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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION TRƯỜNG ĐẠPHẠM HÀ NỘI NGUYEN THI THU THUY FOSTERING JUNIOR HIGH SCHOOLTEACHERS’ TEACHING COMPETENCE IN INTEGRATED STEM EDUCATION Major: Theory and Methods of Teaching Physics Code: 9.14.01.11 SUMMARY OF DOCTORAL DISSERTATION OF EDUCATION STUDIES HANOI – 2023 THE DISSERTATION WILL BE ACCEPTED at the Physics Faculty - Hanoi National University of Education Supervisor: Assoc Prof Dr NGUYEN VAN BIEN Dr DUONG XUAN QUY Reviewer 1: Assoc Prof Dr LE VAN GIAO Hue University of Education Reviewer 2: Dr CAO TIEN KHOA Thai Nguyen University of Education Reviewer 3: Assoc Prof NGUYEN THI NHI Vinh University The dissertation will be defended at the Defense of Doctoral Dissertation in Hanoi National University of Education at … … /……/ 2023 The dissertation can be found in National Library, Hanoi Or Library of Hanoi National University of Education LIST OF WORKS PUBLISHED BY AUTHOR Nguyen Thi Thu Thuy (2017), "Survey on the current state of Integrated STEM teaching competence of natural science teachers in Quang Ngai province", Proceedings of the international scientific conference Developing pedagogical competence natural science teachers to meet the requirements of general education reform, pp 473 – 480 Nguyen Thi Thu Thuy (2019), "Applying the engineering design process to build the STEM theme "Designing a model of flood-resistant house" in the direction of developing student competence", Proceedings of the international conference New issues in educational science with interdisciplinary and transdisciplinary approaches, pp 79 – 90 Nguyen Thi Thu Thuy, Nguyen Van Bien, Duong Xuan Quy (2019), "Proposing a model of fostering Integrated STEM teaching competence for natural science teachers in the direction of lesson study", Proceedings of the Association The first international conference on teacher training innovation 20 years to develop a model of teacher training, pp 107 – 117 Nguyen Thi Thu Thuy, Nguyen Van Bien, Duong Xuan Quy (2020), “Fostering teachers’ competence of integrated STEM education”, Jurnal Penelitian dan Pembelajaran, (2), p 166 – 179 Nguyen Thi Thu Thuy, Nguyen Van Bien, Duong Xuan Quy (2021), "The process of fostering teachers in STEM education under the blended teaching model", Proceedings of the national scientific conference on Teaching Physics Vth, pp 212-224 INTRODUCTION Rationale of the study The standards for workers in the 21st century include having skills related to problem-solving, creativity, innovation, critical thinking, and teamwork Regarding this problem, STEM education is one of the solutions to prepare for the challenges of the 21st century In the implementation of STEM education, teachers play an important role in enhancing the STEM competencies of students However, teachers are facing many obstacles in successfully implementing STEM, such as lack of knowledge about STEM content, low effectiveness, and changing teaching methods A survey of junior high school teachers in Quang Ngai province found that many teachers not understand STEM education correctly Especially teachers face many difficulties when designing STEM teaching plans and organizing teaching STEM topics With the desire to develop the necessary competencies of teachers in STEM education, we chose the research topic: "Fostering junior high school teachers’ teaching competence in integrated stem education" Aim of the study: Develop an integrated STEM teaching competence structure, develop junior high school teacher professional development (TPD) programs to develop integrated STEM teaching competencies Subjects and scope of the study: - Integrated STEM teaching competence structure for junior high school teachers - Developing integrated STEM teaching competencies for junior high school teachers through activities in teacher professional development programs The hypothesis of the study: If integrated STEM teaching competence structure, as well as content, teaching materials, and plans of junior high school teacher professional development programs about STEM education in blended learning form, were built, integrated STEM teaching competencies would be developed Research tasks of the study Research on the theoretical basis of integrated STEM teaching competencies Develop an integrated STEM teaching competence structure for junior high school teachers Conduct surveys about the current situation of integrated STEM teaching competencies and the need for fostering competencies of STEM education of junior high school teachers Research the theoretical basis of teacher professional development to select training models and methods, and then propose principles for developing teacher professional development programs to develop teachers' integrated STEM teaching competencies Design the process of developing the content of the teacher professional development program and the process of organizing the teacher professional development program to develop integrated STEM teaching competencies for junior high school teachers Develop content, teaching materials, and detailed plans for junior high school teacher professional development programs Conduct pedagogical experiments to evaluate the feasibility of the fostering process, adjust the TPD activities, learning materials, websites, and assessment instruments, and evaluate the development of teachers' integrated STEM teaching competencies Research method The dissertation uses a combination of the following research methods: Theoretical research (analysis, synthesis; classification and systematization of theory); Research teaching and learning practices (surveys, interviews, observations); pedagogical experiments, and mathematical-statistical method New contributions of the dissertation Theoretical significance: Integrated STEM teaching competence structure for junior high school teachers, theoretical system on teacher professional