Challenging ESP Teacher Beliefs about Active Learning in a Vietnamese University

Autor/inn/en	Nguyen, Buu Huan; Haworth, Penny; Hansen, Sally
Titel	Challenging ESP Teacher Beliefs about Active Learning in a Vietnamese University
Quelle	In: Teacher Development, 23 (2019) 3, S.345-365 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2019.1598481
Schlagwörter	Foreign Countries; English for Special Purposes; Second Language Instruction; Teacher Attitudes; Beliefs; Educational Attitudes; Active Learning; Learning Strategies; College Faculty; Student Centered Learning; Science Teachers; Attitude Change; Teaching Methods; Constructivism (Learning); Vietnam + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Lehrerverhalten; Belief; Glaube; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Aktives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fakultät; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article provides insights into how participating in an action research study challenged traditional beliefs about teaching practices and led to more active learning strategies being included in English for Specific Purposes (ESP) Science classes at a Vietnamese university. Recent reforms in higher education teaching and learning by the Vietnamese government have placed increased demands on universities to employ more active learning approaches to meet future global needs. In Vietnam, university teaching has generally been based upon traditional lecturing, whereas active learning requires a more student-centred approach whereby students engage cognitively in learning through increased participation and take greater responsibility for inquiring into new knowledge in meaningful and critical ways. Using a participatory action research approach, interviews, observations and planning meetings were undertaken with eight Science lecturers who were currently teaching ESP. The findings revealed how the lecturers underwent positive pedagogical shifts from traditional lecturing to more constructivist approaches to teaching and learning over the time of the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01