Search results - CEJSH

1

Kształcenie nauczycieli w Studium Nauczycielskim Nr 1 w Poznaniu

100%

Hellwig J.

Biuletyn Historii Wychowania

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2000

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issue 11/12

45-52

EN

Teacher training in Teacher College no 1 in Poznań

PL

Kształcenie nauczycieli w Studium Nauczycielskim Nr 1 w Poznaniu

2

CONVINCING INSTRUCTORS AND STUDENTS TO CONTRIBUTE TO ONLINE SETTINGS

89%

Büchel L. L.

Teaching English with Technology

|

2010

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vol. 10

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issue 2

79-91

EN

The Zurich and Schaffhausen Universities of Teacher Education have ideal conditions for integrating computer-mediated activities into English language and methodology courses. This article describes a number of face-to-face and online computer-based activities and argues that learners who live in close proximity can nevertheless benefit from participating in online activities. Examples from each setting that promote in-class or online communication as well as help to provide opportunities for improving learners’ language and content competence will be described. This article attempts to provide arguments for students to participate in - and thus instructors to host – learning opportunities in computer-mediated settings.

3

ICT in the Foreign Philology Curriculum – Towards a Systematic Approach to E-Teacher Training

89%

Krajka J.

Lublin Studies in Modern Languages and Literature

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2006

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issue 29/30

172-192

EN

The present paper will investigate the issues of ICT teacher training in the pre-service context of a five-year M.A. modern philology programme. The consideration of the content of training, mode of delivery, learning activities, teacher’s and learners’ role will be followed by a staged model of distributed ICT training illustrating growing student teacher competence. The lessons learnt from in-service teacher training already conducted will be used to improve the organisation of e-teacher education in the modern philology curriculum.

4

Correlation between Psychomotor Skills and Creativity among Secondary School Students and Future Teachers

71%

HONZÍKOVÁ J., KROTKÝ J.

Edukacja-Technika-Informatyka

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2017

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vol. 8

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issue 2

93-101

EN

The falling level of manual skills of the young generation is one of issues in the 21st century. The existing society asks for creative individuals who can work independently. On the other hand, the manually skilled ones are needed too. The core question of our research was to find out whether the individuals who score high on the test of creativity are at the same time manually skilled. In our opinion, it is important to be creative and manually skilful at once to become successful in these days. To ascertain the relationship between creativity and the level of manual skills, a ran-dom sample was selected from children from a secondary school and students of pedagogy. The presented research deals with research regarding levels of creativity and manual skills at secondary schools, that means in the Czech Republic kids from 10 to 14 years old, and at the faculty of education of teachers-to-be. Readers are acquainted with results of evaluating the students of teaching and the pupils/learners at secondary schools from the point of creative abilities in relation with the level of their manual skills. There was used the Urban´s test of creative thinking to test creativity, the level of psychomotor skills was tested using Testing batteries for psychomotor skills, which was made for the research purpose by as. Prof. Honzíková. Those research results as well as the unique testing battery for psychomotor skills are introduced.

5

Katarzyna Sowa-Bacia, Artur Kubacki (red.) Wybrane zagadnienia z glotto- i translodydaktyki 1. Wydawnictwo Naukowe UP, Kraków 2018.

71%

Łomzik M.

Applied Linguistics Papers

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2019

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issue 26/2

117-119

EN

The reviewed book comprises six articles on foreign language teaching and written translation as well as the development of academic teachers’ and translators' competences. The book is intended not only for teachers. Students will also find valuable information, consisting an introduction to issues associated with the profession of a teacher and translator. The advantage of the book is the inclusion of different stages of teaching: from teaching a foreign language in kindergarten, through the training of foreign language students and teachers, developing translation skills at the collegiate and academic level, to non-academic education in the field of competence development of a sworn translator.

6

DEVELOPING LEARNING ENVIRONMENTS FOR BLENDED AND ONLINE LEARNING

71%

Webb B., Vallero A.

