Quản lý chương trình đào tạo giáo viên tiểu học tiếp cận CDIO.Quản lý chương trình đào tạo giáo viên tiểu học tiếp cận CDIO.Quản lý chương trình đào tạo giáo viên tiểu học tiếp cận CDIO.Quản lý chương trình đào tạo giáo viên tiểu học tiếp cận CDIO.Quản lý chương trình đào tạo giáo viên tiểu học tiếp cận CDIO.Quản lý chương trình đào tạo giáo viên tiểu học tiếp cận CDIO.Quản lý chương trình đào tạo giáo viên tiểu học tiếp cận CDIO.Quản lý chương trình đào tạo giáo viên tiểu học tiếp cận CDIO.Quản lý chương trình đào tạo giáo viên tiểu học tiếp cận CDIO.Quản lý chương trình đào tạo giáo viên tiểu học tiếp cận CDIO.
MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN NGOC HIEN MANAGEMENT OF CDIO-BASED PRIMARY TEACHER EDUCATION PROGRAMS Major: Educational Management Code: 14 01 14 SUMMARY OF THE DOCTORAL THESIS OF EDUCATIONAL SCIENCE NGHE AN - 2023 THE THESIS WAS COMPLETED AT VINH UNIVERSITY Scientific Supervisor: Prof Dr Thai Van Thanh Examiner 1: Examiner 2: Examiner 3: The thesis is defended before the Ph.D Thesis Evaluation Council at the University level at Vinh University Time: dated ./ /2023 This thesis is available for the purpose of reference at: - National Library of Vietnam - Center of Nguyen Thuc Hao Library, Vinh University INTRODUCTION Rationale Primary teacher education has become a necessity because the demand for human resources in the primary education sector has increased since the launch of the 2018 General Education Program The programs that an educational model, institution or process offers are usually considered its core element Therefore, a deep understanding of educational programs will help educators set clearer orientations in the educational process For more than a century, program development has been a vital topic for research in both theoretical and practical aspects There are quite a few approaches to program development Different types of programs are designed and developed based on these approaches With the growing concern about the quality and relevance of education and the need to develop a framework of educational goals, competence is increasingly becoming an important terminology in research and practice of education Performance-based programs tend to avoid a theme-based approach and emphasize the intersection of disciplines by exploring cross-cutting themes or providing more real-life situations in some areas In recent years, many universities in the world have developed CDIO-based programs This is an approach to designing programs that emphasizes the disciplinary fundamentals set in the professional context In Vietnam, the CDIO approach was initiated in 2010 and applied in engineering disciplinaries Since then, many universities in the country have developed CDIObased programs not only for engineering but also for other disciplinaries, such as economics, law and pedagogy Developing teacher education programs, specifically primary teacher education programs, plays a crucial role in improving the quality of teacher education, connecting higher education and the general education systems, and producing a generation of creative, high skilled teachers It has been shown that as universities implement CDIO-based primary teacher education programs, they undergo different stages such as curriculum design, program execution, and program management Among these, the most challenging stage is program management Only if universities overcome the limitations in program management, can they improve the quality of primary teacher education programs, increase operational efficiency and develop CDIO-based primary teacher programs Thus, there needs more research into this topic to propose scientifically based and feasible solutions to the management of CDIO-based primary teacher education programs For the above-mentioned reasons, we chose the topic “Management of CDIO-based primary teacher education programs” Aims of study This study aims to propose solutions to improve management of CDIO-based primary teacher programs, which will hopefully help to improve the quality of primary school teacher education and training, and meet the requirements of radical and comprehensive innovation in education and training Subjects and objects of study 3.1 Subject of study Primary teacher education programs 3.2 Objects of research Management of CDIO-based primary teacher education programs Hypothesis If solutions to management of CDIO-based primary teacher education programs are poposed and implemented in the light of CDIO framework and primary teacher competency framework, management of CDIO-based primary teacher education programs can be more efficient, which in turns, helps to ensure the educational quality to meet the requirements of radical and comprehensive innovation in education and training Scope of study and tasks 5.1 Tasks - Study theoretical bases for management of CDIO-based primary teacher education programs - Examine how CDIO-based primary teacher education programs are currently managed - Propose solutions to management of CDIO-based primary teacher education programs; Examine the necessity & feasibility of the proposed solutions and implement one of them 5.2 Scope of study - Contents The study focuses on examining the mangagement