Abstract
In pre-service training for teachers of English opportunities for dialogic interaction (Skidmore and Murakami, 2017) with a mentor are seen to play an important role in professional awareness and development (Wallace, 1993; Gabryś-Barker, 2012; Howard and Donaghue, 2015). To fulfil the demands of their practices student-teachers work with a number of different people: a school teacher (mentor), academic supervisor and the academic staff who lead the English teaching methodology course (Blaszk, 2015). This being the case, it was hypothesized that teaching practices might exist as a community of practice within which student-teachers in interaction with these different people would be supported in their professional development. The aim of the qualitative research reported in this paper was to discover how the student-teachers in a particular institution perceived their teaching practices and whether or not those practices could be viewed as a community of practice that supported the students.
References
Blaszk M. (2015). Between didactics, the mentor and the pupils: Trainee reflections concerning their teaching practices. Neofilolog 45/1: 9-25.
Edge J. (1992). Cooperative Development. Harlow: Longman Group UK Limited.
Gabryś-Baker D. (2012). Reflectivity in Pre-Service Teacher Education. A Survey of Theory and Practice. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
Howard A., Donaghue H. (eds.) (2015). Teacher Evaluation in Second Language Education. London: Bloomsbury Academic.
Mason J. (2002). Qualitative Researching. London: Sage Publications.
Skidmore D., Murakami K. (eds.) (2017). Dialogic Pedagogy: The Importance of Dialogue in Teaching and Learning. Bristol: Multilingual Matters.
Sullivan H. S. (1953). The Interpersonal Theory of Psychiatry. New York: W.W. Norton & Company, Inc. Teaching Practice Information. Retrieved 17/02/2018, from https://fil.ug.edu.pl/wydzial/instytuty_i_katedry/instytut_anglistyki_i_amerykanistyki/praktyki/praktyki_nauczycielskieteaching_work_experience [DW 18.08.2019]
Wallace M. J. (2008). Action research for Language Teachers. Cambridge: Cambridge University Press.
Wallace M. J. (1993). Training Foreign Language Teachers. A Reflective Approach. Cambridge: Cambridge University Press.
Wenger E. A Community of Practice. A Brief Introduction. Retrieved 15/12/2014, from http://wenger-trayner.com/introduction-to-communities-of-practice/[DW 12.01.2020]
Wenger E. (2002). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
Wilczyńska W., Michońska-Stadnik A. (2010), Metodologia badań w glottodydaktyce. Wprowadzenie. Kraków: Wydawnictwo AVALON.
License
Copyright (c) 2020 Neofilolog
![Creative Commons License](http://i.creativecommons.org/l/by-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Authors
Authors of texts accepted for publication in Neofilolog are required to complete, sign and return to the Editorial team’s office the Agreement for granting a royalty-free license to works with a commitment to grant a CC sub-license.
Under the agreement, the authors of the texts published in Neofilolog grant Adam Mickiewicz University in Poznań a non-exclusive, royalty-free license and authorize the use of Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) Creative Commons sub-license.
The authors retain the right to the free disposal of the work.
Users
Interested Internet users are entitled to use works that have been published in Neofilolog since 2017, under the following conditions:
▪ attribution – obligation to provide, together with the distributed work, information about the authorship, title, source (link to the original work, DOI) and the license itself.
▪ no derivatives – the work must be preserved in its original form. Without the author's consent, it is not possible to distribute the modified work in the form of translations, publications, etc.
Copyrights are reserved for all texts published since 2017.
Miscellaneous
Adam Mickiewicz University in Poznań retains the property right as a whole (layout, graphic form, title, cover design, logo etc.).