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首页> 外文OA文献 >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.

机译：准备让学生老师成为EFL阅读的老师：在美国教学实践中，根据学生老师的授课方法，课程开发和修订后的教师教育阅读课程的教学交付的有效性

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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 Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region.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.
机译：迫切需要在阿拉伯世界投资于教师教育计划。过时的课程和方法，对死记硬背的依赖以及合格的教师不足，对该地区的教育质量构成了威胁。传统上，语言教师教育计划的重点是适用于任何教学环境的以传播为导向的，以产品为导向的方法。但是，越来越多的人转向以建构主义，过程导向的观点，即受训教师是学习教学的积极参与者。本文探讨了在阿拉伯联合酋长国（UAE）的一所政府大学系统中塑造和情境化课程以及提供教师教育阅读方法论课程的背后原理，该领域目前在研究文献中所占的比例不足。运用定性案例研究方法，并借鉴Vygotskian教师教育建构主义教学法等一系列影响因素，从课程评估，焦点小组访谈，在线讨论和观察分析中提取数据。\ ud分析探索了建构主义教师教育教学法的感知影响。在教学实践中，阅读教学风格的形成分为三个层次：课程变化的感知影响；建构主义的交付创新（系统的微教学，绩效建模和基于问题的学习）的感知和观察到的影响，以及教师教育教学法对知识和信念不断发展的系统的感知影响。研究结果表明，通过参加基于Vygotskian建构主义的第二语言教师教育教学的情境化EFL模型，增强阿联酋学生教师成功教阅读和在地方公立学校进行教学改革的能力的潜力得到了提高。但是，尽管所有参与者都希望通过明确区分自己和过去的老师来成为变革的推动者，但注意到不同能力组的阅读教学风格存在差异，从折衷主义风格转变为行为主义风格。在调查案件本身的独特特征时，这些发现可能会在其他中东地区引起教师教育计划的共鸣。

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    Gardiner-Hyland, Fiodhna;

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  • 年度 2010
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