About this paper

Appears in:
Pages: 7839-7847
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.1941

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain

PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING ENGLISH IN THE CZECH REPUBLIC

J. Škoda, P. Doulík, I. Simonova, M. Kružica

University of Jan Evangelista Purkyne (CZECH REPUBLIC)
Comprising research results on what makes a teacher to be a good teacher, the topic of pedagogical content knowledge is very important and interesting within the strategy of directing learners´ activities. Pedagogical content knowledge is based on works by L. Shulmana who proved that it is not only the acquiring the pedagogical (didactic) knowledge but numerous other factors which make influence on the process of teaching/learning, including the content knowledge, teaching methods in general, presentation of the learning content, methods and ways of transferring knowledge, ability to distinguish the importance of single parts of the content, and last but not least, teachers´knowledge of learners´ needs, abilities, strengths and weaknesses, and other personal characteristics.

Forming the pedagogical content knowledge belongs to crucial parts of pre-service teacher preparation. However, this competency is also developed during their professional career later on. Reflecting this theoretical background, the research study was conducted to discover whether the level and application of pedagogical content knowledge in teaching English language at the lower secondary schools (ISCED2) is influenced by teachers´ professional qualification and experience in teaching. Totally 23 intentionally selected respondents – Czech teachers of English language having professional qualification of different levels and experience in teaching of different length – participated in the research. An observation was conducted in two lessons of each teacher. The activity of both the teachers and learners in lessons was monitored in 15-second intervals and registered in intentionally designed observation sheets. The frequency of single activities was evaluated and compared within observed groups of teachers at the significance level α = 0.05 by the chi-square test of independence and adjusted residuals analysis. The results proved significant differences in application of pedagogical content knowledge of English language teachers depending mainly on the length of professional teaching experience.
@InProceedings{SKODA2019PED,
author = {Škoda, J. and Doul{\'{i}}k, P. and Simonova, I. and Kružica, M.},
title = {PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING ENGLISH IN THE CZECH REPUBLIC},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.1941},
url = {http://dx.doi.org/10.21125/inted.2019.1941},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {7839-7847}}
TY - CONF
AU - J. Škoda AU - P. Doulík AU - I. Simonova AU - M. Kružica
TI - PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING ENGLISH IN THE CZECH REPUBLIC
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.1941
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 7839
EP - 7847
ER -
J. Škoda, P. Doulík, I. Simonova, M. Kružica (2019) PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING ENGLISH IN THE CZECH REPUBLIC, INTED2019 Proceedings, pp. 7839-7847.
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