An Action Research of the School-Based Curriculum English Teaching Teacher Training
| Autor: | Chieh-lin Wu, 吳潔琳 |
|---|---|
| Rok vydání: | 2002 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 90 The purpose of this research is to explore the feasibility of a school-based English teacher professional development model and explore how this model can help current elementary school teachers to teach English with competence. Because English is a new subject in elementary schools, there are almost no qualified English teachers on current elementary school teaching staff. Therefore, this research aimed at providing a solution to the shortage of English teachers at elementary school levels via a school-based English teacher development program. Through action-research, the researcher of this study participated in the teaching and evaluation of English courses and had reflective conversation with teachers. Multiple approaches were used to collect and analyze data. These approaches included teachers filling up questionnaire anonymously, teachers’ self-evaluation of their own English teaching, and researcher’s interviews with English teaching experts. The findings of this research are as follows: First, the school-based English teacher development model employed in this study was successful in training teachers to teach English. The teachers under study could design teaching activities and give individual attention to pupils to help them learn. They also understood the new curriculum and made connections with English courses in junior school. The teachers in this study could pay attention to correct students’ pronunciation and language use. Also, students taught by teachers in this project liked to learn English and became active in class. They were able to ask questions in English and concentrate on their lessons in class. Students became more confident and achieved teaching goals at the end of the project. The teachers participated in the research were inspired by the invited speakers, some of whom were university professors and others were experienced children English teachers. Teachers were also able to create real and active patterns of ordinary life for students to practice English. They always designed new games for students and students just loved them very much. Obviously, these teachers showed growth in their teaching and assignments in the second semester. Second, this study proved that the school-based English teacher development model was practicable. This action research was based on the idea that teacher development was a long-term goal. The teachers in the study were able to build their own teaching files and learned from their own English. As part of the conclusions of this study, some suggestions to teacher training were made. First, the government should allocate more funds to improve English teaching environment and increase the number of English teachers. Second, reflective practice should be included in teacher education programs. Elementary schools should encourage current teachers to develop the ability to teach English. Parents should be encouraged to participate in children''s English learning and grow up with then kids to create a better environment for English learning. Key word: school-based curriculum, teacher training, english teaching, action-research |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|