development according to the model of blended learning, the process of developing the content of the teacher professional development program and the process of organizing the teacher professional development program to develop integrated STEM teaching competencies for junior high school teachers Practical significance: teaching materials on STEM education, the assessment instruments to evaluate teachers’ integrated STEM teaching competencies, in the process of pedagogical experiments, together with junior high school teachers to develop teaching plans to teach STEM topics in the first round of pedagogical experiments and 23 STEM topics in the second round CHAPTER A THEORETICAL OVERVIEW OF THE STUDY 1.1 Studies on integrated STEM teaching competencies From research on STEM education concepts of authors Sanders (2009), Wang et al (2011), Breiner et al (2012), Bybee (2010); Hoachlander and Yanofsky (2011), Homn E J (2014), Todd R Kelley and J Geoff Knowles (2016), N Tsupros, R Kohler, and J Hallinen (2009), we draw some conclusions about Integrated STEM teaching as follows: is an interdisciplinary approach equip learners with knowledge that integrates the fields of science, technology, engineering, and mathematics help learners solve practical problems in specific contexts Researching different perspectives on the structure of teaching competence in the world and Vietnam, especially the competence structures in STEM education and the criteria in each competence component of the authors Corbett et al (2014), Miran Song (2017), An (2017), Trang (2021) show that there are many criteria of competence components in STEM education that are still not suitable for teachers who are teaching at schools in Vietnam In junior high schools, some components of competence and criteria are still not specific, not showing the characteristics of STEM education From there, the problem for us is to determine the structure of STEM teaching competence, which components are included, the criteria and expression of the component competencies as well as indicators for each criterion, consistent with the teaching competence of STEM primary school teachers 1.2 Studies on teacher professional development We express concerns in researching the following issues: Research on building professional development courses: Many researchers are interested in developing and implementing teacher professional development programs Studies show how to effectively foster, how to plan professional development programs, use strategies and implement professional development programs, etc Darling-Hammond (2009) believes that professional development programs should focus on important content, pay attention to the context of support and guide teachers, and must include the process of teacher professional development Similar to the point of focus on central content, Julie A Luft also emphasized that the professional development program must be clear, and coherent and reflect the cooperation and specific changes of teachers Banilower, Heck, & Weiss focus on building a process for teacher professional development Research on fostering methods: According to the teacher professional development model of Gaible, E and Burns, M 2005, there are main types of teacher professional development: teacher standardization, school-based training, personal training, or self-improvement With a different classification point of view, author Tran Ba Hoanh believes that there are three methods of teacher professional development, including focused training, on-site training, and distance training Many educators have studied the combination of face-to-face and online training Garrison and Kanuka (2004) suggest that the combination of face-to-face and online learning can lead to a transformation of the learner's experience The authors Guskey (2000), Loucks-Horsley et al (2010) have studied many different fostering strategies for professional development for teachers The topic focuses on studying blended learning, the model of lesson research and micro-teaching in teacher professional development Research on professional development course assessment: Assessment is an essential part of program improvement, innovation, and long-term success According to Aleksander S Drovnikov et al (2016), the direct object to measure the quality of professional development includes factors: professional development program, training implementation process, and training results According to E Roelofs, & Sanders, P (2007), the assessment of teachers' competencies requires a clear definition of the competencies to be assessed to guide the collection and demonstration of the assessment 1.3 Studies on blended learning in teacher professional development Many studies have confirmed the effectiveness of the blended learning model in professional development for teachers (Curtis and Swenson (2003), Driscoll (2002), Owston, Sinclair and Wideman (2008), Berger et al al., (2008), Ho et al., (2016), Krasnova & Shurygin, (2019), Boulay, Parisky, & Leong, (2013), ) Many studies on building and evaluating the effectiveness of the training course for teachers according to the method of blended learning, but there has been no research on building a training course to develop the integrated STEM teaching competence according to the method of blended learning for junior high school teachers In this study, we define the pivotal task of the topic as Researching theoretical and practical basis to develop the structure of integrated STEM teaching competence, building content, and fostering processes to develop STEM teaching competence for teachers in junior high schools CHAPTER THEORETICAL AND PRACTICAL BASIS OF THE FOSTERING INTEGRATED STEM TEACHING COMPETENCIES FOR JUNIOR HIGH SCHOOL TEACHERS 2.1 Theoretical basis of fostering integrated STEM teaching competencies for junior high school teachers 2.1.1 STEM education: In the topic, we research based on the perspective of STEM