scholarly journals Forschungsbericht zum Profil eines „guten“ Fremdsprachenlehrers an der Hochschule

2019 ◽  
Vol 46 (1) ◽  
pp. 89-108
Author(s):  
Krystyna Mihułka ◽  
Joanna Chojnacka-Gärtner
Keyword(s):  
Foreign Language ◽  
Personality Traits ◽  
Primary Schools ◽  
Colleges And Universities ◽  
Teaching Profession ◽  
Language Teachers ◽  
Professional Life ◽  
Institutions Of Higher Education ◽  
Foreign Language Teachers ◽  
Teacher Personality

The aim of this article is to present the profile of a ‘good’ foreign language teacher,which has been created on the basis of the comments made by about 230 students of modern languages at Polish institutions of higher education (colleges and universities) in two voivodeships of Poland, namely Podkarpackie Voivodeship and Wielkopolska Voivodeship. In this image, teacher personality traits, the majority of which are regarded as values not only in professional life (e.g. in the teaching profession), but also in personal life, have ranked the highest. Personality traits have overshadowed the other two groups of qualities, which foreign language teachers are also equipped with, i.e. didactic and glottodidactic ones. This study is part of a larger research project covering all types of schools in Poland (from primary schools, through middle and secondary schools, to colleges and universities)

A jednak osobowość! Dobry nauczyciel języka obcego w świetle wypowiedzi polskich uczniów i studentów

2019 ◽  
Vol 64 (2 (252)) ◽  
pp. 38-53
Author(s):  
Krystyna Mihułka ◽  
Joanna Chojnacka-Gärtner
Keyword(s):  
Foreign Language ◽  
Personality Traits ◽  
Primary Schools ◽  
Language Education ◽  
Teaching Profession ◽  
Language Teachers ◽  
Professional Life ◽  
The Other ◽  
Foreign Language Teachers ◽  
Teacher Personality

The aim of this article is to present a portrait of the so-called good foreign language teacher, which has been created on the basis of the comments made by about 850 Polish students of modern languages, and students representing various types of schools (from primary schools, through middle schools, to secondary schools). In this picture, teacher personality traits, the majority of which are regarded as values not only in professional life (e.g. in the teaching profession), but also in personal life, have ranked the highest. Personality traits have overshadowed the other two groups of qualities which foreign language teachers are also equipped with, i.e. didactic and glottodidactic ones. The presentation of the research results has been preceded by a theoretical part where teacher personality and its role in (language) education have been briefly discussed.

scholarly journals CLIL teachers in Finland

2017 ◽  
Vol 11 (4) ◽  
pp. 79-99 ◽  
Author(s):  
Sotiria Pappa ◽  
Josephine Moate ◽  
Maria Ruohotie-Lehty ◽  
Anneli Eteläpelto
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Identity ◽  
Primary Schools ◽  
Language Teachers ◽  
Emotional Experiences ◽  
Foreign Language Teachers ◽  
Theoretical Perspectives ◽  
The One ◽  
Intuitive Sense

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

scholarly journals THE ROLE OF THE METHOD «DIALOGUE OF CULTURES» IN TOLERANCE FORMATION OF FUTURE ENGLISH TEACHERS

2018 ◽  
pp. 141-146
Author(s):  
Anastasia Lohvinenko
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Role Playing ◽  
Language Teachers ◽  
Institutions Of Higher Education ◽  
Creative Activity ◽  
Foreign Language Teachers ◽  
Cultural Dialogue ◽  
Tolerance Method

The article defines the role of the method of cultural dialogue in the tolerance formation of future foreign language teachers during professional training in pedagogical institutions of higher education. It is pointed out that one of the leading methods contributing to the formation of students' tolerance is the method of dialogue of cultures, in particular, in the classes of the educational discipline "Practice of Oral and Written Speech". It is noted that for the formation of tolerance in future teachers of a foreign language, the use of this method is most expedient in conducting tolerance classes, debates, discussions, organization of role-playing and business games that promote the acquisition of students' tolerance skills, virtual excursions that provide active creative activity for students. Keywords: future foreign language teachers, tolerance, method “dialogue of cultures”.

scholarly journals Cooperativeness – A necessary trait for interpreters? A study on temperament and character dimensions of experts in different fields

