Mô hình dạy học theo tiếp cận năng lực trong đào tạo giáo viên kĩ thuật TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES NGUYEN HUU HOP MODEL OF COMPETENCY-BASED TEACHING IN TRAINING TECHNICAL TEACHER Specialization: Theory and history of education No: 9.14.01.02 SUMMARY OF PhD THESIS IN EDUCATION SCIENCE HA NOI - 2022 The project was completed at: THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES Science instructor: Associate Professor Ph.D Tran Khanh Duc Master Tran Van Hung Argue 1: Argue 2: Argue 3: The thesis was defended in front of the Institute-level at The Institute of Educational Sciences by English, 101 Tran Hung Dao, Hanoi At …… ……,date…….month ………., 2022 The thesis can be found in: - National Library - The Library of The Vietnam Institute of Educational Sciences PREAMBLE The reason for selecting the case To radically and comprehensively renovate education and training to meet the requirements of industrialization and modernization in the conditions of a socialist-oriented market economy and international integration, which have set prerequisites for schooling Universities must concentrate on evolving students' creative abilities, applicable skills, professional ethics, and social cognition, step by step approaching the world's advanced science and technology level Frontage to approach competency in training technical teachers at the University of Technology and Education is a tendency that many countries around the world and Vietnam are inquisitive Applying the method of pedagogy competence in training specialized educators in the current context is an appropriate direction to innovate and enhance the quality of training in specialized pedagogical schools Does approach competency an effective strategy to establish a program, content, method, teaching technical, evaluate in training technical teacher? Can it set up a thesis model about teaching based on the point of view, philosophy of approaching competence in technical teacher training? Does teaching activities are the main activities in the training process, and, therefore, the proposed competency-based teaching model can be applied to improve and improve teaching quality in training technical teachers? That is one of the many unanswered questions in the theory and practice of teaching in the process of training technical teachers This is the objective reason for the author to select the topic "Model of competency-based teaching in training technical teacher" as a doctoral thesis to innovate teaching and enhance the quality of teacher practicum technical teachers at the University of Technology and Education Research purposes Forming a teaching model and criteria to deploy a teaching model in the training of technical teachers based on the scientific aspect and arguments of competency-based teaching to contribute to enhancing the quality of teaching to create technical teachers to meet the innovation of vocational education Study entity and research object 3.1 Study entity The teaching process in training technical teachers has put in innovation background to training at the University of Technology and Education and the vocational education 3.2 Research object Teaching model according to competency approach in training technical teachers to develop teaching capacity for students of technical pedagogy Scientific hypothesis If the proposed teaching model in training technical teachers is based on the perspective and philosophy of competency-aspect teaching in orienting technical teachers, clearly describe the constituent elements, the connection, and operation of the components of the teaching process at the University of Technology and Education, the organization of potential criteria to deploy the educational model, can be developed in students of technical pedagogy career of technical teachers according to the output standards, positively affecting the needs, interests, and motivation of students to research, contributing to improving the quality of technical teacher training in pedagogical universities skill Research mission 5.1 Clinching the theoretical basis of competency-based teaching in training technical teachers at university class: A theoretical framework of competency-based schooling in training technical teachers 5.2 Evaluation of the current condition of teaching in the University of Technology and Education 5.3 Proposing measures to implement the competency-based educational model in training technical teachers in teaching pedagogical subjects 5.4 Organize and manipulate teaching design and experiment with implementing teaching models of some pedagogical subjects according to competency approach in training technical teachers 5.5 Survey of specialists on experimentation and competency-based teaching model to perfect the proposed model Research scope - Determining the related entities and fulfilling a practical survey to implement limitations at some universities of technology and education and some pots of vocational education - The competency-based educational model is limited to the teaching conditions of pedagogy under the teacher training program at the University of Technology and Education - The teaching model is built based on the theory of teaching skills in training technical teachers Methodology and research procedures 7.1 Methodology - Approaching activities and experiences; forthcoming system; approaching practical; approaching to evolve 7.2 Research procedures 7.2.1 Group of theoretical research methods: Analysis, comparison, synthesis, a systematic review of literature on cognitive skills in teaching at university 7.2.2 Group of practical research methods: Survey method by questionnaire; observation method; professional solution; active derivative research methods; the experimental method 7.2.3 Group of support methods Arguments that need to be protected The thesis will prove the following scientific arguments: - A theoretical model that is used in the training of technical instructors is a teaching model based on the teaching technique The teaching approach is designed to provide a highly practical learning environment for technical pedagogical students in order to facilitate the development of professional ability - Teaching students of technical pedagogy according