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An innovative way to train pre-service teachers of English for Vietnam

OUTLINE. The ContextThe ModelThe SyllabusesThe StepsThe Evaluation of Initial ImplementationQ

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An innovative way to train pre-service teachers of English for Vietnam

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    1. An innovative way to train pre-service teachers of English for Vietnam To Thi Thu Huong, PhD Deputy Dean ED-CFL-VNUH

    2. OUTLINE The Context The Model The Syllabuses The Steps The Evaluation of Initial Implementation Q & A

    3. Special thanks to Dr Nguyen Thi Thuy Minh, A/Prof, NTU, Singapore Ms Nguyen Mai Hoa (PhD candidate, QUT, Australia) Ms Luong Quynh Trang (PhD candidate, Melbourne Uni, Australia) Ms Pham Thi Hoa, ED, CFL-VNUH Ms Nguyen Huyen Minh, ED, CFL-VNUH Mr Nguyen Quoc Hung, MA

    4. The Context

    5. CFL-VNUH

    6. The Context ED, CFL-VNUH: train pre-service and in-service teachers of English for Vietnam One of the leading institutions in EFL teacher/interpreter training in Vietnam Striving to reach regional and international standards Actively seek innovative ways to train teachers of English (both pre-service and in-service)

    7. The Model: Blended, Autonomous Theoretical underpinnings CLT Learner autonomy TBL Enactivism Common teacher training models: Craft, Applied Science, Reflective

    8. The Practical knowledge model (Schwandt, 2005: 321)

    9. The Model (Cont.) Salient Characteristics Learners responsible for their own learning Learning is realized through meaningful, cooperative, reflective tasks Knowing is doing Practice is socially enacted

    10. The syllabuses ELTM1: ELT Approaches G:\Decuong\Introduction to ELTM syllabus.doc ELTM2: ESL/EFL Principles & Techniques G:\Decuong\ESL-EFL techniques syllabus.doc ELTM3: Language Assessment & Material Development G:\Decuong\Language Assessment syllabus08.doc ELTM4: Pedagogical TechniquesG:\Decuong\Pedagogical Techniques syllabus.doc

    11. The Steps Lectures in ELT approaches, principles and techniques; tutorial seminarsG:\ELT – Module 2.ppt , group projects, mini-departmental conference Microteaching Reflective discussions Teaching practice (peer teaching) Comments Practicum (real students – 6 weeks) (Video Clips)

    12. The Evaluation of Initial Implementation Student questionnaire survey Teacher focus group Feedback from schools

    13. Student questionnaire survey Questionnaire: 6 parts (Part I: Course content and administration; Part II: Learning activities and methods of instruction; Part III: Lecturer; Part IV: Course materials and resources; Part V: Teaching facilities; Part VI: General Evaluation), 71 items; 180/350 students Results: Overall, 95 percent rate the course as satisfactory and excellent.

    14. Teacher focus group Strengths of the new way of training: students become more responsible and autonomous in learning; more confident and competent in doing practicum Weaknesses of the new way of training: more work for teachers; students should be train to be active, autonomous learners/doers

    15. Feedback from schools Teacher trainees showed improved teaching skills in general; However, they still have problems in identifying key learning points/activities; time management, board writing

    16. Tentative conclusion The innovation has worked! Some further improvements in training teachers are needed…

    17. Q & A Thank you!

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