Wyniki wyszukiwania - Biblioteka Nauki

1

Kształcenie nauczycieli w Studium Nauczycielskim Nr 1 w Poznaniu

100%

Hellwig J.

Biuletyn Historii Wychowania

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2000

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nr 11/12

45-52

EN

Teacher training in Teacher College no 1 in Poznań

PL

Kształcenie nauczycieli w Studium Nauczycielskim Nr 1 w Poznaniu

2

CONVINCING INSTRUCTORS AND STUDENTS TO CONTRIBUTE TO ONLINE SETTINGS

89%

Büchel L. L.

Teaching English with Technology

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2010

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tom 10

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nr 2

79-91

EN

The Zurich and Schaffhausen Universities of Teacher Education have ideal conditions for integrating computer-mediated activities into English language and methodology courses. This article describes a number of face-to-face and online computer-based activities and argues that learners who live in close proximity can nevertheless benefit from participating in online activities. Examples from each setting that promote in-class or online communication as well as help to provide opportunities for improving learners’ language and content competence will be described. This article attempts to provide arguments for students to participate in - and thus instructors to host – learning opportunities in computer-mediated settings.

3

ICT in the Foreign Philology Curriculum – Towards a Systematic Approach to E-Teacher Training

89%

Krajka J.

Lublin Studies in Modern Languages and Literature

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2006

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nr 29/30

172-192

EN

The present paper will investigate the issues of ICT teacher training in the pre-service context of a five-year M.A. modern philology programme. The consideration of the content of training, mode of delivery, learning activities, teacher’s and learners’ role will be followed by a staged model of distributed ICT training illustrating growing student teacher competence. The lessons learnt from in-service teacher training already conducted will be used to improve the organisation of e-teacher education in the modern philology curriculum.

4

PROSPECTIVE TEACHERS’ EXPERIENCES IN USING SECOND LIFE FOR LEARNING AND TEACHING ENGLISH

71%

Mariusz K.

Teaching English with Technology

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2017

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tom 17

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nr 1

73-88

EN

The purpose of this study was to investigate prospective teachers’ experiences in utilizing Second Life for learning English, differentiating between personal use of the said virtual world for learning the English language and its potential use for teaching English in the future. The results showed that the students perceived the use of Second Life to be beneficial for communication in English and they regarded it as a great source of the target language vocabulary. They also found it useful in practicing writing skills and learning new words and phrases. The use of the said world allowed the students to point out some disadvantages. Among other things, they included the incorrect use of English by some Second Life users, problems with finding people to talk with and rude behavior. In addition, the study participants did not regard Second Life as useful in developing oral skills or grammar. Finally, the findings revealed the prospective teachers’ willingness to use Second Life for teaching speaking and writing skills as well as the target language vocabulary. A selection of the students’ proposals of language activities to be used in a virtual world is also offered.

5

Geschichte der deutschsprachigen Lehrkraftausbildung in Ungarn zwischen 1777 und 1907

71%

Klein Á.

Res Gestae. Czasopismo Historyczne

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2023

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tom 16

35-53

EN

The present study examines the history of German-language teacher training since appearance of the Ratio Educationis (1777) till the end of the 19. century. A systemic review of regulations, laws and curricula enable an examination of the changes in teacher training institutions, including the language of instruction in teacher training. 2019 marked the two-hundredth anniversary of elementary-level teacher training for the German minority in Hungary. The most important historical sources of this study, which will be examined in this qualitative research analysis, are curricula, educational laws and regulations as well as textbooks and timetables, in addition to the review of related publications. An in-depth look of the documents makes it possible to follow the continuously changing attitudes toward minority teacher training throughout the different epochs of Hungarian education.

6

Teacher Trainees’ Beliefs Concerning Efficient Teaching and Learning – Pedagogical Spaces in Focus

71%

Kálmán S.

The New Educational Review

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2019

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tom 55

17-29

EN

The paper focuses on discovering the relationships between pedagogical architecture and classroom didactics. It is looking for an answer to the question what beliefs teacher trainees have about pedagogical spaces, what connections they see between efficient learning and the organisation of pedagogical spaces, and how they would organise space during their own teaching practice. During the study, two methods were used: unstructured reflective diaries (N=29) and fuzzy-set Qualitative Comparative Analysis (fsQCA). The key point of fsQCA data analysis was the conversion of qualitative data into fuzzy sets. This process was done in several steps. Results shed light on the functional space model of the school, and highlighted the significance of individual, social, learning, and private spaces. The complex space representation of the students showed the school architecture, the inner world of the institution, forms, colours, and the unity of objects and internal space. All this has an effect on methodological culture as non-classical space organisation facilitates the use of new generation methods.

