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University of Houston

1. -6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

Background: The current complexity of the global marketplace challenges national education systems around the world to prepare its children with the knowledge and skills needed to become competitive, and research literature confirms the value of investing in education. Based on a large body of research over two decades, the Center for Public Education concludes that there is substantial evidence of a direct correlation between teacher’s effectiveness and student academic achievement. Statistics from various studies indicate the challenge for schools across the US and the globe is to hire teachers that are well-prepared for the classrooms. The National Council for Accreditation of Teacher Education, the professional teacher preparation accrediting body, indicates that effective teachers require a combination of factors including one key factor, teacher training. Therefore, preparing great teachers will have a direct impact on the learning and success of students. Purpose: This study examined the perspectives of students and alumni of the teacher preparation program they went through and their views on its effectiveness in preparing them for the real classroom. Methods: A questionnaire was given to students and alumni of the teacher preparation program at Danang University of Education (DUEd) to survey their overall perceptions on how well the teacher preparation program did in training them for the classroom and in addressing classroom environment, instruction, and in dealing students with disabilities. Results: An analysis of the results yielded common themes that reflect a prevailing trend in the teacher training programs at DUEd. Common themes indicate a need to improve the quality of the teacher preparation programs at the DUEd in several areas, especially in addressing teaching students with disabilities. Conclusion: The findings provided feedback and insights for improvement for the DUEd teacher preparation program and may be helpful to other teacher preparation programs at other institutions as well. Advisors/Committee Members: MacNeil, Angus J. (advisor), Emerson, Wayne W. (committee member), Fairchild, Renee (committee member), White, Cameron (committee member).

Subjects/Keywords: teacher preparation; Danang; Vietnam

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-6232-5340. (2017). Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1875

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-6232-5340. “Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.” 2017. Thesis, University of Houston. Accessed March 19, 2019. http://hdl.handle.net/10657/1875.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-6232-5340. “Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.” 2017. Web. 19 Mar 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10657/1875.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1875

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


Kyoto University / 京都大学

2. Thi, Kinh Kieu. Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam : 持続可能な開発のための教育(ESD)のアプローチ、プリンシパル、コンピテンスから見た教員研修:ベトナム中部におけるケーススタディ.

Degree: 博士(地球環境学), 2017, Kyoto University / 京都大学

新制・課程博士

甲第20543号

地環博第164号

Subjects/Keywords: Education for Sustainable Development; Teacher education; Danang University of Education; Formal education; Non-formal education; Competency

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Thi, K. K. (2017). Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam : 持続可能な開発のための教育(ESD)のアプローチ、プリンシパル、コンピテンスから見た教員研修:ベトナム中部におけるケーススタディ. (Thesis). Kyoto University / 京都大学. Retrieved from http://hdl.handle.net/2433/225768 ; http://dx.doi.org/10.14989/doctor.k20543

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thi, Kinh Kieu. “Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam : 持続可能な開発のための教育(ESD)のアプローチ、プリンシパル、コンピテンスから見た教員研修:ベトナム中部におけるケーススタディ.” 2017. Thesis, Kyoto University / 京都大学. Accessed March 19, 2019. http://hdl.handle.net/2433/225768 ; http://dx.doi.org/10.14989/doctor.k20543.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thi, Kinh Kieu. “Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam : 持続可能な開発のための教育(ESD)のアプローチ、プリンシパル、コンピテンスから見た教員研修:ベトナム中部におけるケーススタディ.” 2017. Web. 19 Mar 2019.

Vancouver:

Thi KK. Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam : 持続可能な開発のための教育(ESD)のアプローチ、プリンシパル、コンピテンスから見た教員研修:ベトナム中部におけるケーススタディ. [Internet] [Thesis]. Kyoto University / 京都大学; 2017. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/2433/225768 ; http://dx.doi.org/10.14989/doctor.k20543.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thi KK. Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam : 持続可能な開発のための教育(ESD)のアプローチ、プリンシパル、コンピテンスから見た教員研修:ベトナム中部におけるケーススタディ. [Thesis]. Kyoto University / 京都大学; 2017. Available from: http://hdl.handle.net/2433/225768 ; http://dx.doi.org/10.14989/doctor.k20543

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Kyoto University

3. Thi, Kinh Kieu. Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam .

Degree: 2017, Kyoto University

Subjects/Keywords: Education for Sustainable Development; Teacher education; Danang University of Education; Formal education; Non-formal education; Competency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Thi, K. K. (2017). Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam . (Thesis). Kyoto University. Retrieved from http://hdl.handle.net/2433/225768

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thi, Kinh Kieu. “Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam .” 2017. Thesis, Kyoto University. Accessed March 19, 2019. http://hdl.handle.net/2433/225768.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thi, Kinh Kieu. “Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam .” 2017. Web. 19 Mar 2019.

Vancouver:

Thi KK. Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam . [Internet] [Thesis]. Kyoto University; 2017. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/2433/225768.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thi KK. Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam . [Thesis]. Kyoto University; 2017. Available from: http://hdl.handle.net/2433/225768

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.