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 Đánh giá khóa học Nghiên cứu hành động trong chương trình bồi dưỡng giáo viên ở Việt Nam
Tác giả hoặc Nhóm tác giả: Võ Thị Kim Anh
Nơi đăng: Journal of Nusantara Studies; Số: 2;Từ->đến trang: 88-97;Năm: 2017
Lĩnh vực: Giáo dục; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
ABSTRACT
The article presents findings of the evaluation conducted in the centre of Vietnam to investigate the effectiveness of Action Research course, one of the five component courses of the in-service English teacher training program implemented by National Foreign Language 2020 Project in Vietnam. The primary purpose of the course is to help in-service teachers of English develop the ability to do action research in their teaching context so that they themselves can solve their own teaching issues. The research applies Context, Input, Process and Product (CIPP) evaluation, a very thoroughly developed model in educational evaluation for the course’s accountability and improvement. How effective the course is, what alternative strategies can be used for the implementation of the course, what problems prevent the course from meeting the need of the course’s participants, and what improvements should be made are findings of the course. The evaluation employed the qualitative approach with the sample of 30 in-service teachers of English in the centre of Vietnam. The interview was employed for qualitative data. Findings from the evaluation reveal that the course is effective to develop in-service teachers’ ability to do action research though improvements should be made to textbook and practice session of the course. The article presents findings of the evaluation conducted in the centre of Vietnam to investigate the effectiveness of Action Research course, one of the five component courses of the in-service English teacher training program implemented by National Foreign Language 2020 Project in Vietnam. The primary purpose of the course is to help in-service teachers of English develop the ability to do action research in their teaching context so that they themselves can solve their own teaching issues. The research applies Context, Input, Process and Product (CIPP) evaluation, a very thoroughly developed model in educational evaluation for the course’s accountability and improvement. How effective the course is, what alternative strategies can be used for the implementation of the course, what problems prevent the course from meeting the need of the course’s participants, and what improvements should be made are findings of the course. The evaluation employed the qualitative approach with the sample of 30 in-service teachers of English in the centre of Vietnam. The interview was employed for qualitative data. Findings from the evaluation reveal that the course is effective to develop in-service teachers’ ability to do action research though improvements should be made to textbooks and practice session of the course.
[ 2018\2018m03d027_20_53_52published_article_on_action_research.pdf ]
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