6th International Virtual Congress (IVC-2019) And Workshop.  International E-publication: Publish Projects, Dissertation, Theses, Books, Souvenir, Conference Proceeding with ISBN.  International E-Bulletin: Information/News regarding: Academics and Research

The Effectiveness of the Involvement of Teachers of English in the Curriculum Development Process at Centers for Foreign Studies in the Mekong Delta

Author Affiliations

  • 1Southeast Asian Ministers of Education Organization Regional Training Center (Seameo Retrac) 35 Le Thanh Ton, District 1, Ho Chi Minh City, Vietnam

Res. J.Educational Sci., Volume 4, Issue (2), Pages 7-11, February,1 (2016)

Abstract

Teachers are becoming more and more involved in the curriculum development process because they believe that their involvement will help learners improve their academic learning outcomes. Unlike teachers of English in public schools in Vietnam, teachers at Centers for Foreign Studies do not have to rely on curricula stipulated by Ministry of Education and Training and they have more autonomy in selecting or designing curricula of their own. This study aimed to measure the efficiency of the involvement of teachers of English in the curriculum development process at the Centers for Foreign Studies in the Mekong Delta. The findings showed that the majority of teachers were willing to take part in the curriculum development process and they affirmed that their learners made progress when the curricula were modified.

References

  1. Handler B. (2010)., Teacher as curriculum leader: A consideration of the appropriateness of that role assignment to classroom-based practitioners., International Journal of Teacher Leadership, 3 (3), 32-42.
  2. Hoang V. V. (2010)., The Current Situation and Issues of the Teaching of English in Vietnam., Ritsumeikan Language and Culture Research, 22(1).
  3. Le C.V. (2007)., Teachers’ Beliefs about Curricular Innovation in Vietnam: A Preliminary Study., ELT Curriculum Innovation and Implementation in Asia, 191- 216.
  4. Su S.W. (2012)., The various concepts of curriculum and the factors involved in curricula-making., Journal of Language Teaching and Research, 3(1), 153-158.
  5. Tran T.T. (2013)., The Causes of Passiveness in Learning of Vietnamese Students., VNU Journal of Education Research, 29(2), 72-84.
  6. Oliva P. (2005)., Developing the curriculum., New York:McGraw-Hill.
  7. Ornstein A.C. and Hunkins F.P. (1998)., Curriculum: Foundations, Principles, and Issues. Boston: Allyn and Bacon.
  8. Rogers A. and Taylor P. (1998)., Participatory curriculum development in agricultural education., A training guide.
  9. Tyler R.W. (1949)., Basic Principles of Curriculum and Instruction., Chicago University Press.
  10. Wood L. and Davis B.G. (1978)., Designing and evaluating higher education curricula (No. 8)., American Association for Higher Education.
  11. Education Bureau. (2013)., Chapter 3 – Remedial Teaching Strategies., Retrieved from http://www. edb.gov.hk/en/edu-system/special/resources/serc/irtp/book-3.html
  12. Hall W.C. (1975)., Models for curriculum development., Vestes: Australian Universities