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首页> 外文学位 >ESL TEACHERS' PERCEPTIONS OF THEIR PRE-SERVICE AND IN-SERVICE NEEDS (TRAINING ASSESSMENT, PROGRAMS).
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ESL TEACHERS' PERCEPTIONS OF THEIR PRE-SERVICE AND IN-SERVICE NEEDS (TRAINING ASSESSMENT, PROGRAMS).

机译：ESL教师对他们的职前和在职需求的看法（培训评估，计划）。

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摘要

In the field of Teaching English-as-a-second-language (TESL), seldom have the existing guidelines and models for teacher training been designed with the incorporation of the ESL teachers' input. Yet, teachers' input can produce valuable information for planning pre-service and in-service teacher training programs. This study investigated the ESL teachers' preferences for training at their pre- and in-service programs. All the 330 members of the New Jersey Teachers of English to Speakers of Other Languages/New Jersey Bilingual Education (NJTESOL/NJBE) organization whose special interest was ESL were selected to participate in the survey. The selection of these participants was based on the assumption that membership in this organization implied that the persons were professionally motivated and interested in the field, and thus, they best represented the ESL teacher population.; The instrument used in this study was a questionnaire consisting of a comprehensive list of competencies related to ESL teacher training. It was developed from several guidelines in the United States. Respondents were asked to assess their needs and the usefulness of these competencies.; There were five independent variables tested: (1) the length of ESL teaching experience, (2) course work in TESL, (3) age of ESL students, (4) level of ESL students, and (5) non-ESL teaching experience. The responses were analyzed according to these variables using frequency counts, percentages, and chi square tests.; A summary of the findings is listed below: (1) Generally speaking, a majority of the respondents rated the competencies in the area of language teaching (e.g. designing a lesson plan, adapting materials, use of media, use of teaching techniques, etc.) higher in need for and useful than those competencies in the areas of language learning and linguistics. (2) Tests and testing were perceived to be the most needed area for in-service training. (3) Twelve of the competencies categorized as unique to the teacher of ESL were perceived to be the least useful competencies. (4) Teachers with less pre-service training expressed more need for training in most of the competencies. However, teachers with less experience in teaching ESL expressed more need for training in significantly fewer competencies. (5) Course work in TESL was more closely associated with teachers' perceptions of their needs than teaching experience in ESL. (6) Over 80 percent of the respondents viewed their pre-service training as "useful".
机译：在英语作为第二语言教学（TESL）的领域中，很少结合ESL教师的意见来设计现有的教师培训指南和模型。但是，教师的输入可以为计划职前和在职教师培训计划提供有价值的信息。这项研究调查了ESL教师在职前和在职课程中接受培训的偏好。新泽西州英语教师至其他语言/新泽西州双语教育组织（NJTESOL / NJBE）的330位成员中，所有对ESL感兴趣的成员均被选中参加调查。这些参与者的选择是基于这样一个假设，即该组织的成员资格意味着这些人具有专业动机并且对该领域感兴趣，因此，他们最能代表ESL教师群体。这项研究中使用的工具是一个问卷，其中包含与ESL教师培训相关的综合能力列表。它是根据美国的几项准则开发的。要求受访者评估他们的需求以及这些能力的用处。测试了五个独立变量：（1）ESL教学经验的时间长度；（2）TESL的课程工作；（3）ESL学生的年龄；（4）ESL学生的水平；以及（5）非ESL教学经验。使用频率计数，百分比和卡方检验根据这些变量分析了响应。调查结果总结如下：（1）一般而言，大多数受访者对语言教学领域的能力进行了评估（例如，设计课程计划，改编教材，使用媒体，使用教学技巧等）。 ）比语言学习和语言学领域的能力更需要和有用。 （2）测试和测试被认为是在职培训最需要的领域。 （3）被认为是ESL老师特有的12种能力被认为是最没有用的能力。 （4）接受较少的岗前培训的教师表示，他们需要更多的能力来进行大多数能力的培训。但是，在ESL教学方面经验较少的教师表示，他们需要以明显更少的能力进行培训。 （5）与在ESL中的教学经验相比，TESL中的课程工作与教师对他们的需求的感知更紧密相关。 （6）超过80％的受访者认为他们的岗前培训“有用”。

著录项

  • 作者

    HOSSEINY, HABIB.;

  • 作者单位

    Rutgers The State University of New Jersey - New Brunswick.;

  • 授予单位 Rutgers The State University of New Jersey - New Brunswick.;
  • 学科 Education Teacher Training.
  • 学位 Educat.D.
  • 年度 1985
  • 页码 157 p.
  • 总页数 157
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;
  • 关键词

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