| Abstract: | Teachers are increasingly forced to upgrade their knowledge of working with young children, which can be seen in the enforcement of the 2004 Act that requires the implementation of the module for early teaching of English (Early Years Education module). Because the age of pupils is an important psychological factor influencing the choice of methods and strategies of teaching - especially in the teaching of a foreign language, the aim of our master's thesis is to determine how teaching techniques differ depending on the level at which teachers teach. Therefore, our research was conducted on 120 anonymous teachers, of which 50 were class level teachers of English and 70 were subject level teachers. The data was collected using an online questionnaire and included questions that covered the lesson preparation process, opinions on the usefulness of coursebooks and other materials, teaching techniques and interaction patters they opt for, and lastly, problems that teachers face in the classroom. Data analysis showed that class level teachers usually choose other materials and aids over coursebooks, which consequently influences the time they spend on lesson preparation. Furthermore, they have a higher occurrence of problems in the classroom and often prefer using teaching techniques that involve students in an interactive and engaging way, e.g. games and realia. In contrast, subject level teachers tend to opt for cross-curricular teaching, more individual and autonomous tasks, rely much more on the coursebook and its tips for teachers for guidance, thus they need less time for lesson preparation than class level teachers. |
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