ESP University Teachers' Pedagogical Content Knowledge: Retrospective Perceptions of Professional Beginnings

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216305%3A26220%2F17%3APU134831" target="_blank" >RIV/00216305:26220/17:PU134831 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

ESP University Teachers' Pedagogical Content Knowledge: Retrospective Perceptions of Professional Beginnings

Popis výsledku v původním jazyce

The paper deals with subjectively perceived changes in teachers’ pedagogical content knowledge (PCK) from their retrospective view of the first three years of their teaching English for Specific Purposes (ESP) at universities. In the Czech Republic, ESP university teachers go through a rather difficult period during the first years of their practice because within their university studies they have usually been prepared for teaching English for General Purposes (EGP) at secondary schools. Therefore, their previous education has not provided them with various kinds of knowledge they could use for forming their PCK, which is particularly the knowledge of university didactics, the knowledge of ESP, and the knowledge of students’ branch of study (e.g. medicine, engineering, law). A mixed design has been used in the research. During the first, qualitative phase an individual semistructured interview on the topic of the first three years of teaching ESP at universities was carried out with 14 respondents –

Název v anglickém jazyce

ESP University Teachers' Pedagogical Content Knowledge: Retrospective Perceptions of Professional Beginnings

Popis výsledku anglicky

The paper deals with subjectively perceived changes in teachers’ pedagogical content knowledge (PCK) from their retrospective view of the first three years of their teaching English for Specific Purposes (ESP) at universities. In the Czech Republic, ESP university teachers go through a rather difficult period during the first years of their practice because within their university studies they have usually been prepared for teaching English for General Purposes (EGP) at secondary schools. Therefore, their previous education has not provided them with various kinds of knowledge they could use for forming their PCK, which is particularly the knowledge of university didactics, the knowledge of ESP, and the knowledge of students’ branch of study (e.g. medicine, engineering, law). A mixed design has been used in the research. During the first, qualitative phase an individual semistructured interview on the topic of the first three years of teaching ESP at universities was carried out with 14 respondents –

Druh

O - Ostatní výsledky

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