Theory and Practice of Second Language Acquisition

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2018

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vol. 4

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issue 2

EN

Developing online and blended learning programs at a university requires the selection of an appropriate framework which addresses the criteria of effective pedagogy. This paper aims to determine a framework for developing and evaluating online and blended learning environments within university educational contexts. The paper is based on the experience of developing blended and online teacher training programs in Teaching English to Speakers of Other Languages at Bond University, Gold Coast, Australia. First, the paper outlines the methodology of the project. Then, it explores various concepts and theoretical models of learning environments. The next part of the paper examines students’ perspective of the elements of the learning environment as defined by the framework of choice. The paper concludes with a comparative overview of the theoretical framework and its application within the Bond University context.

7

Geschichte der deutschsprachigen Lehrkraftausbildung in Ungarn zwischen 1777 und 1907

71%

Klein Á.

Res Gestae. Czasopismo Historyczne

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2023

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vol. 16

35-53

EN

The present study examines the history of German-language teacher training since appearance of the Ratio Educationis (1777) till the end of the 19. century. A systemic review of regulations, laws and curricula enable an examination of the changes in teacher training institutions, including the language of instruction in teacher training. 2019 marked the two-hundredth anniversary of elementary-level teacher training for the German minority in Hungary. The most important historical sources of this study, which will be examined in this qualitative research analysis, are curricula, educational laws and regulations as well as textbooks and timetables, in addition to the review of related publications. An in-depth look of the documents makes it possible to follow the continuously changing attitudes toward minority teacher training throughout the different epochs of Hungarian education.

8

ZMIANY W KSZTAŁCENIU NAUCZYCIELI MOŻLIWE SZANSE – NOWE WYZWANIA

71%

Łukasik J.

Ruch Pedagogiczny

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2012

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issue 2

119-126

PL

W niniejszym artykule przedstawię nowe założenia systemu kształcenia nauczycieli w Polsce. Zwracam uwagę na istniejące braki w edukacji nauczycieli z perspektywy osób czynnych zawodowo. Wreszcie prezentuję najnowsze propozycje zmian kształcenia nauczycieli realizowanych przez Ministerstwo Nauki i Szkolnictwa Wyższego w kontekście szans na możliwe zmiany.

EN

In this paper, I present the teacher training system in Poland. I point out the existing shortcomings in their education from the perspective of teachers already working in the profession. Finally, I presents the latest proposals for changes of teacher education implemented by Ministry of Science and Higher Education.

9

NEEDS AND CHALLENGES FOR ONLINE LANGUAGE TEACHERS – THE ECML PROJECT DOTS

71%

Beaven T., Emke M., Ernest P., Germain-Rutherford A., Hampel R., Hopkins J., Stanojevic M. M., Stickler U.

Teaching English with Technology

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2010

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vol. 10

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issue 2

5-20

EN

The growing use of digital technologies in educational settings, paralleled by a paradigm change in educational theory from an instructivist transmission approach to constructivist and sociocultural theories of learning, demands more adapted teacher training programs, both technical and pedagogical. Looking at factors influencing teachers’ implementation of ICT in the foreign language classroom and guided by the results of a needs analysis survey conducted among twenty six language teachers from twenty five different European countries, the DOTS project aims to develop an online workspace with bite-sized learning objects for autonomous use by language professionals, particularly freelance teachers who frequently miss out on the training opportunities provided for their full-time colleagues.

10

Wissensräume aufschließen

71%

Rada R.

