Dạy học môn lý luận dạy học theo hướng phát triển năng lực dạy học cho sinh viên sư phạm ở trường đại học TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES NGUYEN THANH THUY Major: Theory and History of Education Code: 9.14.01.02 DOCTORAL DISSERTATION ABSTRACT IN EDUCATIONAL SCIENCES Hanoi, 2022 The work is completed at: The Vietnam National Institute of Educational Sciences Supervisors: Assoc Prof Dr Vu Trong Ry Dr Duong Quang Ngoc Opponent 1: Prof Dr Nguyen Thi Hoang Yen Opponent 2: Assoc Prof Dr Nguyen Thi Tinh Opponent 3: Assoc Prof Dr Duong Thi Hoang Yen The dissertation will be defended before the Institute-level Dissertation Examination Committee at the Vietnam National Institute of Educational Sciences, at No 101, Tran Hung Dao Street, Hanoi City At… hour… on month… date…, year 2022 The dissertation is available at: - National Library of Vietnam; - Library of the Vietnam National Institute of Educational Sciences SCIENTIFIC WORKS LIST [1] Nguyen Thanh Thuy (2020), Some solutions enhance teachers’ pedagogic competence in high school, Proceeding of the Scientific conference Journal of Educational Management Science page 579- 586 [2] Nguyen Thanh Thuy (2019), The teaching organization based on competency approach for pedagogical students in current educational innovation, Journal of Vietnam Institute of Educational Science (No 21) page 3438 [3] Nguyen Thanh Thuy (2019), Some demands for teaching capacity development for high school teachers to respond teaching activities following new general education program, HNUE Journal of Science (No1) page 71-79 [4] Nguyen Thanh Thuy (2019), Teaching foreign languages by the critical method, Journal of Educational Management Science (No 3) page.111-117 [5] Nguyen Thanh Thuy (2018), Developing teaching ability for pedagogical students through teaching subject of teaching theory by micro teaching method, Journal of Educational Management Science (No 4) page 36 - 42 [6] Nguyen Thanh Thuy (2017), Appying the situation-based teaching in the teaching didactic theory oriented on students’ teaching competency development in universities, Dongnai University Journal of Science (No 7) page.33- 43 [7] Nguyen Thanh Thuy (2016), Stimulating students’self - awareness of learning and research in the training process of the future teachers, Dongnai University Journal of Science (N o 02) page 12 – 17 [8] Nguyen Thanh Thuy (2016), Competency- based training the students’ selfskills Proceeding of the Scientific conference, Dalat University Journal of Science page 172 -177 [9] Nguyen Thanh Thuy (2016), Formation of the students’ self- study skills- an essential need in the pedagogical training, Dongnai University Journal of Science (No 03) page 10 – 16 PREAMBLE Reason for choosing the topic 1.1 Currently, the capacity development-oriented teaching becomes concerned teaching trend and is encouraged to apply to all education levels in many countries, including Vietnam The capacity development-oriented teaching is applied not only for general education, but also for higher education The New General Education Program 2018 is the student capacity development- oriented teaching program, in accordance with the direction of the Resolution No 29-NQ/TW of the Party Central Committee This New General Education Program requires teachers to teach in developing orientation students' competencies and qualities, thus, it requires teachertraining higher education institutions to apply changes, to focus on practice and teaching capacity development for students of teacher-training institutions 1.2 The Teaching Theory is one of the professional pedagogical subjects in the teacher-training program of higher education institutions Teaching the Teaching Theory aims to equip students with basic theoretical knowledge about teaching in the orientation of practical capacity development, organization in upper secondary schools, as well as aims to help students have understanding of teaching content, teaching methods, principles of teaching organization in upper secondary schools Besides, it aims to form pedagogical students in institutions some fundamental teaching capacities, in order to help students their teaching tasks well when they become teachers in practice In order to achieve such goal, it is necessary to renovate the organization of teaching of Teaching Theory in the orientation of development of teaching capacity for pedagogical students in universities 1.3 At present, the capacity development- oriented teaching in general, and teaching in the orientation of development of teaching capacity for pedagogical students in institutions in particular have not been given adequate attention, and have not been applied effective solutions Thus, one of the reasons is that there are still too few research works on teaching in the orientation of development of teaching capacity for students of teacher training universities With the aforementioned reasons and the stated practical requirements, the author of the dissertation chooses the theme: "Teaching the Teaching Theory in the orientation of development of teaching capacity for students of teacher training universities” as the dissertation topic Purposes of the research Based on the theoretical and practical research on teaching at universities, the dissertation proposes the teaching process of topics integrated from the Teaching Theory’s content in the orientation of development of teaching capacity for students of teacher training universities Objects and subjects of research 3.1 Objects of the research is the process of teaching the Teaching Theory for students of teacher-training universities 3.2 Subjects of the research is the relationship among the lecturers’ teaching objectives, teaching content, teaching methods and teaching organization of the Teaching Theory in the orientation of developing teaching capacity for students and learning activities of pedagogical students in universities Scientific hypothesis: Currently, the teaching of Teaching Theory for pedagogical students of universities has not really achieved high efficiency in the orientation of teaching capacity development The teaching organization of the Teaching Theory based on topics integrated from existing content with a five-step teaching process, including warm-up activities; new knowledge and capacity formulation activities; capacity training activities; knowledge practice activities; and expansion activities for learned knowledge will develop teaching capacity for pedagogical students in universities Obligations and scope of research 5.1 Obligations of research: Determine the theoretical basis and practical basis of teaching the Teaching Theory in orientation of development of teaching capacity for pedagogical students in institutions; Investigate and survey the current situation of teaching the Teaching Theory at universities; Propose the teaching process of the Teaching Theory in orientation of developing teaching capacity for pedagogical students in universities; Organize pedagogical experiments on the teaching process of the Teaching Theory in the orientation of developing teaching capacity for students of teacher-training universities as proposed, and evaluate research results 5.2 Scope of research: Conduct survey on the current situation of teaching organization the Teaching Theory and assess the learning results of the Teaching Theory of pedagogical students in universities, and at the same time, survey the current status of teachers' perceptive on teaching in the orientation of developing teaching capacity for pedagogical students in universities; The surveying process the actual teaching situation the Teaching Theory is conducted with 3rd-year pedagogical students in institutions in the academic year of 2017-2018, at a number of southern universities such as HCMCity University of Education, Saigon University and Dong Nai University; Organize pedagogical experiments at Dong Nai University Methodology and research method 6.1 Methodology - Practical approach means the realization of the teaching process with the impact of each element in the practice of teaching Theory of teaching at universities, and then a number of obstacles are discovered, it is necessary to select the necessary issues to discover their practical nature, thereby helping the researcher to illustrate teaching theories, generalize such teaching theories to