EMLT Bulletin 11 (January) - EN

PROJECT

www.emlt.eu

JANUARY, 2016

11

ET GR T R A EA O D C SP U H AT E E R O C E N T S D TH IV ’ EG E E R IR EE

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TEACHER GRADUATES’ RETROSPECTIVE ON THEIR DEGREE In December 2015, we carried out a small-sized survey with a specific, homogeneous group of respondents. The survey included 21 recent graduates who successfully completed their master’s degrees as teachers of German as a foreign language at the Department of German Language and Literature of the Faculty of Education, Masaryk University Brno (Czech Republic) in June 2015. This degree is a two-year master’s programme which follows after a three-year bachelor’s programme. An integral part of both the bachelor’s and the master’s degree is teaching practice. Master’s degree is completed after passing a three-part “state exam” in the areas of German language and literature, methodology of teaching German as a foreign language, and pedagogy and educational psychology. The graduates are awarded the master’s degree and are fully equipped and authorized to teach at primary and lower secondary schools. At the time the research was carried out, most of the respondents had been teaching for 4 months at schools or in other institutions providing language training.

Survey The aim of the survey was to find out the respondents’ opinion on how the degree prepared them for the work as teachers of German language. The survey focused on several areas which closely correspond to the contents of one of the main sections of the EMLT questionnaire. This section is focused on assessing the degree experience of graduates and the extent to which respondents have been prepared for their respective professions regarding knowledge and skills.

The respondents in our survey were asked a total of 10 questions focusing on the level of acquired knowledge and skills relevant to the teacher’s profession, namely in German language, methodology of German as a foreign language, and knowledge and skills in pedagogy and educational psychology.

Acquired knowledge and skills were measured by means of self-assessment based on statements which were responded to on a four-point scale - yes (I agree with the statement) - rather yes (I rather agree) - rather no (I rather disagree) - no (I disagree). Individual results of the survey are presented below.

Results Having gained experience with teaching at school, I can state that resulting from my studying at the Faculty of Education, 1. I have very good knowledge of the subject I teach.

RATHER NO:19

NO:0

YES:4,8

RATHER YES:76,2

2. I am able to transform my knowledge of the subject in the subject-matters of my classes.

RATHER NO: 9,5

NO:0

YES:23,8

RATHER YES:66,7

3. I can use many methodological strategies of teaching and learning.

RATHER NO:28,6

NO:4,8

YES:23,8

RATHER YES:42,9 5. I am able to identify pupils with specific learning needs.

NO:0

RATHER YES:61,9 7. I can deal with administrative tasks required from teachers at schools.

NO:9,5

RATHER NO:14,3

YES: 19

RATHER YES: 57,1 9. I can use means of intervention to maintain classroom discipline.

RATHER NO:33,3

RATHER NO: 19

NO:0

YES:28,6

RATHER YES: 52,4

6. I am able to adapt my classes to individual learning requirements of my pupils.

YES:14,3

RATHER NO:23,8

4. I am able to reflect on and respond to the learning needs and preferences of my pupils.

YES:9,5

NO:0 RATHER YES:57,1

RATHER NO: 9,5

NO:0

YES: 23,8

RATHER YES: 66,7

8. I can use efficient means of communication and cooperation with the parents and other social partners (colleagues, ...).

RATHER NO: 9,5

NO:0

YES:23,8

RATHER YES: 66,7

10. I can recognize and solve signals of social pathologies in my pupils’ behaviour.

RATHER NO: 33,3

NO:0

YES:4,8

RATHER YES:61,9

Discussion The results of our survey among graduates of German Language and Literature at the Faculty of Education, Masaryk University Brno, can be divided into three groups, depending on whether they refer to skills and knowledge in German language, to methodology of teaching German, or to pedagogy and educational psychology. The survey has shown that the quality of the graduate’s skills and knowledge in German language was rated the highest by most respondents. On the other hand, concerning the teaching-specific skills, represented by questions 2 and 3, there are certain shortcomings in mastering these skills, especially as regards the use of teaching and learning strategies. The results of the questions focusing on knowledge and skills in pedagogy and educational psychology, that is questions 4-10, show that respondents seem to be confident in having acquired them at sufficient level. Nevertheless, the percentage of those who stated that they were not fully capable of exercising these actions is not negligible, which becomes visible in connection with the (lack of) ability to maintain discipline, to intervene, if necessary, and to handle phenomena of social pathology in class. This result may be influenced by the fact that the sample consisted of novice teachers who have yet to build up their position and often must try harder to maintain a stimulating working climate in class. It is, however, to be assumed that this situation will improve over time. On the other hand, it is very positive that in their own estimate, the respondents can reflect the needs of individual students and adapt their concept of teaching accordingly.

Comparing the results with the requirements described in the Profile of the Graduate, this survey leads to the conclusion that the respondents acquired the required knowledge and developed the useful skills at a satisfactory level. Despite the relatively small sample, this survey provides us with an interesting and valuable insight into the profile of graduates as well as into the underlying concept of university training for their future occupation as teachers.

Authors: •

Věra Janíková

•

Jan Budňák

•

Jana Kubrická

•

Jana Veličková

Photographer: •

Jitka Karlišová

Faculty of Education, Masaryk University Brno-Czech Republic

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