Publication details
Subjektivní percepce profesních počátků vysokoškolských učitelů odborné angličtiny: Kvalitativní výzkum didaktických znalostí obsahu
| Title in English | Subjective perceptions of English for Specific Purposes university teachers’ professional beginnings: Qualitative research into pedagogical content knowledge |
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| Authors | |
| Year of publication | 2015 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogická orientace |
| MU Faculty or unit | |
| Citation | |
| web | https://journals.muni.cz/pedor/article/view/4382/pdf5 |
| Field | Pedagogy and education |
| Keywords | pedagogical content knowledge; English for Specific Purposes; professional growth; novice teacher; university teacher |
| Description | The aim of this empirical study is to describe the research aimed at university teachers of English for Specific Purposes and their subjectively perceived changes in pedagogical content knowledge from a retrospective view of professional beginnings; specifically, this study focuses on the first, qualitative phase of the whole research survey. The first part of the contribution describes the theoretical backgrounds concerning key concepts, such as pedagogical content knowledge and English for Specific Purposes, which are thematised, among others, in relation to the professional group of English for Specific Purposes university novices. The second part of the study focuses on the description of the whole mixed research design, including the aim of the research survey and the research questions. The third part is devoted to the description of the first, qualitative phase of this research, where the data collection was carried out by retrospective semi-structural interviews with fourteen available university teachers of English for Specific Purposes on the topic of the first three years of their practice and the analysis was realised by thematic coding. The fourth part of the contribution presents the obtained data, while the attention is focused on the individual components of pedagogical content knowledge – conceptions of purposes for teaching subject matter, curricular knowledge, knowledge of instructional strategies, and knowledge of students’ understanding. The results indicate fundamental problems the teachers met at the beginning of their careers. From these findings it is possible to derive the need for introduction of specific preparatory education for the future academic staff teaching English for Specific Purposes at Czech universities. |
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