2
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Kształcenie nauczycieli języków obcych jako interdyscyplinarny przedmiot poznania naukowego. Refleksja metaglottodydaktyczna na temat relacji między glottodydaktyką a pedagogiką

63%
Orchowska I.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2017
|
issue 23
181-195
EN
The aim of the present article is meta-glottodidactic reflection on the choices Polish teaching specialists make when defining and interpreting the interdisciplinary nature of a glottodidactic object of study. The author focuses on the interdisciplinary character of the relationship between glottodidactics and pedagogy as related sciences in foreign language teacher education discourse. What follows is an analysis of the effects that Polish scholars’ epistemological choices may have on the consolidation of knowledge within the Polish glottodidactic community. The author also stresses the influence those choices might have on the mutual understanding between specialists representing glottodidactics (both as theory and practice of foreign language education) and pedagogy.
3
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ROLA NAUCZYCIELA – MITY I SLOGANY A RZECZYWISTOŚĆ

63%
Komorowska H.
Neofilolog
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2015
|
issue 45/2
143-155
EN
The article presents an overview of the situation in language teachingand teacher education in Poland. An attempt has been made to evaluatethe developments of the last 25 years in the Polish educational landscapein the field of language teaching, protection and promotion ofminority and regional languages, pre- and in-service teacher education.Special attention has been given to expectations vis-à-vis the teachingprofession in Poland and abroad, challenges arising in teacher traininginstitutions, difficulties teachers encounter in their everyday functioningas well as their training needs. Controversial issues arising from inconclusiveresearch results have also been identified. In the final partof the text ideas are provided for quantitative and qualitative researchand its role in pre- and in-service teacher education.
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Interdyscyplinarna specyfika kształcenia nauczycieli języ-ków obcych (ze szczególnym uwzględnieniem pedeutologii i glottodydaktyki)

63%
Peć B.
Neofilolog
|
2020
|
issue 55/1
27-49
EN
The purpose of this paper is to present the interdisciplinary nature of foreign language teacher education both from a theoretical and empirical perspective – including findings from a research study which was conducted at the Institute of German Studies at the University of Warsaw. The article shows the diversity of approaches to teacher education and defines glottodidactics as the basic disciplines of foreign language teacher education, exposing the influence of these disciplines on each other. The article presents a sample interdisciplinary teacher training program and, based on the results of the au-thor’s own research, the opinions of students on this subject.
5
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Foreign language trainee teachers’ concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: training induced changes

63%
Nijakowska J.
Neofilolog
|
2022
|
issue 58/2
161-178
EN
The study was conducted in a group of second year university students – pre-service teachers of English as a foreign language (EFL). The aim of the study was to investigate how the trainee teachers’ participation in a compulsory SEN-dedicated course delivered online impacted their self-reported concerns and preparedness to implement inclusive teaching practices with foreign language (FL) learners with special educational needs (SEN). A semester-long course was designed and conducted as part of emergency remote instruction during the COVID-19 pandemic. Data was collected online via before and after course questionnaires. Principal component analysis of the preparedness and concerns scales led to a two-factor (F1 – self-efficacy beliefs and knowledge and F2 – attitudes) and a single factor solution (concerns) respectively. The pre- (N=113) and post-course (N=86) online survey responses were compared with regard to all the factors. The analysis showed that the participants’ post-course attitudes were more positive than at the beginning of the course, but the difference was not statistically significant. We observed a statistically significant increase in the trainee teachers’ post-course self-efficacy beliefs and knowledge of inclusion and SEN, with a large effect size. This change was paired with a statistically significant increase in their post-course concerns, with medium effect size for the change. A series of one-way MANOVAs showed that the effect of demographic variables (gender, teaching experience other than during practicum, experience with learners with SEN) on all factors across the two datasets was not statistically significant.
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WYKORZYSTANIE NARRACJI BIOGRAFICZNYCH W REFLEKSJI NAD KSZTAŁCENIEM NAUCZYCIELI JĘZYKÓW OBCYCH

51%
Wąsikiewicz-Firlej E., Lankiewicz H.
Neofilolog
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2015
|
issue 44/2
237-249
EN
This paper attempts to contribute to the discussion on the use of biographical narratives in investigating FL teacher careers and bring to light their potential in teacher education, especially in the process of developing teacher identity and reflexivity. Biographical narratives provide indepth insights into individual professional careers which are viewed holistically, in the context the narrator’s life. Focused on the subjective dimensions of professional careers, narratives involve identification and in-terpretation of key events and persons in particular life stories, which stimulate the narrator’s reflexivity and enable them to find connections between episodes and make them meaningful.
PL
This paper attempts to contribute to the discussion on the use of biographical narratives in investigating FL teacher careers and bring to light their potential in teacher education, especially in the process of developing teacher identity and reflexivity. Biographical narratives provide indepth insights into individual professional careers which are viewed holistically, in the context the narrator’s life. Focused on the subjective dimensions of professional careers, narratives involve identification and interpretation of key events and persons in particular life stories, which stimulate the narrator’s reflexivity and enable them to find connections between episodes and make them meaningful.
7
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CZEGO POWINNIŚMY UCZYĆ A CZEGO UCZYMY – ROZWAŻANIA O EDUKACYJNYCH ZŁUDZENIACH

