DEVELOPING DIDACTIC COMPETENCIES AMONG ENGLISH LANGUAGE PRIMARY SCHOOL TEACHERS IN POLAND: INSIGHTS FROM EXPERIENCED EDUCATORS
DEVELOPING DIDACTIC COMPETENCIES AMONG ENGLISH LANGUAGE PRIMARY SCHOOL TEACHERS IN POLAND: INSIGHTS FROM EXPERIENCED EDUCATORS

Summary/Abstract: This article examines the development of didactic competencies among English language teachers in Poland, particularly those working with young learners through CLIL, EMI, and immersion methods. The main aim of this study was to identify and explore how experienced teachers perceive the key elements that support professional development of novice teachers, and what kind of support could be provided for them. Using a quantitative approach, the study surveyed experienced teachers (n=149) across all Polish voivodeships. Data were collected through an online questionnaire, combining both closed- and open-ended questions. Gathered answers were analyzed using frequency and thematic analysis to identify recurring trends. Findings reveal persistent gaps in initial teacher support, especially in mentoring and methodological preparation. Participation in professional development courses, collaboration with experienced colleagues, and classroom observation were cited as crucial for building competencies. Conversely, challenges included a lack of effective mentorship, limited access to quality materials, and insufficient practical training during university studies. The study highlights the need for structured mentoring programs and targeted professional development opportunities, such as workshops, webinars, and international exchanges, to better support novice English teachers.

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