How ELT Teacher Trainees Formulate Aims

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46747885%3A24510%2F24%3A00013173" target="_blank" >RIV/46747885:24510/24:00013173 - isvavai.cz</a>

Výsledek na webu

<a href="https://acta.sapientia.ro/content/docs/03-819094.pdf" target="_blank" >https://acta.sapientia.ro/content/docs/03-819094.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.47745/ausp-2024-0015" target="_blank" >10.47745/ausp-2024-0015</a>

Jazyk výsledku

angličtina

Název v původním jazyce

How ELT Teacher Trainees Formulate Aims

Popis výsledku v původním jazyce

Stating an aim is a vital skill for planning effective teaching. Nonetheless, it is a skill one has to develop consciously. Teacher trainees learn how to formulate aims during their teacher training and validate their aim design in their teaching practice. Yet, they face several problems when stating an aim. The thematic analysis of aims written by English language teaching (ELT) bachelor and master teacher trainees at the Technical University of Liberec is used to define clusters of aspects that their aim designs consist of. The thematic analysis is followed by subsequent Spearman’s correlation coefficients’ statistics and Excel computations to analyse the frequency of those aspects in order to compare ELT bachelor and master teacher trainees’ aim designs and the potential impact of teaching experience on the ability to design an aim. These results are contrasted to a preferable aim design description according to the theory. The study results show that the aspects the respondents struggle with most are concreteness and student-orientedness, i .e . their aims are stated in vague language and are teacher-centred.

Název v anglickém jazyce

How ELT Teacher Trainees Formulate Aims

Popis výsledku anglicky

Stating an aim is a vital skill for planning effective teaching. Nonetheless, it is a skill one has to develop consciously. Teacher trainees learn how to formulate aims during their teacher training and validate their aim design in their teaching practice. Yet, they face several problems when stating an aim. The thematic analysis of aims written by English language teaching (ELT) bachelor and master teacher trainees at the Technical University of Liberec is used to define clusters of aspects that their aim designs consist of. The thematic analysis is followed by subsequent Spearman’s correlation coefficients’ statistics and Excel computations to analyse the frequency of those aspects in order to compare ELT bachelor and master teacher trainees’ aim designs and the potential impact of teaching experience on the ability to design an aim. These results are contrasted to a preferable aim design description according to the theory. The study results show that the aspects the respondents struggle with most are concreteness and student-orientedness, i .e . their aims are stated in vague language and are teacher-centred.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Acta Universitatis Sapientiae,Philologica

ISSN

2360-0047

e-ISSN

—

Svazek periodika

—

Číslo periodika v rámci svazku

16

Stát vydavatele periodika

RO - Rumunsko

Počet stran výsledku

15

Strana od-do

—

Kód UT WoS článku

—

EID výsledku v databázi Scopus

—