Phát triển năng lực giáo dục địa lí cho sinh viên ngành sư phạm Địa lí .Phát triển năng lực giáo dục địa lí cho sinh viên ngành sư phạm Địa lí .Phát triển năng lực giáo dục địa lí cho sinh viên ngành sư phạm Địa lí .Phát triển năng lực giáo dục địa lí cho sinh viên ngành sư phạm Địa lí .Phát triển năng lực giáo dục địa lí cho sinh viên ngành sư phạm Địa lí .Phát triển năng lực giáo dục địa lí cho sinh viên ngành sư phạm Địa lí .
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION HA VAN THANG DEVELOPMENT GEOGRAPHY EDUCATION COMPETENCE FOR GEOGRAPHY STUDENT TEACHERS Specialty: Didactic and Methodology teaching of Geography Code: 9.14.01.11 SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE Hanoi - 2022 The study is completed at Geography Faculty – Hanoi National University of Education Advisor (s): Prof.Ph.D Nguyen Viet Thinh Assoc.Prof.Ph.D Kieu Van Hoan Reviewer 1: Assoc.Prof.Ph.D Nguyen Phuong Lien Thai Nguyen University Of Education Reviewer 2: Assoc.Prof.Ph.D Nguyen Tuyet Nga The Vietnam National Institute of Educational Sciences Reviewer 3: Ph.D Nguyen Thi Viet Ha Vinh University This dissertation will be defended at Hanoi National University of Education at , 2022 Can find this dissertation at the National Library of Vietnam or Hanoi National University of Education Library INTRODUCTION The motivation of research Professional competence development-oriented teaching is to approach the essence of teacher training in the current context This statement is deduced from the impact of the Fourth Industrial Revolution on all aspects of social life, and the increasing requirements for the quality of human resources Resolution No 29 – NQ/TW emphasizes the importance of developing teachers to meet the requirements of education and training reform The renovation of the educational program after 2018 also has a great impact on teacher training The above fact sets out for pedagogical universities very important and urgent requirements for the development of education competence for students Geography education (GE) and Geography education competence (GEC) have not been much researched in Vietnam Therefore, it is necessary to establish initial conceptions of these fields to serve as the basis for the GEC development for Geography student teachers Meanwhile, GE plays an important role in National general education Therefore, the training and retraining of teachers to meet the requirement of GEC are very important to realize the goals and expectations of the general GE program Geography student teachers must ensure both professional competence (geographical science competence), mastery of (GEC), and general supplemental competencies to be able to meet the increasing requirements of teaching and educational current The curriculum and methods of teacher training in general and geography teachers in particular at pedagogical universities in the current period have had many renovation points, but have not kept the development trends in the region and the world Thus, to meet the requirements of practice, it is necessary to improve the curriculum and innovate training methods comprehensively and synchronously Stemming from the above reasons, the author chooses the research topic: Developing GEC for geography student teachers to improve the quality of training pedagogical students and meet the reform of the general education program Purpose and mission 2.1 The purpose of research Research on the building procedure and measures to organize teaching activities that develop GEC for geography student teachers to improve the quality of teacher training, contributing to meet the requirements of education and training innovation 2.2 The tasks of research - Research the theoretical and practical basis of the development of GEC for geography student teachers - Construct requirements and principles of GEC development - Identify the competencies of geography education that need to be formed and developed for students - Construct the process of developing the GEC for students - Propose measures to develop the capacity of GEC for students - Design and organize the teaching of some unit plans to develop GEC - Conduct pedagogical experiments to evaluate the feasibility and effectiveness of the proposed process and the proposed measures The subject and scope of research 3.1 The subject of research The subject of the research is the process and measures to develop GEC for geography student teachers (junior and senior students) 3.2 The scope of research - Research content: Research the process and measures to develop GEC for geography student teachers (junior and senior students) - The study site is in the southern provinces (South East area and Mekong Delta area) The pedagogical experiments are at the Department of Geography - Ho Chi Minh City University of Education and at Department of Geography, Faculty of Education – An Giang University - Research period: from December 2018 to December 2021 Scientific hypothesis If apply the process and measures to develop the GEC for pedagogical students in a scientific way; based on ensuring the principles and requirements, following the practical context, the students will show an improvement in the criteria of the GEC compared to before the impact Perspectives and methods of research - The research perspectives used in the dissertation: Systemicstructural perspective, historical perspective, educational practice perspective, learner-centered