education described in the General Education Program 2018 as follows: “STEM education is an educational model based on an interdisciplinary approach that helps students apply scientific, technological, engineering and mathematical knowledge to solve several practical problems in a specific context” 2.1.2 Teaching competence of teacher: Based on different perspectives on the structure of teaching competence, we believe that the teaching competence of high school teachers consists of components: cognitive competence, teaching science design competence, teaching organization competence, and assessment competence 2.1.3 Integrated STEM teaching competence structure Integrated STEM teaching is to teach science in an interdisciplinary manner, in which science is integrated with technology, engineering, and math to explore and solve real-world problems Integrated STEM teaching competence is the ability to master the knowledge, skills, and attitudes related to STEM integrated teaching to develop teaching plans and organize teaching activities on STEM topics/lessons We apply the process of building a competence framework to build a competence framework of integrated STEM teaching competence for junior high school teachers as follows: Table Integrated STEM teaching competence structure for junior high school teachers STT COMPONENTS BEHAVIORAL INDICATORS Awareness of NT1.1 Understand some basic issues of STEM integrated STEM education (concept, nature, goals, classification, roles) education NT1.2 Understand about applying the engineering design process in teaching STEM topics NT1.3 Understand about applying the scientific research process in teaching STEM topics NT1.4 Understand about applying interdisciplinary knowledge to solve practical problems Design a teaching TK2.1 Detect practical problems related to the content plans for STEM of natural science knowledge topics TK2.2 Collaborate with teachers of other subjects in developing STEM topics TK2.3 Determine the objectives of teaching STEM topics TK2.4 Define design and product evaluation criteria TK2.5 Develop the content of STEM teaching activities TK2.6 Build learning materials to support STEM teaching activities (STEM topic content, learning records, supporting devices, rubrics to orient learning activities ) TK2.7 Prepare teaching aids in STEM teaching activities (guide students to record Vlog as evidence, a guide to record study portfolio) Implement teaching plans about STEM topics Evaluate and adjust the teaching plans for STEM topics TK2.8 Develop school curricula associated with teaching STEM topics/lessons TH3.1 Assign lively and attractive learning tasks TH3.2 Use rubric on design and product evaluation criteria to guide learning activities TH3.3 Identify difficulties and support students in STEM activities TH3.4 Encourage students to cooperate and help each other when performing tasks TH3.5 Organize effective reporting and discussion activities (reporting, discussing, synthesizing, analyzing, and evaluating) (Integrating knowledge and skills of the lesson through discussion, student feedback and accepting multiple answers) TH3.6 Manage classroom in STEM teaching activities Instructions for teachers to demonstrate (study records) TH3.7 Collaborate with teachers of other subjects in teaching STEM topics DG4.1 Select and develop assessment instruments DG4.2 Practice and evaluate by using the assessment instruments DG4.3 Determine the appropriateness of learning activities with teaching conditions DG4.4 Evaluate and adjust the teaching plan based on the lesson study process 2.1.4 Forms and methods of teacher professional development: The application of blended learning for teacher professional development will improve the competence and professionalism of teachers Blended learning means “using a combination of online learning, face-to-face instruction, and other methods to organize content and guide learning” (Noe, R., 2002) Concurrent, we choose the model of lesson research and micro-teaching in teacher professional development 2.1.5 Principles of building a teacher professional development course: Based on general teaching principles; the nature of the cognitive process of the learners (the object here is the teacher) and the objectives of the teacher professional development course, we propose principles of fostering: the principle of construction, the principle of individualization, the principle of autonomy, the principle of ensuring the cooperation, and the principle of linking theory with practice 10 Chemistry, Biology, Technology and Informatics and some other subject teachers (in which one teacher can teach different subjects) Survey results on the current state of integrated STEM education: about 50% of the surveyed teachers have not learned about STEM, STEM education, STEM festivals, Robotic competitions, and science and technology competitions; In teaching, about 28% of teachers often associate theory with practice by allowing students to create learning products, at the same time, teachers also often use teaching methods such as presentation, conversation, teaching Based on the problem, the number of teachers using the project teaching method accounts for only 10% The majority of teachers surveyed have not participated in training in STEM education, accounting for about 7,7.3% and the number of teachers who have never taught STEM topics accounts for a very high percentage (92.8%) The need for fostering integrated STEM teaching competencies: The results show that all survey contents are assessed as necessary and very necessary, accounting for nearly 90% and over 90%; the average values of the necessity of each survey content are greater than 3.1, showing that there is a high consensus of 207 teachers surveyed about the need to train all of the above contents; at the same time, the Cronbach's Alpha coefficient of the content groups (group 1: 0.940, group 2: 0.960, group 3: 0.955, group 4: 0.926), the