This study program submitted for review aims to train professionals who can creatively apply their theoretical expertise in English studies within a broadly conceived context of education that spans all educational stages. The program also fosters ingenuity and flexibility, thus producing erudite experts who can reassess the ever-changing needs of foreign language teaching and incorporate these into their methodology. Perhaps most importantly, the study program submitted for review is a symbiosis between the major field of study (i.e. English philology, spanning linguistic and literary-cultural aspects) on the one hand, and didactics of English and applied didactics on the other.

This is a program without specialization.

This study program submitted for review aims to train professionals who can creatively apply their theoretical expertise in English studies within a broadly conceived context of education that spans all educational stages. The program also fosters ingenuity and flexibility, thus producing erudite experts who can reassess the ever-changing needs of foreign language teaching and incorporate these into their methodology. Perhaps most importantly, the study program submitted for review is a symbiosis between the major field of study (i.e. English philology, spanning linguistic and literary-cultural aspects) on the one hand, and didactics of English and applied didactics on the other. This is a program without specialization.

Description of verification and evaluation criteria

The admission process includes the compulsory impromptu oral examination, during which participants are required to introduce the committee with the studies so far, meaning mainly the master study completed and has to present their bachelor and master thesis. Applicants are required to also submit their CV in terms of their professional teaching career development in the scientific area related to the study program, or the list of publications published by the applicant. Applicants have to prove their excellent knowledge of the English language (at least C2 level according to CEFR)and English language didactics. An essential part of the oral examination is the submission and introduction to the dissertation project which should include a general overview of the current state of the scientific subject matter, introduces the objectives and suggested methodology applied to the research goals and objectives related to the solution and concluding parts of the future dissertation. This project is then discussed during the entrance exam in front of the committee.

 The applicant can get a maximum of ten points, the number of points for the admission to study is getting at least seven points.

Admission to Doctoral studies is conditioned by successful completion of a Master's study program.

Admissions Option 2

The graduates are experts with deep and complex professional knowledge, who are familiar with the entire field of English language and linguistics, English literature, and English language didactics. They are also versatile scientific and methodologically equipped, they are familiar with traditional and modern or interdisciplinary methods and approaches, as well as with various electronic resources and computer tools. they have an insight into the issue of learning a foreign language and understand it in many relevant contexts. They have excellent practical knowledge of the English language, literature, and didactics. They also specialize in education, teaching theory, and the school system, at all levels, and understand the needs and specifics of different groups of students.

Career Opportunities

Master

Education

Teaching

Languages

English

Humanities Studies

Literature

English Literature

The Faculty of Education is one of seventeen faculties associated under the umbrella of Charles University in Prague. Its primary goal is to train teachers and other pedagogical personnel for all types of schools and school systems, at various levels of study (Bachelors and Masters) and forms.

PhD in English Language and Literature in a Didactic Perspective

Introduction

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