perspective, competence -based teaching perspective - The dissertation uses research methods including Analyzing and integrating documents method, survey method, investigation method, expert consultation method, pedagogical experiment method, method of mathematical statistics Literature overview Overview of studies related to the dissertation topic on two main issues: geography education and GEC; teacher training in general and geography teachers in the approach of professional competence development The approached works from local and foreign sources show the inheritance and development points in the content of the dissertation The contributions of this dissertation Theoretically: - The dissertation has initially approached the basic concepts, the foundation of geography education, GEC, and GEC development - The dissertation has identified and described in detail, scientifically the structure of GEC for graduated geography student teachers - The author has also proposed the principles and requirements as the basics for the GEC development process for student teachers Besides, The dissertation has constructed the process of GEC development, proposed general and specific measures for GEC development and component competence Practice: - The dissertation has preliminarily and objectively assessed the status of geography student teachers training at institutions in the Southeast area and Mekong Delta area - Designing several units plans to organize the development of GEC for geography student teachers in the Geography teaching methods modules - The dissertation has organized the development of GEC’s component for students to apply the process and proposed measures at two training institutions The results were a vindication for the feasibility and effectiveness of the applied measures and procedures Structure of dissertation Chapter Theoretical and practical foundation of the geography education competence development for geography student teachers Chapter Process and measures to develop the geography education competence for geography student teachers Chapter Pedagogical Experiment CHAPTER THEORETICAL AND PRACTICAL FOUNDATION OF THE GEOGRAPHY EDUCATION COMPETENCE DEVELOPMENT FOR GEOGRAPHY STUDENT TEACHERS 1.1 Teacher training innovation with the professional competence development orientation 1.1.1 Teacher training program innovation Under the impact of the industrial revolution 4.0, socialeconomic development has placed higher demands on the quality of teacher resources In terms of policy, Resolution 29 (2013) of the Party’s Central Committee on a fundamental and comprehensive renovation of education and training, Resolution 88 (2014) on educational curriculum and textbooks renovation that promulgated by the National Assembly Circular letter no 32 (2018) of the MOET on promulgating the National General Education Program, including the overall program, the program of educational subjects and activities, and the local educational program The fundamental and comprehensive reform of education and training in general, higher education in particular, the implementation of general education program 2018 have brought pressing requirements to pedagogical universities, that included: construction, improvement, and updating the curriculum, content, and methods of student training 1.1.2 Teacher training renovation with the professional competence development orientation Professional competence–oriented training has the following characteristics and approaches: The main purpose is the output competency standards; The program should be built based on the actual professional practice and the factors related to the professional labor of the teachers; The content must ensure that the selected knowledge and skills system contribute to the formation and development of certain professional competencies Training institutions pay attention to integrating activities aimed at developing core professional competencies The professional competency framework for pedagogical students includes: Professional values: i) Student-oriented values: ii) Teacher-identified values iii) Values toward profession; Professional competencies: i) Foundation competencies: ii) Specialized competencies: iii) Professional pedagogical competencies 1.1.3 Professional standards for teachers and outcome standards of bachelor's degree students in pedagogy MOET Professional standards teachers in general education institutions are the system of qualities and competencies that teachers need to achieve to carry out their teaching and educating tasks This standard set includes standards and 15 criteria Teachers' professional standards are one of the bases for building and developing teacher training and fostering programs Pedagogical universities have the basic function to train students to become teachers at all levels Therefore, pedagogical graduates need to achieve the professional criteria of quality and competence corresponding to the teacher’s professional standards at the appropriate level 1.2 Geography education and geography education competence 1.2.1 Geography education It is possible to generalize the concept of geography education from many authors’ perspectives as the following statements: i) Geography education is an academic field and independent research field Including the combination and "intersection" between Geography and Education ii) Geography education is essentially a way of guiding