Linguistische Treffen in Wrocław

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2021

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issue 19

513-517

EN

German studies as a university subject has been represented in Hungary since the 18th century (!). In 1784 Josef II ordered the establishment of the Department for German language and literature at the university of the Hungarian capital Pest. This department is considered to be the second oldest in the world (after the one founded two decades earlier in Vienna). German studies in Hungary can therefore look back on very long traditions. It may also have something to do with the fact that it is represented by Hungarian researchers who have made a name for themselves in European German studies. The goal of the following article is to review and discuss the celebratory publication dedicated to the recognized Hungarian Germanist, scientist and university professor Erzsébet Drahota-Szabó Kulcs a világhoz: Drahota-Szabó Erzsébet köszöntésére. Key to the world: Festschrift for Erzsébet Drahota-Szabó. The title of the publication shows the intertextual reference to Wilhelm Humboldt’s famous thesis that language is a key to the world. The volume sees itself as a key with which access to certain areas of knowledge, as elements of the world, is made possible.The volume contains in total twenty contributions, written in German and Hungarian, that are thematically linked to the research and teaching of the jubilarian. The knowledge elements contained in them relate to comprehensive scientific or research areas, such as German as a foreign language, (foreign language) teacher training, as well as multilingualism and translation. The authors of the contributions focus on different perspectives from which the listed topics and areas are dealt with (e.g. contrastive, didactic, literary and historical perspectives) and relate their investigations to different languages (in addition to German to Hungarian, Slovak and Romanian). This creates complex, diverse networks between the contributions, which are to be uncovered in the following review article. The readers of the review article not only gain an insight into important research areas of German studies, including those represented by the jubilee, but they should also be encouraged to take the Festschrift into their own hands and to interact with the authors of the articles and with the jubilarian herself scientifically “to exchange” ideas and thoughts.

11

Teacher Autonomy in Languages for Specific Purposes – Reflections on LSP Teacher Development Process

71%

Krajka J., Sowa M.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

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2017

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issue 22

65-84

EN

Training teachers of languages for specific purposes is not an easy task, given the complexity of the process, distinctiveness of LSP vs. general language instruction, scarce time available in modern philology curricula and lack of provisions for practicum. However, with increasing popularity of LSP not only in the corporate sector with adults, but also at secondary level in vocational education, the demand for well-trained LSP teachers is going to soar. The present paper shows the specific nature of LSP teacher training and the important place that is occupied in the process by task-based methodology leading to teacher autonomy. The two cases of LSP teacher training implemented at Romance philology of Catholic University of Lublin and Applied Linguistics of Maria Curie-Skłodowska University in Lublin exemplify how to develop teacher autonomy through integration of in-class instruction and fieldwork.

12

Competences of pre-school teachers for working with students’ families

71%

Demeshkant N., Potyrała K., Czerwiec K.

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia

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2018

|

issue 8

118-127

13

ОРГАНІЗАЦІЯ ЕКСПЕРИМЕНТАЛЬНОЇ ПЕРЕВІРКИ ПЕДАГОГІЧНИХ УМОВ КОНТРОЛЬНО-ОЦІНЮВАЛЬНОЇ ДІЯЛЬНОСТІ ВЧИТЕЛЯ

71%

Павлюченко Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 7(51)

117-124

EN

The article describes the features of the study which associated with the organization of the experimental verification of pedagogical conditions of activity. Computer science training of future teachers to the implementation of control and evaluation activities of professional skills and competencies is characterized. The methodological system of structural components that provide targeted and gradual formation of professional readiness of the future teachers of computer science to the evaluation of educational achievements of a schoolchild is considered. The methodology of training of future teachers of computer science was analyzed. It was implemented on the basis of the content of the psychological and pedagogical disciplines, educational disciplines, and professional practices. It is highlighted that the content of all academic disciplines mediates the interaction of the teacher and students in the process of training and conditions of optimization of the educational process. The features of the developed methodological system is using in the process of formation of professional readiness to undertake monitoring and evaluation activities by the teacher, all the means of information and communication technologies (program-methodological complexes, audio and video recordings of pedagogical situations testing students’ knowledge in Informatics, computer with headphones and a microphone, a training platform for distance learning, testing software, etc.) which make it possible to deepen the motivation to focus and enhance interest in learning activities, to expand the possibilities of teaching information, to establish the necessary feedback in the learning process. Each component of the methodological system of formation of readiness of future teachers of computer science for the assessment of educational achievements of students has been functioning in close interrelation with all the other components. So methodological system of formation of readiness of future teachers of computer science for the control and assessment activity is realized on the basis of the content of psychological and pedagogical disciplines, academic disciplines, professional practices and pedagogical practice of students. The prospects of further researches are connected with the use, the sequencing of formation of readiness of future teachers of computer science to diagnosis was provided by the sequential mastery of content control and assessment activities of the future teachers, recess, concretization and generalization of knowledge and skills on the basis of presentation of academic disciplines.

