e-Pedagogium 2017, 17(2):38-49 | DOI: 10.5507/epd.2017.023

Professional vision of future English language teachers: subject-specific noticing and knowledge-based reasoning

Klára Uličná
Mgr. Klára Uličná, Ph.D., Department of English Language and Literature, Faculty of Education, Charles University, Celetná 13, 110 00 Prague 1, Czech Republic, Phone: +420 773 086 043, E-mail: klara.ulicna@pedf.cuni.cz

The article focuses on future English language teachers' professional vision. Specifically, we explore what important subject-specific moments they notice in a lesson, i.e. noticing or selected attention; and how they reason about these moments, i.e. knowledge-based reasoning. We focus on important moments related to the subject of teaching English/English language teaching methodology at the end of their master studies. Students were asked to write an unstructured reflection based on an observation of videoed English language lesson. The reflections were analysed in comparison to expert analysis of the lesson. Students approximately commented two important moments (experts six) and most of their comment were of descriptive and evaluative nature. They did not show any deep ability to connect the seen to some underlying theory, nor to provide some theory-based alterations or predictions.

Keywords: Preservice English language teachers, English language teaching methodology, professional vision, teacher noticing, knowledge-based reasoning

Published: April 1, 2017  Show citation

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Uličná, K. (2017). Professional vision of future English language teachers: subject-specific noticing and knowledge-based reasoning. e-Pedagogium, 17(2), 38-49. doi: 10.5507/epd.2017.023
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