Problems on primary school-based in-service training in Vietnam: A case study of Bac Giang province

Saito, Eisuke; Tsukui, Atsushi; Tanaka, Yoshitaka

doi:10.1016/j.ijedudev.2007.08.001

Cited by 56 publications

(36 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In congruence with Scribner (1999) and Saito et al (2008), the present study suggests substantial evidence of the impact of school context on teachers" engagement in informal learning activities. This impact will be addressed in two aspects, through students and school leaders" expectations, and collegiality.…”

Section: Influence Of School Culture On Teachers' Engagement In Inforsupporting

confidence: 77%

“…In the opposite instances, very little feedback was given just to avoid conflict. In both scenarios, teachers tended to develop a self-defensive and detached attitude and as a result, little real sharing was taking place (see Saito et al, 2008 for a similar discussion). This finding will be discussed further when we address classroom observations as a learning tool in the next section.…”

Section: Peer Learningmentioning

confidence: 97%

“…At the same time, the study reveals that personal characteristics such as initiative, self-efficacy, love of learning, interest in the profession, commitment to professional development, a nurturing personality, and an outgoing personality do affect teachers" engagement in informal learning activities. In a recent study conducted by Saito, Tsukui & Tanaka (2008) on primary school in-service teachers in a province of northern Vietnam, it was found that teacher learning was inhibited by a number of factors related to the school culture. These include the fast pace of the lesson, teachers" evaluative attitudes, and limited collaboration among teachers.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Teacher Learning Within the School Context: An Ecological Perspective

Lê¹,

Nguyen²

2012

Indonesian J. Appl. Linguist

View full text Add to dashboard Cite

Central to teacher professional development is teacher learning, which is situated in a classroom, a school, or an informal social setting. Using an ecological framework which incorporates a wide range of influences at multiple levels, including intrapersonal, interpersonal/ cultural, institutional, and physical environment, this research sets out to explore the influence of the school context on teachers" engagement in informal learning activities. Data are collected through semi-structured open-ended interviews with six EFL teachers working in different upper secondary schools in Vietnam in an attempt to uncover what types of informal learning activities these teachers engage in and how the school context affects their engagement. Findings show multiple work-based factors that influence teacher learning in the school. The study provides evidence to teacher educators about the relationship between school context and teachers" degree of engagement in informal learning.Keywords: ecological framework, professional development, informal learning, personal characteristics, teacher learning Abstrak: Penting bagi perkembangan profesi guru adalah pembelajaran guru, yang disituasikan di sebuah kelas, sekolah, atau seting sosial nonformal. Dengan menggunakan kerangka kerja ekologi yang menggabungkan sejumlah besar pengaruh pada berbagai tingkatan, termasuk interpribadi, antarpribadi/budaya, institusi, dan lingkungan fisik, penelitian ini berusaha untuk menyelidiki pengaruh konteks sekolah terhadap keterlibatan guru dalam kegiatan belajar nonformal. Data dikumpulkan melalui wawancara semi terstruktur dan terbuka-tertutup dengan enam guru Bahasa Inggris untuk Penutur Asing yang bekerja di beberapa sekolah menengah di Vietnam sebagai usaha untuk menemukan jenis-jenis kegiatan belajar nonformal yang dilakukan oleh para guru ini dan bagaimana konteks sekolah mempengaruhi keterlibatan mereka dalam kegiatan tersebut. Temuan menunjukkan berbagai faktor berbasis pekerjaan yang mempengaruhi pembelajaran guru di sekolah. Kajian ini memberikan bukti bagi pendidik guru akan adanya hubungan antara konteks sekolah dengan tingkat keterlibatan guru dalam pembelajaran nonformal.Kata kunci: kerangka kerja ekologis, perkembangan profesi, pembelajaran nonformal, karakteristik pribadi, pembelajaran guru

show abstract

Section: Influence Of School Culture On Teachers' Engagement In Inforsupporting

confidence: 77%

Section: Peer Learningmentioning

confidence: 97%

mentioning

confidence: 99%

See 1 more Smart Citation

Teacher Learning Within the School Context: An Ecological Perspective

Lê¹,

Nguyen²

2012

Indonesian J. Appl. Linguist

View full text Add to dashboard Cite

show abstract

“…Buradan, öğretmenler tarafından geleneksel yaklaşımın yeni konuların öğretilmesinde ve öğrencileri sınavlara hazırlamada daha etkili bulunduğu için tercih edildiği söylenebilir. Bu bulgu, hem gelişmekte olan hem de gelişmiş ülkelerde yapılan çalışmaların bulgularıyla tutarlı olup geleneksel yaklaşımın okullardaki öğretme-öğrenme sürecinde hâlâ egemen olduğunu göstermektedir (Chiu ve Whitebread, 2011;Eberly, Newton ve Wiggins, 2001;Hardman, Abd-Kadir ve Smith, 2008;Hoyt ve Perera, 2000;Lammers ve Murphy, 2002;Liu, Qiao ve Liu, 2005;Mohammad ve Harlech-Jones, 2008;Mtika ve Gates, 2010;Murphy, 2006;Mustafa ve Cullingford, 2008;Nunn, 1996;O'Sullivan, 2004;Saito, Tsukui ve Tanaka, 2008;Schweisfurth, 2011).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

