How Generation Z Future English Teachers Approach Online Technologies

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F25%3A73634751" target="_blank" >RIV/61989592:15410/25:73634751 - isvavai.cz</a>

Výsledek na webu

<a href="https://pdf.uhk.cz/hkjas/pi/pdf/vol12nr1_2025.pdf" target="_blank" >https://pdf.uhk.cz/hkjas/pi/pdf/vol12nr1_2025.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

How Generation Z Future English Teachers Approach Online Technologies

Popis výsledku v původním jazyce

This article explores how future English teachers, specifically students from Generation Z born between1997 and 2003 approach online technologies (OT). The research involved students at the Faculty of Education,Palacký University in Olomouc, with 53 participants included in the analysis. Results indicate that futureEnglish teachers tend to be keen creators, with average values reflecting a creative approach to OT,although the receiver and reluctant approach is represented to some extent as well. The findings revealthat students recognize the significance of OT for their profession but exhibit some reluctance in regularlyupdating their knowledge of new technologies. This study provides valuable insights into how GenerationZ approaches online technologies and how these attitudes may influence their future teaching practices.It also suggests possible ways of integration of our findings into pre-graduate teacher training programmes.

Název v anglickém jazyce

How Generation Z Future English Teachers Approach Online Technologies

Popis výsledku anglicky

This article explores how future English teachers, specifically students from Generation Z born between1997 and 2003 approach online technologies (OT). The research involved students at the Faculty of Education,Palacký University in Olomouc, with 53 participants included in the analysis. Results indicate that futureEnglish teachers tend to be keen creators, with average values reflecting a creative approach to OT,although the receiver and reluctant approach is represented to some extent as well. The findings revealthat students recognize the significance of OT for their profession but exhibit some reluctance in regularlyupdating their knowledge of new technologies. This study provides valuable insights into how GenerationZ approaches online technologies and how these attitudes may influence their future teaching practices.It also suggests possible ways of integration of our findings into pre-graduate teacher training programmes.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

60202 - Specific languages

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

Hradec Králové Journal of Anglophone Studies

ISSN

2336-3347

e-ISSN

2571-032X

Svazek periodika

2025

Číslo periodika v rámci svazku

12.1-2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

11

Strana od-do

14-24

Kód UT WoS článku

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EID výsledku v databázi Scopus

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