51%
Zawadzka-Bartnik E.
Neofilolog
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2015
|
issue 44/2
139-153
EN
The aim of this article is to point out significant differences between the planned goals of education and their current implementation as indicated by research in schools (by students and teachers) and in institutions of further education which prepare future teachers for the profession. I refer to the notion of the “hidden curriculum” and its influence on students and teachers, which are (among others): an instrumental approach to the teaching and learning process, curricular and organizational inadequacies, and our unconscious attitudes, which are the essential cause of educational illusions. The article ends with suggestions on how to improve effectiveness in education.
8
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STUDIA FILOLOGICZNE, PRZYGOTOWANIE DO ZAWODU NAUCZYCIELA A WYZWANIA CODZIENNOŚCI

51%
Pawlak M.
Neofilolog
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2015
|
issue 44/2
155-169
EN
Becoming a foreign language teacher involves meeting a range of requirements which have mainly been specified in the Decree of the Minister for Science and Higher Education issued on January 17th, 2012, concerning the standards that have to be complied with in teacher education. Education of this kind is still most frequently offered in the course of BA or MA programs in foreign languages, with the crucial caveat that, primarily as a result of decreasing demand for foreign language teachers, this component has been eliminated in many institutions of higher education or students are required to pay for an additional module providing such training. It is assumed that on completion of a BA or MA program as well as obtaining credits for the required courses focusing on pedagogy, a student will have the requisite qualifications to teach a particular foreign language at appropriate educational levels. This implies that, by this time, he or she should have acquired the necessary knowledge, skills and competences, both in the foreign language and in psychological and pedagogical issues, which can ensure effective teaching and learning. The paper aims to subject such assumptions to critical scrutiny, demonstrate that they blatantly fail to take into account the real situation in Polish education, as well as offer some tentative proposals that could enhance the quality of foreign language teacher training in our country.
9
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ROLA REFLEKSJI W PROCESIE PRZYGOTOWANIA DO ZAWODU NAUCZYCIELA JĘZYKA OBCEGO

51%
Marciniak I.
Neofilolog
|
2014
|
issue 43/1
39-53
EN
The process of foreign language teacher training requires the introduction and development of reflection skills for teaching and work as an educator. That is why the process of teacher training must provide students with the necessary knowledge and practice. This article presents the rationale of the teacher training process at the Institute of German Philology, Adam Mickiewicz University in Poz-nań, according to the standards for teaching from the years 2004 and 2012. The research described concerns the role of self-reflection in students both during the process of their training as future teachers and in their teaching practice in schools.
PL
The process of foreign language teacher training requires the introduction and development of reflection skills for teaching and work as an educator. That is why the process of teacher training must provide students with the necessary knowledge and practice. This article presents the rationale of the teacher training process at the Institute of German Philology, Adam Mickiewicz University in Poznań, according to the standards for teaching from the years 2004 and 2012. The research described concerns the role of self-reflection in students both during the process of their training as future teachers and in their teaching practice in schools.
10
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KONCEPCJA UCZENIA SIĘ PRZEZ NAUCZANIE INNYCH (LDL) W KSZTAŁCENIU NAUCZYCIELI JĘZYKA NIEMIECKIEGO

51%
Białek M.
Neofilolog
|
2015
|
issue 45/1
57-71
EN
The subject of this article is the concept of learning by teaching used forthe training of teachers of German. Foreign language teacher training iscurrently no doubt one of the most important challenges resulting fromthe educational policies of countries within the European Union. In Poland,the necessity for remedial, preventive or promotional actions withregard to the teaching of foreign languages seems to pertain first of allto the teachers of German (and their training facilities), as the justificationfor German’s presence in the Polish schools is increasingly beingquestioned. Unfortunately, there are numerous examples in schoolpractice which show that the contemporary approach to the teaching ofGerman as a foreign language continues to follow a traditional, transmissionmodel, with great perseverance and consistency.In order to change this situation, it is necessary to find some effectiveeducational solutions for foreign language teacher training. The searchshould focus on those educational tools which will enable teachers-tobeto meet their teaching goals and conduct the teaching process in linewith the current theories of language teaching. One of many such tools,which I have decided to examine more closely, is the concept of learningby teaching (Lernen durch Lehren), initiated by Jean Pol Martin.This paper presents the main assumptions of the concept of LdL and describesa training programme (developed following the LdL approach) carriedout with the students of faculty of German who are future teachers ofGerman. The conclusions drawn seem quite promising for teacher training.
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