of current CDIO-based primary teacher education programs and proposing solutions to management of CDIObased primary teacher education programs - Object Examining the current situation at 05 universities offering primary teacher education programs (Vinh University, Thu Dau Mot University; Hanoi National University of Education, Saigon University and Quy Nhon University) and implement one of the proposed solutions at Vinh University - Time The examination of current primary teacher education programs and the experiment were carried out from 2018 to 2022 Research approach and Research methods 6.1 Research approach The study used a combination of the system-structure approach, capacity approach, practical approach and job position approach 6.2 Research methods 6.2.1 Reviewing the current literature This group of methods were used to collect and analyze related theories, then build the theoretical basis for the study 6.2.2 Surveying the current practices This group of methods were used to collect information about the current practices, analyze it and then build the practical basis for the study 6.2.3 Mathematical statistics This method was used to process the obtained data, compare and present the research results Central arguments 7.1 Designing CDIO-based primary teacher education programs is a new trend in the field of program develoment, which requires compliance with CDIO principles and standards Managing a CDIO-based primary teacher education programs means managing elements of the program 7.2 Operating and managing CDIO-based primary teacher education programs is a new and challenging task for universities that offer CDIO-based primary teacher education programs Precise identification of weaknesses and challenges in program management is a crucial practical basis for proposing solutions to improve the effectiveness of program management at these universities 7.3 To improve the effectiveness of management of CDIO-based primary teacher education programs, it is necessary to execute management solutions, effect the elements of the program synchronously and at the same time, taking into account the influence of the innovative environment on management CDIO-based primary teacher education programs Significance of the study 8.1 This thesis has contributed to the current literature in educational programs and management of CDIO-based primary teacher education programs It has specifically enriched literature in the following areas: competency frameworks for primary school teachers; learning outcomes in CDIO-based primary teacher education programs; syllabus design in CDIO-based primary teacher education; and evaluation framework for CDIO-based primary teacher education programs 8.2 This thesis has produced several products that may be helpful and applicable to many contexts in the field of primary teacher education First, it has proposed a competency framework for primary school teachers Second, it has developed a protocol for learning outcomes formulation and syllabus design that can be used in the CDIO-based program development process Finally, it has proposed a framework for evaluting the efficiency of management of CDIO-based primary teacher education programs 8.3 The thesis has provided a comprehensive description and analysis of the current situation at the five universities that offer CDIO-based primary teacher education programs This served as an important basis for proposing solutions to improve the efficiency of management of CDIO-based primary teacher education programs 8.4 The thesis has also proposed feasible solutions to management of CDIObased primary teacher education programs based on a comprehensive review of the current literature and thorough analysis of the current practices at five institutions The solutions have therefore been scientifically proven to be efficient, practical and feasible 8.5 The solutions that the thesis has proposed can be applicable to the management of not only primary teacher education programs but also other teacher education programs Design of the thesis Excluding the Introduction, Conclusion and Recommendations, References and Appendix, the thesis has chapters as follows: Chapter Theoretical background of CDIO-based teacher primary education program management Chapter The current situation at universitities that offer CDIO-based primary teacher education programs Chapter Solutions for management of CDIO-based primary teacher education programs Chapter THEORETICAL BACKGROUND OF CDIO-BASED PRIMARY TEACHER EDUCATION PROGRAM MANAGEMENT 1.1 OVERVIEW 1.1.1 Studies on educational programs and CDIO-based programs Works of Smith B.O; Good C.V; Taba H; Foshay A W; Wentling T; Kristina E; Schedin S, Osama A.B Hassan; Crawley E.F, Malmqvist J, Östlund S, Brodeur D, etc and works of such Vietnamese scholars as Nguyen Huu Chau, Nguyen Duc Chinh, Le Duc Ngoc and Tran Thi Hoai, Tran Huu Hoan; Doan Thi Minh Trinh; Sai Cong Hong; Vo Van Thang; Pham Huu Loc; Le Thi Phuong, etc have defined the concept of educational programs and CDIO-based programs and discussed related topics, including program structuring and CDIO-based program development 1.1.2 Studies on CDIO-based teacher education programs Application of the CDIO framework