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RISS 인기검색어
- 검색키워드
- 저자 : ( Nuzhat Mariam ) (검색결과 2 건)
- 무료
- 기관 내 무료
- 유료
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The Development of an ADDIE Based Instructional Model for ELT in Early Childhood Education
( Nuzhat Mariam ),( Chang-woo Nam ) 한국교육공학회 2019 Educational Technology International Vol.20 No.1
The core purpose of the study is to develop and validate an ADDIE model based instructional model for English Language Teaching (ELT) in early childhood classroom in Bangladesh as an aid to teachers to reconstruct their knowledge and experience more strategically, and for them to design and implement their instruction more structurally. This study is developmental in nature which has been divided in five phases as follows. Phase I: Existing methods and instructional strategy review, Phase II: Instructional model development, Phase III: Delphi 1st round, Phase IV: Delphi 2nd round and Phase V: Model validation. After reviewing relevant literature and existing strategy in phase I, the 1st version of instructional model is made phase II. Next in phase III and phase IV, two rounds of Delphi have been conducted where experts related to different concerning areas of this study reviewed the 1st version and gradually the final version of the instructional model is made. Finally, the instructional model for English teachers of early childhood classroom in Bangladesh got validated by the same Delphi panelists in Phase V. In respect with each phases of ADDIE, the instructional model elaborates the 1) representative key points, 2) instructors’ activities prescribed for the instructors, 3) supporting strategies. Both the conceptual and procedural models are included in this study for clearer identification of the whole process. Lastly the study provides some recommendations for instructors and practitioners on choosing the instructional model like doing prior need analysis, incorporating teacher training programs, training students, keeping on researching for finding effective teaching technique and tools and being open to changes etc. In addition, the study also acknowledges its limitations like not being able to consider the psychological factors due to time limitation. Finally, at the end the study points out the areas that welcome further research.
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Early childhood teacher certification in major countries: criteria and curriculum
마리암 누즈하트(Mariam Nuzhat ) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.11
목적 본 연구의 주요 목적은 미국, 영국, 캐나다 및 호주의 유아교사 자격 기준을 살펴보고, 대학의 유아교사 교육과정을 비교⋅분석하여 한국의 유아교사 교육과정에 대한 의미 있는 시사점을 제공하는 것이다. 방법 이를 위하여 미국, 영국, 캐나다, 호주, 한국의 교육 관련 부서 홈페이지에 탑재되어 있는 유아교사 자격 관련 법령 및 기준에 대한 문서들을 검색하여 수집하였다. 또한 각 대학 홈페이지에 탑재되어 있는 유아교사 교육과정을 수집하여 비교, 분석하였다. 결과 이들 국가에서 유아 교사의 자격에 대한 국가 기준은 뚜렷한 것으로 밝혀다. 선택한 대학의 커리큘럼은 기간, 학위 유형 및 과정면에서 서로 다르다. 결론 본 연구에서 나타난 결과를 토대로 유아교사 교육과정의 교과목 구성, 실습기간 및 방법, 장애아동 및 다문화가정 아동 등 다양한 배경을 가진 아동에 대한 이해, 코로나19로 인한 하이브리드교육 등을 중심으로 한국 유아교사 교육과정 개선방향을 제안하고 논의하였다. Objectives The major purpose for this study is to explore the national criteria for early childhood teachers’ eligibility in USA, England, Canada, and Australia along with comparing and analyzing the existing curriculum of Columbia University, Harvard University, University of Illinois at Chicago, Cambridge University, University of Toronto, Australian college of teachers’ aides and children. Methods The study thoroughly analyzed the curriculum based on core course, method course and elective courses, duration of teaching practicum, type of course, way of course conduction: online or offline, inclusion of courses on special child and option of bilingual extension. Results National criteria for early childhood teachers’ eligibility in these countries are found to be distinctive. The curriculums of the selected universities also differ from one another in terms of duration, degree type and courses. Conclusions The study provides implications for early childhood educators training in Korea providing recommendation for instructors and practitioners on choosing courses for generating a well fitted curriculum for better teachers training.
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