STUDIA FILOLOGICZNE, PRZYGOTOWANIE DO ZAWODU NAUCZYCIELA A WYZWANIA CODZIENNOŚCI

Apply

STUDIA FILOLOGICZNE, PRZYGOTOWANIE DO ZAWODU NAUCZYCIELA A WYZWANIA CODZIENNOŚCI

Journal Title: Neofilolog - Year 2015, Vol 44, Issue 2

Abstract

Foreign language programs, teacher preparation and everyday challenges Becoming a foreign language teacher involves meeting a range of requirements which have mainly been specified in the Decree of the Minister for Science and Higher Education issued on January 17th, 2012, concerning the standards that have to be complied with in teacher education. Education of this kind is still most frequently offered in the course of BA or MA programs in foreign languages, with the crucial caveat that, primarily as a result of decreasing demand for foreign language teachers, this component has been eliminated in many institutions of higher education or students are required to pay for an additional module providing such training. It is assumed that on completion of a BA or MA program as well as obtaining credits for the required courses focusing on pedagogy, a student will have the requisite qualifications to teach a particular foreign language at appropriate educational levels. This implies that, by this time, he or she should have acquired the necessary knowledge, skills and competences, both in the foreign language and in psychological and pedagogical issues, which can ensure effective teaching and learning. The paper aims to subject such assumptions to critical scrutiny, demonstrate that they blatantly fail to take into account the real situation in Polish education, as well as offer some tentative proposals that could enhance the quality of foreign language teacher training in our country. Key words: foreign language teacher education, teacher knowledge base, language policy, standards for teacher education

Authors and Affiliations

Mirosław PAWLAK

Keywords

RÓŻNICE W KORZYSTANIU ZE STRATEGII UCZENIA SIĘ JĘZYKA ANGIELSKIEGO PRZEZ STUDENTÓW: WNIOSKI Z BADANIA

Variation in strategies used by university students to learn English: Conclusions from a study The present paper investigates the relationships between language learning strategies and their determinants, such as learne...

ZASTOSOWANIE BLOGA WE WSPIERANIU REFLEKSJI STUDENCKIEJ PODCZAS PRAKTYK PEDAGOGICZNYCH

Implementing blogs to support student reflection during the teaching practicum The article concerns pre-service English language teacher training and discusses some results of an on-going action research project, the ai...

E-LEARNING W KSZTAŁCENIU KOMPETENCJI MIĘDZYKULTUROWYCH NA POZIOMIE UNIWERSYTECKIM – W STRONĘ KODEKSU DOBREJ PRAKTYKI

Developing intercultural competences on the university level in e-learning: towards a code of good practice The purpose of the present paper is to describe selected self-study learning environments focused on target lan...

Recenzja książki: Simone Schiedermair (red.) – LITERATURVERMITTLUNG. TEXTE, KONZEPTE, PRAXEN IN DEUTSCH ALS FREMDSPRACHE UND DEN FACHDIDAKTIKEN DEUTSCH, ENGLISCH, FRANZÖSISCH

KONCEPCJE KULTURY A NAUCZANIE I UCZENIE SIĘ JĘZYKÓW OBCYCH – ZARYS TEORETYCZNY

The concepts of culture versus foreign language teaching and learning: a theoretical outline Culture has been the subject of researchers’ consideration for centuries, which is confirmed by hundreds of published definiti...

EP ID EP381385
DOI 10.14746/N.2015.44.2.2
Views 102
Downloads 0