to the competency approach must follow the steps of the process of acquiring competence, the context, the stages of capacity development based on and the facts, circumstances, events, professional situations; - The teaching methods according to the competency-based approach in training technical teachers aim to promote the central role of learners so that they can reveal their individual potentials, apply knowledge into practice, transform potentials into actions, and transform action into professional competence New contributions of the thesis The thesis has clarified the origin and scientific basis of the competency approach in training technical teachers; The thesis sheds light on the reality of teaching training technical teachers in technical pedagogical universities from the perspective of competency approach; The thesis proposes a competency-based educational model in training specialized teachers Proposing measures to apply the educational model according to the competency-based approach to pedagogy in training technological teachers, experimenting and evaluating the proposals to confirm the correctness, feasibility, and effectiveness of the training programs that proposal 10 Thesis format In addition to the Introduction, the layout of the thesis consists of chapters: Chapter 1: Theoretical basis of teaching according to competency approach in training technical teachers; Chapter 2: The reality of competency-based teaching in universities of technical pedagogy; Chapter 3: Standards to implement the competency-based teaching model in training specialized teachers; Chapter 4: Pedagogical experiment CHAPTER THEORETICAL BASIS OF TEACHING BY ACCESS TO CAPACITY IN TECHNICAL TEACHER TRAINING 1.1 Research overview of the problem 1.1.1 Studies on teaching models 1.1.1.1 The development of the teaching model in the world a) Traditional teaching model Studies on educational models have a long history associated with the growth of world education Since education has not yet become an independent science, there have emerged teaching models associated with the propagation of religious and political ideology This type of educational model is called the Traditional Education Model/Traditional Method of Teaching Up to now, the traditional teaching model can be considered as having fulfilled its mission Although the role and achievements of the traditional teaching model cannot be rejected, it has reached its highest limit and needs to be inherited, developed, and innovated to match the development of society b) Modern teaching model Modern teaching models were born from the emergence of progressive educational ideas forming at the end of the 19th century and have existed in many different forms up to now A progressive education has in common is an emphasis on learning by doing - handson projects, accelerated learning, experiential knowledge, integrated curriculum, focus on thematic learning units, integrating entrepreneurship in education c) Some analyses on modern teaching models Overview of some researches on teaching model according to modern approach oriented to develop learner's capacity: Social Models Family; The Information Processing Models Family; Personal Models Family; The Behavioral Systems Family type of teaching model: 1.1.1.2 The development of teaching models in Vietnam First of all, Vietnamese educational scientists have pointed out that a modern teaching model, shows the point of view of student-centered teaching instead of the traditional teacher-centered approach Many authors such as Ha The Ngu, Dang Vu Hoat, Nguyen Ky, Nguyen Ngoc Bao, Pham Minh Hac, Tran Ba Hoanh, Thai Duy Tuyen, Tran Khanh Duc, Dang Thanh Hung state that current teaching is a prototype capacity development oriented or output-oriented according to employment standards (at work) 1.1.2 Studies on competency approaches in education 1.1.2.1 Studies abroad a The social origin of the competency approach (TCNL) According to Broudy (1972), pre-school education was born in the 1950s to 1970s in the US, then developed in the UK, Australia and Germany and other countries in the 1980s and 1990s, referring to this origin there are Harris et al (1995); Norton, Harrington & Gill (1978); Britell (1980), Elam (1971), Foster (1997), Grouws & Cebulla (2000); The authors all believe that the trend of the early ML has little to with scientific results or principles, it has socio-political origins Then mentioned in the studies of American educational scientists: Conant (963); Koerner (1963); Swanchek and Campbell (1981); Elam (971); Heath and Neilson (1974); Huff (1976); Lindsey, (1976); Hertzberg (1976); Smith (1975); Broudy (1981); Spady (1977); Burke et al (1975) According to Tuxworth (1989, p.13) Thus, competency-based education was born in society and from the needs of society Competency-based education emphasizes directly meeting needs associated with employment, taking employment or the labor market as the starting point and destination of education Applying the competency approach in training technical teachers is necessary and an important condition for renovating the quality of training at the Technical Pedagogical University b Research on competency approach in education The history of thought approaches to competence in education appeared as early as in the nineteenth century, its origin is found in the thinking of educational reformers such as Johann Heinrich Pestalozzi (1746-1827) of Switzerland, Victor Della-Vos (1829-helor degree through the design of teaching "Chapter 2: Design of technical teaching" according to the steps to cary out the teaching methods proposed in Chapter of the thesis 4.1.3 Experiment Area and Object The teaching model experiment is conducted in Hung Yen University of Education and Technology The experimental subjects are 4th-year students, course 14 of Hung Yen University of Education and Technology We randomly selected 67 students, divided into experimental group and control group Course K14 Experimental group 34 Male Female 08 26 Control group 33 Male Female 10 23 Total 67 Male Female 18 49 21 4.1.4 Experimental Organization Plan Experimental steps include: Step 1: Define of purpose and content; Step 2: Selection of facilities, subjects and experimental plans; Step 3: Compile