learners to learn about different geography approaches, develop skills for geography explore, embrace relevant values and practice them in their real life Geography education becomes a means of education to serve some important purposes iii) Geography education is the science of teaching and learning geography Thus, geography education is an inclusive concept of teaching geography In this respect, geography education performs its function through the geography subject in the school This section also presents the goals of geography education, the role and position of geography education, and the content of geography education to explain why this field is so important in the education system and schools 1.2.2 Geography education competence 1.2.2.1 The conception of geography education competence Geography education competence is defined as the teacher’s ability to identify and implement specific strategies, processes, and measures to form and develop student’s geography competence based on curriculum requirements, cognitive characteristics, learners' behavior, and diverse learning situations [153] The essential signs of geography education are as follows: - Geography education competence is the combination of education competency and geography competence that forms geography teachers’ competence structure In which, education competency is conceptualized in a narrower term, including teaching competence and education competence through teaching geography Thus, geography teaching competence is a basic component of the GEC Through subject teaching, teachers perform the educational function of geography Geography competence Geography education competence Education competence Figure GEC is the intersection between geography competence and education competence - GEC is revealed outside through the geography teachers ’ ability to use teaching and educational strategies that accord with the subject distinctive characteristics and target audience as well - From the concept of GEC, it can be understood that geography teachers are also geography educators They need an excellent knowledge of geography and other related sciences Meanwhile, geography teachers must have education science and pedagogical science knowledge and use them as knowledge tools to perform the educational function of geography 1.2.2.2 Geography education competence development The dissertation combines the zone of proximal development (ZPD) theory and teachers’ zone of proximal development to build the approaches on the GEC development, accordingly: On the side of learners (students - subjective factor): students’ GEC development is a changing process with the upward tendency of the GEC structure elements (knowledge, skills, and attitudes), from the recent development zone to the proximal development zone and form the next development zone that meets the output standards for graduated geography education students at the same time On the training side (program, content, methods, teachers – Objective factors) students’ GEC development is the impact process on their recent development zone by synthesizing pedagogical solutions that promote students to reach the proximal development zone, prepare conditions to move to the next development zone to promote students can achieve the stipulated output standards in the training program and can have the competence to develop a lifelong career The above concept shows that: - To develop GEC in general and the component competencies in particular, students need to be equipped with knowledge, skills, attitudes, and beliefs with the competence that they are being trained - Developing GEC affects the proximal development zone of students, to focus on the knowledge and skills that students can at the beginning with the support of the teacher to guide them to the proximal development zone and prepare for the next development zone - Students perform the progress in awareness, attitude, motivation, practical activities are the target toward of the GEC development Some basic orientations to the GEC development process for geography student teachers: - Firstly, it is necessary to determine the competence standards and development path for each concrete competence - Secondly, the teaching content must be based on the defined goals (GEC standards) - Thirdly, identify the recent competence development zone and the proximal development zone of each student on the GEC development path to have an appropriate pedagogical interventions plan, focusing on what students need to learn 1.3 The scientific basis of the student’s geography education competence development 1.3.1 Psychological basis of teaching Applying learning theories to develop GEC for students These theories include behaviorism, cognitive theory, constructivism, and activity theory 1.3.2 Theoretical basis of teaching Structural model of teaching methods: Teaching perspectives, teaching methods, and teaching techniques Competence development-oriented teaching, interactive teaching, integrated and experiential teaching are the applied perspectives to design and organize the geography education process 2.2.2 Criteria and indicators of geography education development for students Geographical education competence includes the component competencies: geography competence, Competence to apply scientific-educational knowledge to geography education in high school, and Supplemental competence Components are divided