form new rules and principles to be applied to the teaching process - Development approach means to find out the laws of movement and development of teaching-related events, through specific activities During research on the capacity development- oriented teaching, the author finds out the process of organizing teaching of the Teaching Theory in the orientation of developing teaching capacity for pedagogical students in universities to achieve optimal efficiency - Capacity approach: The human resources training for the current society of the education sector has not yet met the requirements of the labor market, thus, in order to gradually narrow the gap, it is urgent to change the teaching organization method at all education levels, including program development, innovation of teaching methods and teaching process towards development of teaching capacity for students For universities teaching the Teaching Theory at, it is necessary to define teaching capacity system to be developed for students, it must be based on the requirements of the outcome capacity of pedagogical students in institutions, thereby building teaching process in orientation developing appropriate teaching capacity - Experience approach means via experiences in new situations, learners receive new knowledge, analyze, reflect, accumulate experiences Applying the experiential approach in teaching the Teaching Theory for pedagogical students in institutions is to organize practical teaching, organize for students to apply their own experiences in direct contact with learning materials, with learning situations, to learn from the experiences of other students, thereby concluding new experiences for themselves 6.2 Research methods 6.2.1 Theoretical research methods means a method of exploiting information on educational science, implemented by researching documents, textbooks, dissertations, articles from scientific journals related to their own work, then, the author develops existing theories, formulate new theories, including: Make a list of topic- related documents according to each issue, previous works related to the research topic, make synthesis, evaluation of collected material, generalize, systematize knowledge to determine the theoretical basis of the research topic 6.2.2 Practical research methods - Survey method by questionnaire and face-to-face interview: Use questionnaires for students and lecturers to survey the current state of teaching the Teaching Theory Interview lecturers who directly teach the Teaching Theory, and students who have studied the Teaching Theory to find out the perceptive of the topic-related issues - Product research method: Research students' teaching theory exercises in the form of tests, assessment sheets used by lecturers, and research student learning outcomes - Professional solution method: Collect opinions from lecturers teaching the Teaching Theory and Education scientists to find the optimal research orientation for the dissertation - Pedagogical experimental method: Experiment with the process of organizing teaching of the Teaching Theory in the orientation of developing teaching capacity in order to confirm the feasibility and effectiveness of the built teaching process dissertation need to defend the dissertation 7.1 To develop teaching capacity for pedagogical students in universities via teaching the Teaching Theory, the teaching content must be integrated into topics from the Teaching Theory, organizing theoretical teaching associated with experiential teaching in the real classroom environment 7.2 To organize the topics teaching of Teaching Theory in the orientation of developing effective teaching capacity for pedagogical students in institutions, the dominant teaching methods application such as practical teaching, experiential practice teaching, case-by-case teaching, topic-based teaching, micro-teaching method are some of the effective measures in teaching the Teaching Theory for students of teacher-training universities 7.3 In order to check and evaluate the learning outcomes of students in the Teaching Theory, whether it is consistent with the teaching objectives in the orientation of developing teaching capacity, the assessment must be done through the results teaching theory and teaching practice teaching the Teaching Theory, including test results after finishing the topics, results of assessment sheets of practical capacity through experiential teaching in class New contribution of the dissertation 8.1 Complete a number of concepts related to the organization of teaching activities such as the concept of teaching capacity, of the teaching capacity development, and of the teaching in the orientation of the teaching capacity development 8.2 Describe the whole picture of the current situation of organization of teaching the Teaching Theory, as a practical basis for organization of teaching the Teaching Theory in the direction of development of teaching capacity for pedagogical students in universities 8.3 Propose the process of teaching of Teaching Theory topics organization in the orientation of teaching capacity development according to the following steps: Step 1, develop teaching topics; step 2, develop questionnaires and exercises to apply for the teaching process; step 3, design the topic-based teaching process; step 4, organize the implementation of teaching topics; step 5, analyze the implementation process and learn from experience 8.4 Develop an evaluation criteria system on the learning results of pedagogical students in institutions in the orientation of teaching capacity development Design some illustrative lecture plans for teaching the topics of Teaching Theory in the orientation of development of teaching capacity for pedagogical students in universities This product can be used as a reference for Teaching Theory lecturers at teacher-training universities Parts of the dissertation: In addition to the introduction, conclusion and recommendations, the dissertation is divided into chapters: - Chapter 1: Theoretical basis of teaching the Teaching theory towards developing teaching capacity for pedagogical students in universities - Chapter 2: Current status of teaching the Teaching theory in orientation of development of teaching capacity for pedagogical students in universities - Chapter 3: Organization of the teaching of Teaching Theory in the orientation of developing teaching capacity for pedagogical students in universities -Chapter 4: Pedagogical experiments CONTENT CHAPTER 1: THEORETICAL BASIS OF TEACHING THE TEACHING THEORY IN THE ORIENTATION OF DEVELOPMENT OF TEACHING CAPACITY FOR STUDENTS OF TEACHER TRAINING UNIVERSITIES In this chapter, the dissertation presents the following basic issues: Overview of topic-related scientific works; Theoretical basis of teaching the Teaching theory towards developing teaching capacity for pedagogical students in universities 1.1 Overview of topic-related scientific works: On the basis of research works on the issues of teaching capacity and capacity, the capacity development- oriented teaching, the author of the dissertation draw some of the following conclusions: - A number of previous scientific works have determined the structure of teaching capacity and capacity in different research directions, each of which proposes a number of measures related to training and developing capacity in different fields, in which there are some very limited works, but they also mention training and developing teaching capacity for pedagogical students in institutions Some other scientific works focus on solutions to foster pedagogical skills for general education teachers, proposing specific teaching processes to train and develop teaching capacity for teachers in a number of different approaches - A number of other scientific works study the current situation of teaching in upper secondary schools, propose measures to improve teaching quality, propose solutions to innovate teaching methods in teaching activities However, there has been no scientific work focusing on the innovation of teaching organization in the orientation of developing teaching capacity, even when training students at universities in furtherance of the spirit of Resolution 29 - The works have not studied the capacity development- oriented teaching for pedagogical students in universities, have not focused on developing