Lower Secondary School English Language Teacher Training

By studying for the follow-up master's degree, the graduate will acquire the necessary competencies that will enable him/her to think critically about the use of pedagogical and psychological knowledge in the practice of a primary or secondary school teacher. The graduate is fully qualified to exercise the teaching profession. He or she is prepared to base his or her professional conduct on well-structured knowledge and skills in his or her subject area (content knowledge). The effectiveness of his or her professional conduct is conditional on his or her subject-area didactic knowledge (pedagical content knowledge) and broader general pedagogical and psychological knowledge and skills (knowledge of the broader foundations of education and upbringing, knowledge of educational and upbringing practices, knowledge of the actors in education and upbringing, etc.).

The study develops analytical and comparative skills, which enable the student to understand diverse pedagogical realities and to use disciplinary, pedagogical and psychological knowledge and skills in their work to plan, implement and reflect on educational and training activities. Develops communicative skills relevant for communication and cooperation with pupils/clients, colleagues in the workplace, parents of pupils/clients and practitioners. An important benefit of the study is the development of self-reflective skills which provide scope for the development of attitudes towards oneself, the individuals being educated and the profession: perception of the responsibility of the teaching profession, acceptance of the moral obligations of the helping profession and its ethics.

The study emphasises the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects); the principle of succession and gradation of topics and subjects, from the more general to the more specific. The concept is further characterised by the interconnection of theory and practice. Reflected pedagogical practices are an important part of the concept. The principles of reflective practice and self-reflection apply to both practice and other experientially oriented subjects. An important means of developing students' professional competences and their reflection is the Framework of Professional Competences of Student Teachers, through which the requirements of practice and the level of their development are analysed with students. An important part of the concept is also the promotion of inclusion, which is seen as a cross-cutting theme (also supported by a separate subject).

The aim of this study programme, which it is possible to study as a single or double–subject programme, is to prepare secondary school teachers of English in an inspiring, stimulating and creative environment.

The Master’s degree programme focuses primarily on the study of the didactics of the English language and on forming relationships between the particular linguistic, cultural, and literary disciplines and the didactics of English. An emphasis is put on the didactic implications of all the disciplines and the practical application of all the knowledge to teaching practice at lower secondary schools.

The programme is intended for graduates of the bachelor’s degree programme English Language for Education or similar programmes.

Upon successful completion of the programme, the graduate is able to:

• plan, implement and reflect on their own teaching at the appropriate level of established professional competences;
• use basic professional terminology and information sources of pedagogical and school psychology in describing, analysing, interpreting and evaluating typical teaching situations, as well as describing the educational environment;
• use basic methods and tools of pedagogical diagnostics in teaching and gain data which is available for the support of an individual pupil/client. The results can be communicated appropriately to pupils, teachers, and possibly parents;
• explain and to reflect on the principles of inclusive education at the level of culture, politics and practice of the school in their educational activities;
• describe and individually explain specific learning processes with a specific example from their portfolio;
• reflect on the experience of their own teaching practice in the professional community and to use reflection and self-reflection as a tool of professional learning;
• communicate in speaking and writing at C1+ level of CEFR;
• creatively analyse different types of texts, interpret them and use them when designing exercises in teaching; apply linguistic knowledge in the teaching profession;
• interpret specific relationships between language and culture, analyse the influence of intercultural factiors on communication between the members of different cultures, apply the knowledge in teaching at lower secondary schools;
• demonstrate knowledge of Anglo-American literature including the literature for children and young adults. The graduate understands literature not only as a source pf authentic language but also as a way to enhance cultural values;
• understand the basics of language acquisition, be familiar with basic curricular documents relevant for English language teaching;
• plan lessons and courses, employ a combination of teaching methods and patterns of interaction of English language teaching including modern approaches (project teaching, e-learning) and evaluate them critically;
• use modern information technologies and cooperate on teaching with the help of e-learning courses.

The study with us will help you to acquire the necessary competences of a teacher of English at a lower secondary school or at language schools. Besides, you can work in institutions which run afternoon clubs and anywhere where excellent knowledge of English is required (e.g. in civil service).

• Teacher of the second level of primary school
• Secondary school teacher

Teaching practice will help you to acquire professional competences indispensable for teacher’s everyday work. You will learn about the roles the teacher performs while teaching. It will help you to realise your own needs related to the teaching profession. Gradually, you will become responsible for planning, delivering and evaluating your teaching. You will get a clear idea of what teacher’s everyday work represents. Teaching practice consists of 380 hours divided into three terms and is conceived as a structured system of subsequent courses. Reflective seminars will provide you with a unique opportunity to share and reflect on your experience.

As master study programme graduates you can (having met the admission criteria) continue studying in the doctoral study programme of Didactics of Foreign Language.