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Добірка наукової літератури з теми "Vietnamese teacher"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "Vietnamese teacher"

Huy, Nguyen Hoang Doan, Nguyen Ngoc Quynh Anh, and Bui Thanh Dieu. "Action Research in Vietnamese Schools as a Tool for Teacher Professional Development." International Research in Education 6, no. 2 (July 18, 2018): 15. http://dx.doi.org/10.5296/ire.v6i2.13037.

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Анотація:

Educational research skill which is considered as a component of professional development competence of Vietnamese teachers, is an indicator of the Vietnamese teacher professional competences standards approved by the Ministry of Education and Training. Many activities have been organizing to enhance the teacher research skills in Vietnamese schools. The article deals with the possibilities of the incorporation of action research – a form of educational research – into teacher professional development; shows a relative status of Vietnamese teachers’ competence on action research; and thus, proposes some orientations on promoting teacher professional development through developing action research skills in Vietnamese schools.

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Vu, Ngoc Tung, and Duc An Nguyen. "“Minority Students’ Experiences are Part of Our Life of Teaching”: Hierarchical Multiple Regressions of Vietnamese Teacher Autonomous Motivation and Teacher Engagement." Journal of Ethnic and Cultural Studies 9, no. 2 (May 21, 2022): 20–48. http://dx.doi.org/10.29333/ejecs/949.

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This article seeks to understand teacher autonomous motivation and teacher engagement of Vietnamese in-service teachers of English working with Vietnamese ethnic minority students, by presenting their voices and experiences as a hierarchical multiple regression analysis. Relying on the Self-Determination theory (Deci & Ryan, 1985), this quantitative study draws insights into Vietnamese K-12 English teachers of ethnic minority groups, when it comes to intrinsic, external, introjected, and identified motivation in support of their continuation of daily teaching activities and their further teaching professions. These aspects are likely to be translated into their sense of engagement in their professional contexts to different extents. Applying purposeful sampling for quantitative data collection, we primarily focus on drawing from the teachers’ self-rated competence to better explore a wide range of Vietnamese education insights regarding Vietnamese minority groups. Our findings, based on the multiple rounds of hierarchical multiple regression, suggest that teacher autonomous motivation and teacher engagement appear to be closely associated. Some relevant associations are found to occur under the influence of the teachers’ demographic backgrounds, including personal, familial, and educational experiences. Pedagogical implications are also presented at the end of our study, making way for future research to continue this important scholarship.

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Nguyen, Huong Thi Mai. "THE INFLUENCES OF ‘POWER DISTANCE’ ON PRE-SERVICE TEACHER LEARNING IN VIETNAM." Journal of Nusantara Studies (JONUS) 1, no. 2 (December 31, 2016): 38. http://dx.doi.org/10.24200/jonus.vol1iss2pp38-49.

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Globalisation has moved nations to take steps to meet the demands of an increasingly competitive employment market. The Vietnamese Government has introduced a number of initiatives to equip its labour force with the necessary knowledge and skills, one of which is requiring teachers to change their teaching methods toward constructivist pedagogies. This study focuses on pre-service teachers’ learning in Vietnam, where a ‘large power distance’ is widely practiced in education. This article reports on part of the action research study, showing the influences of ‘large power distance’ on pre-service teacher learning in Vietnam. The findings show that the ‘large power distance’ in Vietnamese culture generated both negative and positive influences during the teacher learning process. The findings contribute to the discussions about the role of teacher educators in promoting change for better education in Vietnam. Keywords: Constructivist pedagogies, power distance, pre-service teachers, teacher learning, Vietnamese teachers.Cite as: Nguyen, H.T.M. (2016). The influences of ‘power distance’ on pre-service teacher learning in Vietnam. Journal of Nusantara Studies, 1(2), 38-49.

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Hoang Le, Giang Nguyen. "Reflection on education equity in Vietnam: Teachers' and students' voices in an English tourism programme." Transitions: Journal of Transient Migration 3, no. 2 (October 1, 2019): 145–55. http://dx.doi.org/10.1386/tjtm_00004_1.