practical teaching programs, have not reformed the organizational form in teaching, and the content of the university training program is not suitable with the requirements of innovation and development of today's society When researching and implementing the dissertation, the author found that, there are a number of research works on developing teaching capacity for students, but it is still very limited and currently the author has not found any works that have studied in-depth in teaching in the orientation of developing teaching capacity, through teaching professional subjects at universities, especially on organization of teaching the Teaching theory towards developing teaching capacity for pedagogical students in universities Therefore, during implementing the dissertation, the author will inherit the theoretical basis from the previous works to promote the achievements of those works, and at the same time rely on the theoretical bases to solve the proposed goals of the dissertation 1.2 Teaching theoretical basis the Teaching theory towards developing teaching capacity for pedagogical students in universities 1.2.1 Clarify the content of concepts such as the concept of teaching capacity, of developing teaching capacity, of teaching towards developing teaching capacity; Clarify the role of teaching the Teaching theory in the orientation of development of teaching capacity for pedagogical students in institutions; Concretize the organization of teaching the Teaching theory in the orientation of capacity development for pedagogical students in universities 1.2.2 Develop outcome standards for Teaching Theory: The outcome standards of the Teaching theory are regulations on outcome standard of teaching knowledge, teaching capacity, attitudes and behavior of students, the capacity to perform prescribed tasks in teaching after completing the Teaching Theory  For overall objective: Teaching the Teaching Theory aims to equip students of teacher-training universities with understanding of the teaching process for pupils, helping them to initially practice their professional practice (teaching capacity), process of teaching the Teaching Theory program at university, contributing to forming students’ serious attitude towards the teaching profession, having affection for the profession and self-disciplined practice of professional ethics  For knowledge: Have a basic understanding of teaching theory such as understanding of teaching perspectives, categories, rules, learning theories and teaching models; Understand teaching objectives, teaching tasks, motivation and logic of the teaching process Understand and analyze how to implement teaching principles, how to apply teaching methods, and forms of teaching organization; Be well aware of the role of teaching theory in the profession of a teacher, understand and well the teacher's duties in pedagogical work  For skills: Select teaching content, apply principles, methods and forms suitable to the goal in organizing teaching activities; Select the form of testing, assessment of learning results suitable to teaching in the orientation of developing teaching capacity; Deal with situations arising in teaching, have basic capacities as teamwork capacity, communication capacity, teaching planning capacity, capacity to control the teaching process for students, leadership and management of students  For attitude: Have affection for the pedagogical profession, have a spirit of learning, actively apply accumulated knowledge and capacity to practice skills; Have healthy activity habits, have exemplary behavior to set an example for students 1.2.3 Build a group of developable teaching capacities for students at university, through teaching Teaching Theory towards developing teaching capacity: It is inevitable to require a new teaching phenomenon integrated teaching and differentiated teaching in organizing the capacity development- oriented teaching for a variety of high school students Therefore, the author of the thesis proposes a group of teaching competencies that students of teacher-training institutions need to practice during the training process, in order to meet the practical needs of teaching a new general education program in the next five years, and at the same time propose a new system of teaching competence, which is considered as a goal to be achieved for students to practice in learning Teaching Theory, specifically as follows:  Capacity to design lesson plans: The lesson plan is evidence for the supervision of teaching implementation, which can be relied on to adjust the implementation process, including the capacity to prepare lesson plan design, and the capacity to design lessons  Capacity to control the teaching process, is the capacity to organize cognitive activities, stimulate positive thinking for students, create excitement during teaching hours; is the capacity to demonstrate thorough understanding in selecting and demonstrating teaching methods, choosing the form of applying them in accordance with the teaching content, including: + Capacity to accomplish teaching goals (NL1), is the capacity to warm up the class before each teaching session, the capacity to express the lesson objectives through warm-up activities, the capacity to express the pedagogical requirements of the required capacities for students; capacity to prepare teaching materials + Capacity to implement teaching methods (NL2), is the capacity to apply manipulation in goal-oriented teaching activities, to solve teaching tasks, including the capacity to use methods and techniques in teaching, the capacity to demonstrate manipulation and explain + Capacity to organize teaching activities (NL3), requires teachers carefully to prepare teaching content, methods, and equipment to ensure effective operation of students, including: Capacity to create interest in learning, capacity to organize activities to form new knowledge, capacity to organize group activities for students + Communication capacity, capacity to handle pedagogical situations (NL4), is is the capacity of verbal expression, combined with non-verbal expressions such as eyes and facial expressions of teachers in the process of interactive teaching, including the capacity to create communication contexts, the capacity to use language, the capacity to handle situations in the classroom + Capacity to test and evaluate student learning outcomes (NL5), consists of the capacity to consolidate lessons, the capacity to evaluate pupils' intellectual activities, which requires teachers to know how to design and use assessment tools, analyze and process evaluation results, know how to choose assessment methods in controlling and adjusting the implementation of the teaching process 1.2.4 Building a system of criteria for assessing learning outcomes in Teaching Theory in the orientation of developing students' teaching capacity, based on outcome standard, under the following methods: Evaluation of theory of teaching theory, based on Bloom's rating scale to design the test according to cognitive levels from recognize, comprehend, apply, analyze, synthesize and evaluate The assessment of the organization carried out for the control and experimental classes through the theory of teaching tests, in order to assess the level of change in students' awareness under 03 levels, including recognize, comprehend, and apply; Evaluation of teaching theory practice, evaluate each capacity according to the criteria of the rubric, including the assessment of the component capacities in the capacity to design lesson plans, the assessment of the teaching performance capacity 1.2.5 Applying some advantageous teaching methods to teaching the Teaching Theory towards developing teaching capacity for students - Applying case by case teaching method, students are put in situations to solve the requirements set out in the situation, creating conditions for students to exchange ideas on issues in the situation, students have the opportunity to present own thoughts, practice and improve the capacity to express themselves from problems in situations, from which students are able to create new knowledge, and develop new capacities and methods of operation for themselves - Applying micro-teaching methods on teaching the Teaching Theory aims to equip pedagogical students in institutions with specific capacities, to apply ideas about