KHÓ KHĂN VỀ MÔI TRƯỜNG LÀM VIỆC MÀ GIẢNG VIÊN TRẺ GẶP TRONG CÔNG TÁC NGHIÊN CỨU KHOA HỌC VÀ HỖ TRỢ HỌ CẦN
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu tìm hiểu về những khó khăn liên quan đến môi trường làm việc mà các giảng viên trẻ dạy tiếng Anh ở một khoa thuộc một trường đại học ở Hà Nội gặp phải trong công tác nghiên cứu khoa học và những hỗ trợ họ cần. Nghiên cứu sử dụng phương pháp phỏng vấn trực tiếp với sáu giảng viên trẻ trong tại khoa để thu dữ liệu định tính. Kết quả cho thấy các giảng viên đánh giá tích cực đối với cơ sở vật chất/dữ liệu phục vụ nghiên cứu, thông tin về cơ hội nghiên cứu nhưng đánh giá tiêu cực về áp lực nghiên cứu cao, việc thiếu thời gian và thiếu sự hướng dẫn từ những giáo viên có kinh nghiệm hơn. Các giảng viên trẻ mong muốn được hỗ trợ thêm về tài chính và được hướng dẫn một – một trong nghiên cứu cũng như được điều chỉnh yêu cầu về số giờ nghiên cứu.
Chi tiết bài viết
Từ khóa
phát triển giáo viên, nghiên cứu khoa học, môi trường làm việc của giáo viên
Tài liệu tham khảo
Allison, D., & Carey, J. (2007). What do university language teachers say about language teaching research? TESL Canada Journal, 24(2), 61-81.
Anderson, E. M., & Shannon, A. L. (1988). Toward a conceptualization of mentoring. Journal of Teacher Education, 39(1), 38-42.
Borg, S. (2006). Conditions for teacher research. English Teaching Forum, 44(4), 22-27.
Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358-388.
Blackburn, R. T., Behymer, C. E., & Hall, D. E. (1978). Research note: Correlates of faculty publications. Sociology of Education, 51(2), 132-141.
Brannan, D., & Bleistein, T. (2012). Novice ESOL teachers’ perceptions of social support networks. TESOL Quarterly, 46(3), 539-541.
Carpenter, J. L. (2002). Struggles, strategies, settlements and survival: Case studies of three beginning teachers [Doctoral dissertation, The University of New Mexico].
Carter, M., & Francis, R. (2001). Mentoring and beginning teachers’ workplace learning. Asia-Pacific Journal of Teacher Education, 29(3), 249-262.
Chow, K. C. K., Chu, S. K. W., Tavares, N., & Lee, C. W. Y. (2015). Teachers as researchers: A discovery of their emerging role and impact through a school-university collaborative research. Brock Education: A Journal of Educational Research and Practice, 24(2), 20-39.
Devos, C., Dupriez, V., & Paquay, L. (2012). Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression? Teaching and Teacher Education, 28(2), 206-217.
Dickson, M., Riddlebarger, J., Stringer, P., Tennant, L., & Kennetz, K. (2014). Challenges faced by Emirati novice teachers. Near and Middle Eastern Journal of Research in Education, 4.
Doan, T. K. K., & Nguyen, T. H. A. (2005). Teachers' attitudes to classroom research in Vietnam. Teacher's Edition, 18, 4-7.
Ellis, N., & Loughland, T. (2016). The challenges of practitioner research: A comparative study of Singapore and NSW. Australian Journal of Teacher Education, 41(2), 8.
Farrell, T. S. C. (2003). Learning to teach English language during the first year: Personal influences and challenges. Teaching and Teacher Education, 19, 95-111.
Farrell, T. S. C. (2006). The first year of language teaching: Imposing order. System, 34, 211-221.
Farrell, T. S. C. (2012). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435-449.
Firestone, W. A., & Pennell, J. R. (1993). Teacher commitment, working conditions, and differential incentive policies. Review of Educational Research, 63(4), 489-525.
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232.
Fulton, O., & Trow, M. (1974). Research activity in American higher education. Sociology of Education, 47, 29-73.
Geiger, T., & Pivovarova, M. (2018). The effects of working conditions on teacher retention. Teachers and Teaching, 24(6), 604-625.
Glass, G. V., & Hopkins, K. D. (1996). Statistical methods in education and psychology. Psyccritiques, 41(12), 1224.
Gordon, S. P. (1991). How to help beginning teachers succeed. Association for Supervision and Curriculum Development.
Gray, J., & Campbell-Evans, G. (2002). Beginning teachers as teacher-researchers. Australian Journal of Teacher Education, 27(1), 1-22.
Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relation to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349-1363.
Griffiths, V., Thompson, S., & Hryniewicz, L. (2010). Developing a research profile: Mentoring and support for teacher educators. Professional Development in Education, 36(1-2), 245-262.
Grima-Farrell, C. (2017). What matters in a research to practice cycle? Teachers as researchers. Springer Science-Business Media Singapore.
Hammersley, M. (1993). On the teacher as researcher. Educational Action Research, 1(3), 425-445.
Hancock, R. (1997). Why are class teachers reluctant to become researchers? British Journal of In-service Education, 23(1), 85-99.
Hanushek, E. A., & Rivkin, S. G. (2007). Pay, working conditions, and teacher quality. The Future of Children, 17(1), 69-86.
Hargreaves, D. H. (2001). Revitalising educational research: Past lessons and future prospects. In M. Fielding (Ed.), Taking education really seriously: Four years (pp. 197-208). RoutledgeFalmer.
Hiep, P. H. (2006). Researching the research culture in English language education in Vietnam. TESL-EJ, 10(2), 1-20.
Hirsch, E., & Emerick, S. (2007). Teacher working conditions are student learning conditions: A report on the 2006 North Carolina teacher working conditions survey. Center for Teaching Quality.
Hobson, L. D., Harris, D., Buckner-Manley, K., & Smith, P. (2012). The importance of mentoring novice and pre-service teachers: Findings from a HBCU student teaching program. Educational Foundations, 26, 67-80.
House, J. S. (1983). Work stress and social support. Addison-Wesley series on occupational stress. Addison-Wesley Publishing Company.
Huling-Austin, L. (1992). Research on learning to teach: Implications for teacher induction and mentoring programs. Journal of Teacher Education, 43(3), 173-180.
Intrator, S. M. (2006). Beginning teachers and the emotional drama of the classroom. Journal of Teacher Education, 57(3), 232-239.
Jacobson, L. (2005). States scrutinize teacher working conditions. Education Week, 24(29), 1-16.
Johnson, S. M., & Birkeland, S. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581-617.
Keyes, C. (2000). The early childhood teacher’s voice in the research community. International Journal of Early Years Education, 8(1), 3-13.
Kincheloe, J. L. (2012). Teachers as researchers (classic edition): Qualitative inquiry as a path to empowerment. Routledge.
Kirkwood, M., & Christie, D. (2006). The role of teacher research in continuing professional development. British Journal of Educational Studies, 54(4), 429-448.
Ladd, H. F. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement? Educational Evaluation and Policy Analysis, 33(2), 235-261.
Lan, L. T. (2020). Confidence and motivation of novice English teachers at VNU in conducting research. VNU Journal of Foreign Studies, 36(1), 51-60. https://doi.org/10.25073/2525-2445/vnufs.4498
Lankshear, C., & Knobel, M. (2004). A handbook for teacher research: From design to implementation. Maidenhead.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. The Wallace Foundation.
Leithwood, K., & McAdie, P. (2007). Teacher working conditions that matter. Education Canada, 47(2), 42-45.
Leslie, L. E. (2010). Becoming a literacy teacher: From teacher preparation through the first two years of literacy teaching [Doctoral dissertation, Lakehead University].
Levin, B. B., & Rock, T. C. (2003). The effects of collaborative action research on preservice and experienced teacher partners in professional development schools. Journal of Teacher Education, 54(2), 135-149.
Lê, T. L. (2015, May 4). Những rào cản đối với nhà nghiên cứu trẻ. TiaSáng. https://tiasang.com.vn/khoa-hoc-cong-nghe/Nhung-rao-can-doi-voi-nha-nghien-cuu-tre--8609
Lofstrom, E., & Eisenschmidt, E. (2009). Beginning teacher’s perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher Education, 25, 681-689.
Lyle, S. (2003). An investigation into the impact of a continuing professional development programme designed to support the development of teachers as researchers in South Wales. Journal of In-Service Education, 29(2), 295-314.
Mann, S. M., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495.
Marable, M. A., & Raimondi, S. L. (2007). Teachers' perceptions of what was most (and least) supportive during their first year of teaching. Mentoring and Tutoring, 15(1), 25-37.
Mohr, M. M. (Ed.). (2004). Teacher research for better schools. Teachers College Press.
Potter, G. 92001). Facilitating critical reflection on practice through collaborative research. The Australian Educational Researcher, 28(3), 117-139.
Sarros, J. C., & Sarros, A. M. (1992). Social support and teacher burnout. Journal of Educational Administration, 30(1), 55-69.
