Challenges for Teacher Training Colleges in Poland

Autor/in	Akar, Hanife
Titel	Challenges for Teacher Training Colleges in Poland
Quelle	(2006), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Second Languages; Teacher Attitudes; Teacher Supply and Demand; Teaching Skills; Language Teachers; Educational Policy; Preservice Teacher Education; Educational History; Program Effectiveness; Partnerships in Education; Schools of Education; Mentors; Poland + Suchen Sie Ihr Suchwort? Ausland; Second language; Zweitsprache; Lehrerverhalten; Lehrerbedarf; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Language teacher; Sprachunterricht; Politics of education; Bildungspolitik; Lehramtsstudiengang; Lehrerausbildung; History of education; Bildungsgeschichte; Hochschulpartnerschaft; Erziehungswissenschaftliche Fakultät; Polen
Abstract	Foreign Language Teacher Training Colleges (TTC) were established in Poland as a need for drastic changes in education, and a need to introduce western languages at all levels of schooling in 1992 arose. By the year 2001 TTC managed to graduate the number of teachers the market demanded, yet the quality of education provided emerged as a need to be examined. The purpose of this paper is to present an in depth understanding of the impact of TTC on teacher candidates' development and learning, and the challenges that TTC face. A mixture of qualitative and quantitative research was done to collect data. Data reveals that teacher candidates mainly applied to TTC to learn a foreign language and use it as a springboard to obtain better-paying jobs. Although the teacher candidates have a positive perception with regard to their teaching skills, building true college-school partnerships emerges as a need for the development and learning of teacher candidates. Two dimensions are essential for the training of teacher candidates: educational policy concerns about foreign language teacher training as an undergraduate program, and economic and social concerns of teacher candidates as prospective professionals. (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10