The perceptions of pre-service efl teachers of the 21st century skills training and their application in teaching practicum = Nhận thức của sinh viên sư phạm tiếng Anh về việc giảng dạy kĩ năng thế kỉ 21 và ứng dụng của chúng vào kì thực tập
The Industrial Revolution 4.0 has caused drastic changes in not only our society but also our global educational context. In order to be qualified for this era of unprecedented innovations, it is of great essence that our students possess the necessary skills in this century. This demand requires...
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| 主要作者: | |
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| 其他作者: | |
| 格式: | Final Year Project |
| 語言: | English |
| 出版: |
2020
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| 主題: | |
| 在線閱讀: | http://repository.vnu.edu.vn/handle/VNU_123/95495 |
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| 機構: | Vietnam National University, Hanoi |
| 語言: | English |
| 總結: | The Industrial Revolution 4.0 has caused drastic changes in not only our
society but also our global educational context. In order to be qualified for this era
of unprecedented innovations, it is of great essence that our students possess the
necessary skills in this century. This demand requires teachers in general and EFL
teachers, to be more specific, to explore and understand thoroughly the 21st century
skills for better educating their students. Acknowledging the importance of the
development process since being a pre-service EFL teacher, the researcher decided
to conduct her research on pre-service EFL teachers’ perceptions of the 21st century
skills training and their application in the practicum. This paper adopted mixed methods approach and researched pre-service EFL teachers in final year at a university in Hanoi, Vietnam. The objectives of this study are to 1) investigate how the teacher education program equips pre-service EFL teachers with the 21st century skills; 2) examine to pre-service EFL teachers perceptions of the training of the 21st century skills in the program, and 3) explore how pre-service EFL-teachers apply these innovative skills in their practicum. The researcher utilized questionnaires and interviews as the main research instruments to survey 104 pre-service EFL teachers and further interviewed 5 out of these
participants to explore that they mostly had acceptable understanding of the 21st century skills and were generally active in applying these skills in their practicum despite different struggles. Based on the findings drawn from this study, some implications and suggestions were proposed with the hope to optimize the 21st century skills development process among EFL pre-service teachers |
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