PRIMARY ENGLISH LANGUAGE TEACHERS' ENGAGEMENT IN PROFESSIONAL DEVELOPMENT

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Tác giả: Thị Thơm Thơm Nguyễn, Thị Thanh Thủy Phạm

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài 2019

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Bộ sưu tập: Metadata

ID: 397423

Thêm vào giỏ Liên kết toàn văn

Phát triển chuyên môn (PTCM) cho giáo viên là một trong những nhiệm vụ trọng tâm để cải cách giáo dục ở nhiều quốc gia. Chủ đề này thu hút sự quan tâm của nhiều học giả nhưAvalos (2011), Darling-Hammond & McLaughlin (2011), Le (2002)và Whitehouse (2011). Tuy vậy, trong bối cảnh triển khai Đề án Ngoại ngữ Quốc gia, việc giáo viên tiếng Anh ở Việt Nam, đặc biệt ở bậc tiểu học, tham gia PTCM chưa được nghiên cứu đầy đủ. Chúng tôi sử dụng nghiên cứu phương pháp kết hợp tìm hiểu quan điểm và kinh nghiệm tham gia PTCM của giáo viên tiếng Anh tiểu học (GVTATH). Chúng tôi tiến hành khảo sát 68 giáo viên và phỏng vấn 05 giáo viên tại một tỉnh miền bắc Việt Nam. Dữ liệu thu thập được chúng tôi phân tích theo 5 mảng chính: (i) lý do GVTATH tham gia PTCM
(ii) các hình thứcvà chủ đề PTCM của họ
(iii) lợi ích của việc PTCM
(iv)các lĩnh vực PTCM GVTATH muốn tham gia
và (v) các yếu tố tác động đến việc PTCM của họ.Chúng tôi cũng tìm hiểu một sốcách thứcPTCM hiệu quả mà GVTATH gợi ý. Hy vọng bài viết này sẽ giúp ích cho các nhà nghiên cứu ngoại ngữ, nhà hoạch định chính sách, các trường sư phạm và giáo viên tiếng Anh bậc tiểu học., Tóm tắt tiếng anh, Teachers' professional development (PD) is viewed as the center of educational reforms in many countries, and this topic has been widely researched by scholars such as Avalos (2011), Darling-Hammond & McLaughlin (2011), Le (2002), and Whitehouse (2011). However, primary English language teachers (PELTers)' PD has been under-researched in Vietnamese contexts. This paper outlines a project researching PELTers' PD in a period of ongoing educational transformation, initiated by the National Foreign Languages Project. The authors highlight a 'mixed methods' research design with data collected from 68 surveys and five individual semi-structured interviews in a province in North Vietnam. Both the impact of language policy on Vietnamese PELTers' PD and their responses to top-down PD requirements and provision are under investigation. Some initial findings are (i) PELTers' rationales for PD
(ii) their engagement in PD forms and topics
(iii) benefits of PD
(iv)their PD need areas
and (v) factors affecting PD engagement. PELTers' suggestions for improving PD in their contexts are also discussed. This paper offers significant insights for EFL researchers, policy-makers, EFL teacher training institutions and other educators.

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