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ORIGINAL ARTICLE
TEACHERS AS LEARNERS: LEARNING TO LEARN THROUGH STRATEGY TRAINING PART I. TEACHER COMPETENCES AND LEARNER STRATEGIES
 
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Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, Wydział Nauk o Zdrowiu i Nauk Społecznych, Katedra Nauk Humanistycznych i Społecznych, Zakład Neofilologii
CORRESPONDING AUTHOR
Małgorzata Dąbrowska   

Małgorzata Dąbrowska, Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, Wydział Nauk o Zdrowiu i Nauk Społecznych, Katedra Nauk Humanistycznych i Społecznych, Zakład Neofilologii, ul. Sidorska 102, 21-500 Biała Podlaska, e-mail: malda@vp.pl, tel. 83 344 99 11
Publication date: 2019-07-23
 
Rozprawy Społeczne/Social Dissertations 2015;9(3):51–60
 
KEYWORDS
ABSTRACT
The main aim of this series of three articles is to emphasize the significance of implementing the learning to learn idea in pre-service teacher education and in the qualified teacher’s career, since successful teaching necessitates developing personalized skills and strategies necessary for further, continued or lifelong learning. In Part I., the author presents formal qualifications, knowledge and skills second/foreign language teachers are expected to acquire in Polish and European teacher training institutions and pays special attention to the ability to promote learner autonomy through skillful teaching of varied learning strategies. In Part II., she discusses essential roles and tasks modern language teachers need to be able to perform with regard to strategy training and stresses the need for educating ‘strategic’ teachers able to foster learner self-regulated learning. In Part III., the author presents the results of her empirical studies aimed at helping teacher trainees learn to learn by expanding individualized strategy repertoires; she also proposes practical ways of incorporating learning strategy instruction into teacher education.
 
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