NHẬN THỨC VÀ THỰC TIỄN THỰC HIỆN VAI TRÒ CỦA GIÁO VIÊN CHUYÊN NGỮ TRONG DẠY HỌC DỰ ÁN

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Tác giả: Thị Kim Ánh Phạm

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2024

Mô tả vật lý: tr.104 - 111

Bộ sưu tập: Báo, Tạp chí

ID: 381313

Thêm vào giỏ Liên kết toàn văn

Bài báo nhằm tìm hiểu nhận thức và thực tiễn thực hiện vai trò của giáo viên trong dạy học dự án tại một trường đại học công lập Việt Nam. Bài phỏng vấn tường thuật được dùng để thu thập dữ liệu định tính với sự tham gia của năm giáo viên tại khoa Ngoại ngữ trường Đại học Sư phạm Kỹ thuật Thành phố Hồ Chí Minh. Kết quả thu được cho thấy các giáo viên chưa nhận thức đầy đủ vai trò của mình khi áp dụng dạy học dự án, và thực tiễn giáo viên thực hiện vai trò của mình tương ứng với những gì họ nhận thức. Trong đó, vai trò của người thiết kế dự án được hiểu và thực hiện tốt nhất, tiếp đến là vai trò như người đánh giá dự án. Tuy nhiên, vai trò như người hướng dẫn và người cố vấn cho dự án học tập chưa được nhận thức sâu sắc và được thực hiện qua loa trong thực tế giảng dạy. Kết quả nghiên cứu đóng góp vào việc hiểu rõ hơn nhận thức và thực tiễn thực hiện vai trò của giáo viên trong dạy học dự án trong bối cảnh giảng dạy ngoại ngữ ở Việt Nam, từ đó kêu gọi sự chú ý hơn của các nhà quản lí giáo dục đến việc hỗ trợ phát triển chuyên môn cho giáo viên nhằm nâng cao hiệu quả giảng dạy trong tương lai.The study aims at examining EFL teachers’ perceptions on their roles and how they occupy these roles in project-based learning at a Vietnamese state university. Narrative interviews were employed to collect qualitative data with the participation of five teachers at the Faculty of Foreign Languages at Ho Chi Minh City University of Technology and Education. The results revealed that the teachers were not fully aware of their roles while implementing the project strategy and the reality of playing their roles was parallel to their perceptions. The role as a project organizer was the most well-identified and well-practiced, followed by the role as a project evaluator. However, the roles as a facilitator and an advisor were less noticed and neglected in their instruction practice. The research findings have contributed to shed some light on teachers’ understanding and practices regarding their roles in applying project work in teaching English as a foreign language in the context of Vietnam, which emphasizes the call for the educational administrators’ attention to the support of teacher professional development to boost teaching effectiveness in the future.

1. Đọc trực tuyến

1. Đọc trực tuyến

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