NIỀM TIN CỦA GIÁO SINH VỀ VIỆC DẠY TIẾNG ANH CHO TRẺ EM VIỆT NAM

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Tác giả: Văn Tuyên Lê, Kim Hồng Trần, Trần Minh Hiếu Võ

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.227 - 236

Bộ sưu tập: Metadata

ID: 381351

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Niềm tin của giáo viên về việc dạy tiếng Anh cho trẻ em có lẽ sẽ có những ảnh hưởng tới hiệu quả giảng dạy của giáo viên. Hiểu rõ về niềm tin của giáo sinh trong ngữ cảnh Việt Nam thực sự rất có ích cho các nhà giáo dục và đào tạo giáo viên tiếng Anh. Cũng vì thế, mục đích của đề tài này là khám phá niềm tin của giáo sinh về việc giảng dạy tiếng Anh cho trẻ em. Nghiên cứu được thực hiện tại Trường Đại học Công nghệ Thành phố Hồ Chí Minh với sự tham gia của 133 giáo sinh. Nghiên cứu thu thập cả dữ liệu định lượng và định tính thông qua việc sử dụng bảng câu hỏi khảo sát và phỏng vấn bán cấu trúc. Để phân tích dữ liệu, phương pháp thống kê mô tả và phân tích theo nội dung đã được sử dụng. Kết quả của nghiên cứu cho thấy hầu hết giáo sinh đều có những niềm tin giống nhau về việc học tiếng Anh của trẻ em, về phương pháp giảng dạy và về chính bản thân họ. Nghiên cứu làm rõ thêm tầm quan trọng của niềm tin trong giảng dạy tiếng Anh và cũng có những đóng góp cho giáo sinh, giáo viên và những người đào tạo giáo viên góp phần nâng cao chất lượng giảng dạy tiếng Anh cho trẻ em ở Việt Nam và ở những ngữ cảnh tương tự.Teachers’ beliefs about teaching English as a foreign language (EFL) to young learners may influence teaching effectiveness, and understanding beliefs of EFL teachers in a context like Vietnam is useful for EFL teacher educators. The current study, therefore, aims to investigate undergraduate preservice teachers’ beliefs about teaching English to young learners. The study was conducted at Ho Chi Minh City University of Technology with the participation of 133 undergraduate preservice teachers. Both quantitative and qualitative data were collected through the employment of the questionnaire and semi-structured interviews
for data analysis, descriptive statistics and content analysis were employed. The findings of the study revealed that most of the participants held common beliefs about young learners’ EFL learning, teaching methods and techniques, and themselves. The study highlights the importance of beliefs in EFL teaching and learning and provides meaningful contributions to undergraduate preservice teachers, teachers and teacher educators to enhance the quality of teaching EFL to young learners in Vietnam in particular, and in other EFL contexts in general.

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