“…Hardman, Abd-Kadir ve Smith (2008), Nijerya'daki ilkokullarda öğrenci katılımının az olduğunu ve ezbere dönük öğretim yapıldığını saptamışlardır. Buna benzer olarak, Saito,Tsukui ve Tanaka(2008) Vietnam'daki ilkokullarda gerçekleştirilen öğretimi geleneksel ve öğrenciler arasında yarışmayı özendirici olarak tanımlamışlardır. O'Sullivan'ın (2004) Namibya'da yaptığı araştırmada, öğretmenlerin ÖMÖ'yü uyguladıklarını iddia etmelerine karşın, görüşmelerde ve sınıf içi yapılan gözlemlerde geleneksel öğretimin hâlâ ana öğretim yöntemi olarak kullanıldığı belirlenmiştir.…”

unclassified

Student-Centred Learning (SCL) in Schools in North Cyprus: Teachers' Opinions and ProblemsThe Implementation of Student-Centred Instructional Strategies in Schools in North Cyprus

Aliusta

Özer

Kan

2015

View full text Add to dashboard Cite

ÖzAnahtar Kelimeler GirişSon zamanlarda, okullarda yapılan öğretimin niteliğini artırmak amacıyla dünyanın her yerinde eğitim reformları ve eğitimi geliştirme çalışmaları yapılmaktadır. Günümüzde, öğrencilerin iletişim kurma, etkili düşünme ve usavurma, yargıda bulunma, karmaşık sorunları çözme ve işbirliği yaparak çalışma becerilerini kazanmalarını sağlayacak biçimde öğretimin geliştirilmesi ve uygulanması önemtaşımaktadır (Gijbels, Van de Watering, Dochy ve Van den Bossche, 2006). Öğretimin öğretmenin tekelinde olduğu, öğrencilerin ise öğretmen tarafından aktarılan bilginin edilgen alıcısı konumunda bulunduğu (Özer, 2008;Vighnarajah, Luan ve Bakar, 2008) öğretmen-merkezli öğretim, ezberi özendirdiği ve ayrıca öğrencileri günlük yaşamda çok az kullanılan aşırı bilgiyle yüklediği için uzun zamandır eleştirilmektedir. Bu yüzden, öğrencilere gerekli becerilerin kazandırılmasını sağlayacak yeni bir öğretme ve öğrenme yaklaşımının edinilmesi kaçınılmaz görünmektedir.Öğrenci-merkezli öğrenme (ÖMÖ), okullarda gerçekleştirilen öğretimin niteliğini artırmak amacıyla öğretmen-merkezli öğretime tepki olarak ortaya çıkmıştır. ÖMÖ, öğretmen ve/veya içerik yerine öğrenciyi merkeze alan bir öğretme ve öğrenme yaklaşımıdır. ÖMÖ, öğrencilerin gereksinmelerini, özelliklerini, yeteneklerini, ilgi alanlarını ve tercihlerini göz önünde bulundurur, onları karar verme sürecine katar ve etkin katılımda bulunmaya özendirir (Attard, Di lorio,

show abstract

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Sakata¹,

Bremner

Cameron

2022

Review of Education

View full text Add to dashboard Cite

This article provides a comprehensive descriptive overview of the implementation of learner‐centred pedagogy (LCP) in low‐ and middle‐income countries. Considerable time, money, and resources have been invested in LCP in many countries worldwide, and yet we still lack a comprehensive body of evidence regarding its implementation and outcomes. This systematic review aimed at going beyond the limitations of individual studies, confined by time, context and samples, in order to offer stronger applicability and generalisability to wider contexts. The dataset for analysis consisted of 94 journal articles published between January 2001 and December 2020, selected based on explicit inclusion/exclusion criteria. A team of three researchers utilised EPPI‐Reviewer and QSR NVivo to import, screen, and analyse the texts. The literature on LCP implementation was mapped by key variables such as country, educational setting, study participants, and methods. Firstly, the study found that despite LCP being explicitly promoted in numerous contexts, most classrooms were still predominately teacher‐centred. Secondly, the review identified a wide range of constraints and enablers of LCP implementation, spanning across the individual, classroom, school, policy, and wider society levels. Thirdly, although several positive and negative outcomes of LCP emerged from the study, the review found that the objective evidence on LCP outcomes was somewhat limited, indicating that there is an urgent need for additional research to evaluate LCP outcomes. A conceptual framework of LCP implementation is presented, and implications for policy and future research are discussed. The video abstract for this article is available at https://youtu.be/57EsnDUe_QQ. Rationale for this study Despite the worldwide spread of learner‐centred pedagogy (LCP), we currently lack a comprehensive body of evidence regarding its implementation and outcomes. Why the new findings matter The findings will help educational stakeholders decide whether and how LCP‐related reforms should continue, based on the enablers, constraints, and outcomes of LCP implementation identified in the review. Implications for educational researchers and decision‐makers Firstly, educational researchers will benefit from having a clear summary of existing research which identifies opportunities to further enhance our knowledge; in particular, there is an important gap in the literature in terms of research on the outcomes of LCP implementation over time. Secondly, educational decision‐makers will be better placed to decide (a) the extent to which they should continue to allocate limited resources towards the implementation of LCP‐related reforms; and (b) how they may learn from the cumulative findings of existing case studies to increase the chances of successful implementation.

show abstract

Problems on primary school-based in-service training in Vietnam: A case study of Bac Giang province

Cited by 56 publications

References 20 publications

Teacher Learning Within the School Context: An Ecological Perspective

Teacher Learning Within the School Context: An Ecological Perspective

Student-Centred Learning (SCL) in Schools in North Cyprus: Teachers' Opinions and ProblemsThe Implementation of Student-Centred Instructional Strategies in Schools in North Cyprus

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Contact Info

Product

Resources

About