BẢN NGÃ TƯỞNG TƯỢNG VÀ SỰ ĐẦU TƯ VÀO VIỆC PHÁT TRIỂN NĂNG LỰC GIẢNG DẠY TIẾNG ANH CỦA GIÁO SINH=EFL STUDENT-TEACHERS’ IMAGINED IDENTITY AND INVESTMENT IN TEACHING COMPETENCY DEVELOPMENT

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Tác giả: Huỳnh Trúc An Nguyễn, Quốc Thao Trần

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.327 - 335

Bộ sưu tập: Metadata

ID: 483179

Thêm vào giỏ

Discovering an imagined identity and investment in teaching competency development of English as a Foreign Language student-teachers has gradually become one of the most significant issues in English language teaching field. The study aims to unravel imagined identity and the extent of investment in developing teaching competency of English as a Foreign Language student-teachers at a university in Ho Chi Minh City, Vietnam. Questionnaires were utilized to collect data from 96 English as a Foreign Language student-teachers. The findings revealed that to construct an imagined identity, they should improve English language proficiency, practice English language teaching reflections, develop teacher professional identity, accumulate English language teaching experiences, and acquire specialized knowledge and discourse in English language teaching. In addition, the findings also indicated that the four components, namely skills, knowledge, attitudes of English language teaching, and English language skills should all be invested in developing the teaching competency of English as a Foreign Language student-teachers.Khám phá bản ngã tưởng tượng và sự đầu tư vào việc phát triển năng lực giảng dạy của giáo sinh đã dần trở thành một trong những vấn đề quan trọng nhất trong lĩnh vực giảng dạy tiếng Anh. Nghiên cứu này nhằm mục đích làm sáng tỏ bản ngã tưởng tượng và mức độ đầu tư vào việc phát triển năng lực giảng dạy tiếng Anh của giáo sinh tại một trường Đại học ở Thành phố Hồ Chí Minh, Việt Nam. Bảng câu hỏi đã được sử dụng để thu thập dữ liệu từ 96 giáo sinh. Kết quả đã tiết lộ rằng để xây dựng bản ngã tưởng tượng, họ nên cải thiện trình độ tiếng Anh, luyện tập chiêm nghiệm trong giảng dạy tiếng Anh, phát triển bản sắc nghề nghiệp của giáo viên, tích lũy các kinh nghiệm trong giảng dạy tiếng Anh, tiếp thu kiến thức chuyên ngành và diễn ngôn trong giảng dạy tiếng Anh. Ngoài ra, kết quả nghiên cứu cũng đã chỉ ra rằng bốn thành phần bao gồm kỹ năng, kiến thức, thái độ giảng dạy tiếng Anh và kỹ năng tiếng Anh đều nên được đầu tư vào việc phát triển năng lực giảng dạy tiếng Anh của giáo sinh.

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