Chia sẻ bài báo qua Email NGHIÊN CỨU TỔNG QUAN VỀ ẢNH HƯỞNG CỦA CHƯƠNG TRÌNH BỒI DƯỠNG CHUYÊN MÔN ĐỐI VỚI TÍN NIỆM VÀ THỰC HÀNH GIẢNG DẠY TRÊN LỚP CỦA GIÁO VIÊN TIẾNG ANH
Thông tin bài báo
Ngày nhận bài: 25/05/22 Ngày hoàn thiện: 07/06/22 Ngày đăng: 07/06/22Các tác giả
1. Lê Thị Hằng, Trường Ngoại Ngữ - ĐH Thái Nguyên2. Đặng Thị Thanh Hương
, Trường Ngoại Ngữ - ĐH Thái Nguyên3. Nguyễn Vũ Thu Hà, Trường Đại học Hà Nội
Tóm tắt
Từ khóa
Toàn văn:
PDF (English)Tài liệu tham khảo
[1] E. Moammer and M. Alshibany, “Libyan teachers’ beliefs about teaching English as a Foreign Language at preparatory and secondary schools: Teaching methodology, curriculum and professional development,” Doctoral thesis, University of Huddersfield, 2017.
[2] Y. E. Baysal and F. Mutlu, “The Effect of Professional development programs on teachers’ science teaching self-efficacy beliefs: A meta-analysis study,” International Journal of Contemporary Educational Research, vol. 8, no. 4, pp. 1-15, 2021, doi: 10.33200/ijcer.828528.
[3] T. R. Guskey, “Professional development and teacher change,” Teachers and Teaching:Theory and Practice, vol. 8, no. 3/4, pp. 381-389, 2002.
[4] L. M. Desimone, “Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures,” Educational Researcher, vol. 38, no. 3, pp. 181-199, 2009, doi: 10.3102/0013189X08331140.
[5] K. Wu, “Professional development and change in teachers’ beliefs for teaching English language learners,” Unpublished thesis, Brigham Young University, 2021.
[6] Erkmen and Besime, “Non-native novice EFL teachers' beliefs about teaching and learning,” Unpublished PhD thesis, University of Nottingham, 2010.
[7] C. M. Clark and P. L. Peterson, “Teachers’ thought processes,” in Handbook of research on teaching, Wittrock, M.C., Ed., 3rd Edition, Macmillan, New York, 1986, pp. 255-296.
[8] S. Borg, “The impact of in-service teacher education on language teachers’ beliefs,” System, vol. 39, pp. 370-380, 2011.
[9] M. F. Pajares, “Teachers’ Beliefs and Educational Research: Cleaning up a messy construct,” Review of Education Research, vol. 62, no. 3, pp. 207-332, 1992.
[10] H. Basturkmen, S. Loewen, and R. Eliss, “Teachers, stated beliefs about incidental focus on form and their classroom practices,” Applied Linguistics, vol. 25, no. 2, pp. 243-272, 2004.
[11] D. M. Kagan, “Implications of research on teacher belief,” Educational Psychologist, vol. 27, no. 1, pp. 65-90, 1992.
[12] Ernest and Paul, “The knowledge, beliefs, and attitudes of the mathematics teacher: A model,” Journal of Education for Teaching, vol. 15, no. 1, pp. 13-33, 1989.
[13] F. R. Khader, “Teachers’ pedagogical beliefs and actual classroom practices in social studies instruction,” American International Journal of Contemporary Research, vol. 2, no. 1, pp. 73-92, 2012.
[14] Y. Lv, “The professional development of the foreign language teachers and the professional foreign language teaching practice,” Theory and Practice in Language Studies, vol. 4, no. 7, pp. 1439–1444, 2014, doi: 10.4304/tpls.4.7.1439-1444.
[15] M. Boylan, M. Coldwell, B. Maxwell, and J. Jordan, “Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice,” Professional Development in Education, vol. 44, no. 1, pp. 120–139, 2018, doi: 10.1080/19415257.2017.1306789.
[16] M. Ashrafuzzaman, “Impact of in-service training on English teachers’ classroom practice at primary level,” Journal of Language and Linguistic Studies, vol. 14, no. 3, pp. 77–103, 2018.
[17] D. C. B. Mariano, C. Leite, L. H. S. Santos, R. E. O. Rocha, and R. C. de Melo-Minardi, “A guide to performing systematic literature reviews in bioinformatics,” 2017. [Online]. Available: http://arxiv.org/abs/1707.05813. [Accessed March 15, 2022].