experimental documents as proposed in Chapter of the thesis; Step 4: Select and coordinate with lecturers participating in the experiment; Step 5: Organiza the experiment; Step 6: Analyze, assess the experiment results; Step 7: Discuss and propose the solutions for finalization of the teaching model 4.1.5 Tools and methods and performance assessment 4.1.5.1 Tools to assess the experimental results - Conduct pre-experiment assessment: through an essay test - Quantitative Assessment: Through practical tests and quantitative assessment tools - Qualitative assessment: Through the feedbacks of experts and students about the teaching process 4.1.5.2 Experimental analytical methods and techniques The results of the assessment of learning outcomes are presented in the form of score distribution tables, frequency diagrams 4.2 Experimental results Analysis 4.2.1 Pre-experiment results The initial basis for selecting the experimental and control classes is based on the rounded average mark - Stage (completion of technology program) of the two groups of students Experiment Control Diagram 4.1: The diagram of pre- experiment s accumulation of the control group and the experimental group So, the initial basis for selecting the experimental group and the control group is appropriate, ensuring the organization, implementation of the experiment and assessment of the experimental results 4.2.2 Results after experiment 4.2.2.1 Quantitative assessment of student’s learning outcomes The competency assessment topic "Technical teaching design" of students is composed of 07 components with detailed requirements to be met 22 Experiment Control Diagram 4.2: The diagram of total point accumulation after experiment The results obtained after the pedagogical experiments have shown that the measures of implementing the competency-based teaching applied in training technical teachers are of practical value, feasible to be applied at the University of Education and Technology to improve the quality of training of technical teachers The tests, statistics are meaningful The competency acquisition results of the students in the experimental class are generally higher than those in the control class, which proves that the pedagogical effects of the competency-based teaching have brought about positive effects and distinctively effective in teaching technical pedagogical students 4.2.2.2 Qualitative assessment: Student’s feedbacks on teaching activities in an experimental model Analyzing the results of the students’ qualitative assessment helps confirm that in the same learning conditions: Lecturers, facilities, studen level , the classroom is carried out with the competency-based teaching methods is more effective than the traditional classroom The results of the qualitative analysis have shown that the competency acquisition level of the experimental class is much higher than that in the control class, reflected in the overall mean value in the experimental class, which is higher than in the control class (the experimental class has the Mean = 4.5; the control class has the Mean = 3.5) Similarly, the feedbacks on the quality of teaching activities have shown that the students of the experimental class highly appreciate the competency-based teaching method while the students in the control class have demonstrated a lower appreciation towards this criteria 4.2.3 Expert’s Opinions about the quality of measures of implementing the teaching model Most experts evaluate the model, theory of competency-based teaching in the training of technical teachers at a satisfactory level; only a few experts are still confused but the number is low and minimal In all assessment criteria, over 80% of the reviews are satisfactory, in which, the lowest criterion (criteria 8) has gained 88.57% of the experts’ satisfactions; the highest criteria include (criteria 1, 3, 6) has gained 100% of the experts’ satisfactions; the remaining criteria has gained over 90% of the experts’ satisfactions The experts’ assessments on the effectiveness and feasibility of the measures to implement teaching model proposed by the thesis have shown that the measures have a high level of effectiveness (average value from 2.91 to 3.0 which is maximum value) Similarly, the level of feasibility is also assessed as high (with an average value of 2.80 to 2.91 which is the maximum value) 23 This objective assessment results have primarily confirmed that the teaching model as proposed by the thesis is of good quality and feasible for teachers to use in teaching at the University of Education and Technology and in regular training and retraining for technical teachers in particular, vocational education teachers in general Conclusion of Chapter The process and results of the experimenting methods of applying the competencybased teaching model in the training of technical teachers have shown that: The competency-based method has been successfully applied at various levels in vocational education and higher education The competency-based method has proven the appropriateness in training technical teachers at university level at the University of Education and Technology, which is an effective solution for improving the training quality to meet the needs of the labor market and professional standards of vocational education teachers The model of competency-based teaching applied for training technical teachers helps the lecturers realize the relationships and connections between the elements of the teaching process in training technical teachers Provide a framework for research and understanding to support efforts to improve teaching quality and effectiveness in training technical teachers, helping lecturers at the University of Education and Technology with a multi-dimensional approach to a teaching process It is possible to apply the teaching model in a creative way for teaching in the training of technical teachers Competency-based teaching in training technical teachers has helped to improve students' learning outcomes, reflected in the results of the acquisition of competencies Conducting competency-based teaching in training technical teachers requires improved pedagogical competency for lecturers at University of Education and Technology Accordingly, lecturers