ORIGINAL ARTICLE
TEACHERS AS LEARNERS: LEARNING TO LEARN THROUGH STRATEGY TRAINING
PART III. STRATEGY INSTRUCTION IN TEACHER EDUCATION
| 1 | 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
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: 2019-07-22
Rozprawy Społeczne/Social Dissertations 2016;10(2):36–46
KEYWORDS
learning to learnlearning strategiescommunication strategiesstrategytraining‘strategic’ teacher education
ABSTRACT
The main aim of this series of three articles is to stress the significance of implementing the
learning to learn idea in pre-service teacher education and in the qualified teacher’s career,
and encourage educators and learners to develop 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. In Part II., she discusses essential roles and tasks
modern language teachers need to be able to perform with regard to strategy training and
emphasizes 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 through
explicit and implicit strategy training; she also discusses their pedagogical implications.
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