dạy học giáo dục học ở đại học sư phạm theo tiếp cận năng lực thực hiện bản tóm tắt tiếng anh

MINISTRY OF EDUCATION AND TRAINING THAI NGUYEN UNIVERSITY ––––––––––––––––––– LE THUY LINH TEACHING PEDAGOGY AT UNIVERSITIES OF EDUCATION USING COMPETENCE -BASED APPROACH Major: Theorical and Educational history Code : 62.14.01.02 SUMMARY OF DOCTORAL THESIS THAI NGUYEN - 2013 The thesis was conducted at: University of Education - Thai Nguyen University Supervisors: Assoc Prof Dr VU TRONG RY Assoc Prof Dr NGUYEN THI TINH Criticizers: 1: 2: 3: The thesis will be approved School committee at University of Education - Thai Nguyen University At date month year 2013 The thesis can be found at: Vietnam National Library Thai Nguyen University Library day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh INTRODUCTION The reasons for choosing topic 1.1 The era of economy, knowledge and international integration have put education system in general and higher education system in particular in fundamental changes to maintain a key position in ensuring quality of human resources training for the country Higher education training helps students shape and develop capacity in real life and actual context Thus, graduate students should quickly integrate, adapt and meet the demands of practical career 1.2 Competence - based approach in education is interested by many educational researchers as the theoretical system on Education and Training of many countries in the world have confirmed that this approach becomes a guarantee for higher education in terms of training high-quality human resources to promote the society development 1.3 The research findings report on: “Actual status of training secondary teacher” concluded that general quality of pedagogic students currently is not good enough to meet all the requirements of professional capacity standards and pedagogical training reality The subjects on pedagogical skills (especially education studies and teaching theoretical background) are characteristic of the training program in most pedagogical universities but they neither meet the duration need nor have direct impact on shaping teaching and educational capacity 1.4 With the above insights, we hope to apply competencebased approach in teaching Pedagogy - an important professional teaching skill subject expressing typical and unique identification of the pedagogical university This will be expected to be a promising research direction which contributes to narrow the gap between onthe-job training and performance, theory and practice in teacher training at pedagogical universities Basing on above theoretical and practical backgrounds, we would like to choose the research title: “Teaching pedagogy at Universities of Education using competence-based approach” Research objectives The research will design the pedagogy teaching procedure at the Universities of Education applying competence - based approach day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh with the aim of improving the quality of teaching and teacher training of Education Universities, enriching theoretical system of pedagogy teaching The subject and object of study: 3.1 The object of study: the process of teaching pedagogy at Universities of Education 3.2 The subject of study: the process of pedagogy at Universities of Education using competence - based approach Hypothesis The formation of competence - based approach in teaching profession among students has close relationships with the process of teaching Pedagogy As the procedure of teaching pedagogy designed under competence-based approach is feasible, it will help to shape better teaching profession capacity in students’ mind, contributing to improve the quality of teacher training Research Tasks 5.1 Research theoretical backgrounds of teaching Pedagogy at Universities of Education using competence-based approach 5.2 Survey and evaluate the situation of employing competencebased approach in teaching Pedagogy at the University of Education 5.3 Design the procedure of teaching Pedagogy at Universities of Education using competence-based approach 5.4 Conduct pedagogical experiments to test outcomes of teaching Pedagogy using competence-based approach and assess its impact on shaping teaching competence among students and the quality of teaching Pedagogy Limitation of the study - In the dissertation, the procedure of teaching Pedagogy at University of Education is employing competence-based approach with specific instructions for lecturers to apply to their own teaching activities design - The design of Pedagogy teaching sample activities principles in the dissertation consists of teaching principles, teaching methods and forms of teaching organization - The survey and assessment of the teaching situation is conducted in locations: Thai Nguyen University of Education, Xuan Hoa University of Education, Faculty of Education - Hong Duc day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh University, Faculty of Education - Can Tho University and Vinh University of Education - The experimental contents were conducted on students of Thai Nguyen University of Education Research Methods 7.1 Methodology (1) System-based approach (2) Practice-based approach (3) outcome-based approach: implementation capacity 7.2 Specific research methods 7.2.1 Theory research methods to construct theoretical backgrounds for the research problem 7.2.2 Practical research methods to collect information on the situation of employing competence-based approach in teaching Pedagogy and results of Pedagogical experiments 7.2.3 The complementary methods: mathematical statistics were used to analyze quantitative and qualitative of the research results The protection arguments Competence-based approach motivates Pedagogy teaching at Universities of Education to perform better results, contributing to make the training of teachers at pedagogical universities to meet the requirements of social practices for teaching profession Pedagogy teaching at Universities of Education on competence-based approach requires the teaching process to carry out the survey of implementation competence, determine implementation competence standards, define program objectives and program design, training and ultimately evaluate competence-based approach standard New contributions of the thesis 9.1 In theory - The study has expanded teaching theories on competence-based approach and clarified some new theoretical issues such as the relationship between competence-based approach and "learning outcomes", teaching on competence-based