Subjective perceptions of ESP (English for Specific Purposes) university teachers’ professional beginnings: Quantitative research into pedagogical content knowledge.
| Authors | |
|---|---|
| Year of publication | 2016 |
| Type | Article in Periodical |
| Magazine / Source | Journal of Language and Cultural Education |
| MU Faculty or unit | |
| Citation | |
| Web | https://www.degruyter.com/downloadpdf/j/jolace.2016.4.issue-1/jolace-2016-0007/jolace-2016-0007.pdf |
| Doi | http://dx.doi.org/10.1515/jolace-2016-0007 |
| Field | Pedagogy and education |
| Keywords | Pedagogical content knowledge; English for Specific Purposes; professional growth; beginning teacher; university teacher |
| Description | The aim of this paper is to present methodology and results of a quantitative phase within a research into English for Specific Purposes university teachers and their subjectively perceived changes in pedagogical content knowledge from a retrospective view of their professional beginnings. The introduction describes the investigated issues and explains key concepts. Chapter 1 refers to the theoretical background of teacher professional development. Since the quantitative research phase is a part of a mixed research design, Chapter 2 deals with the whole research including the research objective and questions. Chapter 3 is devoted to the quantitative research phase during which an anonymous electronic questionnaire was sent to the whole population of Czech university teachers of English for Specific Purposes and processed statistically. Chapter 4 presents the collected quantitative data discussed within 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 conclusion summarises the results and proposes some recommendations for pedagogical practice. |
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