has mostly been done in engineering disciplines Therefore, very little research in CDIO-based teacher education can be found In Vietnam, the topic has been discussed by few scholars (Nguyen Van Khoi, Dinh Xuan Khoa, Thai Van Thanh, Nguyen Xuan Binh, Le Duc Ngoc, Tran Huu Hoan and Nguyen Thi Nhi) 1.1.3 Studies on management of CDIO-based primary teacher education programs In the world and in Vietnam specifically, not much research has attempted to examine management of CDIO-based primary teacher education programs Therefore, the theories and practices presented in the literature review were mainly drawn from studies on CDIO-based teacher education programs by Nguyen Van Khoi; Dinh Xuan Khoa, Thai Van Thanh, Nguyen Xuan Binh; Le Duc Ngoc, and Tran Huu Hoan Findings from these studies and the gap in the literature served as a fundamental basis for establishment of the research paradigm 1.2 BASIC CONCEPTS USED IN THE THESIS 1.2.1 Program A program is a detailed design of the teaching process in a course It reflects specifically the objectives, structure, content, sequence, method and conditions for operation, implementation, assessment and evaluation of the teaching and learning activities for the entire course 1.2.2 Primary school teacher Primary school teachers are people who perform teaching and educational process in primary schools or other educational institutions They implement the primary education program and educational activities to train primary students and help them develop personality traits that meets the educational goals set for the primary education level 1.2.3 CDIO approach CDIO stands for Conceive - Design - Implement - Operate The CDIO approach is a development approach that aims to link program development with improving educational quality to meet social needs thus narrow the gap between educational institutions and the labor market Therefore, the CDIO approach is considered as a solution to improve educational quality 1.2.4 CDIO-based primary teacher education program CDIO-based primary teacher education program is an outcomes-based program that is designed in accordance with the CDIO syllabus and standards to ensure university graduates possess knowledge, skills and attitudes appropriate to the discipline, core competencies necessary for personal and professional development, and socio-cultural and communication skills needed to quickly adapt to the changing primary education system 1.2.5 Management of CDIO-based primary teacher education programs Management of CDIO-based primary teacher education programs is the process of purposeful and planned influence of the management subject on the managed objects, through the application of management functions and means specified into course plans and curricula to realize educational goals and meet the CDIO standards 1.3 CDIO-BASED PRIMARY TEACHER EDUCATION PROGRAMS IN THE CURRENT CONTEXT 1.3.1 Primary-school teacher’s competency framework in the current context 1.3.1.1 Characteristics of primary-school teachers’ pedagogical work The characteristics of primary-school teachers’ pedagogical work are reflected in the objects of work, tools of work, nature of labor and labor products These characteristics require certain competencies in primary-school teachers 1.3.1.2 Competency framework for primary-school teachers Competency framework for primary-school teachers includes common competencies and professional competencies The common competencies include competencies in the following areas: political qualities, professional ethics; communication; teamwork; self-study; research and exploring scientific knowledge; detecting, analyzing and synthesizing; system thinking and forecasting; exploring and applying ICT and PR; foreign language proficiency; adaptation; evaluating and critical thinking The professional competencies include competencies in the following areas: applying general and disciplinary knowledge in the teaching and educational process at the primary school; identifying the social and professional context; identifying the primary school context and work context; conceiving ideas for the teaching and educational process at the primary school; making plans for the teaching and educational process at the primary school; executing teaching and educational activities at the primary school; assessing and testing teaching and educational activities at the primary school; and professional development for primary school teachers 1.3.2 Objectives and learning outcomes of CDIO-based primary teacher education programs 1.3.3.1 Objectives of CDIO-based primary teacher education programs General objectives: Graduates of the primary education program have basic knowledge of basic sciences and in-depth knowledge of the educational science, specifically the primary education discipline; can conceive, design, implement and evaluate the primary educational program in the context of national modernization and international integration Specific objectives: Graduates of the primary education program will be able to: Apply generic and disciplinary knowledge in the field of primary education (PO1); Apply personal and professional skills and attributes in teaching, research and educational activities (PO2); Implement communication skills, teamwork skills and lifelong learning in the professional context (PO3); Conceive ideas, design, implement and evaluate primary educational programs to meet the requirements of educational reform in the context of national modernization and international integration (PO4) 1.3.3.2 Learning outcomes of the CDIO-based primary teacher education program Learning outcomes are knowledge, skills, attitutes, and professional responsibilities that stduents are expected to have by the time they finish a program The learning outcomes of the CDIO-based primary teacher education program were specified in four levels, each of which has its own structure and content 1.3.3 Structure and content of CDIO-based primary teacher education programs Learning outcomes of the CDIO-based primary teacher education program were formulated to be appropriate and relevant to the four following pillars: 1) Knowledge and disciplinary reasoning in primary education; 2) Personal and professional skills and attributes; Teamwork and Communication; 4) Conceiving, designing, implementing and evaluating teaching and educational activities in the primary education context The components of the curriculum are grouped into three blocks: generic knowledge, basic disciplinary knowledge and professional knowledge and skills The program goals, learning outcomes, structure and contents of the CDIObased primary teacher education program are different from those of other primary teacher education programs 11 Divisions of Education and Training) There were from 15 to 25 participants from each institution taking part in the survey 2.2.3 Content and survey instruments 2.2.3.1 Contents of the survey The survey focused on the following contents: the CDIO-based primary teacher education programs and management of these programs 2.2.3.2 Survey instruments The survey utilized the set of National Program Evaluation Standards issued by the Ministry of Education and Training Additionally, a set of criteria to evaluate management of CDIO-based primary teacher education programs was designed and used for the survey 2.2.4 Survey methods The used survey methods were questionnaires, interviews and document research 2.2.5 Data analysis and rating scale The data obtained from the questionnaires were processed using SPSS 20.0 software; with 5-level and 7-level rating scales suitable for each content of the survey A Self-Assessment Report was also given to each of the surveyed universities 2.2.6 Survey time The survey took place from 2018 to 2020 2.3 MANAGEMENT OF THE CURRENT CDIO-BASED PRIMARY TEACHER EDUCATION PROGRAMS 2.3.1 Goals and learning outcomes of the current primary teacher education programs 2.3.1.1 Goals of the current primary teacher education programs Self-assessment reports of the five universities show that they have identified clear goals for the primary teacher education programs Regarding the 12 CDIO-based primary teacher education programs, both general and specific program goals have been formulated The general program goals place emphasis on the basic science and disciplinary knowledge, and the skills of conceiving, designing, operating and developing professional activities for primary education in the context of industrialization, modernization and integration The general goals are manifested in four specific goals: 1) Disciplinary knowledge and reasoning; 2) Personal and professional skills and attributes; 3) Teamwork and communication; 4) Conceive, Design, Implement and Develop professional activities in socio-cultural contexts 2.3.1.2 Learning outcomes of the current primary teacher education programs Through the self-assessment reports by the universities, it can be seen that the institutions have identified the learning outcomes for primary teacher education programs, including the requirements for knowledge, skills, and attitudes (attributes and competencies) that graduates are expected to have Among them, an emphasis is placed on professional competencies necessary for primary education Regarding the CDIO-based primary teacher education programs, the universities have formulated learning outcomes and grouped them into four categories: Disciplinary knowledge and reasoning for primary education, personal and professional skills and attributes, teamwork and communication and professional skills 2.3.1.3 Level of achivement of program goals and learning outcomes achievement as self-reported by the universities Table 2.3 shows the levels of achievement of program goals and learning outcomes on a level scale as self-reported by the universities Table 2.3 Level of achivement of program goals and learning outcomes achievement as self-reported by the universities No Name of university Vinh University Contents Program goals Learning outcomes Selfassessment level 5 Note 13 Program goals Learning outcomes Program goals Hanoi National University of Education Learning outcomes Program goals Saigon University Learning outcomes Program goals Quy Nhon University Learning outcomes It can be seen from Table 2.3 that the levels of achievement the five institutions made are not very high There is a mismatch between self-assessed levels of achievement of learning goals and achievement