TTLV: Phong cách giao tiếp sư phạm của giáo sinh Trường CĐSP Hưng Yên

INFORMATION ON MASTER’S THESIS

1. Full name : Đoàn Thị Hạ 2. Sex: Female 3. Date of birth: 22/09/1982 4. Place of birth: Hưng Yên 5. Admission decision number: 2551/2007/QĐ - KH&SĐH, Dated: 02/11/2007 6. Changes in academic process: Nothing change 7. Official thesis title: 8. Major: Psychology 9. Code: 60 31 80 10. Supervisors: Asso.prof. Dr. Lª Khanh 11. Summary of the findings of the thesis: General process of theoretical research and practical communication style of teaching pedagogy outstanding college’s students of Hung Yen pedagogical practice when teaching at the secondary school facilities, we propose some preliminary following conclusions: - About theoretical research + Thesis is to build the system's conceptual tools topics: communication style, teachers' communication style, communication style of teaching college’s students practice when teaching in schools information and so on. in which the basic concepts of the thesis is the concept of pedagogical style of communication when teaching practice of student teaching at the secondary school. + Essay points out the unique characteristics of each communication style of teaching student teachers during practice teaching. The type of communication style is pedagogical: pedagogical communication style autocratic, pedagogic style of communication democratic style of communication and pedagogical freedom of teachers' communication style synthesis. + Essay points out some subjective and objective factors affecting the communication style of teaching pedagogy outstanding students, including professional skill level of students teachers; pedagogical communication style of Hung Yen college’s teachers of and secondary school teachers, the collaboration of teachers and students in secondary school. - About research practice: + The majority of teaching students have very clear perceptions about the role of teacher communication style of teaching activities. Pedagogical style of communication is crucial to the teaching quality of teachers. Which confirms the theoretical basis to build on teachers' style of communication is accurate, and consistent with reality. + Majority of teacher students of Hung Yen teaching college have pedagogical style of communication known pedagogical excels in the practice of teaching is pedagogic style of communication synthesis. It is expressed in behavior, specifically how to behave with students, teachers and others teaching students at the same subject in specific situations when teaching in class, exchange experiences about teaching hours. + Communication style pedagogy of teaching students to excel while practice teaching at the secondary school mainly influenced by the subjective and objective factors include the following: pedagogical communication style of Hung Yen teaching colleges’s teachers and teachers of secondary school; the cooperation of teachers and students at secondary schools; ability, qualifications and professional level of teaching students. In short,The result of the research has proven the theory that we have stated from the beginning is right. 12. Practical applicability, if any: Pedagogical style of communication is not only important for quality teaching but also the characteristics of personality of the teacher. Therefore, the results of research topics contributing to identify the communication styles of teachers and students pointed out the factors affecting the pedagogical style of communication to contribute to activities carried pedagogical training of college teachers Hung Yen increasingly higher quality. Furthermore, the results of the thesis may also apply to teaching college in general to identify and develop the pedagogical style of communication for students. 13. Further research directions, if any: In future research we continue to follow the following directions: - Extensive research on the overall scope of practice of pedagogical activities - Further research on affecting teachers' communication style practice of students on the quality of teaching practice at the secondary school. 14. Thesis-related publications: None