响应2018年通识教育课程的教师专业培训政策评估:以越南为例

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
V. Huynh
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引用次数: 0

摘要

制定教师专业培训政策是每个国家的一项基本任务,因为培训政策应保证最低限度的培训和征聘要求。本研究评估越南教师专业培训政策,特别是第116号法令。在本研究中,研究者对越南一些师范大学的10名行政管理人员、30名教学讲师和90名教学学生进行了调查和访谈。研究结果引起了对实施过程的关注,特别是学习者、培训机构和秩序建立之间的关系。研究人员从培养教学型学生的角度出发,提出了6步模型作为实施该法令的坚实基础。这一发现有助于其他亚洲国家以及一般发展中国家实施和制定教师专业培训政策的过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Assessment of the Policy of Teacher Professional’s Training in Response to the 2018 General Education Curriculum: A Vietnamese Case
Developing teacher professional training policies is an essential task for each country, for training policies should guarantee the minimum training and recruiting requirements. This study evaluates the Vietnamese teacher professional training policy, specifically Decree 116. In this study, the researchers surveyed and interviewed 10 administrators, 30 pedagogical lecturers, and 90 pedagogical students at some Vietnamese pedagogical universities. The findings draw attention to the implementation process, especially the relationship between learners, training institutions, and ordering establishment. The 6-step model was developed by the researchers and proposed to be a solid foundation for implementing this Decree from the perspective of training pedagogical students. This finding contributes to the process of implementing and developing teacher professional training policies in other Asian countries as well as developing countries in general.
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来源期刊
International Journal of Educational Sciences
International Journal of Educational Sciences EDUCATION & EDUCATIONAL RESEARCH-
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