埃塞俄比亚低年级英语教师教授基本阅读技能的准备情况

Q3 Social Sciences
Endrias Yisihak, Abebe Damtew
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引用次数: 0

摘要

研究发现,埃塞俄比亚低年级儿童在接受 2-3 年学校教育后,无论语言如何变化,都明显不识字。这主要归咎于教授儿童基本读写技能的方式,而这种方式又归咎于教师的准备和培训。本研究旨在考察埃塞俄比亚低年级教师教授基本阅读技能的准备情况。从研究地点的 44 所公立小学中随机抽取了 5 所学校。在所选学校的 40 名英语教师中,有 32 名教师愿意参加知识评估测试和填写调查问卷。其中两份知识测试卷和两份问卷因回答不完整而被拒绝。通过问卷调查和知识评估测试,从随机抽取的(n = 30)名小学英语教师中收集了数据。数据分析使用社会科学统计软件包(SPSS 25.0 版)进行。对知识测试和问卷的回答进行了描述性统计。在将分类数据转换成量表后,计算了教师备课重点、实习关注度和教师对基础阅读教学的准备程度之间的皮尔逊相关性。结果表明,小学英语教师的备课只在课业中安排了一定的讲授环节,而在实践活动中很少安排早期阅读教学。教师知识评估测试的平均得分率为 43.4%;21 名教师(70%)的得分率低于 50%,9 名教师(30%)的得分率在 50%及以上。在统计学上,教师准备课程的重点、实习的关注度和教师对帮助埃塞俄比亚儿童学习阅读的准备程度之间存在着显著的关系。从结果中可以得出结论,教师培训课程和实习活动都没有对教师教授基本阅读技能给予应有的重视。参加培训的英语教师在早期阅读教学方面也存在知识差距。因此,参加培训的英语教师没有为低年级阅读教学做好充分准备。教师准备课程的重视程度、实习的关注程度和教师对低年级阅读教学的准备程度有很强的正相关关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Ethiopian Early Grade English Teachers’ Preparedness to Teach Basic Reading Skills
Ethiopian children in early grades were found to be significantly nonreaders after 2–3 years of schooling regardless of linguistic variation. This is mainly attributed to the way children are taught basic literacy skills, which is attributed to teacher preparation and training. This research aimed to examine Ethiopian early grade teachers’ preparedness to teach basic reading skills. Five schools were randomly selected out of 44 public primary schools in the research site. Among 40 teachers of English in the selected schools, 32 teachers were willing to take knowledge assessment test and fill in the questionnaire. Two of knowledge test papers and two pieces of questionnaire were rejected because the responses were incomplete. The data were gathered from (n = 30) randomly selected primary schools English teachers by using a questionnaire and knowledge assessment test. Data analysis was done using Statistical Package for Social Sciences (SPSS Version 25.0). Descriptive statistics were calculated for the responses to knowledge test and questionnaire. Pearson’s correlation was calculated for the relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to teach basic reading after categorical data were transformed into scale. The results have shown that primary school English teacher preparation designated only certain lecture sessions of coursework and few of activities of practicum to teaching early reading. The average knowledge assessment test score of teachers was 43.4%; 21 (70%) of the teachers achieved below 50% while 9 (30%) of them achieved 50% and above. There is a statistically significant relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to help Ethiopian children learn to read. It can be concluded from the results that teacher preparation both in its courses and practicum activities did not place due emphasis on teaching teachers to teach basic reading skills. Participant English teachers also had knowledge gap about early reading instruction. Thus, participant English teachers were not adequately prepared to teach early grade reading. Teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to teach early grade reading have a strong positive relationship.
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来源期刊
Education Research International
Education Research International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
0.00%
发文量
212
审稿时长
21 weeks
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