[18] H. Rose, J. Briggs, J. Boggs, L. Sergio, and N. Ivanova-Slavianskaia, “A systematic review of language learner strategy research in the face of self-regulation,” System, vol. 72, pp. 151-163, 2018, doi: 10.1016/j.system.2017.12.002.
[19] OECD, Creating effective teaching and learning environments: First results from TALIS. Oganization for Economic Co-Operation and Development, Paris, 2009.
[20] P. Rajabi, G. R. Kiany, and P. Maftoon, “ESP in-service teacher training programs: Do they change Iranian teachers’ beliefs, classroom practices and students’ achievements?” Ibérica, vol. 24, pp. 261-282, 2012.
[21] H. Y. Soe, “The impact of teachers’ professional development on the teachers’ iinstructional practices: An analysis of TALIS 2013 teacher questionnaire, Finland," World Voices Nexus, vol. 2, no. 3, October, 2018. [Online]. Available: https://www.worldcces.org/article-7-by-. [Accessed March 15, 2022].
[22] C. Yook and Y. hun. Lee, “Korean EFL teachers’ perceptions of the impact of EFL teacher education upon their classroom teaching practices,” Asia-Pacific Journal of Teacher Education, vol. 44, no. 5, pp. 522-536, 2016, doi: 10.1080/1359866X.2016.1144171.
[23] Y. Kurihara and K. Samimy, “The Impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English,” JALT Journal, vol. 29, no. 1, p. 99, 2007, doi: 10.37546/jaltjj29.1-5.
[24] N. Jakhaia, "L2 Teachers’ Efficacy: The Impact of Professional Development,” ProQuest Dissertations and Theses, 2018. [Online]. Available: http://210.48.222.80/proxy.pac/docview/2063 147593?accountid=44024. [Accessed March 15, 2022].
[25] M. K. Uddin and M. H. Kabir, “Does training change teachers’ beliefs in teaching? A study at Secondary level in Bangladesh,” IOSR Journal Of Humanities And Social Science (IOSR_JHSS), vol. 20, no. 10, pp. 1-8, 2015, doi: 10.9790/0837-201040108.
[26] D. Ortaçtepe and A. S. Akyel, “The effects of a professional development program on English as a foreign language teachers’ efficacy and classroom practice,” TESOL Journal, vol. 6, no. 4, pp. 680–706, 2015, doi: 10.1002/tesj.185.
[27] J. Coburn, “The professional development of English language teachers: Investigating the design and impact of a national in-service EFL teacher education course,” Published PhD Dissertation at Hedmark University of Applied Sciences, 2016.
[28] A. Sheidaei and A. Tahriri, “The Impact of Participatory Action Research on EFL Teacher’s Professional Development,” Iranian Journal of English for Academic Purposes (IJEAP), vol. 6, no. 2, pp. 101-111, 2017.
[29] X. Van Ha and J. C. Murray, “The impact of a professional development program on EFL teachers’ beliefs about corrective feedback,” System, vol. 96, p. 102405, 2021, doi: 10.1016/j.system. 2020.102405.
[30] A. M. Sierra-Piedrahita, “Changing teaching practices: The impact of a professional development program on an English teacher,” Íkala, vol. 23, no. 1, pp. 101-120, 2018, doi: 10.17533/udea.ikala. v23n01a08.
[31] Y. Cheung, “The impact of an in-service professional development course on writing teacher attitudes and pedagogy,” Journal of Pedagogic Development, vol. 3, no. 1, pp. 12–18, 2013.
[32] S. Phipps, “What difference does DELTA make?” Research Notes, vol. 29, pp. 12 -16, 2007.
[33] J. Kerekes, “How can SLA theories and SLA researchers contribute to teachers' practices?” in Research and practice in language teacher education: Voices from the field (17-41), B. Johnston & S. Irujo (Eds.). Selected papers from the First International Conference on Language Teacher Education. Minneapolis: University of Minnesota: Center for Advanced Research on Language Acquisition. (CARLA Working Paper Series #19), 2001.
[34] H. Lee, “A study on the impact of in-service teacher education on teachers’ instructional change,” Foreign Languages Education, vol. 13, no. 3, pp. 283‒320, 2006.
[35] E. Kim, “Status quo of CLT-based English curricular reform: A teacher’s voice from the classroom,” English Teaching, vol. 63, no. 2, pp. 43‒69, 2008.
[36] C. M. Yook, Korean teachers' beliefs about English language education and their impacts upon the Ministry of Education-initiated reforms. PhD Dissertation, Georgia State University, 2010.
DOI: https://doi.org/10.34238/tnu-jst.6043
Các bài báo tham chiếu
- Hiện tại không có bài báo tham chiếu