THE PROFILE OF PRIMARY LANGUAGE TEACHER. Mariola Bogucka Warszawa,

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1 THE PROFILE OF PRIMARY LANGUAGE TEACHER Mariola Bogucka Warszawa,

2 Cross European Studies quality FL teaching & learning for YLs Nikolov M., Curtain H. (2000) An early Start: Young Learners and Modern Languages in Europe and Beyond. Strasburg: Council of Europe. Edelenbos P., Johnstone R., Kubanek A., (2006) The main pedagogical principles underlying th eteaching of languages to very young learners. Languages for the children of Europe.

3 Main focus The benefits of an early start; What is good practice? The comparison of educational systems and their deficiencies; Primary language teacher - qualifications; The contents of methodology courses. Are there any teacher-focused studies?

4 Types of teachers providing foreign language instruction specialist foreign language teachers - high language proficiency - with\without preparation to teach Yls primary class teachers - sufficient\inssuficient language proficiency - with\without skills of teaching a foreign language

5 Participants The graduates of Gdaosk University who obtained MA degree at the Department of Social Studies in Early Education and the Teaching English to YLs in 1998 (an experimental course) and in years The five-year MA course had operated before Bologna Proces was implemented at the UG in 2004.

6 Research questions What is the impact of university education and qualifications on the professional life of the graduates? What is the relation between university education and the demands of the changing work market?

7 Methodology quantative research of professional life stories of the graduates in question: - questionnaire: closed/open questions, rating scales, rank ordering qualitative: - classroom observation - interview: interview guide approach

8 Quantitative research being a teacher Nie 11% Tak 89%

9 Qualifications to teach English as an oppotunity of getting a better job Nie ma znaczenia 20% Nie 2% Tak 78%

10 Liczebności wyborów Being a teacher: place of work Szkoła podstawowa 40 Szkoła językowa Przedszkole 30 Gimnazjum Inne Szkoła wyższa Technikum/Liceum Miejsce pracy absolwentów

11 Being a teacher : primary school Nauczyciele nauczania zintegrowanego i języka angielskiego; 13 osób Nauczyciele języka angielskiego; 35 osób

12 Being a teacher: pre-school Nauczyciele nauczania zintegrowanego i języka angielskiego; 6 osób Nauczyciele języka angielskiego; 10 osób

13 Liczebnośd wyborów Being a teacher: the valued areas of knowledge & skills znajomośd języka angielskiego wiedza nt. metod i technik nauczania znajomośd psychiki i potrzeb dziecka umiejętnośd twórczego myślenia Wiedza i umiejętności zawodowe umiejętności interpersonalne umiejętnośd krytycznego myślenia umiejętnośd wykorzystania technik komputerowych Inne wiedza teoretyczna wiedza nt. krajów anglosaskich

14 Suma ocen Being a teacher: the most valued areas of studies kształcenie ogółno-humanistyczne kształcenie pedagogiczne kształcenie językowe metodyka nauczania jęz. angielskiego metodyka nauczania jęz. angielskiego dzieci 0 Obszary kształcenia

15 Being a teacher: do you intend to work at school in the future? Nie 20% Tak 80%

16 The profile of the graduate the highest score for each answer The graduate works as a teacher of English both in grades I-III (lower primary) & IV-VI (upper primary). Due to demographic changes, there are very few vacacies for early education teachers. Additionally, the graduate takes up a job of an English teacher in language schools. The qualification to teach English improved her employability.

17 The most valued competences at work: subject knowledge-english, professional knowledge methods and techniques of teaching English and child psychology. The most highly evaluated areas of professional training: English language component, methodology of teaching English to YLs. The graduate possesses high level of proficiency C1/C2.

18 The graduate does not recognise informal education as a form of teacher development. The graduate is planning to continue working as a teacher. The university diploma enables the graduate to teach at pre-school and lower primary level both as an early education and English teacher. Yet, in order to have a secure position at school she needs to have English teaching qualifications for upper primary level as well.

19 Qualitative research- being a teacher Good teaching involves passion, pleasure, challenge and creativity; Teaching is considered to be mission high level of moral accountability to one s pupils/parents; Personal & professional development merges into one entity; Job satisfaction and the acquired competences provide grounds for empowerment.

20 Issues important for quality assurance Adequate system of providing quality in-service teacher development; Adequate training of how to deal/ cooperate with parents; Provision of additional training to secure employability within the educational system. Recognition of informal education as professional development.

21 Quality enhancement Further international research into YL education focused on teachers as well: implementing reflective model for teacher development; setting up models for effective parent-school cooperation; international teacher exchange to upgrade linguistic/intercultural competences.

22 Thank you

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