14

ПІДГОТОВКА ТА ПРОФЕСІЙНИЙ РОЗВИТОК УЧИТЕЛЯПОЧАТКОВИХ КЛАСІВ НА ШЛЯХУ ДО НОВОЇ ШКОЛИ

71%

Кравцова І.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

|

issue 8(72)

150-158

EN

The central link of any education system can be considered training of pedagogical staff, the quality and level of which determine the prospects for the development of education in the country. Reforming education in Ukraine is part of the process of adapting the national educational system of changes that have taken place in the last two decades in European countries and is related to the recognition of the importance of knowledge as a driver of social welfare and progress. Therefore, the issue of ensuring equal access not only to education, but to quality education, is key to the development of not only the educational sector, but the entire society as well. Inconditionsofnation-buildinginthecountry, theideasofthesocialideal, theconditionsoflife-formationandself-realization, andhencethewaysofdevelopingandimprovingthesystemofnationaleducation, arethekey. Educationitself, as a socialinstitution, isresponsiblefortheprofessionallevelofthepersonnelofthespiritual, industrialandmanagerial spheresofallmoderncountries. Educationthroughscienceandrelatedproductionandthelatesttechnologyaffectseconomicdevelopmentofthepostindustrialsocietyas a whole. Realizingthedecisiveinfluenceofeducationonalllife-givingsocialprocesses, developedcountriesseektodevelopitinaccordancewiththerequirementsoftime. Theroleofpostgraduateeducation, asanindependentpartoftheeducationalpsychologicalandpedagogicalprocess, hasincreased inconditionsofmarkettransformationsofUkrainiansociety. The purpose of the article is to reveal the role of training and professional development of primary school teachers in the context of the implementation of the concept of the “New Ukrainian School”. It is concluded that the request of the society on the results of school education, the current conditions of professional activity of the primary school teacher, connected with the diversity of educational systems, the variability of the content of primary education and the technical and technological provision of the educational process, the expansion of opportunities for information technology for students and the need to predict the results of professional activity – all this leads to the identification of directions for updating the content and nature of the preparation of the future teacher of primary school

15

La reflexión en el desarrollo profesional del profesor de ELE

71%

González Argüello M. V., Montmany Molina B.

Studia Iberystyczne

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2013

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vol. 12

221-232

EN

Class journals, portfolios and observing classes are tools that can help language teachers to systematize their reflection on their own practice. Teacher Trainers need to be conversant with these tools and their use in order to enable and enhance a teacher’s professional development. Starting such reflective practice processes brings many advantages to the language teachers enhancing motivation, professional and personal interest.

16

Przyszli nauczyciele wobec hipotetycznych epizodów przemocy rówieśniczej wśród uczniów

71%

Tłuściak-Deliowska A.

Studia Edukacyjne

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2018

|

issue 49

231-256

EN

Substantive preparation but also the beliefs and attitudes of prospective professionals to important social issues are essential for their later work in the education sector. One such important social and educational problems is peer violence at school. The article presents the results of a study aimed at understanding the attitudes of students of Pedagogy (teaching specialization, N = 267) toward bullying in schools, its different types and ways of coping with it. The episodes (vignette) method was used in the study. Based on the data obtained, it can be stated that in preparing prospective teachers, particular attention must be paid to relational (hidden) violence and verbal violence. Further findingsand implications are formulated in the text.

17

The use of i-Lab in special pedagogy teaching

71%

Radomska M., Kruś K.

International Journal of Pedagogy, Innovation and New Technologies

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2017

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vol. 4(1)

27-32

EN

The aim of this article is to present the opportunities of i-Lab use in academic teaching of special pedagogy students . Special attention is focused on the practical solutions how to use i-Lab during academic subjects as a preparation for students’ future job. We mentioned about required competencies of special education teachers. Effort was given also to present differences between traditional model of teaching and lessons in i-Lab.

