O jakości przewodników do nauczania języka polskiego (metodycznie i krytycznie)
The quality of polish language teacher’s guides: a methodological and critical study

Summary/Abstract: The article is devoted to the methodological correctness of teacher’s guides containing Polish language lesson plans. Based on 15 publications from 2000–2014, the author presented the most frequent errors found in such guides, including imprecisely formulated subjects and objectives of the lessons, inappropriately chosen teaching methods or illogically constructed lesson plans. The lack of a proper methodological approach of the analyzed teaching materials suggests the low competence of their authors and may attest to their failure to understand the essence of a lesson plan. Careless design, failing to meet the criteria of a good plan, may – especially in the case of inexperienced teachers – lead to classroom failure and, consequently, lower the outcomes of education. This fact distinctly illustrates the need for a thorough evaluation of teacher’s guides both at the stage of publication and after they have been released to the book market.

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