Opinie studentów filologii angielskiej na temat użyteczności europejskiego portfolio dla studentów – przyszłych nauczycieli języków
Edyta Wajda
Uniwersytet w Białymstoku, Wydział Filologiczny, Instytut NeofilologiiAbstract
Since the 1980s we have observed a gradual shift from traditional testing to alternative forms of assessment (portfolios, diaries, interviews, etc.) both in the language education and teacher training. This article presents the results of a survey study on the pre-service teachers’ perceptions of the usefulness and feasibility of assessing their didactic skills and the application of the European Portfolio for Student Teachers of Languages. The study was conducted among the third year students of English at the University of Białystok. The results of the research indicate that the students under investigation perceive self-assessment of their teaching skills as beneficial; however, they show less favourable opinions about their own competences in this area.
Keywords:
the European Portfolio for Student Teachers of Languages, self-assessment, didactic competencesReferences
Attinello R., Lare D., Waters F., The value of teacher portfolios for evaluation and professional growth, „NASSP Bulletin” 2006, 90(132), s. 132-152.
Common European Framework of Reference for Languages: Learning, Teaching, Assessment, Council of Europe, Cambridge 2001.
Donmoyer R., Paradigm talk reconsidered, [w:] Handbook of research on education, V. Richardson (red.), Washington, D.C. 2002, s. 174-197.
Evaluating second language education, J.C. Alderson, A. Beretta (red.), Cambridge 1992.
Gabryś-Barker D., Appraisal systems in teacher training: focus on critical incidents (CI), „ 2011, 32, s. 259-274.
Głowacka B., Kofman D., Ryciuk D., Wajda E., Żmudzka D., Europejskie portfolio językowe dla uczniów od 10 do 15 lat, Warszawa 2004.
Jacobs G.M., Farrel T.S.C., Paradigm shift: understanding and implementing change in second language education, „TESL-EJ” 2015, 5(1), [online], http://www.zait.uni-bremen.de/ wwwgast/tesl_ej/ej17/a1.html, [dostęp: 30.07.2018].
Johnson K.E., The second language teacher education: a sociocultural approach, New York 2009.
Komorowska H., Learner autonomy and its implications for the EPOSTL, [w:] Insights into the European Portfolio for Student teachers of Languages (EPOSTL), D. Newby (red.), Cambridge 2012, s. 51-82.
Komorowska H., Samoocena w kształceniu i doskonaleniu nauczycieli – nowe rozwiązania europejskie, [w:] Kultury i języki. Poznawać – uczyć się – nauczać, A. Jaroszewska, M. Lorenc (red.), Warszawa 2008, s. 71-80.
Legutke M., Thomas H., Process and experience in the language classroom, Harlow 1993.
Littlewood W., Process-oriented pedagogy: facilitation, empowerment, or control? „ELT Journal” 2009, 63(3), s. 246-254.
Lynch B.K., Language program evaluation: theory and practice, New York 1996.
Newby D., Allan R., Fenner A-B., Jones B., Komorowska H., Soghikyan K., The European Portfolio for Student Teachers of Languages, Strasbourg 2007, [online], http://archive.ecml.at/ mtp2/fte/pdf/c3_epostl_e.pdf, [dostęp: 30.07.2018].
Paris S.G., Ayres L.R., Stawanie się refleksyjnym uczniem i nauczycielem, tłum. M. Janowski, M. Micińska, Warszawa 1997.
Potocka D., Developing professional competence in the process of pre- and in-service teacher education, Unpublished Ph.D. dissertation, 2006.
Richards J.C., Farrel T.S.C., Professional development for language teachers. Strategies for teacher learning, Cambridge 2005.
Smith R., Starting with ourselves: teacher-learner autonomy in language learning, [w:] Learner autonomy, teacher autonomy: Future directions, B. Sinclair, I. McGrath, T. Lamb (red.), Harlow 2000, s. 89-99.
Wajda E., Samoocena nauczyciela języków obcych, [w:] Skuteczna nauka języka obcego. Struktura i przebieg zajęć językowych, H. Komorowska (red.), Warszawa 2009, s. 71-80.
Wysocka M., Profesjonalizm w nauczaniu języków obcych, Katowice 2003.
Zawadzka E., Nauczyciele języków obcych w dobie przemian, Kraków 2004.
Uniwersytet w Białymstoku, Wydział Filologiczny, Instytut Neofilologii
