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SENIOR ELT-MAJORED STUDENTS’ PERCEPTION OF TEACHER PERSONAS AND THEIR DEVELOPMENT THROUGH TEACHING PRACTICE / NHẬN THỨC CỦA SINH VIÊN SƯ PHẠM TIẾNG ANH NĂM CUỐI VỀ KHÁI NIỆM VÀ SỰ HÌNH THÀNH NHẬN DIỆN SƯ PHẠM CÁ NHÂN (TEACHER PERSONAS) QUA THỰC HÀNH SƯ PHẠM. NGÀNH SƯ PHẠM TIẾNG ANH NGUYỄN QUÝ NHI, PHAN QUỲNH NHƯ : Huế, 202388tr. ; 28cm.Trường Đại học Ngoại ngữ - Đại học HuếProject title: Senior ELT-majored students’ perception of teacher personas and their development through teaching practice Code: Investigator: Nguyen Quy Nhi Telephone: 0906452001 Email: nguyenquynhi2468@gmail.com Host Institution: University of Foreign Languages and International Studies, Hue University 1. Objectives ● General objective: To investigate senior ELT-majored students’ perception of teacher personas and their development through teaching practice. ● Specific objectives: To survey on senior ELT-majored students’ perceptions of teacher personas. To survey on how senior ELT-majored students' teacher persona are developed through teaching practice. 2. Main Contents A questionnaire was constructed to investigate how 50 senior ELT-majored students at University of Foreign Languages and International Study, Hue University perceive their teacher personas and how their teacher personas are developed through teaching practice, specifically completing Methodology 6A courses. Then, six students were invited to voluntarily participate in semi-structured interviews with an aim to investigate in depth about their perceptions of teacher personas and how they are developed through teaching practice. The data from the questionnaire was clustered and analyzed quantitatively in accordance with the research questions. v After that, the research team conducted data analysis based on the recordings to find the recurring themes and compare them with the quantitative data obtained. 3. Key findings Results from the questionnaire and interview suggest that in general, senior ELT-majored students at University of Foreign Languages and International Studies, Hue University had clear perceptions of teacher personas and their development through teaching practice. In detail, the participants were able to conceptualize the concept of teacher personas and its intersection with teacher identities. In addition, teacher personas’ impact on their confidence and self-efficacy as EFL teachers and on their idealistic teaching beliefs are two of the domains that was most positively perceived by the participants. On the other hand, it is suggested that in teaching practices, senior ELT-majored students’ teacher personas can be constructed best when executing acts of self-reflection, especially when receiving feedback. However, it is worth noticing that in developing teacher personas, senior ELT-majored students seem to value their interaction with such superior figures like lectures more than that with their peers.
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