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The perception of readiness for teaching profession: a case of pre-service trainees

Abstract

Pre-service teacher training offers various opportunities for trainees to become aware of and understand the qualities of good teaching. Towards the end of their training they should be able to identify clearly the criteria for measuring their readiness for teaching profession as well as identify their own strong and weak areas.

The author of this article presents the results of the study where the aim was to focus on the trainees′ perception of themselves as English language teachers based on the criteria of the EPOSTL at the end of their training when trainees receive their diploma for teaching the English language.

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The Importance of Intercultural Communicative Competences for Tourism Labour Market: Students’ Views and their Self-Assessment

Abstract

The present paper is founded on two pillars. Firstly, it is one of the current trends in education worldwide, i.e. to connect theory and practice. Secondly, it is the need to be interculturally competent speakers of a foreign language in today’s globalized world of massive migration flows and signs of increasing ethnocentrism. Based upon these two requirements, the ability to communicate in a FL effectively and interculturally appropriately in the tourism industry is a must, since being employed in whichever of its sectors means encountering other cultures on a daily basis. Therefore, the aim of the present study was to find out undergraduate tourism students’ opinion on the importance of intercultural communicative competences for their future profession as well as their self-assessment in the given field. The findings of the research, which are to be compared to employers’ needs, revealed that there is considerable difference between the respondents’ views on the significance of the investigated issues and their self-esteem.

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Promoting a Teacher Education Research-Oriented Curriculum for Initial Teacher Training in English as a Foreign Language

Works Cited BERA and RSA (British Educational Research Association and Royal Society for the Encouragement of the Arts Manufacturing and Commerce). Research and the Teaching Profession: Building the Capacity for a Self-Improving Education System. Final Report of the BERA – Inquiry to the Role of Research in Teacher Education. London: BERA and RSA. 2014. Web. 31 Oct. 2016. < https://www.bera.ac.uk/wp-content/uploads/2013/12/BERA-RSA-Research-Teaching-Profession-FULL-REPORT-for-web.pdf > Caena, Francesca, and Umberto Margiotta. “European Teacher

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in e-TEALS
Cyberbullying as a negative result of cyber-culture of Slovak children and adolescents: selected research findings

Abstract

Cyber-culture points out the life in cyberspace and goes beyond national cultures. It is particularly attractive for the young people who use Information and Communications Technologies (ICT) to express their attitudes, values, beliefs and thinking. Those do not need to be necessarily in accordance with the standards of an individual society. Cyberculture becomes dangerous. Great risk lies in cyberbullying that represents negative impact of cyber-culture on human behavior. The aim of the study is to detect cyberbullying as a negative impact of cyber-culture among of Slovak children and adolescents. The research was carried out on a sample of 1619 11-18-year old respondents (average age was 14.51). Results of cyberbullying research carried out using Latent Class Analysis (LCA) have proved the appropriateness of 3-latent-class module. Relative entropy of the module reached 0.915. It was demonstrated that 52.9% of respondents belonged to the group of uninvolved, 42.7% were victims and 4.4% were victims-aggressors. Being a negative consequence of cyber-culture, cyberbullying is a challenge that educators - including other assisting professions - face when educating children and adolescents to orientate in cyberspace, behave responsibly, express themselves in a way that would not interfere others’ integrity and identity (personal and virtual). The study was written under VEGA MŠVVaŠ SR a SAV č. 1/0244/15: “Detekcia a riešenie kyberšikany”.

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A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students

). Význam portfolia pro profesní rozvoj studentů učitelství. In Píšová, M. ed. (2007). Portfolio v profesní přípravě učitele (pp. 7-20). Pardubice: Univerzita Pardubice. Straková, Z. (2010). European Portfolio for Student Teachers of Languages and Its Benefits for Pre-service Teacher Training. English Matters (pp. 79-83). Prešov: Prešovská univerzita v Prešove. Straková, Z. (2015). The perception of readiness for teaching profession: a case of pre-service trainees. Journal of language and cultural education. 3(1), 53-67. Walsh, S., Mann, S. (2015

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Translation studies: Translator training vs employers’ expectations

. Fawcett, P. (1987). Putting translation theory to use. In Hugh, K. & Mas, I. (Eds.), Translation in the modern languages degree, (p. 31−38). London: CILT. Gouadec, D. (2007). Translation as a Profession. Amsterdam and Philadelphia: John Benjamins. Hansen, G. (1997). Success in translation. Perspectives: Studies in Translatology, 5(2), 201−210. Lei, M. & Dongmin, Y. (2012). On the training of translation talents in the light of the present situation and market demands of translation employees in translation enterprises

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EFL Teachers’ Moral Dilemma and Epistemic Beliefs

Psychology, 132 (2), 187–200. Brownlee, J. (2001). Knowing and learning in teacher education: A theoretical framework of core and peripheral epistemological beliefs. Asia Pacific Journal of Teacher Education & Development, 4 (1), 67-190. Campbell, E. (2008). The ethics of teaching as a moral profession. Curriculum Inquiry, 38 (4), 357–385. Campbell, E. (2014). Teaching ethically as a moral condition of professionalism. In Handbook of moral and character education, 2nd ed., edited by L. Nucci and D. Narváez, 101–118. New York: Routledge. Cano, F

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Subjective perceptions of ESP (English for Specific Purposes) university teachers’ professional beginnings: Quantitative research into pedagogical content knowledge

., BURDENSKI, T. K., & GONZALES, M. (2005). Identifying teacher expertise: An examination of researchers’ decision making. Educational Psychologist 40(1), 13-25. PELIKÁN, J. (2011). Základy empirického výzkumu pedagogických jevů [Basics of empirical research of pedagogical phenomena]. Praha: Karolinum. PÍŠOVÁ, M., NAJVAR, P., JANÍK, T., HANUŠOVÁ, S., KOSTKOVÁ, K., JANÍKOVÁ, V., ... ZERZOVÁ, J. (2011). Teorie a výzkum expertnosti v učitelské profesi [Theory and research of experts in teacher profession]. Brno: Masarykova univerzita

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The Use of Hedging in Research Articles on Applied Linguistics

. Applied Linguistics , 10, pp.1-35. Nelson, N. & Castello, M. (2012) Academic writing and authorial voice . doi: 10.1108/S1572-6304(2012)0000024007. Prince, E., Frader, J., & Bosk, C. (1982). On hedging in physician-physician discourse. In R. D. Pietro (Eds.), Linguistics and the professions Hillsdale, NJ: Ablex. Rounds, P. (1982). Hedging in written academic discourse: Precision and flexibility . Ann Arbor: The University of Michigan. Mimeo. Salager-Meyer, F. (1994). Hedges and textual communicative function in medical English written

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Mexican university teacher-researchers’ biliteracy beliefs and practices

_Academic_Literacies_Model_Theory_and_Applications Lengeling, M. (2007). Falling into the EFL job in Mexico. MEXTSOL Journal, 31 (7), 88-96. Retrieved from http://mextesol.net/journal/public/files/67b73a603083ac8083ee0bdc366b0742.pdf Lengeling, M. (2013) (Coord.). Entering into the EFL Teaching Profession: Stories of Teacher Socialization in Mexico/Los Inicios en la Profesionalización de Enseñanza de Inglés como Lengua Extranjera: Historias de Socialización de Maestros en México. México: Universidad de Guanajuato-Benemérita Universidad Autónoma de Puebla. New London Group, (2000). A Pedagogy of

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