| Popis: |
How do pre-service teachers react to the contents and principles of language pedagogy they are exposed to during their training? Which aspects do novice language teachers prioritize in order to develop quality in their teaching? This empirical study is based on a framework of 13 quality criteria for language teaching developed by the author; a reflexive task asking pre-service secondary language teachers at the end of their training to prioritize the criteria constitutes the corpus of this study in pre-service teacher cognition. The quality indicators pertain to the following dimensions of language teaching considered in an encompassing perspective: the functions and use of the foreign language in the classroom, the right to errors and mistakes, the role of students in the teaching / learning process, activity types and lesson structure, classroom management and climate. The integrative concept of language teacher training in our institution is also an important issue: for part of their training, students of lower and upper secondary level of all four foreign languages (English, German, Italien, Spanish) attend the same courses about general theoretical aspects of language pedagogy relevant to all languages and learners. Differences between lower and upper secondary pre-service teachers as well as differences between teachers of different languages (especially German vs. English) are an important research interest, as they are important for the fine-tuning of course contents. |