approach to train teachers, teaching Pedagogy on competence-based approach - The study has also defined teaching processes on competencebased approach at training program and course level - The study identified the principles and design of the teaching processes on competence-based approach with specific steps which day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh clearly described goals, and how to implement and conditional execution 9.2 In practice - Results of the survey helped to identify and assess the status of Pedagogy teaching context at Universities of Education from competence-based approach angle - The results of pedagogical experiments have confirmed the feasibility of the process of teaching pedagogy using competencebased approach - These results are helpful in designing illustrated lesson plans to guide teachers in their teaching process using competence-based approach 10 The structure of the dissertation The dissertation consists of four chapters apart from the introduction, conclusion, list of references and appendix CHAPTER I THEORETICAL BACKGROUND OF TEACHING PEDAGOGY AT UNIVERSITIES OF EDUCATION ON COMPETENCED-BASED APPROACH 1.1 Overview of studies on teaching using competence-based approach and pedagogy teaching *As can be seen from the overview of studies on pedagogy teaching using competence-based approach, we have some conclusions: (1) Competence-based approach training is not a new method in the world, but has just been applied in Viet Nam in terms of vocational training The research on this approach is still limited and not systematic The advantages of competence-based approach training should be applied more widely (2) Applying teaching theories on competence-based approach to pedagogy teaching at Universities of Education can be taken as a quite new problem, thus the study on teaching pedagogy at Universities of Education using competence-based approach is a new direction, contributing to improve the effectiveness of teaching professional subjects day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh During this research, we have studied, inherited, and collated with many theses and data from the above mentioned studies 1.2 The nature of the teaching process at universities: Teaching process at universities is the process of vocational training at a high level to train the future professionals in a certain occupational field This process can be considered as a dynamic balance system of three most important basic elements including scientific knowledge, teaching and learning activities which interact, penetrate and regulate one another to perform the same task of teaching and learning, to shape and develop learners’ personality with the aim of satisfying the demand of the socio-economic development in the occupational fields at each particular stage At tertiary education, lecturers not only convey knowledge, but more importantly the organizers of awareness and scientific research activities to help students develop their own potentials and learn in a creative way to dominate scientific knowledge 1.3 Competence-based approach teaching 1.3.1 Capacity and competency 1.3.1.1 Capacity Capacity is seen as the potential qualities of an individual and the demands of the job to perform the given tasks successfully Capacity is taken as a set of knowledge, skills and attitudes and other personal qualities (motivation, characteristics, self-identity, desires to perform ) that is essential and important in the formation of the output products 1.3.1.2 Competency Inheriting and developing the previous studies and authors, the concept “competency” in the research direction of this dissertation is “comprised of the elements of knowledge, professional skills and attitudes to ensure that all performers practice their work effectively according to the learning outcomes standard in certain situations or occupational tasks In particular, the skill is an important element of competency” - Competency can be recognized through the following characteristics: (+) is the knowledge, skills, attitudes and necessary principles of workers to perform the entire or some contents of specific professional employees day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh (+) is demonstrated to meet the requirements of the learning outcomes (the standard requires professional practice, but is not the standard of training) (+) the performance must be assessed and determined In fact, the concept of capacity and competency is just the different statements of one problem Capacity emphasizes the ability to perform, which means learners must “know to do, not only know to understand”, and “performance” here is associated with knowledge and skills rather than performing mechanically Competency is the same, but the concept “must know and must perform effectively” here should be associated with certain occupational tasks 1.3.2 Competence-based approach The teaching tendency on competence-based approach has been formed and widely-applied in many countries around the world The name of this approach may be different, but the term is commonly used as competency - based training - Paprock pointed out basic characteristics of this approach: (1) Competence-based approach relies on learner-centered ideology (2) Competence-based approach meets the demands of professional practice (3) Competence-based approach has orientation to human’s realistic life (4) Competence-based approach expresses the view of flexible and dynamic training and teaching (5) Competence-based approach allows us to identify the capacity standards which are needed to shape in leaners explicitly - With the above characteristics, competence-based approach teaching has some advantages: (1) Allow to personalize learning process On this model, learners will self-supplement gaps in knowledge and skills to perform their own specific tasks (2) Output orientation to regulate the teaching and learning activities (3) Create the flexibility to achieve outputs in accordance with pace and cognitive characteristics of individual learners (4) Provide favorable conditions in determining the outcomes of teaching process through a clear standard evaluation system day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 1.3.3 Competence-based approach and “learning outcomes” 1.3.3.1 The relationship between “competency” and “learning outcomes” in competence-based approach teaching Learning outcomes is a description of what students should learn, know or after graduation According to competence-based approach, learning outcomes is a