Słowa kluczowe
wiedza nauczyciela
polityka językowa
standardy kształcenia nauczycieli
Jak cytować
Abstrakt
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.
Bibliografia
Andrews, S. 2007. Teacher language awareness. Cambridge: Cambridge University Press.
Bartels, N. 2009. „Knowledge about language” (w) The Cambridge guide to second language teacher education (red. A. Burns, J. C. Richards). Cambridge: Cambridge University Press: 125-134.
Borg, S. 2013. „Language teacher education” (w) The Routledge handbook of applied linguistics (red. J. Simpson). London and New York: Routledge: 215-228.
Canale, M. 1983. „From communicative competence to communicative language pedagogy” (w) Language and communication (red. J. C. Richards, R. W. Schmidt). London: Longman: 2-27.
Canale, M., Swain, M. 1980. „Theoretical bases of communicative approaches to second language teaching and testing” Applied Linguistics 1: 1-47.
Coste, D., North, B., Sheils, J. i Trim, J. 2003. Europejski system opisu kształcenia językowego: uczenie się, nauczanie, ocenianie. Warszawa: Wydawnictwa Centralnego Ośrodka Kształcenia Nauczycieli.
Ellis, R. 2009. „Implicit and explicit learning, knowledge and instruction” (w) Implicit and explicit knowledge in second language learning, testing and teaching (red. R. Ellis, S. Loe-wen, C. Elder, R. Erlam, J. Philp i H. Reinders). Bristol: Multilingual Matters: 3-25.
Farrell, T. S. C. 2007. Reflective language teaching: From research to practice. London: Continuum.
Freeman, D. 2001. „Second language teacher education” (w) The Cambridge guide to teaching English to teachers of other languages (red. R. Carter, D. Nunan). Cambridge: Cambridge University Press: 72-79.
Freeman, D., Johnson, K. E. 2005. „Towards linking teacher knowledge and student learning” (w) Second language teacher education: International perspectives (red. D. Tedick). Mahwah, NJ. Lawrence Erlbaum: 73-95.
Graves, K. 2009. „The curriculum of second language teacher education” (w) The Cambridge guide to second language teacher education (red. A. Burns, J. C. Richards). Cambridge: Cambridge University Press: 115-125.
Jourdenais, R. 2009. „Language teacher education” (w) The handbook of language teaching (red. M. H. Long, C. J. Doughty). Oxford: Wiley-Blackwell: 647-658.
Kelly, M., Grenfell, M. 2004. European profile for language teacher education. A frame of reference. Southampton: University of Southampton.
Lafayette, R. 1993. „Subject matter content: What every foreign language teacher needs to know” (w) Developing language teachers for a changing world (red. G. Guntermann). Illinois: National Textbook Company: 124-158.
Medgyes, P. 2001. „When the teacher is a non-native speaker” (w) Teaching English as a second or foreign language (red. M. Celce-Murcia). Boston: Heinle & Heinle: 415-427.
Morton, T., Maguire, T. i Baynham, M. 2006. A literature review of research on teacher education in adult literacy, numeracy and ESOL. London: NRDC.
Pawlak, M. 2010. „Problemy pomiaru wiedzy językowej”. Neofilolog 35: 9-22.
Richards, J. C. 1998. Beyond training. Cambridge: Cambridge University Press.
Richards, J. C., Lockhart, C. 1994. Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
Rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 17 stycznia 2012 r. w sprawie standardów kształcenia przygotowującego do wykonywania zawodu nauczyciela.
Roberts, J. 1998. Language teacher education. London: Arnold.
Waters, A. 2005. „Expertise in teacher education” (w) Expertise in second language learning and teaching (red. K. Johnson). New York: Palgrave Macmillan: 201-229.
Licencja
Prawa autorskie (c) 2019 Mirosław Pawlak
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe.
Przedstawiany utwór (artykuł) upubliczniany jest na podstawie umowy z autorem i na licencji Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Użytkownicy mają obowiązek podania wraz z rozpowszechnionym utworem, informacji o autorstwie, tytule, źródle (odnośniki do oryginalnego utworu, DOI) oraz samej licencji;
- bez tworzenia utworów zależnych,
- utwór musi być zachowany w oryginalnej postaci.
Uniwersytet im. Adama Mickiewicza w Poznaniu zachowuje prawo do czasopisma jako całości (układ, forma graficzna, tytuł, projekt okładki, logo itp.).