Pedagogical content knowledge in teaching English in the Czech Republic
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F19%3A43894574" target="_blank" >RIV/44555601:13430/19:43894574 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.21125/inted.2019.1941" target="_blank" >http://dx.doi.org/10.21125/inted.2019.1941</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/inted.2019.1941" target="_blank" >10.21125/inted.2019.1941</a>
Alternative languages
Result language
angličtina
Original language name
Pedagogical content knowledge in teaching English in the Czech Republic
Original language description
Comprising research results on what makes a teacher to be a good teacher, the topic of pedagogical content knowledge is very important and interesting within the strategy of directing learners' activities. Pedagogical content knowledge is based on works by L. Shulmana who proved that it is not only the acquiring the pedagogical (didactic) knowledge but numerous other factors which make influence on the process of teaching/learning, including the content knowledge, teaching methods in general, presentation of the learning content, methods and ways of transferring knowledge, ability to distinguish the importance of single parts of the content, and last but not least, teachers'knowledge of learners' needs, abilities, strengths and weaknesses, and other personal characteristics. Forming the pedagogical content knowledge belongs to crucial parts of pre-service teacher preparation. However, this competency is also developed during their professional career later on. Reflecting this theoretical background, the research study was conducted to discover whether the level and application of pedagogical content knowledge in teaching English language at the lower secondary schools (ISCED2) is influenced by teachers' professional qualification and experience in teaching. Totally 23 intentionally selected respondents - Czech teachers of English language having professional qualification of different levels and experience in teaching of different length - participated in the research. An observation was conducted in two lessons of each teacher. The activity of both the teachers and learners in lessons was monitored in 15-second intervals and registered in intentionally designed observation sheets. The frequency of single activities was evaluated and compared within observed groups of teachers at the significance level ? = 0.05 by the chi-square test of independence and adjusted residuals analysis. The results proved significant differences in application of pedagogical content knowledge of English language teachers depending mainly on the length of professional teaching experience.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
INTED2019 Proceedings
ISBN
978-84-09-08619-1
ISSN
2340-1079
e-ISSN
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Number of pages
9
Pages from-to
7839-7847
Publisher name
IATED
Place of publication
Valencia
Event location
Valencia, Spain
Event date
Mar 11, 2019
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
000541042202145