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Abstract In this article context, I recall my memories as a Vietnamese English for Tourism Purposes (ETP) programme teacher and a student who grappled with many inequities in the nationwide process of internationalization of higher education. The equity-related issues include the teacher's unpreparedness with the adoption of foreign curriculum, the teacher's lack of recognition of the local cultures, and the unfair treatment of the Vietnamese ETP interns in the workplace. I write this article in the role of a narrator, sharing my personal and professional experiences to give the status quo of ETP education in Vietnam and the various nuances that help unpack the realities of this situation. This reflective article intends to picture the inequities in Vietnamese higher education internationalization that both Vietnamese students and teachers encounter and to pave the road for further discussions to construct future scholarship and research.

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Bui, Linh Thi Ngoc, and Vu Thuan Khuu. "Inquiry-based learning: an effective approach to teaching science aiming to develop students’ competencies." Vietnam Journal of Education 4, no. 1 (March 30, 2020): 61–68. http://dx.doi.org/10.52296/vje.2020.9.

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Competency-based learning is among major changes of 2018 in Vietnam’s school curriculum, where teaching and learning aim to help school students develop core qualities and competencies in order to be successful in school, life, and prospective workplace. As this educational approach is relatively unfamiliar to Vietnamese teachers, they may feel confused about appropriate teaching strategies allowing them to obtain the new teaching goals. This would be the case when teachers have to teach integrated subjects such as Science in lower-secondary education. This paper will elaborate why inquiry-based instruction could be an effective approach that enables secondary teachers to accomplish their professional work in terms of facilitating their students to develop core competencies and those in Science. Some recommendations on teacher education and training will be made to enhance the successful implementation of inquiry-based teaching in Vietnamese classrooms.

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Nguyen, Yen Thi Xuan, Xuan Van Ha, and Ngoc Hai Tran. "Vietnamese Primary School Teachers’ Needs for Professional Development in Response to Curriculum Reform." Education Research International 2022 (April 20, 2022): 1–8. http://dx.doi.org/10.1155/2022/4585376.

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This qualitative study explored the needs for teacher professional development (PD) of Vietnamese primary school teachers. The participants of the study were ten teachers at ten different primary schools in a large city in Vietnam. The data included in-depth individual interviews with the participating teachers. Qualitative analysis of the interview transcripts revealed several interesting insights into the teachers’ perspectives on PD, their regular PD activities, and their needs for PD. All the teachers considered PD essential for their demanding teaching job. They reported having attended various PD programs and activities provided by their schools, and the department of education and training at the province and district levels. They also participated in several teacher professional learning communities available on the Internet. However, the teachers expressed a need for more PD programs and activities, especially in the context of curriculum reforms. Notably, they preferred to attend PD courses which were more practical and relevant to their work. In addition, they highly appreciated the hands-on activities and opportunities to interact with teacher trainers and educators. These findings were interpreted and discussed in relation to the sociocultural contexts of Vietnamese primary education. The study also discussed implications for PD course designers and teacher educators in Vietnamese primary school contexts and beyond.

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Le, Thi Ngoc Hien. "A Study on Code-Switching in Oral and Texting Interaction and Communication of University Lecturer and Students." International Journal of TESOL & Education 2, no. 3 (June 17, 2022): 149–66. http://dx.doi.org/10.54855/ijte.222310.

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Code-switching is a linguist phenomenon that has drawn the attention and several debates on its reasons and attitudes towards it. Sometimes, young adults make use of code-switching to show off, while some use it as a method of practicing English. However, university students use code-switching by accident or even as a habit when communicating with their lecturers. There is little research on code-switching in oral communication between university students and teachers in Vietnam, but code-switching in written communication is rare. This qualitative research mainly uses observation communication between an English teacher and non-English major students of three different levels, from beginner to pre-intermediate. Through analyzing observation and intimately interviewing teachers, the results show that both students at lower and higher-level code switch and the frequency they code-switch with Vietnamese teacher is more often than with foreign teacher, and code-switching in written communication is more than in oral communication. The main reasons for this phenomenon include the cultural influence, intimacy between teacher and students, and the limited English vocabulary. Teacher and students switch between English and Vietnamese in the classroom and between Vietnamese and English in texting communication so that the communications happen smoothly and effectively.

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Huong, Vu Thi Mai. "The role of schools during practicum in adapting to Vietnamese education innovation." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 01–15. http://dx.doi.org/10.18844/cjes.v16i1.5503.

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School is a crucial component in teacher training. Schools are also the places where pre – service teachers practice manipulations, career actions, capacity development and career sentiments. The innovation of Vietnamese general education from content to competency approach has led to many changes in the schools, thereby requiring teacher training to be linked to educational practices in every school. The schools have just played the role of a unit that evaluates and tests the training quality of the pedagogical universities, and at the same time provides practical educational knowledge and educational innovation to supplement the theoretical knowledge in school offenses. This research aims at determining the role of schools during training pre – service teachers in Vietnam. Data was collected through questionnaires involving 390 participants comprising student teachers, lecturers from pedagogy universities and mentors of schools in Vietnam. The results showed that, in Vietnam, schools are lacking initiative in coordinating with teacher training institutions. The role of schools is still limited; the schools need to promote the initiative and be more active in the relationship with pedagogical universities so that the effectiveness of teacher training is the highest, adapting to the innovations of current Vietnam education. Keywords: practicum, role of schools, mentor, student teachers, pre-service teacher, teacher preparation

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Thu Thuy, Do Thi, and Tang Thi Thuy. "How does using feedback empower student metacognition and learning?" New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 386–95. http://dx.doi.org/10.18844/prosoc.v6i1.4191.

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Анотація:

Encouraging students to foster the learning styles and supporting them to strive with the challenges in education are responsibilities of teachers, especially in higher education where students are expected to master their current and lifelong learning. The study, therefore, investigates the impact of teacher feedback on student meta-cognition and explores the link between student achievements and their cognitive skills through a research done on 440 Vietnamese students from 40 universities and colleges in Vietnam. The findings show that only monitoring strongly affect the students’ academic achievement, meanwhile teacher feedback has no direct impact on the students’ results. Keywords: Self-regulated learning (SRL), meta-cognition, teacher feedback, life-long learning, Vietnamese students.

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Vu, Tung Ngoc. "Examining Teacher Agency Among Teacher Educators: An Action Research In Vietnam." Australian Journal of Teacher Education 45, no. 7 (July 2020): 94–113. http://dx.doi.org/10.14221/ajte.2020v45n7.6.

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Анотація:

Teacher agency is an important topic in educational research, but its theoretical observations have not filtered down into practical Vietnamese teaching contexts. The action research project described here showcases a training-based intervention for teacher educators in various disciplines at eight universities in Vietnam. The intervention aimed to develop teaching skills and increase knowledge for teacher educators by helping them explore their students’ learning needs and facilitate their professional development. This study occurred within the context of changing Vietnamese political, cultural, economic, and social ways of being. Eight Vietnamese teacher educators of different cultural backgrounds, and working across a variety of subjects were invited to participate in the project. Two stages of research sought to help educators in higher education reflect on their exploration and perception of their teacher agency. The first stage involved training sessions that offered educators necessary knowledge and skills to exercise agency effectively. In the second stage, educators’ promotion of their agency in classrooms was analytically observed. Data collected included observation notes, reflective journals, and recordings from semi-structured interviews. Analysis of this data suggested that educators became more knowledgeable, intercultural, and inspirational agents in their classrooms after the educational intervention. Educators exhibited that the more positive attitudes, the more active participation. Conclusions discussed the benefits of fostering teacher agency and how this can be facilitated through professional development.

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Дисертації з теми "Vietnamese teacher"

Nguyen, Huyen. "Authentic assessment in pedagogy-related modules in teacher education : Vietnamese student teachers' perspective." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/67135/.

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Анотація:

Vietnam is undergoing comprehensive educational reform, and teacher training plays a vital role in providing qualified teachers to support this reform. Assessment is expected to act as a mean to close the gap between university training and the demands of teaching in school. Against the backdrop of these changes, this study adopted qualitative approach to investigate student teachers’ perceptions of authentic assessment in pedagogy-related modules in teacher education. Based on the main characteristics of authentic assessment and some popular authentic assessment methods in higher education and teacher education, the research designed an intervention with three authentic assessment tasks in order to implement for formative assessment in a pedagogy-related module in a university of education. Interviews were conducted with student teachers after each task. The study found that the student teachers appreciated authentic assessment tasks. They saw links between the content, criteria, and social context of the assessment tasks and those of real teachers’ tasks in school. They also saw that they had a role to play in assessment design and in assessing assessment performances and other work. Notably, they perceived that authentic assessment influenced their learning strategies and motivation, their professional competencies and the formation of their professional identity as teachers. Student teachers’ prior assessment and schooling experience, practical experience and teaching career goals were all seen to impact on their perceptions. The study proposes one theoretical framework for the interpretation of student teachers’ perceptions of authentic assessment and revisits another for the design of authentic assessment in teacher education and higher education.

