Reflective teachers in the modern educational context

Marek Derenowski

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ISBN/ISSN:

978-83-88335-75-4

DOI:

Wydawnictwo:

Wydawnictwo PWSZ w Koninie

Rok wydania:

2012

Liczba stron:

198

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Derenowski, Marek. Reflective teachers in the modern educational context. Red. . Konin: Wydawnictwo PWSZ w Koninie, 2012, 198 s. ISBN 978-83-88335-75-4

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Derenowski, M.

T1 Reflective teachers in the modern educational context

PB Wydawnictwo PWSZ w Koninie

PP Konin

YR 2012

SN 978-83-88335-75-4

Bibliografia BibTex:

@Book{ 38414, author = "Derenowski, Marek", editor = "", title = "Reflective teachers in the modern educational context", publisher = "Wydawnictwo PWSZ w Koninie", year = "2012", address = "Konin", isbn = "978-83-88335-75-4" }

Bibliografia endNote:

TY - BOOK

AU - Derenowski, Marek

ED -

TI - Reflective teachers in the modern educational context

PB - Wydawnictwo PWSZ w Koninie

CY - Konin

PY - 2012

SN - 978-83-88335-75-4

ER -

Netografia (standard APA):

Derenowski, Marek. Reflective teachers in the modern educational context [baza danych online] Konin: Wydawnictwo PWSZ w Koninie, 2012 [dostęp: 23 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/reflective-teachers-in-the-modern-educational-context-marek-derenowski-38414.

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Publikacja ma na celu zapoznanie czytelników ze specyfiką pracy nauczyciela, a także z procesem rozwijania refleksyjności nauczycielskiej. Opisuje zmieniającą się rolę nauczyciela w klasie i przedstawia wybrane formy rozwoju zawodowego nauczycieli...

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ISBN/ISSN:

978-83-88335-75-4

DOI:

Wydawnictwo:

Wydawnictwo PWSZ w Koninie

Rok wydania:

2012

Liczba stron:

198

XML:ISBN/ISSN:

ONIX MARC21

INTRODUCTION7
1.1 The nature of roles13
CHAPTER 1. THE CHANGING ROLE OF THE TEACHER13
1.2. Methodology and the teachers’ roles14
1.3. Teacher-centerdness vs. learner-centerdness14
1.4. Cultural dimensions of teachers roles19
1.4.1. Teacher roles in Western culture20
1.4.2. Teacher roles in Eastern culture21
1.5. An overview of teacher’s roles in various language teaching methods22
1.5.1. Teacher centered methods24
1.5.1.1. Grammar Translation method24
1.5.1.2. Direct method26
1.5.1.3. Audiolingual method27
1.5.2. Learner centered methods28
1.5.2.1. Community Language Learning29
1.5.2.2. Suggestopedia30
1.5.2.3. The Silent Way31
1.5.2.4. Total Physical Response32
1.5.2.5. Natural Approach33
1.5.2.6. Communicative Language Teaching34
1.6. Teacher roles in the contemporary classroom36
1.6.1. Teacher roles reflecting institutional factors36
1.6.2. Roles reflecting the influence of attitudes and beliefs37
1.6.3. Roles reflecting a personal view of teaching38
1.6.4. The teachers’ roles determined by their personal views38
1.7. Diversity of roles and their characteristics39
1.7.1. Motivator40
1.7.2. Controller40
1.7.3. Assessor42
1.7.4. Organizer42
1.7.5. Prompter43
1.7.6. Participant44
1.7.7. Resource44
1.7.8. Tutor45
1.7.9. Counselor45
1.7.10. Facilitator47
2.1. Models of language teacher education49
2.1.1. The craft model49
CHAPTER 2. DESCRIBING TEACHERS AND TEACHING49
2.1.2. The applied science model50
2.1.3. The reflective model51
2.2. Teching strategies54
2.2.1. The intarlingual vs. crosslingual strategy54
2.2.2. The analytic vs. experiential strategy58
2.2.3. The explicit vs. implicit strategy62
2.3. Teacher beliefs64
2.3.1. Beliefs about learners66
2.3.2. Beliefs about learning68
2.3.3. Beliefs about language teaching69
2.3.4. Beliefs about themselves70
2.3.5. Beliefs about language teaching as a profession71
2.3.6. Beliefs about the program and the curriculum72
2.4. Teacher decision making73
2.4.1. Planning related decisions73
2.4.2. Interactive decisions74
2.4.3. Evaluative decisions74
2.5. Professional competences of a teacher75
2.6. Good language teacher77
2.6.1. Interactive skills78
2.6.2. Pedagogical skills80
2.6.3. Language skills81
2.6.4. Dydactic skills82
2.7. Effective teaching83
2.8. Teacher’s motivation86
2.8.1. The definition of motivation to teach86
2.8.2. Teacher motivation and social contextual influences87
2.8.3. Negative influences on teacher motivation89
2.8.3.1. Stress89
2.8.3.2. Restricted autonomy90
2.8.3.3. Insufficient self-efficacy91
2.8.3.4. Lack of intellectual challenge91
2.8.3.5. Inadequate career structure92
2.8.4. The motivation of language teachers93
2.8.5. The Pygmalion effect94
2.9. Professional burnout96
2.9.1. Causes of stress and professional burnout96
2.9.2. Maslach’s theory of burnout98
2.9.3. Psychosocial determinants and correlatives of burnout103
2.9.3.1. Sociodemographic variables103
2.9.3.2. Personality and individual variables104
2.9.3.3. Variables connected with work and its organization106
2.10. Professional development107
2.10.1. Defining professional development107
2.10.2. Professional and personal development109
2.10.3. Professional development and commitment109
2.10.4. Reasons for teacher development110
2.10.4.1. Institutional perspective110
2.10.4.2. Personal perspective111
2.10.5. Teacher’s education and development and their influence on education service112
2.10.6. Professional development vs. career promotion113
CHAPTER 3. THE PROCESS OF BECOMING A REFLECTIVE TEACHER117
3.1. The concept of reflective teaching118
3.2. Thinking about reflective teaching119
3.2.1. The idea of reflection120
3.2.2. Critical reflection120
3.3. Different approaches to reflective teaching121
3.3.1. Technical Rationality121
3.3.2. Reflection-in-action122
3.3.3. Reflection-on-action122
3.3.4. Reflection-for-action122
3.3.5. Action research123
3.4. A process for reflection125
3.5. Reflective development126
3.5.1. Exploring through observation126
3.5.2. Exploring through action research131
3.5.3. Exploring through supervisor132
3.5.4. Exploring through journal writing134
3.5.4.1. What is a journal?134
3.5.4.2. The reasons for journal writing135
3.5.4.3. Journal writng skills136
3.5.4.4. Journal writing strategies137
3.5.4.5. What do teachers write about?138
3.5.4.6. Different types of journals139
3.5.4.7. Types of responses141
4.1. Aims of the research145
CHAPTER 4. DIALOGUE JOURNAL AS A MEANS OF INCREASING TEACHERS’ REFLECTIVITY – STUDY145
4.2. Study questions146
4.3. Study design147
4.4. The instruments147
4.5. Subjects147
4.6. The results of the study148
4.7. Conclusions171
4.8. Suggestions for further study173
BIBLIOGRAPHY177
APPENDIX 1189
APPENDIX 2191
APPENDIX 3193
APPENDIX 4195
APPENDIX 5197