learning goals to be achieved, to have standards of achievement to be achieved, to develop teaching capacity more effectively than traditional teaching methods - Using group discussion method can promote the active, self-disciplined and active role of students in group activities, and practice the capacity to solve learning problems on their own, and daringly make decisions - Applying experiential teaching methods in teaching the Teaching theory for students, it is necessary to rely on students' experiences as a foundation for organizing teaching, creating conditions for students to directly participate in the experiential teaching process, creating a environment for students to make use of experience, lecturers take the role of orientation and receive feedback from students through experiential activities, in order to properly assess the level of development of their teaching capacity - Applying teaching methods by topic is a new teaching method used for classroom activities with characteristics of integrated lessons, teachers play a central role in controlling activities, focusing on general learning content related to many fields, with a focus on integrated content with practical activities 1.2.6 Determining factors affecting organization of teaching the Teaching Theory towards developing teaching capacity for pedagogical students in universities, the factors affecting the capacity development- oriented teaching are considered as the basis to overcome when organizing the teaching of Teaching Theory according to the new process From the research on the theoretical basis and the practical basis of teaching, the author draws conclusions about the urgent requirement of innovation, teaching practice to apply knowledge for students; lecturers are not interested in applying the teaching perspective towards developing teaching capacity in teaching; lecturers are not ready to change themselves in professional training and implementing teaching strategies according to new trends  General comments on field survey Achievements: Lecturers in the Teaching Theory are fully aware of the characteristics of competency-based teaching, which is the process of creating an experiential environment for students, developing cognitive abilities, and at the same time create conditions for the development of students' capacity to apply and practice teaching; Identify factors negatively affecting the development of students' teaching capacity; build a teaching process using dominant teaching methods, in order to achieve the goal of developing a group of teaching capacity for students Limitations: In teaching the Teaching Theory, there is still a part of lecturers who are not really interested in applying the dominant teaching methods in teaching The assessment of students' learning outcomes in Teaching Theory is still heavy on content and scores, teachers often organize students to essays or quizzes in the midterm and final exams of the course, the assessment method focuses on theoretical knowledge rather than how to implement the student's learning path to get results, students just need to memorize and take notes Conclusion of chapter From the survey results, it shows that teachers are very aware of teaching in the orientation of developing teaching capacity for students, typically teachers have identified teaching goals in the orientation of developing teaching capacity However, several important factors are not fully understood; the lecturers are not really interested in using the dominant teaching method, so they often use the traditional teaching method to suit the current content of the academic the Teaching Theory The remaining aspects of the current situation of teaching at universities that need to be overcome can be listed as: The determination of teaching goals according to the development of students' teaching capacity is still lacking in specificity, not oriented to the outcome standards, and the teaching method has not identified the system of teaching capacities to be developed for students, has not been determined the specific process in teaching the Teaching Theory; Apply teaching methods, mainly presentations, and organize teaching according to the content approach still exist, thus, students have a strong grasp of theoretical knowledge of teaching, but are weak in teaching practice capacity These are the limitations of learners' performance capacity to meet current educational innovation requirements; Evaluation of learning outcomes for students does not have specific criteria based on the outcome standards of the subject, the assessment is still onesided, and there is a lack of standards for assessing each content necessary to develop teaching capacity To overcome this situation, teachers need to apply and promote all the advantages of active teaching methods in the teaching organization of the subject of teaching theory, and to organize practical teaching to meet the requirements of the teaching and learning process social innovation in the capacity of workers, which is the training goal of students to serve the comprehensive renovation of national education 10 CHAPTER 3: ORGANIZATION OF TEACHING THE TEACHING THEORY IN THE ORIENTATION OF DEVELOPMENT OF TEACHING CAPACITY FOR STUDENTS OF TEACHER TRAINING UNIVERSITIES On the theoretical and practical basis presented in chapters and 2, in this chapter, the author proposes the process of organizing teaching of Teaching Theory in orientation of teaching capacity development for pedagogical students in universities 3.1 Principles of organizing teaching of Teaching Theory in the orientation of developing teaching capacity: The teaching organization in the dissertation is to propose the method and order of conducting the teaching of Teaching Theory for development ostudents in universities on the basis of the following principles: Ensuring objectiveness, ensuring promotion of positivity in students, ensuring practicality, and ensuring feasibility and effectiveness 3.2 The organizing teaching process of the Teaching Theory in the orientation of developing teaching capacity for students of institutions: - Content integration: Currently, the Teaching Theory course includes contents arranged into each teaching topic - Development of topic-based teaching process The Teaching Theory in the orientation of developing teaching capacity consists of steps shown in the following diagram: Step Build teaching topics Step Build questionna ires and practice exercises Step Design the process of teaching topics Step Organizing teaching topics Step Analyze and learn lessons from experience Diagram 3.1 Thematic-integrated teaching process 3.2.1 Step 1- Building teaching topics means a collection of knowledge units related in theory and practice, thereby rearranging teaching content into topics Table 3.1 Analyze the content of Teaching Theory into topics The Requirements to be achieved Application teaching’s capacity content Knowledge Student's capacity Theory - Understand the basic Organize group Ability to Chapter nature of the elements of activities for students organize learning Teaching the teaching process - Organize interactive and teaching process - Understand the needs of activities in the activities in the learning motivation, teaching process, classroom motivation and logic of including indirect and according to the the teaching process direct activities, class micro-class - Understand the tasks to activities with different model be performed in the types of lessons: form teaching process to new knowledge, achieve the teaching 11 Chapter Teaching principles Chapter Teaching content Chapter Teaching methods and teaching aids goals Have ability to organize teaching and learning activities - Understand the system of teaching principles - Understand the content and requirements of each principle and implementation method in the teaching process - Understand the basic components of teaching content, know the structure of the subject program Understand the teaching plan, curriculum, textbooks and lesson plans - Understand the concept of each method in the teaching method system - Know when to use and know how to coordinate with appropriate teaching aids Understand the relationships between teaching methods and other elements in the teaching process Chapter Forms of teaching organization practice, teach and form skills, techniques -Implement teaching according to the requirements of the principle - Properly apply the principles to the teaching process in the hypothetical classroom as well as in generaleducation teaching - Can build and develop programs; Prepare lesson plan design - Know how to implement teaching plans, choose teaching content suitable to teaching objectives Application capacity, problem solving capacity, ensuring principle characteristics in teaching - Know how to choose and use teaching methods for each teaching activity - Know how to choose and use specific teaching media for each lesson in accordance with teaching objectives and content - Know how to combine teaching methods with advantages Apply teaching methods and forms to specific subjects - Organize classes in a positive way, ensuring students' safety and effectiveness Ability to apply teaching methods to types of lessons suitable to the organizational form of the teaching process Ability to design lesson plans, organize classroom implementation, and organize teaching activities - Know the modern Ability to apply teaching organization teaching models organizational Know how to forms to systematically appropriate coordinate teaching situations organizational models in the orientation of developing student capacity Based on the content analysis and a number of capacities that can be applied from the knowledge units, the Teaching Theory can be integrated into main topics, including topic "Organizing the teaching process” and topic "Teaching principles" 3.2.2 Step 2- Build questionnaires and practice exercises on topic: On the basis of the general goal of the topic, concretize the awareness-based goals for each content, 12 the exercises for the application in teaching practice according to the newly proposed process 3.2.3 Step 3- Design the process of teaching topics: The organization of activities to perform learning tasks for students, through the application of a number of dominant teaching methods to achieve positive teaching effectiveness, include: Determine the goal of the teaching topic; Organize activities on the basis of selecting appropriate teaching methods and teaching forms, organize teaching activities according to the topic-based teaching process; Consolidate and evaluate student learning outcomes 3.2.4 Step 4- Organize the teaching implementation, including assigning academic tasks to students; organizing activities to perform learning tasks; evaluating performance results 3.2.5.Step 5- Analyze and learn from experience: Analyze teaching performance, and evaluate student learning outcomes 3.3 Implement the process of topic-based teaching: The process of teaching the Teaching theory topics in the orientation of developing teaching capacity for pedagogical students in universities, applying a number of dominant teaching methods to bring positive effects to teaching at university, includes the following steps: Step 1- Determine the goal of the teaching topic; Step 2- Organize activities on the basis of choosing appropriate teaching methods and teaching organization forms; Step 3- Consolidate and evaluate the learning results of students of teachertraining institutions The process is shown in the following diagram Step 1: Determine the goal of the teaching topic Step 2: Organize activities on the basis of choosing appropriate teaching methods and forms of teaching organization Warm-up activity Form knowledge & new teaching capacity Practice in teaching capacity Application activities Extension activities Step 3: Consolidate and evaluate student learning outcomes Figure 3.2 Process of topic-based teaching  Step 1- Determine the goal of the teaching topic: From the newly integrated content, it will determine the teaching capacity to be developed for students in each teaching topic  Step 2- Organize teaching activities, select the appropriate teaching method and form of teaching organization, the implementation process including organizing 13 types of activities in the teaching process, in order to help students both acquire new knowledge and abilities, and practice teaching organization, students can take advantage of the accumulated experience in the teaching process of their future teachers  Warm-up activity means activities to stimulate students' interest and curiosity, creating a ready state of mind at the beginning of the lesson Popular forms of organizing this activity are as follows: warm-up with the game organization; warmup by relaxation and entertainment; warm-up by creating a learning situation  Activities to form new knowledge and new teaching capacity for students: Students in groups perform learning tasks, acquire knowledge and new capabilities; Practice how to learn to create new knowledge, how to organize the teaching process; Instructions on the use of dominant teaching methods to transform teaching content most effectively, such as how to practice each operation with application exercises, form new capacities for students, and observe and control the application of existing capacities such as communication capacity, capacity to use spoken language, body language, capacity to manage emotions, capacity to handle situations of students in the teaching process  Activities to practice teaching capacity for students: Apply newly acquired knowledge to solve specific learning tasks; deepen the knowledge learned through practice and apply the knowledge collected into practice and turned into performance capacity; Organize practical teaching activities, applying the bank of applied exercises in training to improve cooperative working capacity, communication capacity, pedagogical behavior in specific teaching practice:  Assign learning tasks to students: Determine specific learning tasks, and the level to be achieved through the established criteria; Deliver documents to be read to students, request implementation; Prepare the necessary tasks for the next step  Students perform assigned tasks: Self-organize groups, divide assigned problem-solving tasks within the framework of each individual's capacity; Selfassign members to perform tasks, the remaining members observe and evaluate by votes according to specific criteria, record clips of group activities and support other tasks; students in the implementation group will apply their knowledge and develop a plan to complete the assigned tasks; students prepare and implement lesson plans by creating hypothetical classes, demonstrating their ability to apply knowledge to teaching in mini-classes with hypothetical students  Feedback for comments: After completing the required teaching task, students can listen to comments from lecturers and group members, review their images through recorded clips, adjust their own lesson plans, and practice repeat according to suggestions, even it many times until it is assessed as satisfactory; Student observation groups continue to support students performing as the first time  Performance evaluation: Students self-assess what has been achieved and not achieved;2 The lecturers evaluate the results achieved by the students through the practice with the highest results, and evaluates through some products of the students' intellectual activities  Application activities: facilitate students apply all the knowledge, skills, and valuable experiences they have learned into professional practice, draw experiences for themselves through the experience of teaching activities in the classroom, 14 students can organize application activities in the classroom, outside the classroom, teachers can provide support when needed  Extension activities: help students get into the habit of doing in-depth research with fields closely related to the subject; help students understand that in addition to the knowledge they have learned in school, there is still a lot to continue to learn and discover; orientation for students to make practical contact for activities with focus on developing teaching capacity, with supervision and evaluation through report results  Step 3- Consolidate teaching activities and assess students' learning outcomes: generalize problems in student learning content, evaluate students' ability to creatively apply theoretical teaching knowledge to different application situations; Assess the level of achievement of students' teaching capacity when solving learning problems in certain practical situations; measure how much