Developing into an effective Polish Teacher of English

Dorota Werbińska

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ISBN/ISSN:

978-83-7467-163-7

DOI:

Wydawnictwo:

Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku

Rok wydania:

2011

Liczba stron:

156

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Werbińska, Dorota. Developing into an effective Polish Teacher of English. Red. . Słupsk: Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku, 2011, 156 s. ISBN 978-83-7467-163-7

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Werbińska, D.

T1 Developing into an effective Polish Teacher of English

PB Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku

PP Słupsk

YR 2011

SN 978-83-7467-163-7

Bibliografia BibTex:

@Book{ 23127, author = "Werbińska, Dorota", editor = "", title = "Developing into an effective Polish Teacher of English", publisher = "Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku", year = "2011", address = "Słupsk", isbn = "978-83-7467-163-7" }

Bibliografia endNote:

TY - BOOK

AU - Werbińska, Dorota

ED -

TI - Developing into an effective Polish Teacher of English

PB - Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku

CY - Słupsk

PY - 2011

SN - 978-83-7467-163-7

ER -

Netografia (standard APA):

Werbińska, Dorota. Developing into an effective Polish Teacher of English [baza danych online] Słupsk: Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku, 2011 [dostęp: 22 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/developing-into-an-effective-polish-teacher-of-english-dorota-werbinska-23127.

język angielski

The major aim of this work has been to explore the profile of an effective Polish teacher of English ten years ago and now. In particular, it has attempted to determine what competencies or kinds of professional knowledge distinguish this successf...

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ISBN/ISSN:

978-83-7467-163-7

DOI:

Wydawnictwo:

Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku

Rok wydania:

2011

Liczba stron:

156

XML:ISBN/ISSN:

ONIX MARC21

INTRODUCTION9
1.1. The beginnings: the concept of good practice11
CHAPTER 1. A REVIEW OF STUDIES ON EFFECTIVE TEACHING11
Introduction11
1.2. The concept of successful teaching13
1.2.1. The behaviourist approach13
1.2.2. The cognitive approach14
1.2.3. The communicative approach15
1.2.4. The humanistic approach16
1.2.5. Current concepts of successful teaching17
1.3. Major studies of effective teachers19
1.3.1. Highet’s qualities of a good teacher20
1.3.2. Good teachers’ characteristics in Okoń’s articles on teacher personality20
1.3.3. Taylor’s study22
1.3.4. Teacher qualities identified by Ryan22
1.3.5. Flanders’ styles23
1.3.6. Bohucki’s study of teacher personality23
1.3.7. Rosenshine and Furst’s correlates of effective teaching24
1.3.8. Pupils’ expectations of teachers – Nash’s study25
1.3.9. Achievement of objectives by effective teachers25
1.3.10. Bloom’s list of effective teachers’ classroom practices26
1.3.11. Ericksen’s essence of good teaching26
1.4. Effective language teacher studies27
1.4.1. Moskowitz’s analysis of outstanding teachers’ behaviours27
1.4.2. A good teacher’s qualities as perceived by young adolescents28
1.4.3. Politzer and Weiss’s research29
1.4.4. Komorowska’s research on factors conditioning success and failure29
1.4.5. Sanderson’s project on good language teachers30
1.4.6. The need for change – Hawley et al.’s research on the effective teacher31
1.4.7. Some contemporary studies of good language teachers32
1.4.8. Effective language teacher studies – a summary35
1.5. Studies of poor language teachers36
1.6. Concluding remarks38
CHAPTER 2. A PROFILE OF A LANGUAGE TEACHER’S PROFESSIONAL COMPETENCES39
Introduction39
2.1. Linguistic competence40
2.1.1. Language proficiency40
2.1.2. Subject matter knowledge45
2.2. Methodological competence47
2.3. Psychological competence49
2.4. Pedagogical competence51
2.5. Normative competence52
2.5.1. Interactive knowledge53
2.5.2. Causal knowledge53
2.6. Experiential competence55
2.7. Contextual competence57
2.8. General competence58
2.9. Teacher knowledge – a summary60
2.10. Teacher competences vs. human wisdom61
2.11. Concluding remarks64
3.1. Fundamental concepts and approaches65
CHAPTER 3. TEACHERS’ PERSONAL THEORIES65
Introduction65
3.1.1. A transmission approach66
3.1.2. A constructivist approach66
3.1.3. Teacher Development Approaches67
3.2. Definition of personal theories68
3.2.1. The term68
3.2.2. Definitions of the term69
3.2.3. Teachers’ personal theories: an overview74
3.2.4. Teachers’ personal theories characteristics76
3.3. Sources of teachers’ personal theories77
3.3.1. Teachers’ own experience as language learners77
3.3.2. Personality factors78
3.3.3. Research-based teaching principles79
3.3.4. Principles derived from an approach or method80
3.3.5. Established practice80
3.3.6. Experience of what works best81
3.3.7. Origins of language teacher beliefs – a summary81
3.4. Language teacher beliefs82
3.4.1. Beliefs about language82
3.4.2. Beliefs about curriculum83
3.4.3. Beliefs about learning84
3.4.4. Beliefs about teaching85
3.4.5. Beliefs about the language teaching profession93
3.4.6. Teacher beliefs – a summary94
3.5. Metaphors as an aid to understanding teacher personal theories95
3.5.1. Advantages of metaphor95
3.5.2. Metaphors in teacher beliefs96
3.5.3. Metaphors – a summary105
3.6. Concluding remarks106
4.1. Selection of teachers for the study107
CHAPTER 4. THE EFFECTIVE FOREIGN LANGUAGE TEACHER – NTERVIEWS107
Introduction107
4.2. The objectives109
4.3. The technique of data collection109
4.4. Analysis of the data111
4.5. Interview111
4.5.1. Interview 1112
4.5.2. Interview 2116
4.5.3. ME as an effective teacher: the ‘change’ aspect124
4.5.4. The profile of ME as an effective at present133
4.6. Concluding remarks133
FINAL REMARKS AND CONCLUSIONS135
BIBLIOGRAPHY138
APPENDICES149

