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  • Khóa luận
  • Ký hiệu PL/XG: 370 NGU
    Nhan đề: AN INVESTIGATION INTO HOW ELT MAJORED STUDENTS LEARN TO TEACH THROUGH REFLECTIVE TEACHING /

DDC 370
Tác giả CN NGUYỄN, QUỐC THẠCH
Tác giả TT Trường Đại học Ngoại ngữ - Đại học Huế
Nhan đề AN INVESTIGATION INTO HOW ELT MAJORED STUDENTS LEARN TO TEACH THROUGH REFLECTIVE TEACHING /NGUYỄN QUỐC THẠCH; PHAN QUỲNH NHƯ
Thông tin xuất bản 2022
Mô tả vật lý tr. ;cm.
Tóm tắt Reflective teaching (RT) is widely known as an effective tool for preservice teachers to learn to teach. Given the importance of RT, this study aims to investigate how ELT-majored students perceive RT, and how RT facilitates their process of learning to teach. Mixed-methods approach was opted to collect data from 32 fourth-year ELT-majored students through three instruments, namely, reflective journals on their own and their peers’ teachings, a questionnaire, and semi-structured interviews. The findings first revealed that the students were able to identify RT’s activities, aims, as well as form of practice, and they perceived that RT would bring them many benefits, such as understanding their teaching experiences, enhancing their teaching knowledge and making plans to develop their competence. Nevertheless, challenges in RT practice including their inadequate RT knowledge, limited skills and knowledge of language teaching were also reported. Second, it was explored that students’ RT process was carried out through various activities, namely, giving and receiving feedback, observing the micro-teachings, from which they analyzed their strengths and weaknesses as well as drew on lessons in classroom management, lesson plan, and teaching skills. Moreover, the findings also indicated that through writing reflective journals, most of the students could better their understanding of the teaching performance, promoting their insights of language teaching theories, however, they encountered challenges in spending too much time and effort to write the reflective journals and having limited skills of evaluating the teaching performance. Accordingly, a number of pedagogical implications are proposed to optimize the effectiveness of the students’ RT.
Từ khóa tự do TA/PPGD/Phương pháp giảng dạy
Từ khóa tự do TA/PPGD/Phương pháp giảng dạy
Khoa Khoa Tiếng Anh_TA
Tác giả(bs) CN PHAN, QUỲNH NHƯ
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100 |aNGUYỄN, QUỐC THẠCH
110 |aTrường Đại học Ngoại ngữ - Đại học Huế
245 |aAN INVESTIGATION INTO HOW ELT MAJORED STUDENTS LEARN TO TEACH THROUGH REFLECTIVE TEACHING /|cNGUYỄN QUỐC THẠCH; PHAN QUỲNH NHƯ
260|c2022
300 |atr. ;|ccm.
502 |aGRADUATION THESIS
520 |aReflective teaching (RT) is widely known as an effective tool for preservice teachers to learn to teach. Given the importance of RT, this study aims to investigate how ELT-majored students perceive RT, and how RT facilitates their process of learning to teach. Mixed-methods approach was opted to collect data from 32 fourth-year ELT-majored students through three instruments, namely, reflective journals on their own and their peers’ teachings, a questionnaire, and semi-structured interviews. The findings first revealed that the students were able to identify RT’s activities, aims, as well as form of practice, and they perceived that RT would bring them many benefits, such as understanding their teaching experiences, enhancing their teaching knowledge and making plans to develop their competence. Nevertheless, challenges in RT practice including their inadequate RT knowledge, limited skills and knowledge of language teaching were also reported. Second, it was explored that students’ RT process was carried out through various activities, namely, giving and receiving feedback, observing the micro-teachings, from which they analyzed their strengths and weaknesses as well as drew on lessons in classroom management, lesson plan, and teaching skills. Moreover, the findings also indicated that through writing reflective journals, most of the students could better their understanding of the teaching performance, promoting their insights of language teaching theories, however, they encountered challenges in spending too much time and effort to write the reflective journals and having limited skills of evaluating the teaching performance. Accordingly, a number of pedagogical implications are proposed to optimize the effectiveness of the students’ RT.
653 |aTA/PPGD/Phương pháp giảng dạy
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