英语教师教师的知识和技能在初级阅读指导的知识和技能
Elias Kuche1, Abate Demissie1, Wendiyfraw Wanna1
1Arba Minch University, Arba Minch, Ethiopia.
Heliyon
|October 15, 2024
概括
埃塞俄比亚的英语教师教育人员在小年级阅读教学中表现出较低的知识和技能. 他们的经验与他们的表现没有相关性,这表明在准备未来教师方面存在潜在的差距.
科学领域:
- 教育教育教育教育教育教育.
- 教师培训 培训教师培训
- 识字研究 识字研究
背景情况:
- 有效的小年级阅读指导对于基础识字至关重要.
- 教师教育工作者的专业知识直接影响到教师的服务准备.
- 教师知识的差距可能会阻碍有效的阅读教学.
研究的目的:
- 评估英语教师教育人员在小学年级阅读方面的知识和技能.
- 确定影响这些知识和技能的因素.
- 评估教师教育工作者为培养未来教师的阅读指导做好准备.
主要方法:
- 使用集群随机抽样进行定量,描述性比较设计 (N=43).
- 通过测试和多年的教学经验收集的数据.
- 统计分析包括描述性统计,一个样本t测试,多重回归和斯皮尔曼的rho相关性.
主要成果:
- 大多数教师教育工作者在初级阅读方面表现出较低的知识和技能.
- 技能分数高于知识分数.
- 教师教育工作者的表现明显低于假设的人口水平.
- 语音意识是最强有力的贡献领域,形态学是最弱的.
- 多年教学经验显示,与知识和技能没有显著的相关性.
结论:
- 英语教师教育人员对于小年级的阅读教学知识和技能不足.
- 与预期的标准相比,存在重大缺陷.
- 教师教育工作者可能没有充分为教师提供必要的阅读教学.
- 对于教师教育工作者来说,迫切需要进一步的专业发展.
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