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Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.

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This study examines the problems of constructing and administering a test of spoken English for Vietnamese EFL teacher-trainees. In an attempt to standardize the assessment, a planned oral interview was pilottested with a group of ten Vietnamese EFL teachers currently enrolled in a Graduate Diploma Course in TESOL at the Canberra College of Advanced Education, Australia. Results of the study indicate that the validity and reliability of such measurement can be achieved if certain carefully outlined procedures in planning the test and training the testers are carefully followed. Given the close relationship between testing and teaching, it is suggested in this study that there could be an improvement in the teaching of spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time allocated to testing oral proficiency in the curriculum was increased, (ii) Vietnamese EFL teachers were provided with formal training in language test construction, and (iii) research on EFL oral testing was encouraged. Further, this study recommends co-operation between TEFL institutions in Vietnam to develop standard instruments for the assessment of spoken English of EFL teacher-trainees on a national level.

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Nguyen, Thanh Thuy. "The use of Donald Schön's conceptualization of reflection-in-action in Vietnamese teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ51433.pdf.

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Cao, Vien. "TEACHING EFFICACY OF NATIVE AND NON-NATIVE TEACHERS OF ENGLISH IN VIETNAM: A TRIANGULATION OF STUDENT AND TEACHER PERCEPTIONS." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/35.

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Анотація:

Studies about native and non-native language teachers have found that these two groups are perceived as different from each other in language abilities and teaching styles. However, most of the existing research has investigated the perspective of teachers or students separately and has rarely triangulated their opinions. Therefore, the purpose of this study was to contribute to the body of literature related to the native and non-native teacher dichotomy by triangulating perceptions from native and non-native teacher samples and a student sample. Particularly, this study set out to examine the problem in the context of the English language teaching and learning system in Vietnam. This study involved three participant groups: 30 native English teachers (NETs), 30 Vietnamese teachers (VETs), and 30 Vietnamese EFL students in Vietnam. The instrument included two versions of an online Likert scale survey, one for the students and the other for the teachers (both NETs and VETs). The questions covered 4 areas of teaching efficacy: teaching language skills, teaching language aspects, teaching methodology, and assessment. The data were analyzed through statistical analyses, including Cronbach alpha, two MANOVAs, and 16 dependent t-tests. The results of this study revealed that NETs, VETs, and students did not differ significantly in how they perceived the teaching efficacy of NETs and VETs. Instead, they had similar judgments which overall were in the upper part of the scale, showing rather positive perceptions of the teaching efficacy of both NETs and VETs. NETs were favored in teaching pronunciation; teaching culture; teaching speaking; involving students; balancing lecture, pair work, and group work; organizing classes; measuring students' progress; and grading. VETs were found more effective in teaching grammar and giving feedback. Both NETs and VETs were perceived as equally effective in teaching listening, teaching reading, teaching writing, teaching vocabulary, preparing classes, and giving an appropriate number of tests.

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Le, Huong Thu, and s3059921@student rmit edu au. "The relationship between special educators in the DEECD Victorian Metropolitan Regions and Vietnamese parents of children with a disability." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091110.115137.

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Анотація:

The current thesis investigated the relationship between Vietnamese parents of children with a disability and special educators who worked with these parents in both mainstream and special schools in Melbourne Metropolitan Regions of the state of Victoria, Australia. The key objective of the study was to research the role of the parent-educator (interpersonal) relationship and its interrelatedness with the task: two major components of a home-school partnership. The research question that guided this study was 'How does the parent-educator relationship influence the operation of a family-centered home-school partnership?' With partnerships involving parents of diverse cultural backgrounds, investigating cultural influences on the partnership were an integral part of the research process. A qualitative interpretive approach was employed in searching for perceptions of involved parties about their home-school partnerships. The design selected was multiple embedded case studies with purposeful sampling. Influences on home-school partnership were investigated from a multidimensional perspective and were described and interpreted from the views of both parents and educators. The findings indicated that the relationship played a much more significant role than the task in the successfulness of an intercultural home-school partnership. Without a mutual understanding of home-school communication, the collaboration was far from productive or even did not work out. There was also evidence that a harmonious parent-educator interpersonal relationship did not seem to have any influence on the effectiveness of a home-school partnership without parent-educator mutual understanding and agreement in terms of goals and roles expectations. The need for the educators to be more appropriately equipped with cultural training and family-centered principles also arose from the study findings.

