Developing into an effective Polish Teacher of English

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Dorota Werbińska

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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 successful professional, as well as what personal teacher theories she seems to hold. In order to accomplish these goals, two interview studies were conducted, one almost a decade ago and the other recently. The results of the analysis of different spheres of an English language teacher’s professional competences may have significant implications for teacher education in Poland, and make it possible to identify these characteristics of the teacher that can foster their effective performance of the job. On a more general level, they also enable us to make some recommendations concerning the optimum preparation of potential candidates for becoming teachers of foreign languages in Poland. Due to the focus of this study, the tentative model to be presented here pertains to a profile of the effective language teacher in Poland. It is also important to keep in mind that the guidelines the present model offers are not necessarily applicable to another context, but to the Polish context at a time when the Polish educational system is still being affected by sweeping institutional and curricular changes.

Wydawnictwo Naukowe Akademii Pomorskiej w Słupsku, Słupsk 2011

Wydanie: pierwsze

Liczba stron:152

ISBN: 978-83-7467-163-7

format ONIX

format MARC21

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

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Developing into an effective Polish Teacher of English

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