7

The role of in-service training for language teachers in the domain of language competence

71%

Pawlak M.

Glottodidactica

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2011

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tom 38

21-30

PL

Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.

8

Koncepcja kształcenia nauczycieli – wychowawców szkolnictwa specjalnego. Trwałość i zmiana

71%

Dryżałowska G.

Kwartalnik Pedagogiczny

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2014

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nr 4(234)

97-106

EN

The concept of teacher education in Poland against the background of the Institute of Special Education, developed by M. Grzegorzewska and presented in two articles of M. Grzegorzewska and J. Doroszewska published in “The Pedagogical Quarterly”, vol. 2 of 1963, became the basis for reflection on the training of special educators – teachers and educators in the Faculty of Education at the University of Warsaw. The first university department to take such a task in 1958. It is also an attempt to sketch the major changes that resulted from the research and teaching concept of special education pursued by the successive heads of the Department of Special Education, Faculty of Education, University of Warsaw.

9

NEEDS AND CHALLENGES FOR ONLINE LANGUAGE TEACHERS – THE ECML PROJECT DOTS

71%

Beaven T. , Emke M. , Ernest P. , Germain-Rutherford A. , Hampel R. , Hopkins J. , Stanojevic M. M. , Stickler U.

Teaching English with Technology

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2010

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tom 10

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nr 2

5-20

EN

The growing use of digital technologies in educational settings, paralleled by a paradigm change in educational theory from an instructivist transmission approach to constructivist and sociocultural theories of learning, demands more adapted teacher training programs, both technical and pedagogical. Looking at factors influencing teachers’ implementation of ICT in the foreign language classroom and guided by the results of a needs analysis survey conducted among twenty six language teachers from twenty five different European countries, the DOTS project aims to develop an online workspace with bite-sized learning objects for autonomous use by language professionals, particularly freelance teachers who frequently miss out on the training opportunities provided for their full-time colleagues.

10

Katarzyna Sowa-Bacia, Artur Kubacki (red.) Wybrane zagadnienia z glotto- i translodydaktyki 1. Wydawnictwo Naukowe UP, Kraków 2018.

71%

Łomzik M.

Applied Linguistics Papers

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2019

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nr 26/2

117-119

EN

The reviewed book comprises six articles on foreign language teaching and written translation as well as the development of academic teachers’ and translators' competences. The book is intended not only for teachers. Students will also find valuable information, consisting an introduction to issues associated with the profession of a teacher and translator. The advantage of the book is the inclusion of different stages of teaching: from teaching a foreign language in kindergarten, through the training of foreign language students and teachers, developing translation skills at the collegiate and academic level, to non-academic education in the field of competence development of a sworn translator.

11

Zaniedbane obszary w procesie kształcenia do zawodu nauczyciela

71%

Łukasik J. M.

Labor et Educatio

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2017

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nr 5

155-165

EN

The article relates to the issue of training candidates for the teacher profession. By referencing to the core of the competencies required for the teacher’s work in a changing school, the weakest areas, which are the source of the fear and anxiety of students completing teacher education, were identified. The sources of fears, as well as proposals for changes in education to the teaching profession, were compiled on the basis of research conducted among 187 candidates of the profession of teacher studying at universities in Malopolska (Lesser Poland Voivodeship).

12

La reflexión en el desarrollo profesional del profesor de ELE

71%

González Argüello M. V. , Montmany Molina B.

Studia Iberystyczne

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2013

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tom 12

221-232

EN

Class journals, portfolios and observing classes are tools that can help language teachers to systematize their reflection on their own practice. Teacher Trainers need to be conversant with these tools and their use in order to enable and enhance a teacher’s professional development. Starting such reflective practice processes brings many advantages to the language teachers enhancing motivation, professional and personal interest.

13

Curriculum Planning as Teacher’s Steering Activity by Micro-level Management

71%

Doušková A.

The New Educational Review

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2005

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tom 5

129-138

EN

The contribution addresses the problems of teacher training for curriculum as a process of curriculum planning for pupils in educational situations. The author characterizes curriculum projects according to the length of their duration; she mentions the components of the thematic plan of curriculum, and pays attention to the project of the teaching unit, the structure of the education situation as its basic element.

14

Do Environmental Education School Coordinators Have a Mission?

71%

Šimonová P. , Činčera J.