Smith, T. M. (1996). The condition of education (1996). Diane Publishing.
Souder, K. O. (2005). Reframing initial challenges through collaborative reflection: A study of first year teachers in a professional development school [Doctoral dissertation, George Mason University].
Tien, F. F., & Blackburn, R. T. (1996). Faculty rank system, research motivation, and faculty research productivity: Measure refinement and theory testing. The Journal of Higher Education, 67(1), 2-22.
Ulla, M. B. (2018). Benefits and challenges of doing research: Experiences from Philippine public school teachers. Issues in Educational Research, 28(3), 797-810.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-147.
Weinstein, C. S. (1988). Preservice teachers' expectations about the first year of teaching. Teaching and Teacher Education, 4(1), 31-40.
Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: A secondary analysis. Teaching and Teacher Education, 15(8), 861-879.
Anderson, E. M., & Shannon, A. L. (1988). Toward a conceptualization of mentoring. Journal of Teacher Education, 39(1), 38-42.
Borg, S. (2006). Conditions for teacher research. English Teaching Forum, 44(4), 22-27.
Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358-388.
Blackburn, R. T., Behymer, C. E., & Hall, D. E. (1978). Research note: Correlates of faculty publications. Sociology of Education, 51(2), 132-141.
Brannan, D., & Bleistein, T. (2012). Novice ESOL teachers’ perceptions of social support networks. TESOL Quarterly, 46(3), 539-541.
Carpenter, J. L. (2002). Struggles, strategies, settlements and survival: Case studies of three beginning teachers [Doctoral dissertation, The University of New Mexico].
Carter, M., & Francis, R. (2001). Mentoring and beginning teachers’ workplace learning. Asia-Pacific Journal of Teacher Education, 29(3), 249-262.
Chow, K. C. K., Chu, S. K. W., Tavares, N., & Lee, C. W. Y. (2015). Teachers as researchers: A discovery of their emerging role and impact through a school-university collaborative research. Brock Education: A Journal of Educational Research and Practice, 24(2), 20-39.
Devos, C., Dupriez, V., & Paquay, L. (2012). Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression? Teaching and Teacher Education, 28(2), 206-217.
Dickson, M., Riddlebarger, J., Stringer, P., Tennant, L., & Kennetz, K. (2014). Challenges faced by Emirati novice teachers. Near and Middle Eastern Journal of Research in Education, 4.
Doan, T. K. K., & Nguyen, T. H. A. (2005). Teachers' attitudes to classroom research in Vietnam. Teacher's Edition, 18, 4-7.
Ellis, N., & Loughland, T. (2016). The challenges of practitioner research: A comparative study of Singapore and NSW. Australian Journal of Teacher Education, 41(2), 8.
Farrell, T. S. C. (2003). Learning to teach English language during the first year: Personal influences and challenges. Teaching and Teacher Education, 19, 95-111.
Farrell, T. S. C. (2006). The first year of language teaching: Imposing order. System, 34, 211-221.
Farrell, T. S. C. (2012). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435-449.
Firestone, W. A., & Pennell, J. R. (1993). Teacher commitment, working conditions, and differential incentive policies. Review of Educational Research, 63(4), 489-525.
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232.
Fulton, O., & Trow, M. (1974). Research activity in American higher education. Sociology of Education, 47, 29-73.
Geiger, T., & Pivovarova, M. (2018). The effects of working conditions on teacher retention. Teachers and Teaching, 24(6), 604-625.
Glass, G. V., & Hopkins, K. D. (1996). Statistical methods in education and psychology. Psyccritiques, 41(12), 1224.
Gordon, S. P. (1991). How to help beginning teachers succeed. Association for Supervision and Curriculum Development.
Gray, J., & Campbell-Evans, G. (2002). Beginning teachers as teacher-researchers. Australian Journal of Teacher Education, 27(1), 1-22.
Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relation to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349-1363.
Griffiths, V., Thompson, S., & Hryniewicz, L. (2010). Developing a research profile: Mentoring and support for teacher educators. Professional Development in Education, 36(1-2), 245-262.
Grima-Farrell, C. (2017). What matters in a research to practice cycle? Teachers as researchers. Springer Science-Business Media Singapore.
Hammersley, M. (1993). On the teacher as researcher. Educational Action Research, 1(3), 425-445.
Hancock, R. (1997). Why are class teachers reluctant to become researchers? British Journal of In-service Education, 23(1), 85-99.
Hanushek, E. A., & Rivkin, S. G. (2007). Pay, working conditions, and teacher quality. The Future of Children, 17(1), 69-86.