into smaller elements in which the competence has its particular signs GEC is a "dynamic system" because it is always influenced by external factors such as socio-economic development, education, and training innovation Table Criteria and indicators in GEC’s structure Components Elements/ indicators / Criteria Apply the geography and related sciences methodology Apply foundation knowledge of Earth science, cartography, remote sensing, and geographic information systems Geography Analyze the components, relationships, processes, competence laws, and changes of nature, socio-economic systems on a local, national, regional, and global level Apply geographical skills in learning, research field, and geography education Applying scientificeducational knowledge to geography education in high school Apply geography teaching methods and techniques Design and use the geography education facilities Assessment competence in geography education Design lesson plans in geography education Develop geography curriculum in high schools Science research in geography education Supplement- Apply ICT in teaching geography in high schools al competence Use foreign languages in geography education Figure Components in GEC’s structure This dissertation selects four GEC indicators to develop for students, including: Apply geography teaching methods and techniques, Assessment in geography education, Design lesson plans in geography education, Apply ICT in teaching geography 2.2.3 Establishing and using the geography education competence development path The GEC development path is a description of the different development levels of each competence that students need to achieve It is used to monitor and promote students' progress in building their GEC In the pedagogical experiment, based on the results students achieved in the pre-tests, compared with the levels on the development path of each competence indicator, they were determined at what position relative to the “zone of proximal development” This result is very important for students to determine their goals and plans After the pedagogical experiment, students were repositioned on the competence development path to record their progress Students need to pass the threshold of the “zone of proximal development” to move up the ladder of higher competence 2.3 Geography education competence development procedure for pedagogical students The GEC development procedure consists of four stages: I) Drawing up plans, II) Organizing the process of GEC development, III) Assessment and improvement of the applied procedures and measures Each stage consists of many steps and all steps are concretized into performance operations In this model, the author emphasizes the repeatability of the GEC development cycle Figure Detailed procedure for GEC development 2.4 Measures to form and develop geography education competence 2.4.1 Developing geography education competence with an integrated approach Integrating professional knowledge and geography teaching methods in the training process and integrated curriculum building with the module approach are the two mentioned solutions in this measure 2.4.2 Using GEC-based teaching methods in the geography teaching methodology credits The used methods to develop the GEC include training method, micro-teaching, lesson study, case/simulation study method, seminar method, project-based method Present the concept, role to GEC development of each method, how to apply, and concrete examples Methods of geography education competence for students should be combined to maximize the effectiveness in the applying process 2.4.3 Applying Information and Communication Technology to develop geography education competence This measure refers to the combined using of multimedia in GEC training; Using multimedia to design and demonstrate simulations that serve geography teaching methods illustration; Using multimedia to record, manage and present learning, research, discuss results by learning portfolio; Establishing communicating, exploiting, and information exchanging ways for GEC development activities through Internet; Applying combined teaching model in GEC development 2.4.4 Innovating the method of using geography teaching materials in geography education competence development Maximizing the function of knowledge source on teaching methods in the student training process; Integrating methods of using teaching materials in geography teaching methodology credits to guide students how to combine teaching content, methods and materials effectively; Diversifying teaching materials and teaching equipment; combination the innovation of communication media, strengthening the application of modern media, applying ICT to bring into play the strengths of visual materials 2.4.5 Organizing experimental learning activities to develop geography education competence Designing and organizing methodology lessons with experiential learning models and organizing experiential geography teaching forms in high schools are concrete ways to apply the experiential learning approach in geography education development 2.4.6 Innovating the geography education competence development’s assessment Innovating assessment form, in which, strengthening regular assessment and criterion-based assessment in the process of GEC development Combining diverse and flexible assessment forms, assessment types, assessment methods, and assessment tools with the