beseenasthekeyfeatureofalearner-centeredapproachtoteaching.

Inotherwords,itassumesthedevelopmentofamoreequalrelationshipbe-

tweentheteacherandlearnersthanisthecaseintraditionalapproachesto

teaching.Theabovementionedrelationship,however,isbasedonmutual

knowledgeandunderstanding,andonrespectoftheother’sindividuality.

Sucharelationshipmuststartsomewhere,andwithinalearner-centeredap-

proachtoteaching,learnertrainingoffersthemostfruitfulforumforinitiat-

ingthissharingofknowledgeandinsights.Therearecertainreasonswhythe

linkingoftheterms‘learner-centredness’and‘innovation’maybejustified.

Oneofthosereasonsisrelatedtothedegreetowhichtheindividualteacher’s

trainingandpriorprofessionalexperiencehavepreparedhim/herforalearn-

er-centeredmodeofteaching:inthissense,thedegreeofinnovationwill

varyfromteachertoteacher.Morefundamentally,however,thereissome-

thinginherentlyinnovativeaboutthelearner-centeredapproachtoteaching

foraverysimplereasonthatnoonegroupoflearnerswilleverbequitelike

another,andnoteachingsituationwillhavepreciselythesameconfiguration

ofparticipantsandimperativesasanother.Theteacherwhoiscommittedto

alearner-centeredmodeofteaching,needs,therefore,todevelopreflective

awarenesswhichwillallowhim/hertobecomeopentochanges,andatthe

sametimetobeabletoreactflexiblytotheneedsofthestudentsandofthe

educationalcontext(Tudor1996:66).

Learner-centeredteachingdoesnotexcludetheuseofexistingtext-books,

butitmayencouragetheuseofavarietyofotherteachingmaterialsderiving

fromthelearners’occupationalconcernsorfromtheiraffective/culturalin-

terests.Theteachersmaythusfindthemselvesdealingwitharangeofmate-

rialsthatareconsiderablybroaderthantheywereusedto,andwhichmay

derivefromsourcesthattheyareunfamiliarwithineitherconceptualorlin-

guisticterms.Teacherswhohavebeentrainedwithinaspecificapproachto

teachingorwhoseexperiencehasbeenwithinaframeworkdefinedbyadher-

encetoapre-establishedcurriculum,theuseofrecommendedtextbooksorof

agivenmethod,mayfindthattheessentiallyopen-endedandexploratory

natureoflearner-centeredteachingplacesnewdemandsontheirpedagogical

skillsandtheteacher-learnerrolerelationships.Whiletheteacherwillnever

forfeithis/herroleasknower,inalearner-centeredapproachthiswillbesub-

sumedundertherolesoflearningcounselorandeducator.Prabhu(1987:

105)pointsoutthatthenewperceptioninpedagogy,implyingdifferentpa

tternofclassroomactivity,isanintruderintoteachers’mentalframes–an

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