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Nguyen, Truong Sa. "The relationship between Vietnamese EFL students' beliefs and learning preferences and native English-speaking teachers' beliefs and teaching practices." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28488.

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This study examines the relationships between foreign language learning beliefs and preferences of 2 Vietnamese learners and beliefs and practices of 2 Native English speaking teachers in a private English school in Vietnam. The learners were not satisfied with learning English in public schools and had many expectations on the course and the teachers while the teachers had to make their learners pleased. Beliefs were reviewed as determinations of actions; beliefs entail knowledge, values, and attitude, and relate closely to identity and experience. The researcher adopted an interpretivist paradigm and three qualitative methods: Repgrid interview, Stimulated recall interview, and The COLT as an observation schedule. The interview data was coded inductively with content analysis method to build up the subjects’ beliefs and belief systems. Then, the systems were compared to find the relationships between their beliefs. To see how their beliefs related with learning preferences and teaching practices, the researcher analysed what they said and made use of the video record of their classroom activities; besides, the teachers’ beliefs were compared with the timing calculation of the activities in their classes. The results showed that beliefs about language learning affected strongly the participants’ preferred ways of teaching and learning and there were tight matches between the teachers’ beliefs and actions in class. There were influences of beliefs of the teachers and learners on each other, they were not direct influences but through their interpretations of the classroom events. However, the influences from the teacher were much clearer. After the course, the learners’ preferences and beliefs about some learning activities were changed and became more reflective. They also started to recognize the benefits of different ways of learning English. Meanwhile, the teachers’ interpretation of their learners’ expectations, learning preferences, and levels strongly affected what and how they taught.

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Nguyen, Ngan T. "West Wind Blows: Voices of Vietnamese Teachers and Students of English– A Case Study of Nha Trang University." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304001658.

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Le, Thi Thuy Chinh. "A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2488.

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Анотація:

Teacher identity has become a topic of considerable research interest for at least two decades. Realising that teachers are more than technicians instructing through evidence based methodologies, researchers have investigated the importance of identity as a critical factor in the making and performance of a teacher. The term ‘teacher’ in this research has covered a range of professionals from early-childhood practitioners to university lecturers. Among these, attention has also been paid to teachers’ subject specialisms and their educational and geographical contexts. The research reported in this thesis focuses on a distinctive cohort: Vietnamese nationals who are teaching English as a Foreign Language (EFL) in that country’s rapidly developing universities. The burgeoning research literature examining the professional identity of higher education (HE) language teachers more generally acknowledges that teacher professional identity is a fundamental aspect in understanding how HE teachers adjust to a variety of simultaneously occurring challenges and changes, and the decisions that they make with regard to their professional career. As yet, there is a relative absence of studies examining the identity of HE teachers in Vietnam, and specifically, EFL teachers. This thesis reports on a study that examined how Vietnamese teachers of EFL constructed their professional identities in the rapidly changing HE context, situated within a highly globalised Vietnam. In response to global impacts on their economy, National Government policies have made English the most important foreign language, and virtually mandatory in university study, to the extent that it is now regarded as a passport to professional employment. At the same time, government policies have also determined that Vietnamese universities compete in the global higher education system. Both sets of forces have led to considerable changes to the professional lives and identities of Vietnamese HE teachers of EFL. This project employed grounded theory (Strauss & Corbin, 1990) to investigate how Vietnamese HE Teachers of EFL constructed their identities in this current environment. A purposive, theoretical sample of 16 EFL lecturers were interviewed across four iterative cycles; specifically, participants were interviewed once in a group of four teachers. After each cycle of interviews, data were transcribed, and grounded theory coding processes conducted. Data analysis also involved constant comparison and constant interrogation. From open coding, thirteen categories emerged; these were refined into four main categories which were then classified into two major categories: (i) Vietnamese otherwise referred to as local and (ii) global. The core outcome of the current research was a grounded theory: that these teachers see themselves as conflicted, glocalised, Vietnamese higher education teachers of English as a Foreign Language. The theory and related findings shed light on how Vietnamese HE teachers of EFL have constructed their identities in the current climate. As well as significance for lecturers in Vietnam, the outcomes have significance for lecturers in non-native English-speaking countries as they go about their role expectations and respond to demands within increasingly globalised university systems. There are implications for university leadership, and for educational policymakers in HE contexts as well, especially in developing countries seeking to integrate English as the language of their globalised economies and educational systems.

