Thông tin chung
  English
  Đề tài NC khoa học
  Bài báo, báo cáo khoa học
  Hướng dẫn Sau đại học
  Sách và giáo trình
  Các học phần và môn giảng dạy
  Giải thưởng khoa học, Phát minh, sáng chế
  Khen thưởng
  Thông tin khác
  Tài liệu tham khảo
  Hiệu chỉnh
 
Số người truy cập: 106,974,031

 Community perceptions as a source of knowledge for transforming teaching and teacher education in Vietnam
Tác giả hoặc Nhóm tác giả: Chinh Duc Nguyen & John Trent
Nơi đăng: Journal of Education for Teaching; Số: 46(3);Từ->đến trang: 1-14;Năm: 2020
Lĩnh vực: Giáo dục; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
Rather than being confined to academic knowledge provided by university-based programmes, there are calls for teacher education to embrace the knowledge situated within local communities. Drawing on the theories of community knowledge in teaching and teacher education, this paper reports the results of a study that explores community members’ perceptions of teachers, teaching and teacher education in Vietnam. Using in-depth interviews, the study considered the perceptions and experiences of 20 community members in a large Vietnamese city. The results imply that community members consider K-12 school teachers’ knowledge to be inadequate, criticising the pedagogical practices of these teachers as ‘traditional’ and ‘inflexible’. The challenges confronting K-12 schools in Vietnam are, according to the participants, partly caused by the existing policies and practices of teacher education. Suggestions for addressing these concerns through collaboration between community members, teacher educators, teacher candidates and K-12 teachers with the aim of transforming teaching and teacher education within Vietnam are discussed and implications for future research considered.
ABSTRACT
Rather than being confined to academic knowledge provided by university-based programmes, there are calls for teacher education to embrace the knowledge situated within local communities. Drawing on the theories of community knowledge in teaching and teacher education, this paper reports the results of a study that explores community members’ perceptions of teachers, teaching and teacher education in Vietnam. Using in-depth interviews, the study considered the perceptions and experiences of 20 community members in a large Vietnamese city. The results imply that community members consider K-12 school teachers’ knowledge to be inadequate, criticising the pedagogical practices of these teachers as ‘traditional’ and ‘inflexible’. The challenges confronting K-12 schools in Vietnam are, according to the participants, partly caused by the existing policies and practices of teacher education. Suggestions for addressing these concerns through collaboration between community members, teacher educators, teacher candidates and K-12 teachers with the aim of transforming teaching and teacher education within Vietnam are discussed and implications for future research considered.
© Đại học Đà Nẵng
 
 
Địa chỉ: 41 Lê Duẩn Thành phố Đà Nẵng
Điện thoại: (84) 0236 3822 041 ; Email: dhdn@ac.udn.vn