دورية أكاديمية
The Need for Values Education Programs for Both Pre-Service Teachers and In-Service Teachers in Vietnam
| العنوان: | The Need for Values Education Programs for Both Pre-Service Teachers and In-Service Teachers in Vietnam |
|---|---|
| اللغة: | English |
| المؤلفون: | Quynh Thi Nhu Nguyen (ORCID |
| المصدر: | Asian Journal of Education and Training. 2024 10(1):48-54. |
| الإتاحة: | Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Values Education, Preservice Teachers, Foreign Countries, Universities, Teacher Attitudes, High School Teachers, Student Attitudes, Teacher Education Programs, Preservice Teacher Education, Coping, Teaching Experience, Classroom Environment, Teaching Methods |
| مصطلحات جغرافية: | Vietnam |
| تدمد: | 2519-5387 |
| مستخلص: | This paper investigates the perceptions of pre-service teachers and in-service teachers regarding the concept of 'values education' and the preparation of values education in professional programs in Vietnam. Furthermore, the pedagogical strategies employed by teachers in addressing values education situations in their classrooms are explored. A qualitative research design was employed, involving interviews with forty-three pre-service teachers from a university. Additionally, eighteen teachers from two different high schools were interviewed, and their teaching sessions, along with school assemblies, were observed. The findings reveal that values education is primarily understood as the instruction of living skills and moral education. There is a lack of conceptualization and knowledge regarding values education among the participants. Both preservice teachers and in-service teachers did not receive formal values education programs during their university education, and the support provided by schools in this regard was limited. Teachers tended to integrate values education into subjects randomly and subjectively, without employing advanced strategies. Inconsistencies in implementation and challenges associated with teaching values were observed. Highlighting an urgent necessity, this article emphasizes the imperative need for values education programs tailored for both pre-service and in-service teachers in Vietnam. It underscores the significance of adequately equipping teachers to effectively address values education in their classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1424722 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2519-5387 |
|---|