| Luận văn tiếng Anh: | A case study: The impact of summer in-service teacher training on teacher change = Nghiên cứu về thay đổi của giáo viên dưới tác động của chương trình bồi dưỡng chuyên môn nghiệp vụ hè. M.A Thesis Linguistics: 60 14 10 |
| Nhà xuất bản: | University of Languages and International Studies |
| Ngày: | 2011 |
| Chủ đề: | Tiếng Anh Phương pháp giảng dạy Giáo viên Bồi dưỡng chuyên môn Nghiệp vụ |
| Miêu tả: | 33 p. + CD-ROM M.A. Thesis. English teaching methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2011 Professional development is a must for any teachers, without the exception of EFL teachers, especially in this continuously changing and increasingly demanding world. It is crucial for teachers to keep improving their professional knowledge, teaching methods and techniques, class management skills and many other related skills in order to facilitate their students’ learning better and meet the requirements of the society, the government, the schools and the students’ families in terms of teaching and learning quality. In-Service Teacher Training (INSET) programs are thus organized as assistance to their professional developing process. In Vinh Phuc province, the short in-service training workshops are also held every summer by the Vinh Phuc Department of Education and Training. However, their effectiveness is still in doubt and needs officially evaluating so that the Summer INSET programs can better assist the targeted EFL teachers’ classroom practice. The central focus of this study concerns the impact of summer in-service workshops on teachers’ classroom practice. A qualitative case study involving semi-structured interview, classroom observation and post-observation interview was carried out during a period of four months. The semi-structured interview was made in the first place. This was followed by the classroom observation of six English lessons given by the three selected teachers. The teachers also took part in post-observation interview after the each last lesson observed. The semi-structured interview explored a range of issues while the classroom observations shed light on how the teachers implemented what they had learnt from the summer in-service workshop into their teaching practice. These included their general opinions of the impact of the in-service workshops on their teaching and the limitations of these workshops in putting new ideas into practice. The classroom observation reflected clearly the gap between intended in-service training programs and the actual implementation by classroom teachers. In the study, the contextual differences between the INSET and real practice, the content of the INSET, and lack of school support were identified as constraining factors that limit the implementation. It is proposed that the teachers should have a say in the content and mode of the INSET activities that they were to participate in. To make the training workshops effective in the classroom practice, they strongly agreed that the Ministry and Department of Education and Training should be the key planners of these courses Electronic Resources |
| Kiểu: | text |
| Định dạng: | text/pdf |
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