THÁI ĐỘ CỦA GIÁO VIÊN ĐỐI VỚI CÁC HOẠT ĐỘNG HỢP TÁC NHẰM NÂNG CAO NGHIỆP VỤ=TEACHERS’ ATTITUDE TOWARDS TEACHER COLLABORATION FOR PROFESSIONAL DEVELOPMENT

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Tác giả: Phuoc Quy Chau Duong

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2017

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Bộ sưu tập: Metadata

ID: 472862

Thêm vào giỏ

Bài báo này trình bày kết quả khảo sát thái độ của các giáo viên khoa Tiếng Anh chuyên ngành tại Đại học Ngoại ngữ, Đại học Huế đối với các hoạt động hợp tác giáo viên nhằm nâng cao nghiệp vụ. Dữ liệu được thu thập thông qua các bảng câu hỏi và phỏng vấn, sau đó được phân tích và trình bày dưới dạng bảng hoặc sơ đồ và trích dẫn. Kết quả phân tích dữ liệu định lượng lẫn định tính đều cho thấy rằng phần lớn các giáo viên đều có thái độ tích cực đối với việc hợp tác giáo viên nhằm nâng cao nghiệp vụ. Hầu hết các giáo viên đều khẳng định rằng việc hợp tác giáo viên là cần thiết và đem lại nhiều lợi ích cho việc phát triển nghiệp vụ của giáo viên.This study aims to investigate the attitudes of teachers at English for Specific Purposes (ESP) Department - University of Foreign Languages, Hue University (HUFL) towards teacher collaboration (TC) as a means to benefit their professional development. The data were collected through questionnaire and interview. Forty questionnaires were delivered to forty teachers of ESP department. Thirty-eight questionnaires were completed and returned to the author. Five teachers were invited to participate in in-depth interviews. The data collected from the questionnaires were processed quantitatively and presented in Tables and Figures, while information from the interviews was analyzed qualitatively. The findings from both quantitative and qualitative data have shown that most teachers at ESP department have positive attitudes towards teacher collaboration. Nearly all participants stated that TC was very necessary to teacher professional development and that teachers could benefit a lot from TC.

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