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Vu, Nhi. "Vietnamese teachers' conceptions of teaching and learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ45490.pdf.

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Pham, Hoa Thi Ngog. "Codeswitching by tertiary level teachers of business English: A Vietnamese perspective." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/991.

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This study examines the codeswitching (CS) practice of Vietnamese teachers in content-based tertiary level Business English classes, the teachers' accounts of and their students' perceptions of this behaviour. The study found that CS did occur in the observed classes and served particular purposes. The teachers indicated their support for this practice in their teaching. The students reported overwhelmingly positive perceptions of this behaviour, although they suggested that this practice should be balanced.

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Книги з теми "Vietnamese teacher"

Schneider, Ches. From classrooms to claymores: A teacher at war in Vietnam. New York: Ivy Books, 1999.

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Głowacka-Grajper, Małgorzata. Dobry gość: Stosunek nauczycieli szkół podstawowych do dzieci romskich i wietnamskich. Warszawa: Wydawnictwo ProLog, 2006.

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William, Hart. Never fade away: A novel. Santa Barbara, Calif: Fithian Press, 2002.

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Thầy giáo Thuỷ thần. Hà Nội: Nhà xuất bản Văn hóa-thông tin, 2008.

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Scottoline, Lisa. Cô gái của bố. Hà Nội: Nhà xuất bản Hà Nội, 2011.

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Kiều, Mai Sơn. Thơm mãi cỏ Khang Thành: (tập ký sự nhân vật). Hà Nội: Nhà xuất bản Quân đội nhân dân, 2011.

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Pushed to shore: A novel. Louisville, Ky: Sarabande Books, 2003.

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Nothomb, Amélie. Vòng tay samurai. Hà Nội: NXB Hội nhà văn, 2010.

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Flannery, James J. Nu: A Real Life Account of 2 Teachers, one Vietnamese and one american, in a small town in the Central highlands of Vietnam from 1967 to 1969. New York: iuniverse, Inc., 2009.

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Nu: A real-life account of two teachers, one Vietnamese and one American, in a small town in the Central Highlands of Vietnam from 1967 to 1969. New York: iUniverse, 2009.

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Частини книг з теми "Vietnamese teacher"

Le, Linh Thuy, and Leigh Gerrard Dwyer. "Revisiting “Teacher as Moral Guide” in English Language Teacher Education in Contemporary Vietnam." In Reforming Vietnamese Higher Education, 245–67. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_13.

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Khong, Thi Diem Hang. "Teacher Learning Through Dialogue: The Cases of Vietnamese Teachers." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 169–88. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0057-9_11.

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Ngo, Mai Tuyet. "Teacher Competence Standardisation Under the Influence of Globalisation: A Study of the National Project 2020 and Its Implications for English Language Teacher Education in Vietnamese Colleges and Universities." In Reforming Vietnamese Higher Education, 199–222. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_11.

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Nguyen, Bao Trang, Jonathan Newton, and David Crabbe. "Chapter 2. Teacher transformation of textbook tasks in Vietnamese EFL high school classrooms." In TBLT as a Researched Pedagogy, 52–70. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/tblt.12.03ngu.

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Chu, Thi Le Hoang, and Rhonda Oliver. "Chapter 8. Vietnamese TESOL teachers’ cognitions and practices." In Expanding Individual Difference Research in the Interaction Approach, 174–99. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aals.16.08chu.

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Luu, Thi Quynh Huong, Helena Hing Wa Sit, and Shen Chen. "Research Findings of Qualitative Investigation from Teachers." In Cultural Interactions of English-Medium Instruction at Vietnamese Universities, 105–27. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8098-5_6.

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van Rensburg, Henriette, and Triet La Thanh. "Teachers’ Use of Facebook Motivating Vietnamese Students to Improve Their English Language Learning." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 359–75. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4944-6_18.