must have a deep understanding of the viewpoints, philosophies and technical measures to deploy the competency-based method in training technical teachers in general and in teaching in particular The results reflected in the experiment conducted by the thesis help primarily confirm the effectiveness of the model of competency-based teaching in training technical teachers at university level at University of Education and Technology, which is a suitable direction for innovation of the higher education and vocational education in Vietnam and sucessfully proved the original hypothesis of the thesis CONCLUSIONS AND SUGGESTIONS GENERAL CONCLUSION OF THE THESIS 1.1 Innovation in teaching in universities in general and in training of technical teachers in particular in the direction of competency development is a common trend of many countries in the world and Vietnam So in order to have a high-quality vocational education system, first of all, it must start from the teacher, the factor that will create the change Accordingly, the competency-based method for developing a teaching model in training technical teachers is the way to meet the requirements of educational innovation in general and vocational education in particular, which is the goal and task of the thesis To realize that task, the thesis has systematized and developed theoretical and practical basis to devlop the model of compentency-based teaching applicable for training technical teachers at universities of technical education: developing tool concepts, clarifying the origin, nature, characteristics, and scientific basis of the competency-based method in education and teaching, explaining the general model of the process of competency development in 24 professional practice and in teaching, clarifying the connotation of the concept of model of competency-based teaching in training technical teachers Building a theoretical model of teaching according to mathematical competence in training technical teachers with full component structure of the teaching process in connection with the thesis of the teaching method in accordance with the characteristics of the training process of technical teachers in Vietnam Developing a theoretical model of competency-based teaching in training technical teachers with full component structure of the teaching process in connection with the reasoning of the competency-based teaching method, which suits the characteristics of the training technical teachers in Vietnam 1.2 The results of the practical research of the thesis show that the current popular teaching method in universities of technical education is still mainly based on the traditional approach The innovation of training programs and teaching is still spontaneous, inexperienced, unsynchronized and inconsistent The teaching system and teacher linkage network are still fragmented, separating theory and practice into different modules, causing difficulties for the organization of integrated teaching Some following competencies of the graduates is still limited: competency to teach professional techniques, language use competence, foreign language skills, organization, planning, management, computer skills, etc, which makes students slowly adapt to real work at vocational education institutions 1.3 Stemming from the theoretical and practical bases that have been summarized, the thesis proposes a teaching model and specific measures to deploy a competency-based teaching model Accordingly, each measure is a detailed guide including forms for teacher’s use to teach any competence of the technical teachers training program at universities of technical education; especially the thesis proposes the teaching process based on the characteristics of the competene formation process in practice and in teaching, according to which the steps of the competency-based teaching must comply with the law of the competene formation process in general and that in teaching in particular Learning in particular, teaching competencies must be conducted flexibly and creatively based on the characteristics of learning competencies; teaching must be associated with competency assessment Teaching competencies must be conducted flexibly and creatively based on the characteristics of learning competencies, teaching must be associated with competency assessment The competency-based teaching in training technical teacher should be understood as a system including: determination of output competencies, denotation of functional relationships between competencies; determination of the context of competency implementation; definition of knowledge and integration of knowledge into the competence acquisition process; establishment of assessment criteria suitable for each competence; design assessment tools suitable for each competence; Creatively take steps to acquire competence for students in teaching, and in any case in professional situations are indispensable in order to experience competence in a real way 1.4 Teaching model and measures to deploy the model of competency-based teaching in training technical teachers have been applied to teach "Technical teaching design competence" based on program handlingof the subject of specialized teaching methodology and teaching skills from the point of view of the thesis The results of the experiment are proof of the suitability and feasibility of the teaching model and the measures to deploy the model in teaching technical skills students It can be primarily affirmed that the model of competency-based teaching proposed by the thesis can be a teaching guidance model for innovation and improvement of the training quality at the University of Education and Technology ... The Ngu, Dang Vu Hoat, Nguyen Ky, Nguyen Ngoc Bao, Pham Minh Hac, Tran Ba Hoanh, Thai Duy Tuyen, Tran Khanh Duc, Dang Thanh Hung state that current teaching is a prototype capacity development... universities skill Research mission 5.1 Clinching the theoretical basis of competency-based teaching in training technical teachers at university class: A theoretical framework of competency-based schooling... THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES Science instructor: Associate Professor Ph.D Tran Khanh Duc Master Tran Van Hung Argue 1: Argue 2: Argue 3: