PRE-SERVICE TEACHERS’ PERCEPTIONS OF CRITICAL THINKING BEFORE AND AFTER TAKING A COURSE ON CRITICAL THINKING IN ENGLISH LANGUAGE TEACHING
Tập 132 Số 6B (2023), Journal of Social Sciences and Humanities
Tập 132 Số 6B (2023)

PRE-SERVICE TEACHERS’ PERCEPTIONS OF CRITICAL THINKING BEFORE AND AFTER TAKING A COURSE ON CRITICAL THINKING IN ENGLISH LANGUAGE TEACHING

Journal of Social Sciences and Humanities
https://doi.org/10.26459/hueunijssh.v132i6D.7027
Đã xuất bản 2023-09-14
Bình Thị Thanh Nguyễn
University of Foreign Languages, Hue University
PDF (English)

Từ khóa

Critical thinking in English language teaching course, pre-service language teachers, perceptions, self-efficay, infusion approach Khoá học TDPB trong giảng dạy tiếng Anh, giáo sinh, nhận thức, mức độ tự tin, phương pháp giảng dạy lồng ghép TDPB vào nội dung môn học

Tóm tắt

Với những lợi ích mà tư duy phản biện (TDPB) mang lại cho lĩnh vực giáo dục ngôn ngũ, đã có những kêu gọi về việc đưa giảng dạy TDPB vào chương trình đào tạo giáo viên ngôn ngữ. Nghiên cứu này tìm hiểu nhận thức của các giáo sinh về khoá học TDPB trong giảng dạy tiếng Anh, đặc biệt những thay đổi sau khoá học. Khoá giáo sinh ngành Sư phạm tiếng Anh, trường ĐH Ngoại ngữ, ĐH Huế năm học 2020-2021 tham gia vào nghiên cứu này. Bản hỏi và phỏng vấn theo nhóm được sử dụng để lấy số liệu về nhận thức của giáo sinh về TDPB và việc giảng dạy TDPB trước và sau khoá học. Kết quả nghiên cứu cho thấy rằng các giáo sinh đã có sự thay đổi trong cách họ hiểu TDPB. Họ cũng cho rằng họ tự tin hơn về các phương pháp giảng dạy TDPB. Nghiên cứu đóng góp vào cơ sở lý luận về tính hiệu quả của phương pháp giảng dạy lồng ghép TDPB vào nội dung môn học (infusion approach), từ góc nhìn của chính các giáo sinh.

https://doi.org/10.26459/hueunijssh.v132i6D.7027
PDF (English)

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