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Researching the Association between Teachers and School Outcomes (Based on TALIS Data and Lower Secondary School Examination Results)

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Piwowarski R.

The New Educational Review

2013

vol. 34

258-269

The purpose of this paper is to identify potential links between information about teachers and the academic achievement of schools. Data regarding teachers, collected by TALIS (Teaching and Learning International Survey), is analysed simultaneously with school examination scores. There are some general considerations and conclusions based mostly on the analysis of linear regression coefficients. As the presented relations apply to averaged school characteristics rather than individual characteristics of teachers or students, they should be interpreted with caution, mainly as statistical ones. ‘Teacher’ data from schools do not differ much and do not provide firm grounds for the identification of relations between them and the lower secondary school examination scores- which vary considerably. We should investigate the teacher and student level rather than use averaged school characteristics.

Reflection before action: Students’ perceptions of selected aspects of the language teaching profession

75%

Michońska-Stadnik A.

Glottodidactica

2019

vol. 46

issue 1

73-88

The study explores trainee teachers’ opinions on selected aspects of the languageteaching profession. Reflecting on the reasons for becoming a teacher, on a language teacher’s professional qualities, and on the positive and negative aspects of the profession appears to be necessary at the starting point of professional training. A qualitative method was employed to collect the data. The students were asked to answer four survey questions pertaining to the issues mentioned above. Thirty-five undergraduate students completed the survey. Their answers were then analysed, which resulted in suggesting some procedures that could be implemented in the training programme. The findings revealed generally positive attitudes to the language teaching profession. However, some actions should be also taken to eliminate a few subjective theories that could negatively influence the students’ approach, such as the feeling of having power over learners, or controversial ways of dealing with discipline problems in the classroom. The study emphasised the role of reflection in the initial stages of teacher training

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Researching the Association between Teachers and School Outcomes (Based on TALIS Data and Lower Secondary School Examination Results)

Reflection before action: Students’ perceptions of selected aspects of the language teaching profession