above orientations 2.5 Designing lesson plan to develop geography education competence in geography teaching methodology credits 2.5.1 General orientation of GEC-based lesson plan designing The lesson plan to develop GEC for students must be designed and organized according to the following basic orientations: based on a modern approach of learning activities; according to the GEC development orientation, building assessment criteria for lesson plans that can direct the designing and applying; select lesson plans’ presentation to fit the use purpose 2.5.2 The model and structure of the lesson plan to develop the geography education competence The dissertation applies the P-I-E model Plan - Implement Evaluate as the basis for building the designing lesson plan process to develop GEC for student teachers Each lesson is organized into many sections: Opening/ Introduction, Development/Teaching Activities, Closing/Assessment 2.5.3 Types of lesson plans in geography education competence development Theory lessons aim to provide a system of theoretical knowledge for learners such as concepts, characteristics, principles, processes The developing skills in theory lessons are usually intellectual Practical lessons are also known as skill lessons Integrated lessons are lessons to build performance competence, in which theory and practice are integrated, learning tasks are associated with situations or projects 2.5.4 Several lessons plans to develop geography education competence Theory lesson plan: Lesson Forms and methods of learning outcomes testing and assessment in teaching and geography education in high schools (Credit: Testing and Assessment in teaching geography) Practical lesson plan: Lesson Designing visual stories in teaching geography by using video editing software (Credit: Applying ICT in teaching geography) Integrated lesson plan (theory and practice): Lesson Applying teaching methods and techniques of collaborative group work in teaching geography (Credit: geography teaching methods in high schools) CHAPTER PEDAGOCICAL EXPERIMENT 3.1 Purpose, tasks, and principles of pedagogical experiment 3.1.1 The purpose of pedagogical experiment The purpose of the pedagogical experiment (PP) is to verify the feasibility and effectiveness of the applied process and measures applied to the development of several basic GEC indicators for geography student teachers in concrete contexts In addition, the results obtained from the teaching and education reality will be helpful to clarify the analyzed points in the theoretical and practical foundations 3.1.2 The tasks of pedagogical experiment Identify experimental subjects and area; Select content for pedagogical experiment; Design measurement and assessment tools before and after the experiment; Formulate an organizational plan; Assess each geography education competence indicator before pedagogical experiment; Organize and develop several GEC indicators for students; Synthesize experimental data, analyze, evaluate results and draw conclusions 3.1.3 The principles of pedagogical experiment Ensure the objectivity and the science of the selected experimental subjects and experimental subject choosing is based on experimental purposes; The experimental content must be logical and scientific in the research; The experimental method must be ensured the scientific and pedagogical nature; Results and result processing tools must be ensured the accuracy and the reliability 3.2 The methods of pedagogical experiment 3.2.1 Designing the pedagogical experiment Design of pre-impact and post-impact tests with random groups Before carrying out the impact measures, test the target group for each GEC indicator, then conduct experiments with the designed plan At the end of the experiments, double test to evaluate the achieved results 3.2.2 Objects selection for pedagogical experiment Experimental area: 1) Department of Geography – HCM city University of Education, 2) Geography Department - Faculty of Education - An Giang University, from Sep 2020 to Sep 2021 About the objects of the pedagogical experiments: 3rd and 4th- year geography student teachers who participate in specialized professional knowledge credits Experimental content: Experimenting with the process and methods of GEC development for students, including Applying geography teaching methods and techniques, Applying ICT in teaching geography, Assessment in geography education, Designing lesson plans in geography education 3.2.3 Measurement and collection of the pedagogical experiment data Regarding the measurement scale, for the GEC components’ assessment criteria, the author uses Bloom's taxonomy in the psychomotor domain (skill) that includes levels from low to high Using rating scales to build the statement’s degrees in the questionnaires, namely the 5-point Likert scale Data are collected from the pre-experiment and postexperiment competency tests for each geography education competency indicator and the students’ post-experiment survey by using questionnaires Competency tests include written tests (constructed-response and multiple choice) and practice tests These tests are built based on the same set of assessment criteria, scales, and point scales that correspond to each competence component The questionnaire was built to collect students’ assessment and feedback on the process and measures of competency components development 3.2.4 Data analysis 3.2.4.1 Statistical