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Teaching for Communication or Teaching to Tests? — the Voices of the European Language Teachers

100%
Jedynak M.
Anglica Wratislaviensia
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2015
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issue 53
121 - 134
EN
The paper drawing on the information from an online survey for European language teachersattempts to answer the question whether foreign language teaching still serves communication or rather it aims at preparing students for passing final multiple language tests. In view of the fact that the value of language communication has been stressed in the language curricula and at the same time the value of final language exams is emphasised, the question posed in the paper seems to be valid. The first part of the article sheds some light on the problem in question and discusses the place of communication in foreign language teaching and learning. Next, language teachers’ reflections on teaching for communication and teaching to test are discussed. From the survey data emerges a general trend in language teaching, namely teaching to language test prevails over teaching to communicate. From the qualitative data several issues appear to give cause for concern such as insufficient amount of in-class communication, attaching too much importance to the results of final language tests, testing students’ language competence primarily by focus-on-forms tests, and students’ poor communicative skills.
2

The Effect of Professional Development on Teacher Efficacy and Teachers’ Self-Analysis of Their Efficacy Change

100%
Yoo J. H.
Journal of Teacher Education for Sustainability
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2016
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vol. 18
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issue 1
84-94
EN
The current study examined the effect of an online professional development learning experience on teachers’ self-efficacy through 148 (Male=22; Female=126) K-12 teachers and school educators. The Teachers’ Self-Efficacy Scale (TSES) developed by Tschannen- Moran and Woolfolk Hoy (2001) was administered twice with a five-week gap. Additionally, all participants’ descriptive self-analysis of their own score change was examined to analyze teachers’ attributions of their self-efficacy change. Both quantitative and qualitative methodologies were used to analyze the data. The findings indicated that teacher efficacy increased as a result of their online professional development experience. Participants’ self-analysis of their efficacy change provided some possible explanations for mixed reports for the influence of experience on teacher efficacy.
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ZNACZENIE PRAKTYK W ROZWIJANIU KOMPETENCJI NAUCZYCIELSKIEJ – PERSPEKTYWA PRAKTYKANTA I MENTORA

71%
Siek-Piskozub T., Jankowska A.
Neofilolog
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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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