of learning outcomes (Quy Nhon University) 2.3.2 The structure and contents of current primary teacher education programs at the five institutions 2.3.2.1 The structure of current primary teacher education programs at the five institutions The self-assessment reports of universities have indicated that the primary teacher education programs have been well-structured They contain three components: generic knowledge, knowledge of basic sciences and disciplinary knowledge The CDIO-based primary teacher education programs at the five institutions have four components: disciplinary knowledge and reasoning; personal and professional skills and attributes for primary school teachers; teamwork and communication; and CDIO competencies: Conceive ideas (I), Design (D), Implement (I) and Operate (O)/Evaluate (E) teaching and educational activities in the primary education context 2.3.2.2 The content of current primary teacher education programs The survey results show that the contents of current primary teacher education programs have been designed based on the formulated learning outcomes and manifested in a system of courses that are grouped according to knowledge blocks The CDIO-based primary teacher education programs have been designed according to the learning outcomes-course alignment matrix, which also indicates the levels of teaching (Introduce, Teaching, Utilize) and levels of competency 2.3.2.3 The situation of program structuring and content designing at the five institutions Based on the self-assessment reports of the five universities, Figure has been made to illustrate the situation of program structuring and content designing on a level scale Thu Dau Mot University 14 The situation of program structuring and content designing at the five institutions The program is well-structured and logically sequenced, the contents are up to date and integrated The curriculum is designed based on the learning outcomes Contribution of each course in achieving the learning outcomes Figure The situation of program structuring and content designing at the five institutions 2.3.3 The situation of teaching and assessment in the primary education programs Figure presents the situation of teaching and assessment in the surveyed primary teacher education programs on a 07-level scale as self-reported by the five institutions The situation of teaching and assessment in the surveyed primary teacher education programs The teaching, learning and assessment activities are designed appropriately to achieve the learning outcomes Teaching and learning activities promote skills practice and enhance lifelong learning Figure The situation of teaching and assessment the surveyed primary teacher 15 education programs 2.4 THE MANAGEMENT OF CURRRENT CDIO-BASED PRIMARY TEACHER EDUCATION PROGRAMS In regard to this area, the thesis has clarified and discussed the following aspects in management of CDIO-based primary teacher education programs: awareness of the necessity of program management; management of program goals and learning outcomes; management of program structure and contents; management of teaching activities; management of student support and services; management of student learning assessment; management of program innovation; and management of innovative and creative environment 2.5 GENERAL EVALUATION Based on the survey results, the thesis has evaluated the strengths and weaknesses of the current CDIO-based primary teacher education programs and the management of these programs From the yielded findings, the thesis has speculated and presented the possible causes for the weakneses and strengths of the programs and the program management CONCLUSION OF CHAPTER The five universities selected for the survey are reflective of the current institutions that offer primary teacher education programs in Vietnam In the past time, these universities have, to a greater or lesser extent, paid attention to the management of CDIO-based primary teacher education programs The survey results show that the institutions have obtained certain achievements in management of the CDIO primary teacher education programs However, there have still been limitations and shortcomings that need to be addressed The general assessment of the current situations at the five institutions has pointed out the strengths and limitations of the program management in regard to CDIO-based primary teacher education programs and speculated the causes of the limitations and weaknesses This is an important practical basis to propose solutions to management of CDIO-based primary teacher education programs, which is presented in Chapter 16 Chapter SOLLUTIONS FOR MANAGEMENT OF CDIO-BASED PRIMARY TEACHER EDUCATION PROGRAMS 3.1 PRINCIPLES FOR DEVISING SOLUTIONS Management of CDIO-based primary teacher education programs should be based on the following principles: Ensure objectiveness; Ensure practicality; Ensure system integrity; Ensuring efficiency; Ensure feasibility 3.2 SOLUTIONS TO MANAGEMENT OF CDIO-BASED PRIMARY TEACHER EDUCATION PROGRAMS 3.2.1 Raising administrators and teachers’ awareness of the necessity of managing CDIO-based primary teacher education programs 3.2.1.1 Objective of the solution The objectives of