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Higher education teachers’ attitudes towards English medium instruction: A three-country comparison

100%
Dearden J., Macaro E.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 3
455-486
EN
We report on a small scale study carried out in Austria, Italy and Poland which investigated the attitudes of university teachers engaged in teaching their academic subject through the medium of English. The data consisted of 25 teacher interviews. We focused on the topics of internationalisation of universities, on policy and resourcing, and on the levels of English proficiency (theirs and those of their students) needed for effective English medium instruction (EMI). We also observed whether there were differences among the respondents from the three countries and attempted to relate any differences to the linguistic, educational and political context of each. Our findings suggest that whilst very similar concerns are in the minds of the teachers regardless of the country they were teaching in, some interesting variability in attitudes, relating to language and to history, could be detected. To our knowledge, this is the first study on EMI that compares teacher attitudes in three countries, hence its exploratory nature. Our findings would suggest that further research of such comparative kind might provide insights into how the phenomenon of EMI is being introduced and accepted across the world.
2
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The Competent Teacher of a Gifted Pupil in Early Primary School Education - Expectations versus Reality. The Author’s Own Study

80%
Kamińska A.
Multidisciplinary Journal of School Education
|
2020
|
issue 17
119-133
EN
The aim of the article is to present the results of the study on early primary school teacher’s preparation for working with gifted pupils. The study was conducted among 697 primary school teachers teaching in grades I, II, and III in Cracow and nearby towns. The theoretical aim of the article is to demonstrate, on the basis of the subject literature, the most important predispositions these teachers should possess. The author's own study has revealed that teachers are not adequately prepared to provide effective and engaging education for gifted pupils at an early school age. In the last part of the article the author indicates solutions aimed at improving this situation, e.g. enriching the offer of university study programmes for teachers in the area of education of gifted students; creating a position of a "teacher of gifted students"; creating separate centres supporting educational development of gifted students; and extending cooperation between all educational units.
3
Publication available in full text mode
Content available

Higher education teachers’ attitudes towards English medium instruction: A three-country comparison

80%
Dearden J., Macaro E.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 3
455-486
EN
We report on a small scale study carried out in Austria, Italy and Poland which investigated the attitudes of university teachers engaged in teaching their academic subject through the medium of English. The data consisted of 25 teacher interviews. We focused on the topics of internationalisation of universities, on policy and resourcing, and on the levels of English proficiency (theirs and those of their students) needed for effective English medium instruction (EMI). We also observed whether there were differences among the respondents from the three countries and attempted to relate any differences to the linguistic, educational and political context of each. Our findings suggest that whilst very similar concerns are in the minds of the teachers regardless of the country they were teaching in, some interesting variability in attitudes, relating to language and to history, could be detected. To our knowledge, this is the first study on EMI that compares teacher attitudes in three countries, hence its exploratory nature. Our findings would suggest that further research of such comparative kind might provide insights into how the phenomenon of EMI is being introduced and accepted across the world.
4
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Vliv postojů učitelů na výsledky žáků

61%
Straková J., Simonová J., Greger D.
Sociologický časopis. Czech Sociological Review
|
2018
|
vol. 54
|
issue 5
727-748
EN
Educational effectiveness research has demonstrated the importance of teacher beliefs and attitudes for student learning. Beliefs strongly determine teachers’ thoughts and actions and they ultimately influence student achievement, even though they may do so indirectly. In order to change people’s practices and behaviours, it is necessary to first change their beliefs. Studies of beliefs and attitudes draw on a variety of concepts. This study explores the relationship between academic optimism and the mathematical achievement of Czech lower secondary students and follows up on previous studies that confirmed the relevance of this concept for the Czech education system. The data were collected as part of work on the Czech Longitudinal Study in Education (CLoSE) in October 2012 and May 2016. The database used in the analyses contains data from 124 basic schools and 39 grammar schools, and from 4798 students and 1469 teachers. Two-level structural equation modelling showed that there is a statistically significant link between the academic optimism of schools and students’ mathematical achievement, even after controlling for prior achievement and socioeconomic status at both the student and the school level. This finding has important implications for pre-service and in-service teacher training and for education policy.
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