progress students make after the impacted process compared to their own Conclusion of chapter In order to effectively teach the Teaching Theory in the orientation of developing teaching capacity for students of teacher-training universities, it is necessary to a few tasks: Redesign the content of the Teaching Theory into topics towards singlesubject integration including: Topic “organize the teaching process”; Topic "principles of teaching" Designing teaching process consists of steps:1 Build teaching topics;2 Build questionnaires and application exercises;3 Design the process of teaching topics;4 Organize teaching topics; Analyze the performance process and learn from experience In which, the teaching process is carried out through the organization of a number of activities such as warm-up activities, activities to form new knowledge and abilities for students, practice activities, application activities and knowledge extension activities The illustrations given in the process of applying the topic teaching process, serve as a reference for teachers in teaching the Teaching Theory towards developing teaching capacity for students of teacher-training universities In order to evaluate student learning outcomes in the orientation of developing teaching capacity, there should be a change in assessment methods Firstly, it must build a system of evaluation criteria for theoretical teaching and assessment for practical teaching Secondly, it must design assessment tools such as specific evaluation sheets according to the level of achievement of each practice capacity of students of teacher-training institutions CHAPTER 4: PEDAGOGICAL EXPERIMENTS In order to verify the feasibility and effectiveness of the process of organizing and teaching the topics of Teaching Theory in the orientation of developing teaching capacity for students of teacher-training universities, the author of the dissertation organized 2-round pedagogical experiment, and review the results of teaching experiment 15 4.1 Overview of pedagogical experiments  Purposes of experiments: The purpose of pedagogical experiments is to verify the effectiveness and feasibility of the teaching process of teaching theory topics in the orientation of developing teaching capacity for students of teacher-training universities  Hypothesis of experiments: If teaching the Teaching Theory according to the proposed process is effective, it will form and develop teaching capacity for students of teacher-training universities  Subjects and locations of experiments - Location of experiments: Experiment at Dong Nai University - Subjects of experiments: Select experimental classes with symbols DH07A (TN1), DH08A (TN2);2 control classes with symbols DH07C (DC1), DH08B (DC2) these classes students have the same academic level, are university students from the Faculties of Pedagogy in Natural Sciences, of Social Sciences, Foreign Languages, Chemistry, Physics, Literature, History and Primary pedagogy in the 7th and 8th courses of Dong Nai University  Experimental progress: Conduct two-round experiments with verified effects, compare the experimental results to confirm the feasibility of the new teaching process, evaluate the experimental results of teaching and practice of teaching capacity for students of teacher-training universities, learn from experience after experiment  Implementation of pedagogical experiments - For the control class: Teaching the Teaching Theory according to the program allocation under the traditional method - For the experimental class: Teaching the Teaching Theory according to the topics with the proposed teaching process  Evaluation of outcome results: by T-test of theoretical teaching results; Practical teaching results of each capacity of teaching capacities to be developed for students of teacher-training universities 4.2 Results of pedagogical experiments 4.2.1 Round- results of pedagogical experiment 4.2.1.1 Results of the pre-experimental admission survey Table 4.1 T-test of input evaluation results Std Variance Levene’s Test for Sig.(2 Deviation Equality of Variance tailed) TN1 (35) 6.34 1.57 2.47 F= 0.36 0,837 Sig = 0.850 ĐC1 (34) 6.26 1.56 2.44 T-test The class TN1 has a variance equal to 2.47, the class DC1 has a variance equal to 2.44; has SigEqual variances assumed = 0.850 > 0.05, two classes have similar variance; The average score of is 6.34 for the class TN1 and class TD1 is 6.26, with Sig2-tails Equal variances not assumed = 0.837 > 0.05, there is no statistically significant difference α = 5%, about the mean value of the admission survey results of the classes TN1, DC1 is reliable 4.2.1.2 Experimental results of teaching theory of teaching for students of teachertraining universities N Mean 16 Table 4.2 T-test of experimental results of theoretical teaching Levene’s Test for Sig.(2 Equality of tailed) Variance TN1 (35) 7.17 1.15 1.32 F = 0.103 0,000 Sig = 0.749 ĐC1 (34) 6.0 1.45 1.21 T-test the class TN1 has a variance of 1.32, the class TN1 has a variance equal to 1.45, with SigEqual variances assumed = 0.749 > 0.05, it shows that the classes TN1 and DC1 have similar variances The average score is 7.17 for the class TN1 and 6.0 for the class DC1, with Sig2-tails Equal variances not assumed = 0.000 < 0.05 there is a statistically significant difference α = 5%, the results after theoretical teaching of experimental class TN1 and class DC1 are reliable 4.2.1.3 Experimental results of lesson plan design practice for students of teachertraining universities Table 4.3 T-test of experimental results of lesson plan design practice N Mean Std Deviation Variance Std Variance Levene’s Test for Sig.(2 tailed) Deviation Equality of Variance TN1 (35) 6.77 1.26 1.59 F = 0.263 0,000 Sig = 0.610 ĐC1 (34) 5.44 1.37 1.89 T-test the class TN1 has a variance of 1.59, the class DC1 has a variance equal to 1.89, with SigEqual variances assumed = 0.610 > 0.05, so the variance of TN1 and DC1 are equivalent The average score is 6.77 for the class TN1 and 5.44 for the class TD1, with Sig2-tails Equal variances not assumed = 0.000 < 0.05 there is a statistically significant difference α = 5%, the results of the lesson plan design of the experimental class and the control class are reliable, showing that the experiment class TN1 performed better than the class DC1 4.2.1.4 Experimental results of teaching practice of Teaching Theory for students of teacher-training universities  Experimental results of capacity teaching practice to achieve teaching goals: Table 4.4 T-test of experimental results of teaching practice NL1 N Mean Std Variance Levene’s Test for Sig.(2 tailed) Deviation Equality of Variance TN1 (35) 3.21 0.52 0.27 F = 0.725 0,000 Sig = 0.397 ĐC1 (34) 2.57 0.42 0.18 T-test the class TN1 has a variance of 0.27, the class DC1 has a variance equal to 0.18, with SigEqual variances assumed = 0.397 > 0.05, so the class TN1 and the class DC1 have similar variances The average score is 3.21 for the class TN1 and 2.57 for the class DC1, with Sig2-tails Equal variances not assumed = 0.000 < 0.05 there is a statistically significant difference α = 5%, the experimental results of teaching NL1 practice of TN1 and DC1 are reliable  Experimental results of teaching practice of method implementation capacity N Mean 17 Table 4.4 T-Test of experimental results of teaching practice NL2 N Mean Std Deviation 0.36 0.47 Variance Levene’s Test for Equality of Variance F = 4.811 Sig = 0.032 Sig.(2 tailed) TN1 (35) 3.64 0.13 0,000 ĐC1 3.16 0.23 (34) T-test the class TN1 has a variance of 0.13, the class DC1 has a variance equal to 0.23, with SigEqual variances assumed = 0.032 > 0.05, so the class TN1 the class DC1 have similar variances The average score is 3.64 for the class TN1 and 3.16 for the class DC1, with Sig2-tails Equal variances not assumed = 0.000 < 0.05 there is a statistically significant difference α = 5%, on the mean value of the experimental results, the ability to implement the method of TN1 and DC1 is reliable  Experimental results of teaching practice the capacity to organize teaching activities (NL3) Table 4.6 T-Test of experimental results of teaching practice NL3 Std Variance Levene’s Test for Sig.