result of scores and surveys The scores of the students' pre-experiment and postexperiment tests on four indicators of GEC are counted that based on each assessment indicator criteria on the 100-point scale After the pedagogical experiment, the author surveys to collect students’ opinions on the process and measures of geography education development (5-point scale) 3.2.4.2 Statistical data description and comparison Data is described through concentration and dispersion Concentration is reflected through parameters: Median and Mean; The dispersion is reflected through the statistical parameter as the standard deviation (SD) Experiment research selects the Pairedsample T- Test: Compare each specific manifestation score of the competency indicator before and after the pedagogical experiment 3.3 Process of Step Pre-experiment assessment Step Organize pedagogical experiment Step Pedagogical experiment’s result assessment 3.4 Result and pedagogical experiment’s result analysis Analyze the experimental results on two aspects: the GEC indicators progress through the comparison of the competency tests’ results before and after the experiment Analyze the results of the student survey to assess the impact of the applied process, apply measures to develop GEC during the pedagogical experiment The pedagogical experiment’s results confirm the feasibility and effectiveness of the applied process and the applied measures to the development of four basic GEC for geography student teachers in specific teaching conditions Firstly, students showed marked progress in every behavioral quality index of each GEC indicator after the experiment The improvement degree in each indicator is different, in particular: “Designing lesson plans in geography education” has the fastest progress and the improvement rate are 205.93%, almost all competence indicators have a high rate that is over 180% and fluctuates from 186.37% to 221.35%, followed by the competence indicator "Assessment in geography education" that reaches the improvement rate of 143.49%, "Applying ICT in geography education" has an improvement rate is 137.58% “Applying methods and techniques of teaching geography” has a slower improvement rate (133.94%), however, this achievement is still higher in correlation with the competence indicator assessment and designing lesson plan From the results of the pre-experimental tests and postexperimental tests, students' progress self-assessments, compared with the competency development paths, indicates that: students show a rapid increase in proficiency levels, from lower to higher levels in the learning and training process Before the experiment, most of the students are at level Beginner, however, many students achieve level - Initiation on the competence development path By the end of the multiple learning and practice process, the student's ability is reached to level Initiation Through multiple practices with many different learning contexts, students' ability gradually reaches level - Skilled Some students make faster progress, at this stage, they can achieve level Proficient, a level that students must achieve after pedagogical practice according to theory After the pedagogical experiment, the results prove that: the majority of students have crossed the threshold of the "Zone proximal development" to prepare for the next development stage in the process of professional practice, apprenticeship, and formal teaching (level – Proficient and level – Professional) Figure The degree of competence’s indicator improvement The measures and processes to develop GEC are feasible and effective in training Project-based learning model with several main components including Theoretical research, micro-teaching, practical research at high school, geography lessons experience of high school; combination with concrete measures that apply to each particular competence indicator Based on the general process of GEC development, each applied competence indicator to have its process, concretely and practical These measures and processes are appreciated highly by learners through the post-experiment surveys’ results CONCLUSIONS AND RECOMMENDATIONS Conclusions Geography education plays an important role in the education system generally and in general education particularly Geography education performs its main function through geography subjects in schools Therefore, geography education should be paid due attention in the national education and training development process Developing GEC for pedagogical students is an important task of the geography teacher training institutions to meet the requirements of the comprehensive reform of education and training, the general education program Reforming training programs in pedagogical institutions in the direction of competence development is necessary to improve geography teacher resources quality Research on the training program’s practical basis in geography teacher training institutions in the Southeast and Mekong Delta has shown many achievements as well as limitations Therefore, it is necessary to continue improving the training programs and training methods regularly with a long-term strategy Geography education competence development for student teachers is a leading task in the geography teachers training institutions, which is to meet the requirements of the comprehensive education and training reform and the general education program