the solution is to raise awareness among administrators and teachers/lecturers about the necessity of managing CDIO-based primary teacher education programs This will in turns identify their responsibilities in the process of structuring, operating and developing CDIO-based primary teacher education programs 3.2.1.2 Significance of the solution This solution helps administrators and teachers to understand the necessity of managing CDIO-based primary teacher education programs, the differences between content-based teacher education programs and CDIO-based teacher education programs, and how effective management of these programs contributes to the improvement of educational quality 3.2.1.3 Content and method of implementing the solution Providing opportunities for administrators and teachers to grasp understanding of the necessity of managing CDIO-based primary teacher education programs; prioritizing the management of CDIO-based primary teacher education programs; diversifying the forms and methods of dissemination and propaganda so that administrators and lecturers are fully aware of the matter; correcting wrong or incomplete perceptions about CDIO-based primary teacher education programs 3.2.1.4 Performance conditions 17 The university has plans to foster administrators’ and lecturers’ awareness of CDIO-based primary teacher education programs and management of these programs Administrators and lecturers must actively and voluntarily participate in training sessions on designing and implementing CDIO-based primary teacher education programs 3.2.2 Managing the learning outcomes development process to make sure the formulated learning outcomes are specific and relevant 3.2.2.1 Objective of the solution The objective of this solution is to help administrators and teachers develop a full understanding of the learning outcomes development process and methods for managing CDIO-based primary teacher education programs, thus be able to define their responsibilities in the process 3.2.2.2 Significance of the solution Learning outcomes are the core element of a CDIO-based primary teacher education program and the basis for institutions to execute improvement activities and improve educational quality They are also the basis for administrative agencies of accreditation to assess and accredit educational programs 3.2.2.3 Content and method of implementing the solution Determining the legal basis to develop the learning outcomes for CDIO-based primary teacher education programs; Ensuring the process of program development adheres to principled regulations and procedures; Designing a set of criteria to evaluate the effectiveness of management of learning outcomes for CDIO-based primary teacher education programs 3.2.2.4 Performance conditions To implement this solution, the following conditions are required: Guidance on learning outcomes formulation must be provided to administrators and lecturers of the institution; The process of developing learning outcomes for CDIO-based primary teacher education programs must be closely monitored 3.2.3 Managing the curriculum design process to make sure it incorporates integrated learning and active learning 3.2.2.1 Objective of the solution 18 The objective of the solution is to help administrators and lecturers develop a full understanding of the curriculum design process and methods for managing this process, thus be able clearly define their responsibilities in the process 3.2.2.2 Significance of solution Curriculum is an element of the CDIO-based primary teacher education program It shows administrators the possibility of reaching learning outcomes Because it is flexible, it can be easily adjusted and modified 3.2.3.3 Content and method of implementing the solution Direct the review of current CDIO-based primary teacher education curricula; Designing curricula for CDIO-based primary teacher education programs 3.2.3.4 Performance conditions Guidance on curriculum design must be provided to administrators and lecturers; The process of designing curricula for the CDIO-based primary teacher education programs must be closely monitored 3.2.4 Managing the course designing process to ensure consistency between teaching content and testing and assessment 3.2.4.1 Objective of the solution The objective of the solution is to help administrators and lecturers develop a full understanding of the course design process and methods for managing this process, thus be able to clearly define their responsibilities in the process 3.2.4.2 Significance of solution Designing courses that help to realize learning outcomes of the CDIO-based primary teacher education programs; managing the course designing process to make sure it adheres to the CDIO standards; managing the course designing process in such a way that it encourages innovation in method selection and student learning assessment 3.2.4.3 Content and method of implementing the solution Promulgating a template for course specifications; Designing courses following the established protocol 3.2.4.4 Performance conditions To implement this solution, the following conditions are required: Administrators and lecturers are trained in CDIO-based course design; The process of course designing