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Namysł nad osobistymi przekonaniami na temat dziecka jako wyzwanie dla filozofii edukacyjnej nauczyciela (FEN)

100%
Lemańska-Lewandowska E.
Problemy Wczesnej Edukacji
|
2017
|
vol. 13
|
issue 3(38)
116-123
EN
ReThe article presents the construct of the teacher’s educational philosophy in relation to thinking about the child and the student. The analysis of different ways regarding teacher’s thinking about his own decisions and actions towards the child reveals the sources and the ways of creating a personal educational philosophy. Individual beliefs about the students, nature of their development, their minds, their knowledge and learning processes can contribute to the continuous reflection and crystallization of TEP. In the following text the attention was also paid on possible teacher’s pedagogies that may arise from the mentioned reflection.
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ZNACZENIE PRAKTYK W ROZWIJANIU KOMPETENCJI NAUCZYCIELSKIEJ – PERSPEKTYWA PRAKTYKANTA I MENTORA

80%
Siek-Piskozub T., Jankowska A.
Neofilolog
|
2015
|
issue 44/2
209-220
EN
Teaching practice is an important stage in prospective foreign language teacher development. It is an opportunity for reflection on the teaching process as well as for (self) evaluation of one’s teaching competence. Trainees approaching their practicum should be prepared by their educational institutions for the challenges they may face in a real school context. In the article we report on two studies undertaken to obtain an insight into the practicum from the trainee perspective and from the school-based mentor perspective in the hope of identifying areas which require improvement. Descriptions of the design of the two studies and the analyses of their results are preceded by a discussion of the importance of reflection on foreign language teacher competence and the place of practicum in the development of competence.
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