THÁCH THỨC ĐỐI VỚI GIÁO VIÊN TIẾNG ANH BẬC ĐẠI HỌC VỚI VAI TRÒ LÀ NGƯỜI ĐÁNH GIÁ

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Tác giả: Nguyễn Thị Chi

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2023

Mô tả vật lý: tr.34-52

Bộ sưu tập: Báo, Tạp chí

ID: 337434

Thêm vào giỏ Liên kết toàn văn

Điển cứu này nhằm tìm hiểu những thách thức hay vướng mắc của giáo viên tiếng Anh đang công tác tại một trường đại học ở Việt Nam với vai trò là người đánh giá trong khóa học tiếng Anh hướng theo chuẩn năng lực đầu ra. Để thực hiện mục đích này, nghiên cứu sử dụng thuyết hoạt động (Activity Theory, Engeström, 1987, 2015) làm khung lý thuyết và câu chuyện của giáo viên làm dữ liệu nghiên cứu. Dữ liệu từ câu chuyện của ba giáo viên được lựa chọn về cuộc sống cá nhân và công việc cũng như những trải nghiệm thực tế của họ trong công tác đánh giá cho thấy những thách thức mà các giáo viên này gặp phải liên quan đến việc thiếu kiến thức kỹ năng trong lĩnh vực kiểm tra đánh giá, thiếu kiến thức chung khi thực hiện các nhiệm vụ kiểm tra đánh giá, và thiếu cơ hội học tập, thảo luận về vấn đề này. Dựa theo khung lý thuyết được lựa chọn cho nghiên cứu này, giáo viên gặp phải các thách thức trên là do sự tương tác giữa chủ thể của hoạt động với các quy tắc, giữa các công cụ hỗ trợ chủ thể hoạt động với các quy tắc, và sự tương tác nội tại trong sự phân công lao động. Hi vọng rằng những kết quả nghiên cứu này sẽ giúp bản thân giáo viên cũng như các nhà quản lý ý thức được các điều kiện đảm bảo năng lực đánh giá của giáo viên và chất lượng đánh giá trong bối cảnh cải cách giáo dục hiện nay. Theo đó, nghiên cứu đề xuất một mô hình về phát triển chuyên môn cho giáo viên tiếng Anh bậc đại học.The present case study aims to explore the challenges that the teachers in a Vietnamese university have faced with in the role of language assessors in their outcome-based English courses. In order to fulfil this aim, the study employs Activity Theory (Engeström, 1987, 2015) as the theoretical framework and narratives as a data collection tool. It is revealed from the three selected teachers’ narratives about their personal and professional background, the experienced reality in their assessment work that their challenges are related to inadequate assessment literacy, lack of shared knowledge and unclear assessment identity, inadequate professional training and discussions. In light of the theoretical framework (i.e., Activity Theory), these challenges result from the tensions between the subject and the rules, between the mediating artifacts and the rules, and within the division of labor. With such findings, the study is expected to raise the teachers’ and the educational managers’ awareness of the contextual conditions for better teacher assessment competence and the assessment quality in the current education reform context. Accordingly, the study proposes a framework of college English teacher professional development.

1. Đọc trực tuyến

1. Đọc trực tuyến

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