JoLIE 9:3/2016

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STEREOTYPES OF ACADEMIC TEACHERS:

A COMPARATIVE STUDY

Maciej Laskowski

Stanisław Staszic University of Applied Sciences in Piła, Poland

Abstract

The subsequent article is an attempt to present stereotypes of Polish teachers that exist among Polish college/university students in the first and third years of studying respectively. The paper then illustrates potential similarities and differences between the students of each of the years and also between male and female students in viewing their educators and tries to examine whether there occur more former or latter ones. Moreover, the study’s objective is to check the students of which year cling to which adopted opinions stronger. Finally, this work is going to concentrate on which stereotypes are positive and which are negative concerning teachers and which dominate in the first year and which in the third one. This issue seems to be particularly interesting, because one can encounter extremely different perceptions of teachers from dedicated, innovative, and knowledgeable on the one hand, and lazy, frustrated, and empathyless on the other. The questions in what fashion stereotypes originate, how they operate, and in what way they could be altered are of lesser importance here and will merely be touched upon.

Key words: Stereotypes; Teacher; Student; College; University.

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How to cite this article: Laskowski, M. (2016). Stereotypes of academic teachers: a comparative study. Journal of Linguistic and Intercultural Education – JoLIE, 9(3), 103-118. DOI: https://doi.org/10.29302/jolie.2016.9.3.7

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