Email this article DEVELOPING THE PEDAGOGICAL SKILLS FOR ENGLISH MAJORS THROUGH ORGANIZING ACTIVITIES AT CIVT CLUB IN THAI NGUYEN UNIVERSITY OF EDUCATION
About this article
Received: 12/06/20 Revised: 30/06/20 Published: 30/06/20Authors
1. Nguyen Thi Hong Chuyen
, TNU – University of Education2. Ha Thuy Linh, TNU – University of Education
Abstract
This research was discussed to bring about the possible influence of participating in CIVT club (stands for Centre for International Cooperation and Vietnamese Language Training) on the pedagogical skills of the Faculty of foreign languages education (FLE) learners, then developed their pedagogical skills through organizing teaching language activities. In this research, 7 third-year major students engaging in the club for the first time were picked out. Participants answered pre- and post-questionnaires and were observed in Vietnamese classes to check the possible changes in pedagogical skills. The analyzed results showed a certain number of changes in the teaching ability of the experimental group. The findings of the study encouraged that EFL students should take part in CIVT club to the development of pedagogical skills.
Keywords
Full Text:
PDF (Tiếng Việt)References
[1]. J. M. Gambill, L. A. Moss, and C. D. Vescogni, The Impact of Study Skills and Organizational Methods on Student Achievement. Chicago: Eric, May 2008.
[2]. R. Coburn, Saving the StarFish: Recruiting and retaining qualified teachers and principals. Atlanta: Bell South, 2001.
[3]. Y. Nurani, S. Hartati, A. D. Utami, Hapidin, and N. Pratiwi, Effective Communication-Based Teaching Skill for Early Childhood. Jakarta: Sciedu Press, 2019.
[4]. H. J. Freiberg, Universal teaching strategies. (3rd, Ed.) Boston: Allyn and Bacon, 2000.
[5]. Freiberg, H. J. (2002). Essential skills for new tearchers. Boston: Educational leadership.
[6]. V. Jones, Classroom management. New York: Macmillan, 1996.
[7]. H. J. Freiberg, “The effects of Consistency Management on student mathematics achievement in seven Chapter I elementary schools.,” Journal of Education for Students Placed At Risk, vol. 6, no. 3, pp. 249-270, 2001.
[8]. E. Cohen, Designing groupwork: Strategies for the heterogeneous classroom. New York: Teachers College Press, 1994.
[9]. A. Brouwers, “A longitudinal study of teacher burnout and perceived self-efficacy in classroom management,” Teaching and Teacher Education, vol. 16, pp. 239-253, 2000.
Refbacks
- There are currently no refbacks.