DEVELOPING INTO AN EFFECTIVE POLISH TEACHER OF ENGLISH

autor: Dorota Werbińska

[Słupsk 2011]    

15,75 zł

seria:
ilość stron: 154
format: A5
ISBN:[zasłonięte]978-8367-163-7
nr wydania

TABLE OF CONTENTS

INTRODUCTION    9

CHAPTER 1
A REVIEW OF STUDIES ON EFFECTIVE TEACHING 11
Introduction     11
1.1. The beginnings: the concept of good practice  . 11
1.2. The concept of successful teaching   . 13
1.2.1. The behaviourist approach   13
1.2.2. The cognitive approach   14
1.2.3. The communicative approach   15
1.2.4. The humanistic approach   . 16
1.2.5. Current concepts of successful teaching  17
1.3. Major studies of effective teachers   . 19
1.3.1. Highet’s qualities of a good teacher  20
1.3.2. Good teachers’ characteristics in Okoń’s articles on teacher personality    20
1.3.3. Taylor’s study    22
1.3.4. Teacher qualities identified by Ryan  22
1.3.5. Flanders’ styles    . 23
1.3.6. Bohucki’s study of teacher personality  23
1.3.7. Rosenshine and Furst’s correlates of effective teaching . 24
1.3.8. Pupils’ expectations of teachers – Nash’s study . 25
1.3.9. Achievement of objectives by effective teachers 25
1.3.10. Bloom’s list of effective teachers’ classroom practices . 26
1.3.11. Ericksen’s essence of good teaching  . 26
1.4. Effective language teacher studies   27
1.4.1. Moskowitz’s analysis of outstanding teachers’ behaviours. 27
1.4.2. A good teacher’s qualities as perceived by young
adolescents    28
1.4.3. Politzer and Weiss’s research   29
1.4.4. Komorowska’s research on factors conditioning success
and failure    29
1.4.5. Sanderson’s project on good language teachers . 30
1.4.6. The need for change – Hawley et al.’s research on the
effective teacher    31
1.4.7. Some contemporary studies of good language teachers . 32
1.4.8. Effective language teacher studies – a summary . 35
1.5. Studies of poor language teachers   36
1.6. Concluding remarks    38

CHAPTER 2
A PROFILE OF A LANGUAGE TEACHER’S
PROFESSIONAL COMPETENCES  39
Introduction     39
2.1. Linguistic competence    . 40
2.1.1. Language proficiency   . 40
2.1.2. Subject matter knowledge   45
2.2. Methodological competence   . 47
2.3. Psychological competence   49
2.4. Pedagogical competence   . 51
2.5. Normative competence    52
2.5.1. Interactive knowledge   . 53
2.5.2. Causal knowledge   . 53
2.6. Experiential competence   . 55
2.7. Contextual competence    57
2.8. General competence    58
2.9. Teacher knowledge – a summary   60
2.10. Teacher competences vs. human wisdom  61
2.11. Concluding remarks    . 64

CHAPTER 3
TEACHERS’ PERSONAL THEORIES  65
Introduction     65
3.1. Fundamental concepts and approaches  65
3.1.1. A transmission approach   . 66
3.1.2. A constructivist approach   . 66
3.1.3. Teacher Development Approaches  . 67
3.2. Definition of personal theories   68
3.2.1. The term    . 68
3.2.2. Definitions of the term   69
3.2.3. Teachers’ personal theories: an overview  . 74
3.2.4. Teachers’ personal theories characteristics  76
3.3. Sources of teachers’ personal theories  . 77
3.3.1. Teachers’ own experience as language learners . 77
3.3.2. Personality factors   . 78
3.3.3. Research-based teaching principles  . 79
3.3.4. Principles derived from an approach or method . 80
3.3.5. Established practice   80
3.3.6. Experience of what works best  . 81
3.3.7. Origins of language teacher beliefs – a summary 81
3.4. Language teacher beliefs   . 82
3.4.1. Beliefs about language   82
3.4.2. Beliefs about curriculum   . 83
3.4.3. Beliefs about learning   . 84
3.4.4. Beliefs about teaching   . 85
3.4.5. Beliefs about the language teaching profession . 93
3.4.6. Teacher beliefs – a summary   . 94
3.5. Metaphors as an aid to understanding teacher personal theories . 95
3.5.1. Advantages of metaphor   . 95
3.5.2. Metaphors in teacher beliefs   . 96
3.5.3. Metaphors – a summary   105
3.6. Concluding remarks    106

CHAPTER 4
THE EFFECTIVE FOREIGN LANGUAGE TEACHER
– NTERVIEWS    107
Introduction     107
4.1. Selection of teachers for the study   . 107
4.2. The objectives    109
4.3. The technique of data collection   . 109
4.4. Analysis of the data    111
4.5. Interview     . 111
4.5.1. Interview 1    112
4.5.2. Interview 2    116
4.5.3. ME as an effective teacher: the ‘change’ aspect . 124
4.5.4. The profile of ME as an effective at present . 133
4.6. Concluding remarks    133

FINAL REMARKS AND CONCLUSIONS  . 135
BIBLIOGRAPHY    138
APPENDICES     149