correlation coefficient of the total variables are all greater than 0.3 and the coefficient of reliability The reliability when excluding variables are all smaller than the group's reliability coefficient, so the scale is good Survey results about the professional development program: 99% of surveyed teachers want to increase practice in the professional development course (Teachers' favorite TPD activities such as Experimentation activities, Design practice activities topics, activities to watch sample video lessons, activities to experience teaching design topics, activities to discuss, exchange and share with experts account for over 95.1%); At the same time, when surveying the teacher's preference for fostering methods, the combined training method was the most favorite among teachers, accounting for 56% CHAPTER DESIGNING TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS TO FOSTER INTEGRATED STEM TEACHING COMPETENCIES FOR JUNIOR HIGH SCHOOL TEACHERS Based on the results of the practice survey, we selected several behaviors belonging to the framework of integrated STEM teaching competence to focus on teacher professional development, which is shown in the objectives part 3.1 Teacher professional development objectives 11 Developing the integrated STEM teaching competence of some teachers in junior high schools in Quang Ngai province, specifically, after the TPD course, teachers can: - Present common issues related to STEM education (STEM education concept, characteristics of STEM lessons, classification of STEM education, form of organization of STEM education in Vietnam, roles, ideas, etc.) the meaning of STEM education in Vietnam, the government's guidelines and circulars, the official dispatch of the Ministry of Education and Training on the implementation of STEM education in high schools ) (NT 1.1) - Describe the scientific research process and the engineering design process, and then apply these processes to design STEM topics (NT 1.2, NT 1.3) - Design and implement STEM topics based on the use of a number of active teaching methods and techniques (Experience-based teaching, Project-based teaching, Exploratory teaching, mapping techniques thinking, ) (TK 2.5) - Identify objectives, and then select and design teaching activities, develop learning materials and cooperate with other teachers to design STEM topic plans (TK 2.2, TK 2.5, TK 2.6) - Develop and use íntruments to support a number of specific STEM teaching activities (TK 2.4) - Develop design and product evaluation criteria (TK 2.4) - Implement appropriate assignments, support students, organize effective reporting and discussion activities, manage classrooms for specific STEM topics, and teach satisfactory STEM topics by the design team (TH 3.5) - After participating in this course, teachers continue to research issues related to STEM education, design STEM-themed teaching plans and teach STEM topics at the schools 3.2 Content of teacher professional development programs 3.2.1 Structure of teacher professional development programs: is shown in figure 3.2.2 Means to support the training course 3.2.2.1.Developing materials for fostering integrated STEM teaching competence structure for junior high school teachers The content of the document includes topics: Topic Competence of cognition of integrated STEM education, Topic Competence of designing STEM lesson plans, Topic Competence of implementing STEM topic teaching plans, Topic Competence of evaluating and modifying teaching plans for STEM topics, Topics Guidelines for assessment of TPD courses In each topic, there are sections such as the introduction of the topic, the content of specific training activities, appendices to guide training activities, and references 3.2.2.2.Develop a website https://khoahocstem.com/ to develop Competence of cognition of integrated STEM education and support in the TPD process The sitemap https://khoahocstem.com/ is shown in figure 12 Activity Start of the training course (Onsite) Activity Self-study online khoahocstem.com (Online) on the website Developing the STEM integrated educational cognitive competence (NT1.1, NT1.2, NT1.3, NT1.4) Evaluation method: + pre - Test (activity 1) Activity STEM activity “Alarm system when opening the door” (Onsite) + tests after modules (activity 2) Activity Discuss and share some issues about STEM education (Onsite) + A survey of teachers' conceptions of STEM education before TPD (Operation 1) and after TPD (activity 4) Activity Identify STEM topic ideas (optional) (Onsite) Developing the competence to implement teaching plans for STEM topics (TH3.5) Evaluation method: Activity Develop a teaching plan for the selected STEM topic (Online) Activity Analysis and evaluation of STEM topic lesson plan "Alarm system when opening the door" (Online) Activity Analyze (selected) topics according to different orientations of each subject (Online) Activity Draw the design and manufacture the product of the developed STEM topic Adjustment of design evaluation criteria and product evaluation criteria (Onsite) Activity 10 Discuss and share with experts (Online) Developing the competence to design teaching plans for STEM topics (TK2.2, TK2.4, TK 2.5, TK 2.6) Evaluation method: + Assessment sheet of identifying ideas for STEM topics + Assessment sheet of teaching plans for STEM topics in Activity and Activity 10 + Assessment sheet for STEMthemed lessons (video analysis) Activity 11 Video analysis of teaching sessions on STEM topic “Alarm system when opening the door” (Online) Activity 12 Implementation of developed STEM topics (Onsite) Activity 15 Summarize and evaluate the TPD session (Onsite) Activity 14 Modifying the selected STEM topic lesson plans (Online) Activity 13 Evaluation and feedback after class (Online) Developing the competence to evaluate and adjust teaching plans for STEM topics; Evaluation method: a personal notebook Fig Structure of teacher professional development