Discourse and Communication for Sustainable Education

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2016

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tom 7

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nr 1

23-36

EN

Teachers who are specialized in environmental education (environmental education school coordinators1) can play an important role in empowering students to shape a sustainable future. In this study, the authors examined a group of Czech environmental education school coordinators. The authors aimed to clarify how they interpret their role at their respective schools, how they perceive their self-efficacy, and what they observe as benefits and barriers to their work as a coordinator. They conducted a qualitative study with focus groups and completed individual in-depth interviews with the coordinators. The results suggest that the coordinators view their work as a mission. The ultimate goal of this mission is to change the children’s behavior to make it more pro-environmental, and, at the same time, to establish this effort as a commitment of the whole school. The authors identified different forms of mission, described development in time and connected them with the perceived self-efficacy of the coordinators.

15

Digital game-based learning and video games in teacher training. Conception, evaluation and results from Leipzig University

71%

Aust R. , Nitsche M. , Pelka J.

Perspectives of Innovations, Economics and Business

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2014

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tom 14

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nr 3

113-131

EN

By the beginning of the 21st century, media education on topics such as video games and strategies founded on the concept of Game-Based Learning has become an essential issue in school educational contexts. Continually rising standards in gameplay as well as recent developments in technology, in the gaming community, in the concepts and expectations of the potentials of gaming, have successively changed the perspectives on who is playing what, when and for what purpose, as well as on the consequences, opportunities and problems of gaming itself. The authors of this article designed a seminar at the Faculty of Education at Leipzig University, in which different scenarios of playing computer games in school pedagogical contexts could be tried out, discussed and reflected on. The course was developed, tested and evaluated in cooperation with the Computer Gaming School Leipzig (ComputerSpielSchule Leipzig) before and during the summer semester of 2014. The aim was to create a situation in which future teachers and seminar instructors would be able to reflect critically on the opportunities, obstacles and challenges of a sensible integration of entertainment software (such as video games) in pedagogical teaching concepts. Theoretical and critical introductions to some selected issues concerning Game-Based Learning and computer games in general as well as hands-on gaming experience (gained in three practical sessions) provided the basis for discussion in the seminar.

16

DEVELOPING LEARNING ENVIRONMENTS FOR BLENDED AND ONLINE LEARNING

71%

Webb B. , Vallero A.

Theory and Practice of Second Language Acquisition

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2018

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tom 4

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nr 2

EN

Developing online and blended learning programs at a university requires the selection of an appropriate framework which addresses the criteria of effective pedagogy. This paper aims to determine a framework for developing and evaluating online and blended learning environments within university educational contexts. The paper is based on the experience of developing blended and online teacher training programs in Teaching English to Speakers of Other Languages at Bond University, Gold Coast, Australia. First, the paper outlines the methodology of the project. Then, it explores various concepts and theoretical models of learning environments. The next part of the paper examines students’ perspective of the elements of the learning environment as defined by the framework of choice. The paper concludes with a comparative overview of the theoretical framework and its application within the Bond University context.

17

ОРГАНІЗАЦІЯ ЕКСПЕРИМЕНТАЛЬНОЇ ПЕРЕВІРКИ ПЕДАГОГІЧНИХ УМОВ КОНТРОЛЬНО-ОЦІНЮВАЛЬНОЇ ДІЯЛЬНОСТІ ВЧИТЕЛЯ

71%

Павлюченко Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 7(51)

117-124

EN

The article describes the features of the study which associated with the organization of the experimental verification of pedagogical conditions of activity. Computer science training of future teachers to the implementation of control and evaluation activities of professional skills and competencies is characterized. The methodological system of structural components that provide targeted and gradual formation of professional readiness of the future teachers of computer science to the evaluation of educational achievements of a schoolchild is considered. The methodology of training of future teachers of computer science was analyzed. It was implemented on the basis of the content of the psychological and pedagogical disciplines, educational disciplines, and professional practices. It is highlighted that the content of all academic disciplines mediates the interaction of the teacher and students in the process of training and conditions of optimization of the educational process. The features of the developed methodological system is using in the process of formation of professional readiness to undertake monitoring and evaluation activities by the teacher, all the means of information and communication technologies (program-methodological complexes, audio and video recordings of pedagogical situations testing students’ knowledge in Informatics, computer with headphones and a microphone, a training platform for distance learning, testing software, etc.) which make it possible to deepen the motivation to focus and enhance interest in learning activities, to expand the possibilities of teaching information, to establish the necessary feedback in the learning process. Each component of the methodological system of formation of readiness of future teachers of computer science for the assessment of educational achievements of students has been functioning in close interrelation with all the other components. So methodological system of formation of readiness of future teachers of computer science for the control and assessment activity is realized on the basis of the content of psychological and pedagogical disciplines, academic disciplines, professional practices and pedagogical practice of students. The prospects of further researches are connected with the use, the sequencing of formation of readiness of future teachers of computer science to diagnosis was provided by the sequential mastery of content control and assessment activities of the future teachers, recess, concretization and generalization of knowledge and skills on the basis of presentation of academic disciplines.