Hargreaves, D. H. (2001). Revitalising educational research: Past lessons and future prospects. In M. Fielding (Ed.), Taking education really seriously: Four years (pp. 197-208). RoutledgeFalmer.
Hiep, P. H. (2006). Researching the research culture in English language education in Vietnam. TESL-EJ, 10(2), 1-20.
Hirsch, E., & Emerick, S. (2007). Teacher working conditions are student learning conditions: A report on the 2006 North Carolina teacher working conditions survey. Center for Teaching Quality.
Hobson, L. D., Harris, D., Buckner-Manley, K., & Smith, P. (2012). The importance of mentoring novice and pre-service teachers: Findings from a HBCU student teaching program. Educational Foundations, 26, 67-80.
House, J. S. (1983). Work stress and social support. Addison-Wesley series on occupational stress. Addison-Wesley Publishing Company.
Huling-Austin, L. (1992). Research on learning to teach: Implications for teacher induction and mentoring programs. Journal of Teacher Education, 43(3), 173-180.
Intrator, S. M. (2006). Beginning teachers and the emotional drama of the classroom. Journal of Teacher Education, 57(3), 232-239.
Jacobson, L. (2005). States scrutinize teacher working conditions. Education Week, 24(29), 1-16.
Johnson, S. M., & Birkeland, S. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581-617.
Keyes, C. (2000). The early childhood teacher’s voice in the research community. International Journal of Early Years Education, 8(1), 3-13.
Kincheloe, J. L. (2012). Teachers as researchers (classic edition): Qualitative inquiry as a path to empowerment. Routledge.
Kirkwood, M., & Christie, D. (2006). The role of teacher research in continuing professional development. British Journal of Educational Studies, 54(4), 429-448.
Ladd, H. F. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement? Educational Evaluation and Policy Analysis, 33(2), 235-261.
Lan, L. T. (2020). Confidence and motivation of novice English teachers at VNU in conducting research. VNU Journal of Foreign Studies, 36(1), 51-60. https://doi.org/10.25073/2525-2445/vnufs.4498
Lankshear, C., & Knobel, M. (2004). A handbook for teacher research: From design to implementation. Maidenhead.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. The Wallace Foundation.
Leithwood, K., & McAdie, P. (2007). Teacher working conditions that matter. Education Canada, 47(2), 42-45.
Leslie, L. E. (2010). Becoming a literacy teacher: From teacher preparation through the first two years of literacy teaching [Doctoral dissertation, Lakehead University].
Levin, B. B., & Rock, T. C. (2003). The effects of collaborative action research on preservice and experienced teacher partners in professional development schools. Journal of Teacher Education, 54(2), 135-149.
Lê, T. L. (2015, May 4). Những rào cản đối với nhà nghiên cứu trẻ. TiaSáng. https://tiasang.com.vn/khoa-hoc-cong-nghe/Nhung-rao-can-doi-voi-nha-nghien-cuu-tre--8609
Lofstrom, E., & Eisenschmidt, E. (2009). Beginning teacher’s perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher Education, 25, 681-689.
Lyle, S. (2003). An investigation into the impact of a continuing professional development programme designed to support the development of teachers as researchers in South Wales. Journal of In-Service Education, 29(2), 295-314.
Mann, S. M., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495.
Marable, M. A., & Raimondi, S. L. (2007). Teachers' perceptions of what was most (and least) supportive during their first year of teaching. Mentoring and Tutoring, 15(1), 25-37.
Mohr, M. M. (Ed.). (2004). Teacher research for better schools. Teachers College Press.
Potter, G. 92001). Facilitating critical reflection on practice through collaborative research. The Australian Educational Researcher, 28(3), 117-139.
Sarros, J. C., & Sarros, A. M. (1992). Social support and teacher burnout. Journal of Educational Administration, 30(1), 55-69.
Smith, T. M. (1996). The condition of education (1996). Diane Publishing.
Souder, K. O. (2005). Reframing initial challenges through collaborative reflection: A study of first year teachers in a professional development school [Doctoral dissertation, George Mason University].
Tien, F. F., & Blackburn, R. T. (1996). Faculty rank system, research motivation, and faculty research productivity: Measure refinement and theory testing. The Journal of Higher Education, 67(1), 2-22.
Ulla, M. B. (2018). Benefits and challenges of doing research: Experiences from Philippine public school teachers. Issues in Educational Research, 28(3), 797-810.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-147.
Weinstein, C. S. (1988). Preservice teachers' expectations about the first year of teaching. Teaching and Teacher Education, 4(1), 31-40.
Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: A secondary analysis. Teaching and Teacher Education, 15(8), 861-879.