GIẢNG DẠY NGOÀI LĨNH VỰC CHUYÊN MÔN: RÀO CẢN HAY YẾU TỐ THÚC ĐẨY NHẬN THỨC VỀ NĂNG LỰC GIẢNG DẠY CỦA GIẢNG VIÊN?
Nội dung chính của bài viết
Tóm tắt
Đối với phần đông giảng viên, giảng dạy ngoài lĩnh vực chuyên môn ngày càng trở nên phổ biến. Tuy nhiên, những nghiên cứu về ảnh hưởng của giảng dạy ngoài lĩnh vực chuyên môn đối với giảng viên và đối với hoạt động giảng dạy của họ vẫn còn hạn chế. Nghiên cứu này khảo sát thái độ của một số giảng viên tiếng Anh đối với việc giảng dạy ngoài lĩnh vực chuyên môn, và sự ảnh hưởng của hoạt động này đối với nhận thức của giảng viên về năng lực giảng dạy của họ qua góc nhìn của thuyết Tự quyết. Thông qua phỏng vấn 15 giảng viên tiếng Anh đại học ở Việt Nam, kết quả nghiên cứu chỉ ra rằng giảng dạy ngoài lĩnh vực chuyên môn có thể là rào cản hoặc là yếu tố thúc đẩy sự thỏa mãn nhu cầu về năng lực của giảng viên. Việc thiếu kiến thức về nội dung giảng dạy không phải lúc nào cũng là rào cản đối với nhận thức về năng lực giảng dạy của giảng viên và nhu cầu nâng cao năng lực giảng dạy của họ. Nhận thức của giảng viên về sự hiệu quả, sự tự tin, động lực và sự thích thú trong quá trình giảng dạy phụ thuộc phần lớn vào cách họ khái niệm hóa vai trò của mình trong công việc giảng dạy. Đặc biệt, giảng viên có mức độ tự tin cao về năng lực giảng dạy của mình và không coi mình là chuyên gia trong quá trình giảng dạy thường nhìn nhận giảng dạy ngoài lĩnh vực chuyên môn là cơ hội để nâng cao kiến thức. Nghiên cứu này cũng đưa ra một số đề xuất cho các bên liên quan, bao gồm: các nhà phát triển giáo dục, các nhà hoạch định chính sách, lãnh đạo và quản lý trường học, và giảng viên. Các đề xuất này đề cập đến việc nâng cao nhận thức của giảng viên về khái niệm hóa vai trò của họ trong giảng dạy và phát triển những điều kiện thúc đẩy nhận thức về năng lực giảng dạy của họ.
Chi tiết bài viết
Từ khóa
giảng dạy ngoài lĩnh vực chuyên môn, lĩnh vực chuyên môn của giáo viên, năng lực giảng dạy, thuyết Tự quyết, giáo viên chuyên ngành
Tài liệu tham khảo
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Beijaard, D. (1995). Teachers' prior experiences and actual perceptions of professional identity. Teachers and Teaching: Theory and Practice, 1(2), 281-294. https://doi.org/10.1080/1354060950010209
Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13.
Berliner, D. C. (1988). The development of expertise in pedagogy. AACTE Publications.
Berliner, D. C. (2004). Describing the behaviour and documenting the accomplishments of expert teachers. Bulletin of Science, Technology & Society, 24, 200-212. https://doi.org/10.1016/j.tate.2018.03.005
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oa
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490. https://doi.org/10.1016/j.jsp.2006.09.001
Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., Mouratidis, T., Ryan, M. R., Sheldon, K., Soenens, B., Van Petegem, S., & Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39, 216-236. https://doi.org/10.1007/s11031-014-9450-1
Cuevas, R., Sánchez-Oliva, D., Bartholomew, K., Ntoumanis, N., & García Calvo, T. (2015). Adaptation and validation of the psychological need thwarting scale in Spanish physical education teachers. The Spanish Journal of Psychology, 18, E53. https://doi.org/10.1017/sjp.2015.56
Darling-Hammon, L. (2010). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press.
Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. The Annual Review of Organizational Psychology and Organizational Behavior, 4, 19-43. https://doi.org/10.1146/annurev-orgpsych032516-113108
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation (Vol. 38, pp. 237-288). University of Nebraska Press.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Dee, T. S., & Cohodes, S. R. (2008). Out-of-field teachers and student achievement. Public Finance Review, 36(1), 7-32. https://doi.org/10.1177/1091142106289330
du Plessis, A. E. (2015). Effective education: Conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders. International Journal of Educational Research, 72, 89-102. https://doi.org/10.1016/j.ijer.2015.05.005
Ebersold, S., Rahm, T., & Heise, E. (2019). Autonomy support and well‑being in teachers: Differential mediations through basic psychological need satisfaction and frustration. Social Psychology of Education, 22, 921-942. https://doi.org/10.1007/s11218-019-09499-1
Fernet, C., Austin, S., Trepanier, S. G., & Dussault, M. (2013). How do job characteristics contribute to burnout? Exploring the distinct mediating roles of perceived autonomy, competence, and relatedness. European Journal of Work Organizational Psychology, 22, 123-137. https://doi.org/10.1080/1359432X.2011.632161
Hoang, V. V. (2010). The current situation and issues of the teaching of English in Vietnam. Ritsumeikan Studies in Language and Culture, 22(1), 7-18.
