Professional vision of future English language teachers: subject-specific noticing and knowledge-based reasoning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10369912" target="_blank" >RIV/00216208:11410/17:10369912 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.pdf.upol.cz/fileadmin/userdata/PdF/ePedagogium/e-Pedagogiumi_2-2017online.pdf" target="_blank" >https://www.pdf.upol.cz/fileadmin/userdata/PdF/ePedagogium/e-Pedagogiumi_2-2017online.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Professional vision of future English language teachers: subject-specific noticing and knowledge-based reasoning

Popis výsledku v původním jazyce

The article focuses on future English language teachers&apos; professional vision. Specifically, we explore what important subject-specific moments they notice in a lesson, i.e. noticing or selected attention; and how they reason about these moments, i.e. knowledge-based reasoning. We focus on important moments related to the subject of teaching English / English language teaching methodology at the end of their master studies. Students were asked to write an unstructured reflection based on an observation of videoed English language lesson. The reflections were analysed in comparison to expert analysis of the lesson. Students approximately commented two important moments (experts six) and most of their comment were of descriptive and evaluative nature. They did not show any deep ability to connect the seen to some underlying theory, nor to provide some theory-based alterations or predictions.

Název v anglickém jazyce

Professional vision of future English language teachers: subject-specific noticing and knowledge-based reasoning

Popis výsledku anglicky

The article focuses on future English language teachers&apos; professional vision. Specifically, we explore what important subject-specific moments they notice in a lesson, i.e. noticing or selected attention; and how they reason about these moments, i.e. knowledge-based reasoning. We focus on important moments related to the subject of teaching English / English language teaching methodology at the end of their master studies. Students were asked to write an unstructured reflection based on an observation of videoed English language lesson. The reflections were analysed in comparison to expert analysis of the lesson. Students approximately commented two important moments (experts six) and most of their comment were of descriptive and evaluative nature. They did not show any deep ability to connect the seen to some underlying theory, nor to provide some theory-based alterations or predictions.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

e-Pedagogium [print]

ISSN

1213-7758

e-ISSN

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Svazek periodika

Neuveden

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

12

Strana od-do

38-49

Kód UT WoS článku

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EID výsledku v databázi Scopus

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