Innovating geography teachers training with the direction of professional competence development is considered an important approach for programs, contents, and methods innovation The results of these changes will contribute to the teachers training process and the training’s results are high-quality teacher teams, who have adequate qualifications, professional competence, education competence, and general supplemental competencies to carry out the important mission of geography education Research on the process and measures to develop GEC for geography student teachers should be based on the principles, requirements, and framework of GEC, thereby designing a general and concrete process for each competence indicator, combining the measures flexibly in competence development-oriented lesson plans The process of GEC development needs to be designed and organized scientifically and flexibly from planning, organizing competence development to assessment and should be improved regularly Pedagogical experiment’s results prove the feasibility of the GEC development measure and process through the marked progress of each behavioral quality index in GEC indicators, as well as their assessment on the efficiency and the impact This result indicates that: to effectively apply the process and measures to develop GEC and in concrete conditions, flexible applying is required Recommendations MOET needs to determine properly the role and position of geography education and geography subject in high schools, from which provides directional instructions in the implementation of the general education curriculum 2018 and geography subject Geography student teachers training institutions need to regularly improve training programs with the direction of professional competence development for students; material facilities and teaching equipment are special means for pedagogical practice Geography lecturers at pedagogical training institutions, especially geography teaching methodology training lecturers need to apply teaching competence development-oriented methods regularly with an integrated approach, integrating geography knowledge, skill, and geography teaching methods They need to promote the role of guiding students to apply their knowledge and teaching skills with geography content Geography teachers need to aware properly the role and position of geography subjects in the schools as well as their responsibilities in geography education to have a motivation and positive attitude in their profession They should learn, improve their professional qualifications constantly and consider it as an important part of career development LIST OF PUBLISHED SCIENTIFIC WORKS Ha Van Thang (2016), Building a group of collaborative teachers to support students in Geography Department, Ho Chi Minh city University of Education to develop professional skills, Journal of Education, special Vol October 2016, p 138 Ha Van Thang (2018), Applying micro –teaching and jugyou kenkyuu (lesson study) to enhance students’ teaching skills through the module of geography teaching methodology at high school, Journal of Science, HCM City university of Education, Vol 15, No 5b (2018), p 105 – 116 (ISSN 1859 - 3100) Ha Van Thang (2019), Building observation sheets, teaching skills assessment for the applying of micro-teaching in geography teachers training, Journal of Science, Ho Chi Minh City university of Education, Vol 16, No (2019), p 450 – 466 Nguyen Viet Thinh, Ha Van Thang (2019), Identifying professional competencies for Geography teacher in response to Vietnamese new General Education Curriculum, The 1st International conference on Innovation in Learning Instruction and Teacher Education, University of Education Publishing House, p 244–252 Ha Van Thang (2020), Applying the theoretical pedagogical content knowledge in order to determine pedagogical geography knowledge for geography student teachers, Journal of Science, Hanoi National University of Education, Vol 8, No 65, 2020, p 175-184 Ha Van Thang (2021), Factors affecting learning pedagogical content knowledge of students majoring in geography teacher education, Journal of Science, HCM City University of Education, Vol 18, No 05 (2021), p 923-935 Ha Van Thang, Le Duy Thong, Ta Chi Thanh (2021), Research on Geographical Education in Vietnam Journals Within The 10-Year Period (2010-2019), Edukasi, Vol 15, No 1, p 36-47 Ha Van Thang (2021), Applying micro-teaching to develop content competence for geography pre-service teachers, HCM city University of Education Journal of Science, Vol 18, No (2021), p 1415-14 Ha Van Thang, Pham Thi Binh (2021) The Innovation of Bachelor Geographical Pedagogical Curriculum: An Approach from Geography General Education, 2018, VNU Journal of Science: Education Research, 2021, Vol 37, No (2021) 1-12 .. . Advisor (s): Prof.Ph.D Nguyen Viet Thinh Assoc.Prof.Ph.D Kieu Van Hoan Reviewer 1: Assoc.Prof.Ph.D Nguyen Phuong Lien Thai Nguyen University Of Education Reviewer 2: Assoc.Prof.Ph.D Nguyen Tuyet .. . the average score are 4.3 2; 4.4 6; 4.3 9; 4.3 4; 4.2 1 respectively Meanwhile, teachers also rate highly the "necessity" of these methods, scores are 4.3 2; 4.3 ; 4.0 7; 4.1 9; 3.9 respectively The frequency .. . high to low: lecturer ( 4.1 6), training method ( 4.1 1), assessment test ( 4.1 0), training program ( 4.0 9) and learning materials, technical facilities ( 3.9 7) respectively 1.5 . 2.2 Measures to develop