program on STEM integrated teaching competence 13 Home page Program Training schedule Document Register Contact Module n Module introduction Self-study Modules Lesson Lesson Test Programs TPD activities TPD activitiy n Introduction 1 Document 1 Study worksheets Government documents, Ministry of Education and Training (Directive No 16/CT-TTg, Decision 522/QD-TTg, Official Letter No 4612/BGDDT-GDTrH, Dispatch No 4325/BGDDT-GDTrH, Official Letter 3089/BGDDT-GDTrH, ) Lecture Video Documents (Video introducing general issues about STEM education, learning video about STEM education) Some illustrated STEM topic teaching plans (Topic STEM "Alarm system when opening the door", topic STEM "Sound and life", ) Some illustrative STEM topic teaching videos (Topic STEM "Alarm system when opening the door", topic STEM "Sound and life", ) Fig Website structure description https://khoahocstem.com/ 3.3 Methods of organizing teacher professional development + When implementing the Program, the reporter can actively select the content suitable to the reality of the TPD course (the teacher's needs or the teacher's qualifications), some content in the Program can be omitted or adjusted according to reality 14 + During the TPD course, the reporter organizes individual/group activities so that all students can actively participate in the class content and practice applying it on the spot (participation method) the reporter plays the role of organizer and guide of activities so that students can actively master the theoretical and practical contents + When presenting theoretical content, it is necessary to ask questions for teachers to think and discuss, avoid one-way presentations, and encourage teachers to discuss with supervisors and other teachers + For the practical part, the faculty member uses group activities/experiences, and the supervisor asks the groups to design the STEM topic teaching plan and teach the STEM topic in the actual classroom Supervisors need to create conditions for teachers to have more time to prepare for the practical part + Promoting self-study ability of teachers, based on documents provided on the website https://khoahocstem.com/, combined with group discussion in each group of schools under the support of BCV to help teachers understand clearly training content At the same time, we conduct training in the form of blended training, combining the model of lesson study and micro-teaching We also plan to organize specific training activities 3.4 Methods of assessing teacher professional development To support the research process, we developed a set of assessment instruments including the pre-Test test, the test of modules 1, 2, 3, 4, and the survey of the conception of teachers about STEM education, assessment form of STEM teaching plans, assessment form of STEM implementation, rubric table to assess teachersers’ integrated STEM teaching competencies Table TPD activities and corresponding assessment instruments with behavioral indicators Activities that Behavioral provide indicators opportunities for Data collection and assessment instruments training and assessment Activity Pre – Test, conception survey The rubric (observation and table to assessment) assess each Activity (fostering Test module and module behavioral NT 1.1 and assessment) indicator in Activity Conception survey and video the Activity (fostering recording of training sessions integrated STEM and assessment) of module 15 NT 1.2 NT 1.3 NT 1.4 TK 2.2 Activity (observation and assessment) Activity (fostering and assessment) Activity Activity (fostering and assessment) Activity (observation and assessment) Activity (fostering and assessment) Activity (observation and assessment) Activity (fostering and assessment) Activity (fostering and assessment) Activity (fostering and assessment) Activity 7, 8, 9, 10 (observation and assessment) Activity (fostering and assessment) TK 2.4 Activity (fostering and assessment) Activity (fostering and assessment) TK 2.5 Activity 7, 8, 10 Pre – Test Test module Video of training sessions Pre – Test Test module Pre – Test Test module STEM topic idea survey The 1st STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 2nd STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 1st STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 2nd STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 1st STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 2nd STEM topic teaching teaching competence framework of junior high school teachers 16 (fostering assessment) TK 2.6 TH 3.5 and plan Assessment sheet of STEM topic teaching plan Activity (fostering The 1st STEM topic teaching and assessment) plan Assessment sheet of STEM topic teaching plan Activity 10 The 2nd STEM topic teaching (fostering and plan assessment) Assessment sheet of STEM topic teaching plan Activity 12.1 Video lesson of activity on (fostering and the STEM topic assessment) Assessment sheet for STEM teaching activities Activity 12.3 Video lesson of activity on (fostering and the STEM topic assessment) Assessment sheet for STEM teaching activities Activity 12.5 Video lesson of activity on (fostering and the STEM topic assessment) Assessment sheet for STEM teaching activities CHAPTER PEDAGOGICAL EXPERIMENTS 4.1 Purpose of the pedagogical experiment The pedagogical experiment is done to test the hypothesis Therefore, the specific objectives of the pedagogical experiment are: - Assess the feasibility of the developing teacher professional development program principles, assess the effectiveness of supporting documents for the professional development process (Pedagogical experiment round 1) - Assess the development of teachers' integrated STEM teaching competencies after the professional development process (Pedagogical experiment round 2).4.2 Subjects and time of the pedagogical experiment The pedagogical experiment was conducted with 11 teachers in junior high schools in Quang Ngai province from