Observing the teaching-learning situations that arise in educational contexts is a key part of teacher education. The present study examined how forty-three future teachers constructed their professional knowledge. Adopting qualitative approach, we discuss teaching observed by pre-service subjects reading/writing and mathematics. Based on results, interactions were far from representing collabo...

Je zn??m??m faktem, ?že onemocnÄ?n?­ zp??soben?Š koronavirem nebo jinak ??ečeno COVID-19 se i nad??le ???­???­ cel??m svÄ?tem, a to prost??ednictv?­m na??ich společensk??ch aktivit. U osob, kter?Š sleduj?­ zpravodajstv?­ zejm?Šna soci??ln?­ch m?Šdi?­ on-line statut??, m???že vyvol??vat pocity paniky. Pandemie st??le p??edstavuje obrovskou hrozbu pro n???? ka?ždodenn?­ ?život, na??i zdravotn?­...

Background: 
 As student teachers shift to preservice during teaching practice, it is necessary find out how practice could shape their identity and position, especially in the EFL context where English taught as a foreign language. Based on this purpose, study seeks information teacher position by taking discourse analysis lenses.
 Methodology:
 This used descriptive research de...