Program Development of English Teacher’s Competency Enhancement for Learning in 21st-Century of Secondary Schools in the Northeastern Region
Notice bibliographique
Résumé
The English language is a global language and crucial for all people, and English teachers’ competency development affects high-quality students, the objectives of the research were 1) to study the elements and indicators of English teachers’ competency 2) to study the current conditions, desirable conditions, and needs to enhance English teachers’ competency 3) to create and develop the English teachers’ competency enhancement program, and 4) to study the results of implementing the English teachers’ competency enhancement program. Research Methodology was Research and Development which were conducted in 4 phases according to research objectives. The findings of the study showed that: I. The elements and indicators of English teachers’ competency consisted of 3 aspects, 14 elements, and 67 indicators including 1) knowledge, 2) skills, and 3) characteristics insisted on by the 9 experts. In all aspects, 14 elements were appropriate at the highest level. II. In current conditions competency of English teachers in all aspects were at a high level. Overall desirable conditions were at the highest level, and their competencies needed were knowledge, skills, and characteristics, respectively. III. The English teachers’ competency enhancement program consisted of 1) rationale 2) objectives 3) contents: Module 1 (18 hours), Module 2 (12 hours), Module 3 (6 hours) 4) procedure and sub-activities 5) test and measurement. The 9 experts’ evaluation of the program is at the most appropriate, feasibility, and utility level. IV. The result of implementing the English teachers’ competency enhancement program showed that 1) Knowledge: the post-development average was higher than the pre-development average. 2) Skills: assessed by the school supervising teacher, the first time their overall performances were at the average level, the second time and third times were at a high level, and the highest respectively. 3) Characteristics: evaluated by the director and the head of the Foreign Languages Department, the first time supervision was at the average level, the second time and third times were at a high level, and the highest, respectively. 4) the overall satisfaction of English teachers who joined the program was at the highest level.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».