POZA EKLEKTYZM METODYCZNY. JAK KSZTAŁCIĆ PRZYSZŁYCH NAUCZYCIELI JĘZYKA ANGIELSKIEGO
BEYOND METHODOLOGICAL ECLECTICISM: A PEDAGOGICAL CONTENT KNOWLEDGE PERSPECTIVE ON ENGLISH LANGUAGE TEACHER EDUCATION

Summary/Abstract: The article addresses the problem of preparing future teachers of English in the context of methodological eclecticism consolidated in school practice. It analyses English language teaching programmes for three educational stages: early school education, primary school grades 4-8, and upper secondary education. The analysis focuses on how methods, techniques, learners' roles and teacher autonomy are represented in these programmes. The article argues that the dominant approach often reduces teachers' role to selecting and applying ready-made methods and materials. In response, it proposes a shift from technical methodological eclecticism towards the development of teachers' personal pedagogical content knowledge.

• Details
• Contents