18

ФОРМУВАННЯ СИСТЕМИ ПЕДАГОГІЧНОЇ ОСВІТИ В ІРЛАНДІЇ ДО 1922 РОКУ

71%

Лисенко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 6(60)

246-257

EN

The aim of the article is to cover the socio-economic factors, that influenced the formation of teacher education system in Ireland till its independence,to determine the peculiarities of teachers’ training system and to analyze the main teacher training models in Ireland until 1922. Studying Ukrainian and foreign sources, the author uses the following research methods: analytical, historical retrospective and theoretical generalization. The article opens with the detailed analysis of the emergence of the teachers’ training system in pre-Independent Ireland. The main factors, that influenced its formation, were the provision of schooling by government, the activity of Catholic and Protestant religious bodies and the government policy of the United Kingdom. The national system of education was founded in Ireland in 1831. In this period of time the Commissioners of National Education worked out a plan for a two-year pre-service teacher training programme. The Central teaching establishment in Marlborough Street in Dublin and provincial model schools together with the new programme were to be the integral parts of the new system of teacher education. According to the different sources of information there were about 27 schools in the country by 1867. The article also casts light on the apprenticeship way of teacher training in the model schools. The best pupils, aged 14–16, were examined by the district inspector and on successful passing became monitors, who were leaning teaching profession, being involved into it. Model schools and the Central teacher training college operated under full control of the Board of the Commissioners of National Education, all teacher training establishments were either mixed-denominational or even non-denominational. All these factors put together appeared to be controversial to both churches: Catholic and Protestant, and as a result, Catholic Church banned the attendance of model schools and teacher training college. In 1870 The Powis Commission came to the conclusion, that teacher training in Ireland was unsatisfactory and recommended to establish state-supported denominational teacher training colleges. So, by 1922 colleges provided training of the future primary school teachers in single-sex study groups on two-year courses, moreover, these institutions belonged to a particular religion, and the special emphasis was given to thesocialization taskof young teachers. The common teacher training model for secondary school appeared a bit later and took the form of aconsecutive model of teacher education, according to which, it was possible to get appropriate secondary school teacher training, graduating from part-time courses. On successful completion of such courses the future secondary school teachers were awarded the Higher Diploma in Education. In our future research works we are going to determine and highlight the periods of teacher education of the Republic of Ireland.

19

Digital game-based learning and video games in teacher training. Conception, evaluation and results from Leipzig University

71%

Aust R., Nitsche M., Pelka J.

Perspectives of Innovations, Economics and Business

|

2014

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vol. 14

|

issue 3

113-131

EN

By the beginning of the 21st century, media education on topics such as video games and strategies founded on the concept of Game-Based Learning has become an essential issue in school educational contexts. Continually rising standards in gameplay as well as recent developments in technology, in the gaming community, in the concepts and expectations of the potentials of gaming, have successively changed the perspectives on who is playing what, when and for what purpose, as well as on the consequences, opportunities and problems of gaming itself. The authors of this article designed a seminar at the Faculty of Education at Leipzig University, in which different scenarios of playing computer games in school pedagogical contexts could be tried out, discussed and reflected on. The course was developed, tested and evaluated in cooperation with the Computer Gaming School Leipzig (ComputerSpielSchule Leipzig) before and during the summer semester of 2014. The aim was to create a situation in which future teachers and seminar instructors would be able to reflect critically on the opportunities, obstacles and challenges of a sensible integration of entertainment software (such as video games) in pedagogical teaching concepts. Theoretical and critical introductions to some selected issues concerning Game-Based Learning and computer games in general as well as hands-on gaming experience (gained in three practical sessions) provided the basis for discussion in the seminar.

20

Koncepcja kształcenia nauczycieli – wychowawców szkolnictwa specjalnego. Trwałość i zmiana

71%

Dryżałowska G.

Kwartalnik Pedagogiczny

|

2014

|

issue 4(234)

97-106

EN

The concept of teacher education in Poland against the background of the Institute of Special Education, developed by M. Grzegorzewska and presented in two articles of M. Grzegorzewska and J. Doroszewska published in “The Pedagogical Quarterly”, vol. 2 of 1963, became the basis for reflection on the training of special educators – teachers and educators in the Faculty of Education at the University of Warsaw. The first university department to take such a task in 1958. It is also an attempt to sketch the major changes that resulted from the research and teaching concept of special education pursued by the successive heads of the Department of Special Education, Faculty of Education, University of Warsaw.

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