Hobbs, L. (2013). Teaching 'out-of-field' as a boundary crossing event: Factors shaping teacher identity. International Journal of Science and Mathematics Education, 11, 271-297. https://doi.org/10.1007/s10763-012-9333-4
Hobbs, L., & Torner, G. (2019). Teaching out-of-field as a phenomenon and research problem. In L. Hobbs & G. Torner (Eds.), Examining the phenomenon of "teaching out-of-field": International perspectives on teaching as a non-specialist (pp. 3-20). Springer.
Huston, T. (2009). Teaching what you don't know. Harvard University Press.
Ibrahim, N., Aziz, A., & Nambiar, R. (2013). What master teachers do: A case study of planning, facilitating, role modelling and developing materials. International Education Studies, 6(6), 86-94. https://doi.org/10.5539/ies.v6n6p86
Ingersoll, R. M. (1999). The problem of underqualified teachers in American secondary schools. Educational Researcher, 28(2), 26-37. https://doi.org/10.3102/0013189X028002026
Jacob, B., Frenzel, A. C., & Stephens, E. J. (2017). Good teaching feels good - but what is "good teaching"? Exploring teachers' definitions of teaching success in mathematics. ZDM Mathematics Education, 49, 461-473. https://doi.org/10.1007/s11858-017-0848-6
Jamshed, S. (2014). Qualitative research method-interviewing and observation. Basic and Clinical Pharmacy, 5(4), 87-88. https://doi.org/10.4103/0976-0105.141942
Johnson, L. (2011). Teaching outside the box: How to grab your students by their brain. Jossey-Bass.
Korthagen, F. A., & Evelein, F. G. (2016). Relations between student teachers' basic needs fulfillment and their teaching behavior. Teaching and Teacher Education, 60, 234-244. https://doi.org/10.1016/j.tate.2016.08.021
Le, T. T. H., & Phan, L. H. (2013). Problematizing the culture of learning English in Vietnam: Revisiting teacher identity. In M. Cortazzi & L. Jin (Eds.), Researching Cultures of Learning: International Perspectives on Language Learning and Education (pp. 248-264). Palgrave Macmillan.
Luft, J. A., Hanuscin, D., Hobbs, L., & Torner, G. (2020). Out-of-field teaching in science: An overlooked problem. Journal of Science Teacher Education, 31(7), 719-724. https://doi.org/10.1080/1046560X.2020.1814052
Nguyen, H. T. M., & Hall, C. (2017). Changing views of teachers and teaching in Vietnam. Teaching Education, 28(3), 244-256. https://doi.org/10.1080/10476210.2016.1252742
Nguyen, T. Q. T. (2015). The influence of traditional beliefs on Vietnamese college lecturers’ perceptions of face. Journal of Education for Teaching: International Research and Pedagogy, 41(2), 203-214. https://doi.org/10.1080/02607476.2015.1031542
Nixon, R., Luft, J. A., & Ross, R. (2017). Prevalence and predictors of out-of-field teaching in the first five years. Journal of Research in Science Teaching, 54(9), 1197-1218. https://doi.org/10.1002/tea.21402
Palmer, D., Stough, L., Burdenski Jr., T., & Gonzales, M. (2005). Identifying teacher expertise: an examination of researchers’ decision making. Educational Psychologist, 40(1), 13-25. https://doi.org/10.1207/s15326985ep4001_2
Pham, T. N., & Bui, L. T. P. (2019). An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam. Language Testing in Asia, 9(15), 1-20. https://doi.org/10.1186/s40468-019-0091-x
Phan, L. H. (2008). Teaching English as an international language: Identity, resistance and negotiation. Multilingual Matters Ltd.
Phan, L. H. (2013). The politics of naming: Critiquing “learner-centred” and “teacher as facilitator” in English language and humanities classrooms. Asia-Pacific Journal of Teacher Education 42(4), 392-405. https://doi.org/10.1080/1359866X.2014.956048
Pillay, H., Goddard, R., & Wilss, L. (2005). Well-being, burnout and competence: Implications for teachers. Australian Journal of Teacher Education, 30(2), 22-33. https://doi.org/10.14221/ajte.2005v30n2.3
Qu, S. Q., & Dumay, J. (2011). The qualitative research interview. Qualitative Research in Accounting & Management, 8(3), 1-27. https://doi.org/10.1108/11766091111162070
Riordain, M. N., Paolucci, C., & Lyons, T. (2019). Teacher professional competence: What can be learned about the knowledge and practices needed for teaching? In L. Hobbs & G. Torner (Eds.), Examining the phenomenon of "teaching out-of-field": International perspectives on teaching as a non-specialist (pp. 129-150). Springer.
Robbs, B., & Broyles, S. (2012). Learning from the best: A study of the growth, goals and methods of exemplary teachers. Journal of Advertising Education, 16(2), 5-14. https://doi.org/10.1177/109804821201600202
Ryan, R. M., & Deci, E. L. (2016). Facilating and hindering motivation, learning and well-being in schools: Research and observations from Self-determination theory. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed., pp. 96-119). Routledge.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press.
Saldana, J. (2009). The coding manual for qualitative researchers. SAGE Publications Ltd.
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