April 2020 to July 2020 (round 1), and 123 teachers in 23 junior high schools under the Education Department of Quang Ngai city from 23 2021 to 26 10 2021 (round 2) 4.3 The process of pedagogical experimentation 17 Cognitive capacity about STEM education HĐ Online self-study activities on website https://khoahocstem.com/ Format: online Time: From 5/5/2020 to 8/5/2020 tests after self-study modules HĐ1 HĐ Start-up activity Form: focus Time: 5/5/2020 A survey on the current situation and training needs of STEM education Test before training Survey on teachers' conceptions of STEM education Competence in designing the STEM teaching plan HĐ3 Cognitive capacity about STEM education HĐ4 HĐ STEM experience activity "Alarm system when opening the door" Form: focus Time: 10/5/2020 Training products: designs, models and products of alarm system when opening the door HĐ Analysis of the STEM teaching plan "Alarm system when opening the door" HĐ Video analysis of STEM lessons "Alarm system when opening the door" HĐ Analyze designed STEM topics according to different orientations of each subject Format: online Time: May 31, 2020 Study Card HĐ5 HĐ6 HĐ Identify STEM topic ideas HĐ Designing a STEM teaching plan Format: teamwork at home Time: From 11/5/2020 to 17/5/2020 STEM topic idea sheet for each group The group's STEM teaching plan has been designed by the group Competence in implementing the STEM teaching plan HĐ2 HĐ Discuss and share some issues about STEM education Form: focus Time: 10/5/2020 Survey on teachers' perceptions of STEM education HĐ7 HĐ8 HĐ9 Competence in designing the STEM teaching plan HĐ10 HĐ11 HĐ12 HĐ 10 Draw blueprints and manufacture designed STEM products Adjusting design evaluation criteria and product evaluation criteria HĐ 11 Discuss, exchange, share with experts Format: focus groups Time: From 1/7/2020 to 5/7/2020 Modified group's STEM topics and manufactured products HĐ 12.Teaching designed STEM topics Time: 6/7/2020 Each group of teachers teaches activity Identify research problems Time: 7/7/2020 Each group of teachers teaches activity Research background knowledge and propose design solutions Time: 8/7/2020 Each group of teachers teaches activity Present and defend the design solution Time: 9/7/2020 Each group of teachers teaches activity Manufacturing and testing products Time: 10/7/2020 Each group of teachers teaches activity Product report and discussion Form: focus STEM lesson assessment sheet Competence in implementing the STEM teaching plan HĐ13 Competence in assessing adjusting the STEM teaching plan HĐ 13 Evaluate, give feedback after class, HĐ 14 Adjust teaching plan HĐ 15 Summarizing and evaluating the training session Time: 10/7/2020 Hình thức: tập trung HĐ15 HĐ14 Competence in assessing adjusting the STEM teaching plan Fig The process of pedagogical experimentation 4.4 Pedagogical experiment round We organized 15 TPD activities in accordance with the proposed organizing professional development process and experimental plan All 11 teachers actively participated in TPD activities and completed assigned tasks (a survey of the current situation and the need to foster STEM teaching competence, pre-Test, Tests of self-study modules, a survey of teachers' perceptions of STEM education before and after the fostering, design of STEM teaching plans of groups, making STEM products of topics and teaching in practical classes topics designed theme) At the same time, during the fostering 18 process, we always make sure to follow the proposed principles (the principle of creation, the principle of individualization, the principle of autonomy, the principle of cooperation, and the principle of theory associated with practice) Analysis of pedagogical experimental results of round Feasibility of the principles used in the foster course In the TPD, we use the form of blended learning to ensure the principle of autonomy, the principle of cooperation, apply the lesson study method to ensure the principle of construction, the principle of individualization and the microteaching method to ensure the principle of linking theory with practice After the experiment, the teacher had a positive change in the competence of STEM integrated teaching Analysis of the survey on teachers' conceptions of STEM education and tests before and after the fostering shows that teachers have developed cognitive competence in STEM education; At the same time, groups of teachers also designed and taught STEM topics; analysis of teaching plan of groups of teachers in TPD activities and TPD activities 10 shows that groups of teachers have more reasonable adjustments than teaching plans through TPD activities; Video analysis of STEM lessons shows that teachers are increasingly confident and students are more interested and active in the following lessons Feasibility of training support materials Training support materials include training materials for secondary school teachers on STEM integrated teaching competence and the website https://khoahocstem.com/, but we only surveyed the feedback of fostering teachers about effectiveness Web's The feedback results of teachers participating in BD show that the website https://khoahocstem.com/ has a beautiful interface, a reasonable and clear layout, easy to find information, fast access speed and uptime, stable, and at the same time, the content of the website is appropriate and effective to develop teachers' cognitive competence of STEM integrated teaching About the implementation of the training course's objectives The development of behavioral indicators under the cognitive competency component of STEM teaching: NT1.1 NT1.2 1.5 1 0.5 0 Activity Activity Activity 3, Activity Activity Activity 3, 19 NT1.3 NT1.4 0 Activity Activity Activity Activity Activity Fig The competence development curve of behavioral indicators of the cognitive competence of STEM primary teaching according to the average value of the levels of teachers participating in the fostering The development of behavioral indicators under the cognitive competency component of STEM integrated teaching: TK2.2 TK2.4 2 1 0 Group Group Activity Group Group Activity 11 Group Activity TK2.5 Group Activity 10 TK2.6 2 1 0 Group Group Activity Group Group Activity 11 Group Activity Group Activity 11 Fig The competence development curve of behavioral indicators of the competence to implement the STEM teaching plan according to the average value of the teachers participating in the fostering The development of behavioral indicators in the component of competence to design teaching plans for STEM topics: The average value curve evaluates the STEM topic lessons of groups of teachers according to some criteria in Activity 1, Activity and Activity TH1 TH2 TH3 TH4 Hoạt động TH5 TH6 Hoạt động TH7 TH8 TH9 TH10 Hoạt động Fig 10 The graph shows the average value according to some criteria for evaluating the STEM topic lessons in Activity 1, Activity and Activity of groups of teachers 20 Analysis of experimental results shows that in each behavioral indicator that needs to be focused on fostering (in the training target section), there is an increase in the level of achievement of teachers participating in the fostering Summary of points to be adjusted after the first round of pedagogical experiment: - Conduct the second experiment with a larger number of participating teachers for statistical analysis - Choose a more suitable training time than the first round of pedagogical experiment (end of the semester) - Activities Analysis and evaluation of the STEM teaching plan “Alarm system when opening the door” and activity 12 Video analysis of STEM teaching sessions “Alarm system when opening the door” ” does not organize training, but we put more STEM topic teaching plans and videos teaching STEM topics (besides the topic “Alarm system when opening”) on the website https:// Khoahocstem.com/ for teachers to self-reference and analyze (or exchange in groups of schools) but ensure the proposed pedagogical principles 4.5 Pedagogical experiment round We conducted the second experiment, mainly held online, but all 123 teachers from 23 school groups participated fully and actively (under the management of the education department of Quang Ngai city) (Because of the online organization, in addition to the website https://khoahocstem.com/, we also use the STEM EDUCATION TRAINING class (Quang Ngai City) on the google classroom platform to support training and management) The TPD course has adjusted some activities compared to the first experiment, but we always make sure to follow the proposed principles (construction principle, individualization principle, autonomy principle, principles of cooperation, theoretical principles associated with practice), and at the same time, teachers fully perform tasks such as the first experiment (the survey of the current situation and the need to foster STEM teaching competence, the pre-Test lesson), tests of self-study modules, a survey of teachers' perceptions of STEM education before and after the fostering, group STEM teaching plans, making STEM products of the topic, and teaching on the actual class of the designed topic) Evaluating the usefulness of the website and the principles and procedures for organizing the professional development All 123 teachers participating in the fostering participated in learning and fully performing the Tests on the website, the teachers had good feedback about the website and the results of the Tests, and the perception survey of the teachers about STEM education before impact and after impact showed the usefulness of the website https://khoahocstem.com/ in developing teachers' cognitive competence of STEM integrated teaching During the fostering process, we ensure the pedagogical principles and the process of organizing the training design, analyzing the experimental results showing the effectiveness of the training course, and giving good feedback to teachers about the training course demonstrates the feasibility of the principles and procedures for organizing the proposed fostering 21 The development of behavioral indicators under the cognitive competency component of STEM teaching: NT1.1 NT1.2 100.00% 100.00% 50.00% 50.00% 0.00% 0.00% Level Level Before fostering Level Level Level Level Level Level Level After fostering Before fostering NT1.3 After fostering NT1.4 100.00% 100.00% 50.00% 50.00% 0.00% 0.00% Level Level Before fostering Level After fostering Level Level Level Level Level Before fostering After fostering Fig 11 Graph showing the change of levels (quality criteria) in activity and activity of behavioral indicators of cognitive competence for STEM integrated teaching The development of behavioral indicators in the component of competence to design teaching plans for STEM topics: Line showing the level of behavioral index of TK 2.2 in activity and activity of 23 groups of schools Before fostering After fostering 23 2223 21 20 19 18 17 16 1514 10 13 1211 Line showing the level of behavioral index of TK 2.5 in Activity and Activity of 23 groups of schools Before fostering 2223 21 20 19 18 17 16 15 1413 After fostering 10 11 12 Line showing the level of behavioral index of TK 2.4 in Activity and Activity of 23 groups of schools Before fostering After fostering 22233 21 20 19 18 17 16 15 10 14 13 12 11 Line showing the level of behavioral index of TK 2.6 in Activity and Activity of 23 groups of schools Before fostering 22233 21 20 19 18 17 16 15 1413 After fostering 10 11 12 Figure 12 Graph showing the achievement of behavioral indicators of TK2.2, TK2.4, TK2.5, TK2.6 of 23 groups of junior high schools in Quang Ngai city 22 The development of behavioral indicators of the STEM integrated teaching competency framework through the results of teachers' self-assessment: Mean value of self-assessment of STEM integrated teaching capacity before and after training 3.5 2.5 1.5 0.5 NT1 NT2 NT3 NT4 TK1 TK2 TK3 TK4 TK5 TK6 TK7 TK8 TH1 TH2 TH3 TH4 TH5 TH6 TH7 DG1 DG2 DG3 DG4 Before training After training Figure 13 Graph showing the mean value of self-assessment of STEM teaching competence before and after training Results of teachers' feedback after the foster course The graph shows the teacher's feedback on the effectiveness of the foster course 0.8 0.6 0.4 0.2 The effectiveness of self-study modules to develop cognitive competencies in STEM integrated teaching Inefficient Less effective The effectiveness of fostering activities to develop the competence to design and teach STEM topics Effective Very effective Figure 14 The graph shows the teacher's feedback on the effectiveness of the foster course Analysis of experimental results shows that in each behavioral indicator that needs to be focused on fostering (in the fostering target section), there is an increase in the level of achievement of teachers participating in the training Due to the complicated epidemic situation in the second round of pedagogical experiments, during the training period, only Truong Quang Trong junior high school organized teaching the topic "T-ruler" in the online form, so we did not distinguish between the two groups’ behavior index TH3.5, but through the survey results on the self-assessment of teachers' Integrated STEM teaching competence before and after the impact, it shows that teachers who have selfassessed have developed both competency components of the STEM integrated teaching competency framework 23 CONCLUSION The thesis has properly implemented the objectives and research tasks set out The thesis has achieved the following main results: 1.1 Theoretical significance: - Built The structure of Integrated STEM teaching competence for junior high school teachers consists of four components: the competence of cognition of integrated STEM education, the competence of designing STEM lesson plans, the competence of implementing STEM topic teaching plans, the competence of evaluating and modifying teaching plans for STEM topics, and 23 corresponding behavioral indicators, present specific performance and build a table of quality criteria corresponding to each behavioral indicator - Identify the form (Blended learning), methods (lesson study, microteaching) and fostering principles (constructive principle, individualization principle, autonomy principle, principles of ensuring cooperation, principles of ensuring theory associated with practice), developing the process of developing fostering programs and proposing the process of organizing fostering in the form of blended learning to develop the competence of STEM integrated teaching for middle school teachers - Based on the theory of the Integrated STEM teaching competence structure and teacher training to build a TPD course including objectives, the content of the fostering program, supporting means (experiment kits, website) https://khoahocstem.com/, teacher training material on STEM education) and TPD course assessment instrument 1.2 Practical signigicance: - Conduct an investigation, synthesis, and analysis of the current situation of STEM teaching and training needs of teachers in some provinces and cities of Vietnam, especially in Quang Ngai province On that basis, identify the advantages and disadvantages in organizing the competence building of STEM integrated teaching for teachers - Develop and use the content of the TPD course including the content of the fostering program, the training materials, the website https://khoahocstem.com/ and the assessment instrument during the first round of pedagogical experimentation and Round - The first round of pedagogical experiments with groups of teachers from junior high schools Huynh Thuc Khang, Nghia Dung, and Tinh An successfully designed and taught STEM topics and implemented them The second round of pedagogical experiments with 23 groups of teachers from 23 schools under the Education Department of Quang Ngai city has designed 23 STEM topics The experimental results show the feasibility and effectiveness of the proposed fostering process and the development of some behavioral indicators in the STEM integrated teaching competency framework of teachers participating in the TPD course 24 In the future, the topic will be improved in the direction of continuing to strengthen the theoretical basis, develop and expand the content of the training course, complete the training materials, the website https://khoahocstem.com/ and the assessment tool Recommendation In order to effectively foster Integrated STEM teaching competence for teachers as well as implement effective teaching of STEM topics/lessons in high schools, we have the following recommendations: + Fostering teachers in the form of blended learning must be based on specific training processes, plans and programs, and at the same time, managers must monitor and urge teachers, teachers must actively actively participate in and fully fulfill the requirements of the rapporteur, the rapporteur needs to closely observe and evaluate according to the established process in order to bring practical effects to the training course + Based on theoretical research and survey results, we realize that the refresher course needs to develop materials, experimental kits, illustrated STEM-themed teaching plans, and videos to teach the students illustrated STEM topics to better support refresher courses ... general issues about STEM education, learning video about STEM education) Some illustrated STEM topic teaching plans (Topic STEM "Alarm system when opening the door", topic STEM "Sound and life",... module STEM topic idea survey The 1st STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 2nd STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 1st STEM. .. of STEM topic teaching plan The 2nd STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 1st STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 2nd STEM