Elena Kovacikova 

Constantine the Philosopher University in Nitra, Slovakia; https://orcid.org/0000-0002-3302-7141

Jana Hartanska 

Constantine the Philosopher University in Nitra, Slovakia; https://orcid.org/0000-0003-3335-1096

DOI: https://doi.org/10.36534/erlj.2021.02.07

Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal.  Volume 2021-2(6).  COVID-19 РLINGUISTIC WELL-BEING (BEFORE DURING, AND AFTER THE PANDEMIC), pp. 76-82

                                                           

Abstract                                                                                                                                                                                                                                                              

Qualified English teachers in Slovakia need to earn a¬†master degree in teaching. Their university study in bachelor and master years contain theoretical courses in English linguistics, culture, literature, and English teaching methodology accompanied with compulsory teaching practice. Practicum or teaching practice performed at local training schools are supervised by teacher trainers who cooperate with university methodology teachers. The preparedness of university graduates for their real professions has been recently questioned and criticized by educational authorities and public blaming insufficient or prevailing theoretical university preparation. This paper sheds light on the teaching practice of the future English teachers in Slovakia in order to establish their professional well-being. In particular, it discusses the views of the English teacher trainers collected from interviews on the preparedness of university students (pre-service English teachers) for their teaching professions. The qualitative type of the research, a case study with participants ‚Äď the interviewed teacher trainers on performance of university students was carried out in 2019. The results displayed in a SWOT analysis reveal the gaps that are to be filled by the university preparation. Moreover, the interpretations are based on the linguistic, intercultural and methodological aspects of preparedness that can mirror the challenges in the university preparation of future English teachers in Slovakia. The results and interpretations might contribute towards building professional well-being within European standards of English teachers and their university preparation and the balance between theory and practice.

Keywords: English teacher university preparation, teaching practice, practicum, case study

 

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