18

Hadrian Lankiewicz, Teacher Language Awareness: A Collaborative Inquiry Based on Languaging. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego, 2015, ISBN 978-7865-624-1, 368 pages

71%

Gabryś-Barker D.

Theory and Practice of Second Language Acquisition

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2019

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tom 5

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nr 1

133-136

19

Wissensräume aufschließen

71%

Rada R.

Linguistische Treffen in Wrocław

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2021

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nr 19

513-517

EN

German studies as a university subject has been represented in Hungary since the 18th century (!). In 1784 Josef II ordered the establishment of the Department for German language and literature at the university of the Hungarian capital Pest. This department is considered to be the second oldest in the world (after the one founded two decades earlier in Vienna). German studies in Hungary can therefore look back on very long traditions. It may also have something to do with the fact that it is represented by Hungarian researchers who have made a name for themselves in European German studies. The goal of the following article is to review and discuss the celebratory publication dedicated to the recognized Hungarian Germanist, scientist and university professor Erzsébet Drahota-Szabó Kulcs a világhoz: Drahota-Szabó Erzsébet köszöntésére. Key to the world: Festschrift for Erzsébet Drahota-Szabó. The title of the publication shows the intertextual reference to Wilhelm Humboldt’s famous thesis that language is a key to the world. The volume sees itself as a key with which access to certain areas of knowledge, as elements of the world, is made possible.The volume contains in total twenty contributions, written in German and Hungarian, that are thematically linked to the research and teaching of the jubilarian. The knowledge elements contained in them relate to comprehensive scientific or research areas, such as German as a foreign language, (foreign language) teacher training, as well as multilingualism and translation. The authors of the contributions focus on different perspectives from which the listed topics and areas are dealt with (e.g. contrastive, didactic, literary and historical perspectives) and relate their investigations to different languages (in addition to German to Hungarian, Slovak and Romanian). This creates complex, diverse networks between the contributions, which are to be uncovered in the following review article. The readers of the review article not only gain an insight into important research areas of German studies, including those represented by the jubilee, but they should also be encouraged to take the Festschrift into their own hands and to interact with the authors of the articles and with the jubilarian herself scientifically “to exchange” ideas and thoughts.

20

ПІДГОТОВКА ТА ПРОФЕСІЙНИЙ РОЗВИТОК УЧИТЕЛЯПОЧАТКОВИХ КЛАСІВ НА ШЛЯХУ ДО НОВОЇ ШКОЛИ

71%

Кравцова І.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 8(72)

150-158

EN

The central link of any education system can be considered training of pedagogical staff, the quality and level of which determine the prospects for the development of education in the country. Reforming education in Ukraine is part of the process of adapting the national educational system of changes that have taken place in the last two decades in European countries and is related to the recognition of the importance of knowledge as a driver of social welfare and progress. Therefore, the issue of ensuring equal access not only to education, but to quality education, is key to the development of not only the educational sector, but the entire society as well. Inconditionsofnation-buildinginthecountry, theideasofthesocialideal, theconditionsoflife-formationandself-realization, andhencethewaysofdevelopingandimprovingthesystemofnationaleducation, arethekey. Educationitself, as a socialinstitution, isresponsiblefortheprofessionallevelofthepersonnelofthespiritual, industrialandmanagerial spheresofallmoderncountries. Educationthroughscienceandrelatedproductionandthelatesttechnologyaffectseconomicdevelopmentofthepostindustrialsocietyas a whole. Realizingthedecisiveinfluenceofeducationonalllife-givingsocialprocesses, developedcountriesseektodevelopitinaccordancewiththerequirementsoftime. Theroleofpostgraduateeducation, asanindependentpartoftheeducationalpsychologicalandpedagogicalprocess, hasincreased inconditionsofmarkettransformationsofUkrainiansociety. The purpose of the article is to reveal the role of training and professional development of primary school teachers in the context of the implementation of the concept of the “New Ukrainian School”. It is concluded that the request of the society on the results of school education, the current conditions of professional activity of the primary school teacher, connected with the diversity of educational systems, the variability of the content of primary education and the technical and technological provision of the educational process, the expansion of opportunities for information technology for students and the need to predict the results of professional activity – all this leads to the identification of directions for updating the content and nature of the preparation of the future teacher of primary school