Informace o kvalifikační práci Professional Preparation of Future Lower Secondary School Teachers in Using Information and Communication Technologies in the Context of Teaching English as a Foreign Language
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Hlavní téma
Professional preparation of future lower secondary school teachers in using information and communication technologies in the context of teaching English as a foreign language
Hlavní téma v angličtině
Professional preparation of future lower secondary school teachers in using information and communication technologies in the context of teaching English as a foreign language
Název dle studenta
Professional Preparation of Future Lower Secondary School Teachers in Using Information and Communication Technologies in the Context of Teaching English as a Foreign Language
Název dle studenta v angličtině
Professional Preparation of Future Lower Secondary School Teachers in Using Information and Communication Technologies in the Context of Teaching English as a Foreign Language
The development and wide-spread diffusion of Information and Communication Technology (ICT) give rise to reform of education system, thereby leading to the need for digitally competent teachers. The dissertation focuses on professional preparation of future lower secondary school teachers in using ICT in the context of teaching English as a Foreign Language. The aim of the study is to expand the theories of pedagogy and to implement an empirical research survey which will provide valuable information for the improvement of pre-service EFL teacher training. The research is based on interviews, questionnaire, and data from course syllabuses. The results of the study show that there are clear differences among universities in the Czech Republic in terms of the development quality of didactically specific ICT competencies in the preparation of future primary school EFL teachers.
Anotace v angličtině
The development and wide-spread diffusion of Information and Communication Technology (ICT) give rise to reform of education system, thereby leading to the need for digitally competent teachers. The dissertation focuses on professional preparation of future lower secondary school teachers in using ICT in the context of teaching English as a Foreign Language. The aim of the study is to expand the theories of pedagogy and to implement an empirical research survey which will provide valuable information for the improvement of pre-service EFL teacher training. The research is based on interviews, questionnaire, and data from course syllabuses. The results of the study show that there are clear differences among universities in the Czech Republic in terms of the development quality of didactically specific ICT competencies in the preparation of future primary school EFL teachers.
Klíčová slova
ICT, EFL, competence, education
Klíčová slova v angličtině
ICT, EFL, competence, education
Rozsah průvodní práce
246
Jazyk
AN
Anotace
The development and wide-spread diffusion of Information and Communication Technology (ICT) give rise to reform of education system, thereby leading to the need for digitally competent teachers. The dissertation focuses on professional preparation of future lower secondary school teachers in using ICT in the context of teaching English as a Foreign Language. The aim of the study is to expand the theories of pedagogy and to implement an empirical research survey which will provide valuable information for the improvement of pre-service EFL teacher training. The research is based on interviews, questionnaire, and data from course syllabuses. The results of the study show that there are clear differences among universities in the Czech Republic in terms of the development quality of didactically specific ICT competencies in the preparation of future primary school EFL teachers.
Anotace v angličtině
The development and wide-spread diffusion of Information and Communication Technology (ICT) give rise to reform of education system, thereby leading to the need for digitally competent teachers. The dissertation focuses on professional preparation of future lower secondary school teachers in using ICT in the context of teaching English as a Foreign Language. The aim of the study is to expand the theories of pedagogy and to implement an empirical research survey which will provide valuable information for the improvement of pre-service EFL teacher training. The research is based on interviews, questionnaire, and data from course syllabuses. The results of the study show that there are clear differences among universities in the Czech Republic in terms of the development quality of didactically specific ICT competencies in the preparation of future primary school EFL teachers.
Klíčová slova
ICT, EFL, competence, education
Klíčová slova v angličtině
ICT, EFL, competence, education
Zásady pro vypracování
Defining and outlining a research area with a clear question. Identifying the leading issues. Sourcing the relevant information. Assessing its reliability and legitimacy. Evaluating the evidence on all sides of a debate. Coming to a well-argued conclusion. Organizing and presenting the outcomes of your work critically, convincingly, and articulately.
Zásady pro vypracování
Defining and outlining a research area with a clear question. Identifying the leading issues. Sourcing the relevant information. Assessing its reliability and legitimacy. Evaluating the evidence on all sides of a debate. Coming to a well-argued conclusion. Organizing and presenting the outcomes of your work critically, convincingly, and articulately.
Seznam doporučené literatury
Baran, E., Bilici, S., Sarı, A., & Tonduer, J. (2019). Investigating the impact of teacher education strategies on preservice teachers’ TPACK. Britisih Journal of Educational Technology, 50(1), 357-370.
Buabeng-Andoh, C. (2019). Factors that Influence teachers’ pedagogical use of ICT in secondary schools: A case of Ghana. Contemporary Educational Technology, 10(3), 272-288.
Boulton, H. (2017). Exploring the effectiveness of new technologies: Improving literacy and engaging learners at risk of social exclusion in the UK. Teaching and Teacher Education, 63, 73–81.
Kamalodeen, V. J., Figaro-Henry, S., Ramsawak-Jodha, N., & Dedovets, Z. (2017). The development of teacher ICT competence and confidence in using Web 2.0 tools in a STEM professional development initiative in Trinidad. Caribbean Teaching Scholar, Vol. 7, 25–46.
Malinina, I. (2015). ICT competencies of foreign languages teachers. Social and Behavioral Science, 182, 75-80.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge : A new framework for teacher knowledge. In Teachers College Record 108 (6). [s.l.] : Teachers College, Columbia University, pp. 1017-1054. Available from WWW: .
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466.
Warford, M. K. (2017). Educational innovation diffusion: confronting complexities. In A.M. Sidorkin, M.K. Warford (Eds.), Reforms and Innovation in Education, Science, Technology and Innovation Studies, DOI 10.1007/978-3-319-60246-2_2.
Seznam doporučené literatury
Baran, E., Bilici, S., Sarı, A., & Tonduer, J. (2019). Investigating the impact of teacher education strategies on preservice teachers’ TPACK. Britisih Journal of Educational Technology, 50(1), 357-370.
Buabeng-Andoh, C. (2019). Factors that Influence teachers’ pedagogical use of ICT in secondary schools: A case of Ghana. Contemporary Educational Technology, 10(3), 272-288.
Boulton, H. (2017). Exploring the effectiveness of new technologies: Improving literacy and engaging learners at risk of social exclusion in the UK. Teaching and Teacher Education, 63, 73–81.
Kamalodeen, V. J., Figaro-Henry, S., Ramsawak-Jodha, N., & Dedovets, Z. (2017). The development of teacher ICT competence and confidence in using Web 2.0 tools in a STEM professional development initiative in Trinidad. Caribbean Teaching Scholar, Vol. 7, 25–46.
Malinina, I. (2015). ICT competencies of foreign languages teachers. Social and Behavioral Science, 182, 75-80.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge : A new framework for teacher knowledge. In Teachers College Record 108 (6). [s.l.] : Teachers College, Columbia University, pp. 1017-1054. Available from WWW: .
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466.
Warford, M. K. (2017). Educational innovation diffusion: confronting complexities. In A.M. Sidorkin, M.K. Warford (Eds.), Reforms and Innovation in Education, Science, Technology and Innovation Studies, DOI 10.1007/978-3-319-60246-2_2.