Search results for: Vietnam
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“Why I Don’t Teach as I was Trained”: Vietnamese Early Career ESOL Teachers’ Experience of Reality Shock
Trained intensively in teaching English for communication, beginning Vietnamese ESOL teachers still follow the traditional approach in their classroom, i.e., teaching for grammar-and-vocabulary exams. This contrast in pedagogical practices is caused by “reality shock”, which happens for most teachers during the first few years into teaching. The current study aims to explore how reality shock influences and transforms early career ESOL teachers’ teaching methodologies. It employs an interpretative case study research design to outline both external and internal factors that characterize reality shock. The results show that besides English education policy, students’ cooperativeness and professional support, the participants were also affected by their own pedagogical competence, beliefs, and attitudes. Recommendations for assessment policies, professional development and further research have also been put forward.
Updated: Aug. 03, 2022
Learning to teach across the boundary: A cultural historical activity theory perspective on a university-school partnership in Vietnam
Featuring a fundamental component in initial teacher education (ITE), the practicum also presents pre-service teachers (PSTs) with challenges arising in the process of crossing the boundary between the university and school. This paper draws on the Cultural Historical Activity Theory (CHAT) to analyse case study data on a university-school partnership in Vietnam. Findings reveal a ‘separatist’ partnership, characterised by marked division of labour, and insufficient communication between the partners. In light of CHAT, the paper offers a renewed understanding of partnership, whereby contradictions are viewed as valuable for learning as consistent ideas and values held by the partners.
Updated: Jun. 23, 2021
In this case study, the authors examine the ways in which one Asian immigrant teacher’s beliefs, experiences, understanding of his students, and school setting influenced his instructional decisions. The findings reveal that immigrant teachers must be learners, too, and they must recognize and negotiate the unique social understandings students from other cultures bring to the classroom. The findings suggest the participant is thoughtful about his practice and that he believes he knows what is best for immigrant students. His beliefs stem from his personal experiences as an immigrant student and this helps him shape how he teaches. He expects his students to work as hard as he did, and he provides them with the same highly structured learning environment that worked for him, both in Vietnam and in the USA. He believes if his students meet his high expectations they will become active and productive citizens.
Updated: Feb. 06, 2018
Identity in Activity: Examining Teacher Professional Identity Formation in the Paired-Placement of Student Teachers
The purpose of this study is to better understand teacher professional development in a paired-placement context. It focuses specifically on how two teacher students (STs) in Vietnam, Hien and Chinh, develop their professional identities in the collaborative setting, and how factors specific to pair-work mediate this process. Findings from this study suggest that an individual teacher’s identity influences her/his cognitive and affective perception of an event. Paired-placement created an environment whereby the student teachers’ conflicting identities, associated with different cognitive and affective perceptions of the experience, were challenged, leading to contradictions. However, within the framework of planned and supervised collaboration, the STs resolved most of their conflicts constructively and experienced qualitative development in their teaching identities.
Updated: Apr. 04, 2017
This study investigated the relationship between teachers’ beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students’ cognitive level, wording and syntax. Findings show that although there was a general congruence between teachers’ beliefs and practices, there were discrepancies between what the teachers believed and what they actually did in the class with respect to the four specified features.
Updated: Sep. 22, 2014
This article explores the current state and a challenge faced by teachers and teacher education in Vietnam. It also analyzes international aid projects providing support to teacher education there. The main task for improving the quality of education in Vietnam is the effective implementation of the new curriculum adopted in 2002. Teacher education is the key to completing this task. It is important for teachers to learn new methods of instruction, and teacher education needs to be strengthened to allow them to acquire these new methods.
Updated: Mar. 04, 2009
The article describes a case study of three Vietnamese student teachers who explored the theory of realistic mathematics education (RME), which shifts away from the traditional teaching approach to a student-centered approach. The data included transcripts of class discussions and group discussions, interviews, student teachers’ lesson plans, and journal writings, and revealed that the student teachers were able to adapt the texts of their lessons to suit the student-centered approach.
Updated: Feb. 12, 2008