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Vu, Ngoc Tung, Hoa Hoang, and Thao Nguyen. "Vietnamese Pre-service Teachers’ Perceived Development of Employability Capital in Synchronous Learning Amidst the Pandemic." In Emergency Remote Teaching and Beyond, 133–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84067-9_7.

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Quynh Lan, Mai Thi, and Pham Thi Thanh Thuy. "Vietnamese EFL teacher training at universities." In English Tertiary Education in Vietnam, 172–84. Routledge, 2018. http://dx.doi.org/10.4324/9781315212098-13.

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Thanh, Trinh Ngoc. "Exploring Innovation in Second Language Writing Teaching." In Technology-Assisted ESL Acquisition and Development for Nontraditional Learners, 63–83. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3223-1.ch003.

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Анотація:

A general aim of the present study is to address the issue of what constitutes the concept of innovation from teacher cognition in the context of second language (L2) writing. This study presents a qualitative exploration into the innovative teaching practices of six Vietnamese EFL teachers coming from three emphases of L2 writing teaching instruction: L2 writing teaching with an emphasis on (1) language skills development, (2) reading text comprehension, and (3) focused textual features. Employing constant comparative analysis into finding interpretations, this study sets the focus on exploring the teaching background of the participants and the dimension of how teacher self-efficacy has an influence on teacher implementation of innovative L2 writing teaching practices. Findings from the study suggest patterns of teacher concerns and teacher thinking of in their L2 writing teaching practices. Further implications are discussed in line with future research and teaching development.

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Тези доповідей конференцій з теми "Vietnamese teacher"

Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.

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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.

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Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.

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Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.

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GIANG-LE, NGUYEN. "Queer Teacher Identity in Vietnamese English Language Teaching for Gender- and Sexual-Minority Learners." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680142.

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Phuong Lan Nguyen, Thi. "The Social and Cultural Inclusion within Programs of Vietnamese Bachelor of English Language Teacher Education." In 5th World Conference on Future of Education. Acavent, 2022. http://dx.doi.org/10.33422/5th.wcfeducation.2022.08.260.

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Do Thi, Hien. "Teaching Vietnamese to Deaf Children Using Sign Languages: Situations and Solutions." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.13-2.

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Human civilization has made tremendous progress, to improve its quality of life. However, there are still a number of people in society who suffer from grave disadvantages due to their disabilities. There are many reasons for this phenomenon, and even though science is rapidly developing, it is impossible to completely erase those causes. Ameliorating education and offering vocational training for the disabled are considered as effective solutions to provide these people with a satisfying life, especially children. For deaf children, the dream of normal schooling becomes great. Limited language proficiency leads to limited communication skills and reduces confidence when entering the first grade, adversely affecting their academic performance and later development. Therefore, in this article, we focus on first grade deaf children. Like the impact of normal language on normal children, sign language plays an important role in language development of deaf children. They use sign language to think and communicate. However, to study in textbook programs as does a normal child, in the classroom of deaf children, both the teachers and students must use finger alphabets to teach and learn Vietnamese. We thus study teaching Vietnamese to deaf children and suggest games to draw their attention to the lessons.

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Van, Anh Duong Thi, and Tam Phan Vu Thanh. "Vietnamese Tertiary EFL Teachers’ Perception Towards Critical Thinking in the Classroom." In The European Conference on Education 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-1162.2020.12.

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Pruekpramool, Chaninan, Kamonwan Kanyaprasith, Nason Phonphok, and Huynh Thi Thuy Diem. "Exploring science and mathematics teaching experiences in Thailand using reflective journals of an internship program between Vietnamese and Thai students." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019531.

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Vu, Ngoc-Tung. ""Minority Students Are Part of Our Life": A Study on Vietnamese Teachers' Motivation and Engagement." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1896676.

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Nguyen, Chau. "A Comparison of Sources of Self-Efficacy Among U.S. and Vietnamese Teachers: A Review of Research." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586112.

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Phan, Thi Thu Hien. "A BURDEN FROM THE PAST: HOW DO VIETNAMESE TEACHERS PERCEIVE AND ENACT NEWLY ARRIVED WESTERN MODELS OF CHILD-CENTERED EDUCATION?" In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0948.

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Звіти організацій з теми "Vietnamese teacher"

Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.

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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.

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Minh Chau, Luu. Development of guidelines for using office simulation to teach office practice in the Vietnamese public high schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1565.

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