How ELT Teacher Trainees Formulate Aims
tating an aim is a vital skill for planning effective teaching Nonetheless, it is a skill one has to develop consciously Teacher trainees learn how to formulate aims during their teacher training and validate their aim design in their teaching practice Yet, they face several problems when statin...
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| Main Authors: | , |
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| Format: | Article |
| Language: | deu |
| Published: |
Scientia Publishing House
2024-11-01
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| Series: | Acta Universitatis Sapientiae: Philologica |
| Subjects: | |
| Online Access: | https://acta.sapientia.ro/content/docs/03-819094.pdf |
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| Summary: | tating an aim is a vital skill for planning effective teaching
Nonetheless, it is a skill one has to develop consciously Teacher trainees
learn how to formulate aims during their teacher training and validate their
aim design in their teaching practice Yet, they face several problems when
stating an aim The thematic analysis of aims written by English language
teaching (ELT) bachelor and master teacher trainees at the Technical
University of Liberec is used to define clusters of aspects that their aim
designs consist of The thematic analysis is followed by subsequent
Spearman’s correlation coefficients’ statistics and Excel computations to
analyse the frequency of those aspects in order to compare ELT bachelor and
master teacher trainees’ aim designs and the potential impact of teaching
experience on the ability to design an aim These results are contrasted to a
preferable aim design description according to the theory The study results
show that the aspects the respondents struggle with most are concreteness
and student-orientedness, i.e. their aims are stated in vague language and
are teacher-centred. |
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| ISSN: | 2067-5151 2068-2956 |