THE EFFECTIVENESS OF EXPERIENTIAL LEARNING MODELS IN TEACHER TRAINING: A CASE STUDY IN THAI NGUYEN PROVINCE, VIETNAM

Nguyen Thi Thu Ha, Cao Tien Khoa, Le Thi Thu Huong, Nguyen Quang Linh, Nguyen Thi Bich

Abstract


The quality of education may be raised in large part by investing in teacher training. It contributes to the expansion and updating of professional knowledge, teaching abilities, and new and improved methods of approaching students. Teachers can also continue to grow individually via the refresher process, reflect on their teaching methods, and adjust to shifts in the educational landscape and the needs of their students. The purpose of the project is to identify an experiential learning-based teacher training paradigm that is efficient and workable. A pedagogical experiment using this model was conducted with two classes and 35 high school teachers in Thai Nguyen Province, Vietnam. The findings of the research, which used the document research approach together with expert opinion, demonstrate that learning via experience in teacher training has accomplished the desired objective in 5 key stages: (1) (1) Choosing a few standard lessons to organize to teach illustrations; (2) preparing to organize the illustration teaching after the standard lesson has been chosen; (3) practicing demonstration teaching; (4) organizing the discussion after attending the demonstration lesson; and (5) making personal plans to organize the lesson in accordance with the training's content.

 

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teacher training, model, Vietnam, learning via experience

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References


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DOI: http://dx.doi.org/10.46827/ejes.v10i7.4899

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