2018 ◽  
Vol 23 (6) ◽  
pp. 1385-1393
Author(s):  
Sinikka Hiltunen ◽  
Heli Mäntyranta ◽  
Ilmari Määttänen
Keyword(s):  
Multivariate Analysis ◽  
Foreign Language ◽  
Personality Traits ◽  
Analysis Of Variance ◽  
Language Teachers ◽  
Expert Performance ◽  
Foreign Language Teachers ◽  
Temperament And Character Inventory ◽  
Control Groups ◽  
Character Inventory

Aims and Objectives: The aim of the present study was to investigate whether particular temperament and personality traits are more characteristic to interpreters’ expert performance than to expert performance in other fields. Design: To these ends, the Temperament and Character Inventory by Cloninger et al. (1994) and the distractibility scale of the Revised Dimensions of Temperament Survey by Windle (1992) were used. Data and Analyses: The data was gathered from two groups of interpreters (simultaneous and consecutive) and was compared to one group of foreign language teachers and one of non-linguistic experts from different fields of society. The group size varied between 20 and 23 participants each. The analyses were carried out with multivariate analysis of variance, supplemented with Bonferroni corrected contrasts. Findings: The results seem to indicate that temperament and character traits may have different impacts on different expert groups. In this study, in comparison to the control groups of foreign language teachers and non-linguistic experts, high cooperativeness was found to be more characteristic to simultaneous and consecutive interpreters. Cooperativeness also appears to be valued by recruiters and trainers of interpreters, for instance. Originality: The study was the first one comparing interpreters’ temperament and character dimensions with those of other expert groups, such as foreign language teachers and non-linguistic experts. Significance and Limitations: Among the different temperament and personality traits, at least cooperativeness seems to have a connection to the abilities and skills needed in the profession of an interpreter. More research, however, is needed to reveal possible connections of various temperament and personality traits with expertise in different fields. In this particular case, additional studies could show whether individuals with high cooperativeness become more easily interested in such professions as interpreting, or whether the high cooperativeness is a result of more experience and expertise in interpreting.

scholarly journals An Investigation on EFL Teachers’ Attitude toward Teaching Profession

2016 ◽  
Vol 6 (3) ◽  
pp. 21 ◽  
Author(s):  
Reyhan Agcam ◽  
Muzaffer Pinar Babanoglu
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Language Teachers ◽  
Professional Performance ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Education In Turkey

<p>Teaching is described as a demanding job that requires in-depth knowledge of subject content, age-specific pedagogy, and many varied skills such as patience, leadership, and creativity. Teaching a foreign language constitutes another challenge for the teachers who are already attached the primary liability in raising generations for contributing to the development of their country. Considering that foreign language teachers’ attitudes toward their job largely influence their professional performance, this study aims to scrutinize whether attitude of EFL teachers toward teaching profession significantly differ across level of educational institutions where they are working. Accordingly, an attitude scale was administered to EFL teachers working at state primary schools, secondary schools, and institutions of higher education in Turkey. The results indicated that the majority of the participants have positive attitudes toward their job despite problems they encounter while performing it. The study reported and discussed research findings in comprehensively, and offered a few pedagogical implications, and suggestions for further directions.</p>

scholarly journals Building Professional Competences of English Language Teachers

2018 ◽  
Vol 50 ◽  
pp. 01077
Author(s):  
Lyudmila Karpova ◽  
Elena Grigorieva ◽  
Elena Ladonina ◽  
Olga Popova ◽  
Anna Shchekoldina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Teaching Profession ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Of Instruction ◽  
Language Teacher ◽  
Key Skills ◽  
English Language Teachers

This article is devoted to the problem of building professional competences for the teaching profession. The paper highlights four main groups of professional competences: cultural and linguistic competences, linguistic and didactic competences, social and educational competences, professional and educational competences. It presents a brief summary of key skills a person should possess to be a competent foreign language teacher. Foreign language teachers should act as professional inheritors, critics and interpreters of knowledge and culture when teaching students. They also have to be able to communicate clearly in the language of instruction, using correct grammar, in various contexts related to teaching. Moreover a foreign language teacher should adapt his or her teaching to the needs of students with various disabilities, integrate ICT in teaching activities, cooperate with school staff, parents and students in pursuing the educational objectives, collaborate with the teaching team in developing programs and projects when teaching students. The article attempts to identify learning situations that are appropriate to the students concerned and the subject content with view to developing the competences targeted. The study can help in designing and modelling the educational process within the frameworks of the competence approach.

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