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La calidad de la enseñanza de E/LE y de la traducción: un camino hacia la profesionalización

100%
Albin J.
Studia Iberystyczne
|
2013
|
vol. 12
11-27
EN
The aim of this paper is to analyse affective and motivational factors during the didactic process within the bachelor studies of “Applied Spanish language”. According to the data collected, a motivational crisis can be observed when students reach the communicative level of Spanish. On the contrary, motivation does not drop in translation classes, while the main problem is low self-efficacy along with high anxiety then facing a translation task. My conclusions point at the renewal of quality conception by reformulating teaching curricula as vocational training. As for the recommended methodology, I propose simultaneous teaching of linguistic and translation skills, according to the principle of co-emergence of competencies, based on students’ autonomy, respect and taking advantage of students’ experience and personal goals.
2
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Uczenie się od praktyków i z praktyki szkolnej – refleksje o barierach peryferyjnego uczestnictwa

100%
Nowicka M.
Kwartalnik Pedagogiczny
|
2019
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vol. 64(1(251))
99-111
PL
Preparing students for the profession of a teacher involves internships in kindergartens and schools. Learning from practitioners and through practice can be considered in the light of E. Wenger’s theory of situated learning. The article presents the results of research aimed at identifying the experiences of post-graduate students of early-childhood studies related to the peripheral participation in early-childhood teachers communities of practice. The research project was carried out in accordance with the grounded theory, data were collected on the basis of analysis of documents, i.e. student documentation from continuous internships in kindergarten and school, presented in the form of critical events. On the basis of analysis of students’ statements, the barriers to learning from practitioners were identified - for example: encircling by the routine, superficiality activities, cultivating the teacher-expert worship; closing of teachers on modification of their practice; deprecating trainees and their activities, blocking the attempts of students to act differently. The article presents the characteristics of identified blockades, which are illustrated with examples from the collected empirical material.
3
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Student Agency in Translator Training: Setting a Framework for Good Practices

100%
González Davies M.
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2021
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vol. 19
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issue 2
117-133
EN
Both teacher and student agency have been discussed and researched for quite some time in different learning contexts. Here, I will present a general framework for pedagogical practices that enhance translator education by promoting student agency defined as the process through which learners become capable of strategic actions which form the basis for autonomy and confidence in their own proficiency and effectiveness. I will suggest how student agency and collaborative and situated learning can interact to provide students with professional and relational skills that set the basis for the development of autonomous strategic learning. This combined approach involves the acceptance and use of planned and spontaneous learning opportunities embedded in contextualised activities, tasks, and projects. Some practical examples will illustrate the main points.
4
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Aligning Who I Am with What I Do: Pursuing Language Teacher Authenticity

86%
Gregersen T.
Theory and Practice of Second Language Acquisition
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2015
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vol. 1
|
issue 1
EN
This study explores the dynamic, interactive relationship between teacher identity and authenticity. Through an examination of several socio-cultural (social identity, situated learning, and image text) and psycholinguistic (individual differences) second language acquisition theories, a conceptualization of identity is provided. Subsequently, language teacher authenticity is characterized from both a philosophical and pedagogical perspective and connected to the notion of teacher identity. The final section of the paper presents research-based applications that include reflecting critically, redefining personal credibility, discovering one’s personal style, displaying emotion and recognizing diversity to facilitate the positive-broadening quest of aligning one’s identity (i.e., who I am) with authenticity (i.e., what I do).
5
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Spójność narzędzi ocen okresowych i założeń polityki personalnej. Tekto Productions

72%
Strużyna J., Bartoszewicz M.
Zarządzanie Zasobami Ludzkimi
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2013
|
issue 5(94) Ocenianie pracowników (Appraising employees)
55-68
PL
Współcześnie wskazuje się na potrzebę wzajemnego rozwoju biznesu i uniwersytetów poprzez wymianę wiedzy. Artykuł niniejszy ma dwa podstawowe cele. Po pierwsze, prezentuje jeden z możliwych sposobów badania wzorów dokumentacji okresowego oceniania pracowników oraz wypracowania na tej podstawie wskazówek doskonalących system zarządzania zasobami ludzkimi. Po drugie, przedstawia propozycję współpracy środowiska akademickiego z biznesem w zakresie realizacji badań nad wyłaniającym się wzorem zarządzania ZZL. Jest to przykład niskokosztowej wymiany myśli pomiędzy praktykami a akademickimi badaczami.
EN
The exchange of knowledge is what is being indicated today as the way forward for the mutual development of business and universities in the modern world. This article has two primary goals. First, it presents a possible way for studying employee performance appraisal documentation forms as well as the development of this as a basis of guidelines for improving the human resource management system. Second, it presents a proposal for collaboration between the academic community and business in the area of undertaking research into the emerging model of HRM. This is an example of a low–cost exchange of ideas among practitioners and academic researchers.
6
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Teoria Etienne’a Wengera w badaniach usytuowanego uczenia się kompetencji informacyjnych

72%
Rozkosz E. A.
Forum Oświatowe
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2017
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vol. 29
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issue 1(57)
97-128
EN
Etienne Wenger’s situated learning theory can provide a framework for understanding the complexity of learning. This paper aims to assess the theory’s usefulness in information literacy learning research, i.e., participation in information practice research. The author has reconstructed Wenger’s situated learning theory, using two aspects of learning – within and outside community of practice – and analyzed four research papers referring to the concepts of Wenger’s theory. The paper shows that in the field of information literacy learning, concepts related to learning within the community of practice are more useful than concepts related to learning outside that community.
PL
Teoria usytuowanego uczenia się Etienne’a  Wengera może dostarczyć ramy pojęciowej do objaśniana złożoności uczenia się. Celem artykułu jest ocena użyteczności tej teorii do badania uczenia się kompetencji informacyjnych, czyli badania uczestnictwa w praktyce informacyjnej. Dokonałam rekonstrukcji teorii usytuowanego uczenia się Wengera, wyodrębniając dwa aspekty uczenia się: wewnątrz oraz poza wspólnotą praktyki. Po  przeanalizowaniu czterech tekstów badawczych, których autorzy interpretowali praktykę informacyjną, używając pojęć z teorii Wengera,ustaliłam, że w tym polu badawczym użyteczne są pojęcia związane z uczeniem się w  obrębie wspólnoty praktyki, natomiast mniej użyteczne okazują się pojęcia związane z uczeniem się jako przekraczaniem granic wspólnoty praktyki.
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