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Novice efl teachers' participation in professional development in their community of practice = Sự tham gia vào hoạt động phát triển chuyên môn của giáo viên tiếng Anh mới vào nghề tại cộng đồng thực hành / Bùi, Thị Khánh Huyền; Lê, Văn Canh

Tác giả : Bùi, Thị Khánh Huyền; Lê, Văn Canh

Nhà xuất bản : H.: ĐHNN

Năm xuất bản : 2017

Mô tả vật lý : 63 p.

Chủ đề : 1. Participation. 2. Professional development. 3. Thesis.

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Tóm tắt :

1)Novice teachers’ participation in professional development in their community of practice: - All participants were well aware of the importance of professional development to their professional advancement. They admitted that when beginning their first years of teaching, they faced several problems regarding knowledge and teaching skills. As a results, there existed various fields that they need to improve. - Professional development activities within participants’ community of practice were remarkably limited in terms of forms, frequency and quality. Most of them failed to meet teachers’ needs and expectation. - Among those activities, peer-observations and exchanges of problems and ideas within small interest groups in their community of practice appeared to be more professionally beneficial to them as novice teachers. - Novice teachers also reported that self-initiated professional development activities such as self-study at home or practice with friends were more effective to them. 2)Motivating factors behind their participation - The findings demonstrated that participants’ perceptions of professional development, their students’ proficiency level and collegial support were the most motivating factors to the novice teachers’ participation in improving their profession within their community of practice. - Of all those discovered factors, students’ proficiency level is considered as the most influential factors to the participation of novice teachers in professional development. - Besides, interviewees’ community of practice also organized activities and offered incentive policies to encourage them to improve their teaching. 3)Challenges novice teachers encountered in participating in professional development activities in their community of practice. -By contrast, time constraints, low salaries and inefficient quality of professional development activities seemed to be the demotivating factors to the participation of novice teachers. The greatest challenge was the lack of diversity regarding the types of professional development activities novice teachers could participate within their community of practice. The quality of those available activities failed to meet their expectations. In addition, extra work for higher incomes and workloads also inhibited them from spending time for self-study or self-improvement. -The poor quality of professional development activities within teachers’ community of practice appeared to be the most inhibiting factors demotivating novice teachers to take part in professional development.

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Thông tin dữ liệu nguồn

Thư viện	Ký hiệu xếp giá	Dữ liệu nguồn
Đại học Ngoại ngữ - ĐHQGHN		https://repository.vnu.edu.vn/handle/VNU_123/54574

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041	__	$aen
100	__	$aBùi, Thị Khánh Huyền
245	__	$aNovice efl teachers' participation in professional development in their community of practice =$bSự tham gia vào hoạt động phát triển chuyên môn của giáo viên tiếng Anh mới vào nghề tại cộng đồng thực hành /$cBùi, Thị Khánh Huyền; Lê, Văn Canh
260	__	$bH.: ĐHNN,$c2017
300	__	$a63 p.
500	__	$aBùi, T. K. H. (2017). Novice efl teachers' participation in professional development in their community of practice. Master’s thesis, Vietnam National University, Hanoi
520	__	$a1)Novice teachers’ participation in professional development in their community of practice: - All participants were well aware of the importance of professional development to their professional advancement. They admitted that when beginning their first years of teaching, they faced several problems regarding knowledge and teaching skills. As a results, there existed various fields that they need to improve. - Professional development activities within participants’ community of practice were remarkably limited in terms of forms, frequency and quality. Most of them failed to meet teachers’ needs and expectation. - Among those activities, peer-observations and exchanges of problems and ideas within small interest groups in their community of practice appeared to be more professionally beneficial to them as novice teachers. - Novice teachers also reported that self-initiated professional development activities such as self-study at home or practice with friends were more effective to them. 2)Motivating factors behind their participation - The findings demonstrated that participants’ perceptions of professional development, their students’ proficiency level and collegial support were the most motivating factors to the novice teachers’ participation in improving their profession within their community of practice. - Of all those discovered factors, students’ proficiency level is considered as the most influential factors to the participation of novice teachers in professional development. - Besides, interviewees’ community of practice also organized activities and offered incentive policies to encourage them to improve their teaching. 3)Challenges novice teachers encountered in participating in professional development activities in their community of practice. -By contrast, time constraints, low salaries and inefficient quality of professional development activities seemed to be the demotivating factors to the participation of novice teachers. The greatest challenge was the lack of diversity regarding the types of professional development activities novice teachers could participate within their community of practice. The quality of those available activities failed to meet their expectations. In addition, extra work for higher incomes and workloads also inhibited them from spending time for self-study or self-improvement. -The poor quality of professional development activities within teachers’ community of practice appeared to be the most inhibiting factors demotivating novice teachers to take part in professional development.
650	__	$aProfessional development
650	__	$aParticipation
655	__	$aThesis
856	__	$uhttps://repository.vnu.edu.vn/handle/VNU_123/54574
900		1
907		https://repository.vnu.edu.vn/retrieve/c76930d4-5231-443f-acb3-abd85d61b94d/04051001412.pdf.jpg
925		G
926		0
927		SH

Novice efl teachers' participation in professional development in their community of practice = Sự tham gia vào hoạt động phát triển chuyên môn của giáo viên tiếng Anh mới vào nghề tại cộng đồng thực hành / Bùi, Thị Khánh Huyền; Lê, Văn Canh

Thông tin dữ liệu nguồn

Tài liệu cùng tác giả

Chinh phục kỹ năng viết bậc B1, B2+ : Tuyển tập, phân tích tư duy các câu trả lời mẫu writing bậc năng lực B1, B2+ / Nguyễn Thị Nhung, Bùi Thị Khánh Huyền

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