Foreign language teachers: what are we specific in?

PÍŠOVÁ, Michaela, Klára KOSTKOVÁ a Věra JANÍKOVÁ. Foreign language teachers: what are we specific in? In LLCE 2014, Nitra. 2014.

Základní údaje

Originální název

Foreign language teachers: what are we specific in?

Název česky

Učitelé cizích jazyků: v čem jsme odlišní?

Autoři

PÍŠOVÁ, Michaela, Klára KOSTKOVÁ a Věra JANÍKOVÁ

Vydání

LLCE 2014, Nitra, 2014

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Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50300 5.3 Education

Stát vydavatele

Slovensko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

specifika učitelů cizích jazyků; komunikační kompetence; interkulturalita; mnohojazyčnost;

Klíčová slova anglicky

foreign language teaching specifics; communicative competence; interculturality; multilingualism

Příznaky

Mezinárodní význam

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Anotace

V originále

When talking about teaching (and teachers), both research and policy all over the world have treated it as a generic activity, and teachers as more or less interchangeable parts within a school system. However, it is gradually more and more obvious that if we are to be successful in reforming the nature of curriculum and in raising the quality of education, we must sharpen our understanding of how the subject matters to school teachers. We believe that understanding subject-matter differences among teachers is crucial for the analysis and reform of school teaching. This presentation aims to provide a brief survey of research focusing on the subculture (Grossman & Stodolsky, 1995) of foreign language teachers. Although the history of foreign language teaching goes back to the ancient times, it is only in the last decades that researchers reflected the needs posed by the institutionalization of initial teacher education and started paying more attention to the key / decisive agent in the quest for quality of education, the teacher. The first attempts to capture the specifics of foreign language teachers resulted in normative profiles, usually long lists of their desirable qualities and actions. Professional standards entered the educational scene much later and have become an important contribution and, indeed, a milestone in defining generic as well as domain-specific features of quality teaching. Ideally, standards build on the current state of art in the field of both theoretical and empirical research. In foreign language teaching research identified a number of domain-specific issues that make the professional endeavour of teachers special. Compared to other school subjects, the fact that foreign language communicative competence stands both as the aim and as the procedural means of education makes it unique, and puts specific demands on a teacher´s pedagogical content knowledge. Furthermore, interculturality and multilingualism together with other cultural and social aspects of foreign language teaching have to be taken into consideration as the core cognitive and conative specifics of foreign language teachers.