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首頁> 外文OA文獻 >Preparing student teachers to be teachers of EFL reading: effectiveness of curriculum development and instructional delivery of a Revised Teacher Education Reading Course upon student teachers' delivery methods during teaching practice in the U.A.E.
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Preparing student teachers to be teachers of EFL reading: effectiveness of curriculum development and instructional delivery of a Revised Teacher Education Reading Course upon student teachers' delivery methods during teaching practice in the U.A.E.

機譯：準(zhǔn)備讓學(xué)生老師成為EFL閱讀的老師：在美國教學(xué)實踐中，根據(jù)學(xué)生老師的授課方法，課程開發(fā)和修訂后的教師教育閱讀課程的教學(xué)交付的有效性

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摘要

There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. Traditionally, language teacher education programs have focused on transmission, product-orientated approaches that are applicable to any teaching context. However, there is a growing shift towards a constructivist, process-orientated perspective where trainee teachers are active participants in learning to teach. This thesis explores the rationale behind shaping and contextualizing curriculum and delivery of a teacher education reading methodology course in a government college system in the United Arab Emirates (UAE), a location that is currently underrepresented in the research literature. Employing a qualitative case study methodology, and drawing upon a range of influences including Vygotskian teacher education constructivist pedagogy, data is drawn from course evaluations, focus group interviews, online discussions and observational analysis.\udThe analysis explores the perceived impact of constructivist teacher education pedagogy on the formation of reading teaching styles during teaching practice at three levels: the perceived impact of curricular changes; the perceived and observed impact of constructivist delivery innovations (systematic microteaching, performance modelling and problem-based learning) and the perceived impact of teacher education pedagogy upon an evolving system of knowledge and beliefs. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati student teachers to teach reading successfully and enact pedagogic change in local government schools is increased. However, while all participants aspired to become agents of change by making a clear distinction between themselves and their past teachers, differences in reading teaching styles were noted for varying ability groups, moving from eclectic to behaviourist styles. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in the other Middle Eastern contexts.
機譯：迫切需要在阿拉伯世界投資于教師教育計劃。過時的課程和方法，對死記硬背的依賴以及合格的教師不足，對該地區(qū)的教育質(zhì)量構(gòu)成了威脅。傳統(tǒng)上，語言教師教育計劃的重點是適用于任何教學(xué)環(huán)境的以傳播為導(dǎo)向的，以產(chǎn)品為導(dǎo)向的方法。但是，越來越多的人轉(zhuǎn)向以建構(gòu)主義，過程導(dǎo)向的觀點，即受訓(xùn)教師是學(xué)習(xí)教學(xué)的積極參與者。本文探討了在阿拉伯聯(lián)合酋長國（UAE）的一所政府大學(xué)系統(tǒng)中塑造和情境化課程以及提供教師教育閱讀方法論課程的背后原理，該領(lǐng)域目前在研究文獻中所占的比例不足。運用定性案例研究方法，并借鑒Vygotskian教師教育建構(gòu)主義教學(xué)法等一系列影響因素，從課程評估，焦點小組訪談，在線討論和觀察分析中提取數(shù)據(jù)。\ ud分析探索了建構(gòu)主義教師教育教學(xué)法的感知影響。在教學(xué)實踐中，閱讀教學(xué)風(fēng)格的形成分為三個層次：課程變化的感知影響；建構(gòu)主義的交付創(chuàng)新（系統(tǒng)的微教學(xué)，績效建模和基于問題的學(xué)習(xí)）的感知和觀察到的影響，以及教師教育教學(xué)法對知識和信念不斷發(fā)展的系統(tǒng)的感知影響。研究結(jié)果表明，通過參加基于Vygotskian建構(gòu)主義的第二語言教師教育教學(xué)的情境化EFL模型，增強阿聯(lián)酋學(xué)生教師成功教閱讀和在地方公立學(xué)校進行教學(xué)改革的能力的潛力得到了提高。但是，盡管所有參與者都希望通過明確區(qū)分自己和過去的老師來成為變革的推動者，但注意到不同能力組的閱讀教學(xué)風(fēng)格存在差異，從折衷主義風(fēng)格轉(zhuǎn)變?yōu)樾袨橹髁x風(fēng)格。在調(diào)查案件本身的獨特特征時，這些發(fā)現(xiàn)可能會在其他中東地區(qū)引起教師教育計劃的共鳴。

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    Gardiner-Hyland, Fiodhna;

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  • 年度 2010
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