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B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag ...
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SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita ...
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SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 55-78 (2020)
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Vignetteninterview zur Erfassung des Sprachförderwissens pädagogischer Fachkräfte (VSW)
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 13-32 (2020)
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B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 79-101 (2020)
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Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
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Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus
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In: KiTa aktuell. Bayern 32 (2020) 10, S. 241-243 (2020)
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Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus ...
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Adult literacies from the perspective of practitioners and their learners. A case study from the north of England
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 29-43 (2020)
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A quantitative analysis of educators' attitudes toward wellbeing promotion in Irish post-primary schools
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In: Other Resources (2020)
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Decision-making in Early Childhood/Early Childhood Special Education Educator Preparation When Addressing Evidence-based Practice: How Are We Doing?
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Information and Communication Technology (ICT) and English as a Foreign Language (EFL) pre-service teacher education in Vietnam
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Abstract:
Research Doctorate - Doctor of Philosophy (PhD) ; For the last several decades, ICT has been increasingly applied in education, especially foreign language education. In order to understand the status quo as well as the effectiveness of ICT use, a vast body of research has been conducted on ICT integration and impact on relevant stake holders such as the teacher and learner. However, much of the research to date has been done in the contexts of Western and/or developed countries, and little is known about ICT integration in EFL teacher education in Vietnam, a developing country. This study was conducted at three leading institutions of teacher education located in the North, Central, and South of Vietnam. The study adopted a mixed-methods design with triangulation, collecting data from different sources: policy documents and questionnaires, semi-structured interviews, and class observations. Nine official documents issued at all three levels of state, ministry, and institution were collected. There were 186 questionnaire participants (136 EFL pre-service teachers and 50 EFL teacher educators), 19 interviewees (10 EFL pre-service teachers and 9 EFL teacher educators), and five classes observed. Data analysis was carried out using SPSS for the questionnaire responses and analytical coding for policy documents, interviews, and observations. Collected data were analyzed separately and mixed at the discussion stage to answer the research questions around ICT use in EFL teacher education, the attitudes of the EFL pre-service teachers and educators towards ICT use, how such attitudes were reflected in the actual teaching and learning practice, and the coherence between policies and ICT use in EFL teacher training programs. The study found that in the teaching and learning practice, a mix of different ICT applications were used for the purposes of developing the EFL pre-service teachers’ general ICT knowledge, the English language proficiency, and the English language pedagogical skills. This study also suggested that both the EFL pre-service teachers and educators had positive attitudes towards ICT use and those attitudes were well reflected in their teaching and learning practice. Furthermore, there appeared to be coherence between the Vietnamese Government policies and the use of ICT in the EFL teacher education programs despite the absence of official institutional guidelines/requirements for the use of ICT in the three institutions.
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Keyword:
EFL; English as a Foreign Language; ICT; Information and Communication Technology; institutions of teacher education; pre-service teacher; teacher education; teacher educator; Vietnam
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URL: http://hdl.handle.net/1959.13/1418432
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Occupational Therapy Student Readiness for Transition to the Fieldwork Environment: A Pilot Case Study
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In: The Open Journal of Occupational Therapy (2020)
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