Keywords
early language education
quantitative study
survey
teacher competencies, early language education, quantitative study, survey, MA pedagogy students
How to Cite
Abstract
The article aims at exploring students’ perceptions of the significance of particular teachers’ competencies in early language education. In the first part, a literature review synthesizing diverse definitions of teacher competencies based on varied criteria is presented. The second part depicts the results of a quantitative study involving a survey undertaken at the University of Bialystok, with 54 fourth-year pedagogy students majoring in early education participating. The survey instrument comprised closed-ended questions categorized into six competencies. The findings revealed that, among psychological and pedagogical competencies, skills and knowledge in fostering student motivation were deemed vital (59.3%). Educational competencies highlighted the significance of teacher’s empathy, enthusiasm, and optimism (68.5%), while substantive competencies emphasized the importance of using the foreign language during lessons (63%). Intercultural competencies highlighted the importance of teacher’s tolerance and openness (65%), and methodological and didactic competencies identified knowledge and skills in the concept of early school foreign language teaching as critical (53.7%). Among diagnostic competencies, the ability to interpret and evaluate lessons, observe and assess student involvement in linguistic activities, and recognize and understand errors were equally important (51.9%). The research outcomes offer valuable insights into the perspectives of MA pedagogy students, shedding light on the competencies they deem essential for effective early language education.
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