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INTRODUCTION
ThisbookisanewpublicationonatopicIdealtwithalmosttenyearsago.
However,thisisanindependentpublicationwhichdoesnotrequirethe
knowledgeofmyfirstbookonEnglishteachers,Skutecznynauczyciel
językaangielskiego,writteninPolishandpublishedbyFraszkaEdukacyjna
inWarsaw.Thosereadersfamiliarwiththepreviousbook,maynowobtain
afullerinsightintotheprofileofasuccessfulEnglishteacherbecausethis
studyinvolvesoneofthesameteacherswhowasinvestigatedatthattime.
Theearlierbookhasbeenwellreceived(tworeprints)andhopefullyanumber
ofreadershavefoundthebookuseful.Butthereareafewotherreasonswhy
IhavedecidedtogoforanEnglishcontinuation.Firstly,havingthebook
availableonlyinPolishconsiderablylimitsthenumberofpotentialreaders;
thoseinterestedinforeignlanguageteachinginPolandwithnoreading
knowledgeofPolisharedeprivedofaccesstoit.Secondly,teachinglan-
guages,justliketeachinganyothersubject,reflectstheenvironmentin
whichateacherfunctions.Thismeansthattheconceptofteachereffective-
nessmaychangeindifferenttimesandcontexts.Therefore,continuing
monitoringofteacher’sworkseemsnecessary.Moreover,sincetheturnof
thecenturywhenthePolishversionofthebookwaswritten,alotofpubli-
cationsonlanguageteachershaveappeared,whichhaveservedasresources
inthisnewedition.Themostimportantreason,however,wasthelastone-
-merecuriositytoseehowtheteacherdeemedsuccessful
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adecadeagohas
changedinherviews,attitudesorbeliefs.
Unfortunately,ithasbeenimpossibletocontactallbutoneoftheninepro-
filedpreviously:Fourofthemhaveretired,twohavechangedjobs,andtwo
couldnotbetrackeddown.Inpracticaltermsitmeantthatnotallthestagesof
thepreviousstudycouldbereplicated,thatis,interviewingschooldirectors,
observinglessonsorquestioningtheirpupils.Butithardlyturnedoutnecessary,
111111
1
Althoughsometimesadistinctionismadebetween‘successful’standingforthose
teacherswhomaintainhighlevelsofstudentinvolvementandlowlevelsofstudent
disruptionand‘effective’definingthoseteacherswhosestudentsgainhighscoreson
achievement(Tsui2003:34),bothtermsareusedinthisworkinterchangeably.
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