1991:268).Structuralistsunderstandgrammarasbasicsentencepatterns,and

pointtodifferencesingrammaticalstructuresbetweenthelanguagesasthe

mainreasonfordifficultywhenlearninganL2.Learningalanguageisthere-

foreseenasovercomingthosedifficultiesthroughacquiringasetofappropri-

atemechanicalhabits,anderrorsarefrowneduponasreinforcing‘badhabits’.

TheAudiolingualMethodseemstobeaneasylanguageteachingmethod

fortheteacher.Asthereisnoroomforinteractionandnegotiationofmean-

ings,andthestepsinvolvedintheapproacharepresentation,practice,repeti-

tionanddrills,teacherscanfollowthestepsinamechanicalway.Moreover,

teacherswholackprofessionaltrainingcanfeelsecurefollowingthismodelof

instructionastheaudiolingualtechniquesmakethelessonpredictable.Finally,

anaudiolingualmethodologycanbesuccessfullyusedwithteacherswhose

ownknowledgeofthetargetlanguageislimited,becauseoralpracticeinthe

methoddoesnotrequireconversationalfluencyfromtheteacher.

Itcanbeconcludedthatwithinthebehaviouristorientation,successfulteach-

ingisdefinedasdevelopinggoodlanguagehabitsinlearnersthroughteaching

themdiscreteitemsofthelanguage,mainlybypatterndrills,memorisationof

dialoguesorchoralrepetitionofstructuralpatterns.Hence,theteacher’ssuccess

isassociatedwithameasurablelinguisticproduct(Komorowska1999:4).

1.2.2.Thecognitiveapproach

Theaudiolingualparadigm,embracingpatternpractice,drillingandmemo-

risation,wascalledintoquestioninthesixtieswhenChomskyrejectedthe

behaviouristtheoryoflanguagelearningandthestructuralistapproachto

languagedescription.Hisideasrevolutionisedtheperceptionoflanguage,

whichconsequentlyinfluencedtheconceptionoflanguageteaching,al-

thoughChomskyhimselfnevermadeanyreferencestothelatter.Therefore,

itseemsworthwhiletopresentsomefundamentalChomskyanassumptions

andrelatethemtothenotionoftheteacher’ssuccess.

Chomsky’stheoryoftransformationalgrammarholdsthatthebasicproper-

tiesoflanguagederivefrominnateaspectsofthemindandfromhowhumans

processexperiencethroughlanguage.Thus,languageisnotasetofstructures

tobemasteredautomatically,butratherafinitesetofrulesfromwhichan

infinitenumberofsentencescanbeformed.Likewise,languagelearningcan-

notberegardedasareproductiveprocessofhabitformation,butacreative

processofrulegeneration.Cognitivepsychologyfocusesonstudents’mental

powersandtheirabilitytotransfertheoreticalknowledge(Chomsky’s‘compe-

tence’)topracticallanguageuse(Chomsky’s‘performance’).Hence,pupilsare

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