Luận Văn Thạc Sĩ Giá Trị, Hạn Chế, Và Gợi Ý Cho Việc Dự Giờ Lẫn Nhau Của Giáo Viên Mới Vào Nghề

Giá Trị, Hạn Chế, Và Gợi Ý Cho Việc Dự Giờ Lẫn Nhau Của Giáo Viên Mới Vào Nghề​

For teachers, “who dares to teach never ceases to learn” (Dana cited in Chang, 2006: 700). However, concerning the nonstop process of knowledge acquisition, the question has been what to learn and where to get it. According to Wallace (1991), knowledge can come to teachers in two types: “received knowledge” or “research-based knowledge” and “experiential knowledge”. The former is acquired through teacher training with the knowledge and experience handed out from teacher educators as transmitters of knowledge, or from reading books about teaching theories while the later is derived from two phenomena “knowing-in-action” and “reflection”, which is from real teaching and self-evaluation. Since “teaching styles and methods are very subjective, and … so far there has been no proof that any one method or style of teaching is significantly more successful than others” (Ellis, cited in Cosh, 1999), “experiential knowledge” has been convinced to be more important.

• Luận văn thạc sĩ giáo dục
• Chuyên ngành lý luận và phương pháp dạy học tiếng Anh
• Người Hướng dẫn: TS Lê Văn Canh
• Tác giả: Đỗ Thị Phương Thúy
• Số trang: 91
• File PDF-TRUE
• Ngôn ngữ: Tiếng anh
• Trường ĐH Ngoại Ngữ Hà Nội 2011

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