(2 tailed) Deviation Equality of Variance TN1 (35) 3.8 0.51 0.26 F = 4.778 0,000 Sig = 0.000 ĐC1 (34) 3.14 0.23 0.05 T-test the class TN1 has a variance of 0.26, the class DC1 has a variance equal to 0.05, with SigEqual variances assumed = 0.000 < 0.05, so the class TN1 and the class DC1 have different variances The average score is 3.8 for the class TN1 and 3.14 for the class DC1, with Sig2-tails Equal variances not assumed = 0.000 < 0.05 there is a statistically significant difference α = 5%, the results of NL3 practice of the class TN1 and the class DC1 are reliable  Experimental results of teaching and practicing communication skills, handling pedagogical situations (NL4): Table 4.7 T-Test of experimental results of teaching practice NL4 N Mean Std Variance Levene’s Test for Sig.(2 tailed) Deviation Equality of Variance TN1 (35) 3.56 0.70 0.49 F = 0.344 0,046 Sig = 0.559 ĐC1 (34) 3.21 0.71 0.51 T-test class TN1 has a variance of 0.49, class TN1 is equal to 0.51, has SigEqual variances assumed = 0.559 > 0.05, so TN1 and TC1 classes have similar variances; The average score is 3.56 for the class TN1 and 3.21 for the class DC1 Have Sig2-tails Equal variances not assumed = 0.046 < 0.05 there is a statistically significant difference α= 5%, the experimental results of teaching NL4 practice of TN1 and DC1 are reliable  Experimental results of teaching and practicing the capacity to assess students' learning outcomes (NL5): N Mean 18 Table 4.8 T- Test of experimental results of teaching practice NL5 Std Variance Levene’s Test for Sig.(2 tailed) Deviation Equality of Variance TN1 (35) 3.27 0.66 0.61 F = 0.855 0,001 Sig = 0.358 ĐC1 (34) 2.71 0.61 0.37 T-test the class TN1và has a variance of 0.44, the class DC1 has a variance equal to 0.37, with SigEqual variances assumed = 0.358 > 0.05, so the class TN1 the class DC1 have similar variances The average score is 3.27 for the class TN1, and is 2.71 for the class DC1 Sig2-tails Equal variances not assumed = 0.001 < 0.05 there is a statistically significant difference α= 5%, the experimental results of teaching NL5 practice of TN1 and DC1 are reliable 4.2.2 Round- results of pedagogical experiment 4.2.2.1 Results of the pre-experimental admission survey Table 4.9 T-Test of admission survey results N Mean Std Variance Levene’s Test for Sig.(2 tailed) Deviation Equality of Variance TN2 (36) 6.39 1.36 1.84 F = 0.543 0,202 Sig = 0.464 ĐC2 (34) 5.94 1.55 2.41 T-test the class TN2 has a variance of 1.84, the class DC2 has a variance equal to 2.41, with SigEqual variances assumed = 0.464 > 0.05, so the variance of class TN2 and DC2 are relatively similar The average score is 6.39 for the class TN2 and 5.94 for the class DC2, with Sig2-tails Equal variances not assumed = 0.201> 0.05 there is a statistically significant difference α = 5%, the results of the admission survey of the TN2 and DC2 classes are reliable, qualified to organize the experiment 4.2.2.2 Experimental results of theoretical teaching Table 4.10 T-test of experimental results of theoretical teaching N Mean Std Variance Levene’s Test for Sig.(2 tailed) Deviation Equality of Variance TN2 (36) 6.92 1.20 1.45 F = 0.048 0,004 Sig = 0.827 ĐC2 (34) 6.03 1.27 1.62 T-test the class TN2 has a variance of 1.45, the class DC2 has a variance equal to 1.62, with SigEqual variances assumed = 0.827 > 0.05, so the class TN2 the class DC2 have similar variances The average score is 6.92 for the class TN2, and is 6.03 for the class DC2 Sig2-tails Equal variances not assumed = 0.004 < 0.05 there is a statistically significant difference α= 5%, the experimental results of teaching theory in the class TN2 and DC2 are reliable 4.2.2.3 Experimental results of lesson plan design practice N Mean 19 Table 4.11 T-test of experimental results of lesson plan design practice Std Variance Levene’s Test for Sig.(2 tailed) Deviation Equality of Variance TN2 (36) 6.94 1.26 1.60 F = 0.218 0,000 Sig = 0.642 ĐC2 (34) 5.71 1.15 1.33 T-test the class TN2 class has a variance of 1.60, the class DC2 has a variance of 1.33, Sig Equal variances assumed = 0.642 > 0.05, so TN2 and DC2 variances are similar The average score is 6.94 for the class TN2 and 5.71 for the class DC2, with Sig2-tails Equal variances not assumed = 0.000 < 0.05 there is a statistically significant difference α = 5%, the experimental results of designing lesson plans for TN2DC2 are reliable 4.2.2.4 Experimental results of teaching practice  Experimental results of teaching practice of capacity to achieve teaching goals (NL1): Table 4.12 T-Test of experimental results of teaching practice NL1 N Mean Std Variance Levene’s Test for Sig.(2 tailed) Deviation Equality of Variance TN2 (36) 3.92 0.58 0.34 F = 0.718 0,000 Sig = 0.400 ĐC2 (34) 2.72 0.54 0.29 T-test the class TN2 has a variance of 0.34, the class DC2 has a variance equal to 0.29, with SigEqual variances assumed = 0.400 > 0.05, so TN2-DC2 have the same variance The average score is 3.92 for the class TN2 and 2.72 for the class DC2, with Sig2-tails Equal variances not assumed = 0.000 < 0.05 there is a statistically significant difference α = 5%, the experimental results of teaching NL1 practice of TN2 and DC2 are reliable  Experimental results of teaching practice of method implementation capacity (NL2) Table 4.13 T-Test of experimental results of teaching practice NL2 N Mean Std Variance Levene’s Test for Sig.(2 tailed) Deviation Equality of Variance TN2 (36) 3.86 0.49 0.24 F = 0.329 0,000 Sig = 0.568 ĐC2 (34) 2.96 0.46 0.21 T-test the class TN2 has a variance of 0.24 which is larger than that of class DC2 by 0.21, with SigEqual variances assumed = 0.568 > 0.05, so TN2 and DC2 have the same variance The average score is 3.86 for the class TN2 and 2.96 for the class DC2, with Sig2-tails Equal variances not assumed = 0.000 < 0.05 there is a statistically significant difference α = 5%, the experimental results of teaching NL2 practice of TN2 and DC2 are reliable  Experimental results of teaching practice the capacity to organize teaching activities (NL3) N Mean 20 Table 4.14 T-Test of experimental results of teaching practice NL3 Std Variance Levene’s Test for Sig.(2 tailed) Deviation Equality of Variance TN2 (36) 3.88 0.41 0.17 F = 1.336 0,000 Sig = 0.252 ĐC2 (34) 3.19 0.34 0.12 T-test the class TN2 has a variance of 0.17, the class DC2 has a variance equal to 0.12, with SigEqual variances assumed = 0.252 > 0.05, so classes TN2 and DC2 have the same variance The average score is 3.88 for the class TN2 and 3.19 for the class DC2, with Sig2-tails Equal variances not assumed = 0.000 < 0.05 there is a statistically significant difference α = 5%, the experimental results of teaching NL3 practice of TN2 and DC2 are reliable  Experimental results of teaching and practicing communication skills, handling pedagogical situations (NL4) Table 4.15 T- Test of experimental results of teaching practice NL4 N N Mean Mean Std Deviation Variance Levene’s Test for Equality of Variance Sig.(2 tailed) TN2 (36) 4.39 0.49 0.24 F = 0.278 0,000 Sig = 0.599 ĐC2 (34) 3.56 0.68 0.46 T-test the class TN2 has a variance of 0.24, the class DC2 has a variance equal to 0.46, with SigEqual variances assumed = 0.599 > 0.05, so classes TN2 and DC2 have the same variance The average score is 4.39 for the class TN2 and 3.56 for the class DC2, with Sig2-tails Equal variances not assumed = 0.000 < 0.05 there is a statistically significant difference α = 5%, the experimental results of teaching NL4 practice of TN2 and DC2 are reliable Experimental results of teaching and practicing the capacity to assess students' learning outcomes (NL5) Table 4.16 T- Test of experimental results of teaching practice NL5 Std Variance Levene’s Test for Sig.