Autoconscience professionnelle des enseignants de langues étrangères – comment outiller les étudiants en formation initiale ?

Main Article Content

Jolanta Sujecka-Zając
Krystyna Szymankiewicz

Abstrakt

The aim of the text is to discuss the possibilities of developing professional self-awareness at the stage of initial education of foreign language teachers. The first part of the article presents theoretical considerations on teachers’ professional self-consciousness, distinguishing three areas of it: professional competence as goals to be achieved, self-evaluation and self-regulation, and teachers’ cognitive, emotional and communicative functioning in professional situations. The second part of the text contains an analysis of selected practical tools that serve to develop teachers’ professional self-awareness, such as The European Portfolio for Student Teachers of Languages, and the European Profiling Grid, tools inspired by E. Berne’s concept of Transactional Analysis, and the author’s reflection grids. The conclusions of the analysis indicate the possibility of the coherent use of available tools and creation of additional tools within the context of education, so that the process of developing teachers’ self-awareness is multifaceted and leads to a sense of professionalism.

Downloads

Download data is not yet available.

Article Details

Jak cytować
Sujecka-Zając, J., & Szymankiewicz, K. (2022). Autoconscience professionnelle des enseignants de langues étrangères – comment outiller les étudiants en formation initiale ?. Glottodidactica. An International Journal of Applied Linguistics, 49(1), 197-215. https://doi.org/10.14746/gl.2022.49.1.12
Dział
Artykuły

Referencje

  1. Berne, E. (1957). Ego states in psychotherapy. American Journal of Psychotherapy, 11(2), 293–309.
  2. Bleichenbacher, L. (coord.) (2019). Guide des compétences enseignantes pour les langues dans l’éducation. https://www.ecml.at/ECML-Programme/Programme2016-2019/Guidetoteachercompetences/tabid/1850/language/fr-FR/Default.aspx
  3. Chalvin, D. (2003). Les outils de base de l’analyse transactionnelle. Pour développer l’énergie des individus et des organisations. Paris : ESF Éditeur.
  4. Czykwin, E. (1998). Samoświadomość nauczyciela. Kraków: Oficyna Wydawnicza Impuls.
  5. Eaquals, (2013). Eaquals Framework for Language Teacher Training and Development. https://www.eaquals.org/our-expertise/teacher-development/the-eaquals-framework-for-teacher-training-and-development/
  6. Galluzzo, G. (2005). Performance Assessment and Renewing Teacher Education : The Possibilities of the NBPTS Standards. The Clearing House : A Journal of Educational Strategies, Issues and Ideas, vol. 78 /4, 142–145.
  7. Jagieła, J. (2017a). Znaczenie modelu płynności funkcjonalnej Susannah Temple (FF – functional fluency) dla edukacyjnej analizy transakcyjnej. Edukacyjna Analiza Transakcyjna, 6, 19–48.
  8. Jagieła, J. (2017b). Samoświadomość nauczycieli w koncepcjach edukacyjnej analizy transakcyjnej. Pedagogika, v. XXVI n. 1, 69–83. http://dx.doi.org/10.16926/p.2017.26.06
  9. Kumaravadivelu, B. (2001). Toward a postmethod Pedagogy. TESOL Quarterly, vol. 35/4, 537–560.
  10. Kumaravadivelu, B. (2012). Language Teacher Education for a Global Society. A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing. New York, NY: Routledge.
  11. Madalińska-Michalak, J. / Góralska, R. (2012). Kompetencje emocjonalne nauczyciela. Warszawa: Wolters Kluwer Polska SA.
  12. Newby, D. / Allan, R. / Fenner, A.-B. / Jones, B / Komorowska, H. / Soghikyan, K. (2007). Portfolio européen pour les enseignants en langues en formation initiale (PEPELF). Graz : Centre européen pour les langues vivantes.
  13. Paquay, L. / Van Nieuwenhoven, C. / Wouters, P. (2010). L’évaluation, levier du développement professionnel ? TensonsTensions, dispositifs, perspectives. Bruxelles : De Boeck.
  14. Pankowska, D. (2010). Nauczyciel w perspektywie analizy transakcyjnej. Lublin: Wydawnictwo UMCS.
  15. Pierre, N. (2005). Pratique de l’Analyse Transactionnelle dans la classe. Avec des jeunes et dans les groupes. Paris : ESF Éditeur.
  16. Rubinstein, S.L. (1964). Podstawy psychologii ogólnej. wyd. II. Warszawa: PWN.
  17. Sadler, R. / Dooly, M. (2016). Twelve years of Telecollaboration: What we have learnt. ELT Journal vol. 70/4, 401–413. http://dx.doi.org/10.1093/elt/ccw041
  18. Shobeiry, M. (2013). Self –Efficacy and Self –Awareness of Language Teachers and Their Learners’ Achievement. The Asian Conference on Language Learning 2013. https://www.researchgate.net/publication/342154519_Self_-Efficacy_and_Self_-Awareness_of_Language_Teachers_and_Their_Learners’_Achievement
  19. Sidash, N. / Roganova, M. / Domina,V. / Victorova, L. / Roganov, M. / Miroshnichenko, V. (2020). Pedagogical Consciousness Formation of Future University Educators in the Process of Teaching English. Universal Journal of Educational Research 8 (4), 1202–1211. DOI: 10.13189/ujer.2020.080410
  20. Szymankiewicz, K. (2017). Przyszli nauczyciele języków obcych na drodze budowania kompetencji zawodowej. Refleksja – Uczenie się – Rozwój. Warszawa et al.: Instytut Romanistyki – Werset.
  21. Temple, S. (1999). Functional Fluency for Educational Transactional Analysts. Transactional Analysis Journal, vol. 3 (29), 164–174. https://doi.org/10.1177/036215379902900302
  22. Temple, S. (2002). The development of a transactional analysis psychometric tool for enhancing functional fluency. (Unpublished doctoral dissertation). University of Plymouth, Plymouth, England.
  23. Temple, S. (2015). Celebrating Functional Fluency and Its Contribution to Transactional Analysis Theory. Transactional Analysis Journal, vol. 45/1,10–22. DOI: 10.1177/0362153714568803
  24. The European Profiling Grid (EPG), (2013). https://egrid.epg-project.eu/fr?language=fr
  25. Werbińska, D. (2004). Skuteczny nauczyciel języka obcego. Warszawa: Fraszka Edukacyjna.
  26. Werbińska, D. (2013). Kompetencje początkującego nauczyciela języka angielskiego w świetle modelu KARDS B. Kumaravadivelu. Neofilolog, 40/2, 279–301.
  27. Zawadzka, E. (2004). Nauczyciele języków obcych w dobie przemian. Kraków: Oficyna Wydawnicza Impuls.