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Active Professionalism of Teacher Educators

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dc.contributor.author Szplit, Agnieszka
dc.date.accessioned 2021-02-01T12:22:49Z
dc.date.available 2021-02-01T12:22:49Z
dc.date.issued 2020
dc.identifier.citation Przegląd Pedagogiczny 2020, nr 2 en_US
dc.identifier.uri http://repozytorium.ukw.edu.pl//handle/item/7540
dc.description.abstract Active professionalism is a modern notion in the discussion on teacher professionalism, which imposes on teachers the need to research the educational context in which they work and engage in their own professional development. Teachers are expected to inquire into their practice and reflect on their own experience, to actively direct their professional learning and deliberately go beyond their current abilities. The paper presents research conducted among 14 language teacher educators with the use of semi-structured interviews together with a study of their mind-maps and scientific and didactic publications. The target group was selected by snowball sampling. The author describes the research findings in which she finds two strategies of active learning performed by the teacher educators (remedial strategy and exploratory strategy). The first aims at improving the learning outcomes, and the latter focuses on self-improvement. en_US
dc.language.iso en en_US
dc.publisher Wydawnictwo Uniwersytetu Kazimierza Wielkiego w Bydgoszczy en_US
dc.rights Uznanie autorstwa-Bez utworów zależnych 3.0 Polska *
dc.rights.uri http://creativecommons.org/licenses/by-nd/3.0/pl/ *
dc.title Active Professionalism of Teacher Educators en_US
dc.type Article en_US

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Uznanie autorstwa-Bez utworów zależnych 3.0 Polska Except where otherwise noted, this item's license is described as Uznanie autorstwa-Bez utworów zależnych 3.0 Polska