(2 tailed) Deviation Equality of Variance TN2 (36) 3.81 0.67 0.45 F = 0.782 0,000 Sig = 0.380 ĐC2 (34) 2.91 0.78 0.61 T-test the class TN2 has a variance of 0.45, the class DC2 has a variance equal to 0.61, with SigEqual variances assumed = 0.380>0.05, so they have the same variance The average score is 3.8 for the class TN2, and is 2.91 for the class DC2 Sig2-tails Equal variances not assumed = 0.000 < 0.05 there is a statistically significant difference α= 5%, the experimental results of teaching practice on capacity to assess students' learning outcomes in students of TN1 and DC1 are reliable N Mean 21 4.3 Qualitative- based experimental evaluation: To confirm the objectivity of the newly designed teaching process, the author used the following evaluation methods: - Observation- based Evaluation: For evaluation of student's positive learning attitude, in experimental classes, students always voluntarily participate in the study of the lesson, actively observe the activities of lecturers and classmates, self-regulate their own activities, actively organize and implement activities to solve study problems In contrast, the performance of the control classes are worse, they perform the learning task passively, lack confidence in communication, lack voluntary activities, not have many opportunities to express themselves; - For evaluation of spirit of performing learning tasks, the experimental class actively learns information from many different channels, is responsible, voluntarily plans to solve the task according to the requirements, voluntarily participates in preparing lesson design, practicing teaching in the hypothetical classroom The control classes are passive because they are familiar with one-way information reception, have little group activities, and have difficulty in expressing emotions For evaluation of classroom atmosphere, in the experimental class, classroom atmosphere is always lively, the students can both learn and active in sharing their knowledge and experiences, in the control class, they are quiet, their activities are rather sporadic, they not interact with other subjects, they perform academic tasks independently - For questionnaire form: After organizing the class observation and assessing the identified content to be applied to the experiment, the author of the dissertation conducted a meeting of expert group consisting of 10 lecturers present, in which the author asked for opinions on the implementation of new teaching via questionnaires on the new experimental teaching process, related to the assessment of students' learning outcomes in the Teaching Theory + Questionnaire form for lecturers about necessity, suitability and feasibility on the topic-based teaching process The given levels in the questions include “Very Necessary; Necessary; Normal; Unnecessary" + The survey results are summarized as follows: "Necessity": of 10 lecturers choose "very necessary” level, and 2/10 lecturers choose “normal” level; "Suitability": 9/10 lecturers choose "very suitable" level and 01 lecturer chooses "normal" level; "Feasibility": of 10 lecturers choose "very feasible” level, and 2/10 lecturers choose “normal” level; - Interview with the lecturer "on the level of influence of the teaching process in orientation of the development of teaching capacity on the learning outcomes of students of teacher-training universities” Results: Most of the interviewed lecturers said that "in order to ensure that the teaching practice is concerned with what students can apply through the learned knowledge, first of all, it is necessary to make a change from one-way teaching method to teaching learning methods for students, guiding students to apply knowledge and practice in the orientation of developing necessary 22 capacities for students, especially teaching capacity for students of teacher-training institutions Conclusions The process of teaching the Teaching theory topics in the orientation of developing experimental teaching capacity into teaching practice at university, shows that teaching has improved and perfected the ability to practice teaching capacity for students, overcome some shortcomings, eliminated factors that negatively affect the previous teaching organization, contributing to improving the quality of teacher training at universities, so it requires lecturers to: Concretize teaching objectives in the orientation of developing the built teaching capacity into the goal of each teaching capacity under each training major Organize the implementation of topic-based teaching content in the orientation of developing teaching capacity, ensuring the correct implementation of the design process and under the actual situation of the universities Use and train students to use assessment tools for self-assessment, guide the assessment of the practice process to develop students' teaching capacity, ensure the promotion of students' positivity and self-discipline, at the same time, ensure objectivity in the assessment Control and adjust the implementation of the proposed new teaching process in accordance with the actual situation, evaluate the results of training and develop students' teaching capacity according to the established plan CONCLUSIONS AND RECOMMENDATIONS Conclusions 1.1 On the basis of the researched theory and survey on the actual situation of teaching the Teaching Theory at universities, the author has built teaching content in the orientation of developing teaching capacity, from integrating content of the Teaching Theory into teaching topics The author of the dissertation has developed process of organizing theoretical teaching associated with experiential practice teaching in the real environment, topics of Teaching Theory in the orientation of developing teaching capacity for students of teacher-training universities 1.2 The author of the dissertation has organized effectively teaching the topics of the Teaching Theory in the orientation of developing teaching capacity for students in the institutions, successfully applied dominant teaching methods to practical teaching activities, especially applied methods such as micro-teaching method, experiential teaching method, topic-based teaching method, which has confirmed the feasibility of applying teaching methods in pedagogical experimental results 1.3 The author of the dissertation has organized to evaluate the learning outcomes of the Teaching Theory of students of teacher-training institutions, according to each student's performance capacity by the established outcome-standard- based criteria, which is completely feasible and brings practical effects, contributing to improving students’ the pedagogical capacity, the quality of teacher training at universities 23 Recommendations 2.1 For higher education institutions - In order to organize the training of general education teachers with teaching capacity to meet the requirements of the New General Education Program, it is urgent for the higher education institutions to develop specific teaching programs for professional subjects for students of teacher-training institutions, including the Teaching theory, it necessary to refresh the content to match the teaching perspective in the orientation of developing learners' capacity, recommending implementation of higher education institutions - Development of training programs, further-training of pedagogical skills for lecturers, further-training of capacity to apply optimal effective methods in teaching, based on a new capacity system can meet required teaching capacity of generaleducation teacher in the new period It is necessary to organizing further training for teachers' management capacity in teaching, which means that they can arrange specific activities in organizing teaching in a scientific way, especially, it is necessary to organizing further training for awareness capacity on educational innovation trends, training prediction capacity, and capacity to adapt to social changes that directly affect the education sector 2.2 For university lecturers For lecturers of the Teaching Theory in particular, and lecturers in Education major in general, they play an important role in ensuring and improving the regular pedagogical training quality for students in the teaching process, therefore, it is suggested that lecturers should learn how to organize and perform well the teaching objectives, teaching content of Teaching Theory topics in the orientation of developing teaching capacity for students of teacher-training institutions, evaluate the learning results of students in the orientation of developing teaching capacity based on the research results of the dissertation 24 ... "Necessity": of 10 lecturers choose "very necessary” level, and 2/10 lecturers choose “normal” level; "Suitability": 9/10 lecturers choose "very suitable" level and 01 lecturer chooses "normal" level;... Teaching Theory is one of the professional pedagogical subjects in the teacher-training program of higher education institutions Teaching the Teaching Theory aims to equip students with basic theoretical... the current state of teaching the Teaching Theory Interview lecturers who directly teach the Teaching Theory, and students who have studied the Teaching Theory to find out the perceptive of the