The possibility of teaching practices as a community of practice based upon the experiences of student-teachers

• Authors: Blaszk Martin
• Conference: Metody badawcze w glottodydaktyce
• Languages of publication: EN

Abstracts

EN

In pre-service training for teachers of English opportunities for dialogic interaction (Skidmore and Murakami, 2017) with a mentor are seen to play an important role in professional awareness and development (Wallace, 1993; Gabryś-Barker, 2012; Howard and Donaghue, 2015). To fulfil the demands of their practices student-teachers work with a number of different people: a school teacher (mentor), aca-demic supervisor and the academic staff who lead the English teach-ing methodology course (Blaszk, 2015). This being the case, it was hypothesized that teaching practices might exist as a community of practice within which student-teachers in interaction with these different people would be supported in their professional development. The aim of the qualitative research reported in this paper was to discover how the student-teachers in a particular institution perceived their teaching practices and whether or not those practices could be viewed as a community of practice that supported the students.

Keywords

EN

English teaching; teaching practices; teaching practice journals; community of practice; collaborative practice; non-collaborative practice; cooperative development

PL

nauczanie języka angielskiego zawodowe praktyki nauczycielskie dziennik praktyk nauczycielskich wspólnota praktyków; współpraca praktyków; praktyka bez współpracy; współpraca w rozwoju

• Publisher: Polskie Towarzystwo Neofilologiczne
• Journal: Neofilolog
• Year: 2020
• Issue: 54/2
• Pages: 305-316

Dates

published

2020-06-30

Contributors

author

Blaszk Martin

• Uniwersytet Gdański

References

• Blaszk M. (2015). Between didactics, the mentor and the pupils: Trainee reflections concerning their teaching practices. Neofilolog 45/1: 9–25.
• Edge J. (1992). Cooperative Development. Harlow: Longman Group UK Lim-ited.
• Gabryś-Baker D. (2012). Reflectivity in Pre-Service Teacher Education. A Survey of Theory and Practice. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
• Howard A., Donaghue H. (eds.) (2015). Teacher Evaluation in Second Lan-guage Education. London: Bloomsbury Academic.
• Mason J. (2002). Qualitative Researching. London: Sage Publications.
• Skidmore D., Murakami K. (eds.) (2017). Dialogic Pedagogy: The Importance of Dialogue in Teaching and Learning. Bristol: Multilingual Matters.
• Sullivan H. S. (1953). The Interpersonal Theory of Psychiatry. New York: W.W. Norton & Company, Inc.
• Teaching Practice Information. Retrieved 17/02/2018, from https://fil.ug.edu.pl/ wydzi-al/instytuty_i_katedry/instytut_anglistyki_i_amerykanistyki/prak tyki/praktyki_nauczycielskieteaching_work_experience [DW 18.08.2019]
• Wallace M. J. (2008). Action research for Language Teachers. Cambridge: Cambridge University Press.
• Wallace M. J. (1993). Training Foreign Language Teachers. A Reflective Approach. Cambridge: Cambridge University Press.
• Wenger E. A Community of Practice. A Brief Introduction. Retrieved 15/12/2014, from http://wenger-trayner.com/introduction-to-communities-of-practice/[DW 12.01.2020]
• Wenger E. (2002). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
• Wilczyńska W., Michońska-Stadnik A. (2010), Metodologia badań w glottodydaktyce. Wprowadzenie. Kraków: Wydawnictwo AVALON.

Identifiers

DOI

http://dx.doi.org/10.14746/n.2020.54.2.7