description of the competencies system including corresponding levels of proficiency in the use of knowledge, skills and attitudes to solve the occupational practical tasks that can now happen in the future (To distinguish and facilitate the text presentation, learning outcomes on competence-based approach is referred to as competency-based standard) 1.3.3.2 The steps to determine competence-based standard: - Survey of the necessary competencies of employees - Generalizing, arranging capacities into a certain standard system With this approach, the competence-based standard of training program is built on levels Level (X) consists of the necessary knowledge and skills to shape core capacities (advanced capacity): Knowledge and reasoning methods The professional skills, personal skills and attitude The communication skills: teamwork and communication Capacity of recognition, design, implementation and operation in the context of business and society Level (XX) divides knowledge, skills, attitudes and core capacities into specific contents which reflect practice and research capacity Level (XXX) and level (XXXX) are determined in detail level and these levels are needed for the transition from the high-level goals into learning outcomes which can be taught and evaluated 1.3.3.3 The role of competence-based standard in teaching process on competence-based approach (1) Training program design orientation on competence-based approach (2) Subjects design orientation on competence-based approach (3) Orientation to organize teaching activities on competencebased approach (4) Orientation to assess the learning outcomes on competencebased approach day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 1.3.4 Competence-based approach in the process of teacher training 1.3.4.1 Survey and describe the necessary capacities of teachers In the present social context, the secondary teachers need to: - Detect characteristics of educational objects, have ability to detect, apply contents of the course in reality - Design organization and evaluation plans for teaching and education activities - To implement teaching, education, test and evaluation activities - Test and evaluation results in teaching and education process are utilized to adjust education teaching and education plan - Self-assess to constantly improve the teachers’ personalities to meet the requirement of the society 1.3.4.2 Competence-based standard determination of teacher training program - Detection capacity (identify characteristics of educational objects, educational environment characteristics, actual relation capacity of the course content) - Design capacity (design specific, detailed and feasible teaching goals system, plans for teaching and other educational activities, design evaluation plan, design a rich, diverse and attractive learning resource) - Performance capacity (plan implementation process, implement the teaching plan and educational plan, apply the principles, methods and forms of educational organization) - Improvement Capacity (self-assessment, self-learning, self-study and self-discipline, identify and resolve issues that arise in educational practice, apply assessment results to adjust teaching and learning activities and assess improvement and career development) 1.3.4.3 Design teacher training program using competence-based approach Designing training program is an important work which requires intellectual and great efforts of many lecturers from different sectors and expertise In this dissertation frame work, we not go deep into the construction of training programs, but only refer to curriculum of some universities as a basis for determining the correlation between pedagogy subjects with other subjects day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 11 content for Pedagogy now primarily use the content -based and objective- based approach The teaching content which is organized in rigid orders cannot present the teachers’ missions and responsibilities in their future professional career 2.2.3.3 The reality of Pedagogy teaching procedure The lecturers presented the content in a logical sequence and tried to encourage the students to be positive, and independent in the learning process in order to improve the perception quality However, it is clear that the teachers didn’t focus on improving the students’ practice skills Moreover, the investigation indicates that and credits were not enough for the long learning content of Pedagogy Also, the overcrowded classes (from 50 to 70 students, even up to 130 students) caused a lot of troubles for the teachers to improve the students’ vocational skills in the teaching process 2.2.3.4 The reality of the assessment of Pedagogy study results Firstly, when designing the course outline the universities and colleges had to pay much attention to the clear regulations of content and evaluation, and gave the students the outline of subjects, which helped them orientate their own learning activities Secondly, there was the combination of regular assessment and summative assessment The third point is the assessment contents: + For regular assessment, the lecturers often assigned the group discussions, exercises, practice which required the students to make effort to apply knowledge when solving problems and to improve their creative thinking abilities However, the tasks assigned to the group or individual are fully theoretical knowledge Therefore, the evaluation was mainly aimed at knowledge, thinking skills, and the theoretical problems rather than the practical issues + The summative assessment mainly focused more on the ability to memorize and reproduce knowledge 2.2.4 The reality of the students’ awareness of the role of Pedagogy and factors affecting the teaching activities 2.2.4.1 The reality of the students’ awareness of the role of Pedagogy There was not high awareness of the role of Pedagogy among students Consequently, many students when interviewed replied that Pedagogy was a compulsory subject and that they only tried to study to get good scores because of the higher number of credits day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 12 2.2.4.2 Students’ awareness of the factors affecting the learning interests and learning outcomes of Pedagogy The effects from the lecturers namely the teaching methods, teachers’ attitudes towards students in the process of teaching and the assessment methods have strong influence on the students’ learning interests and outcomes Factors such as physical facilities, and teaching facilities were not appreciated 2.2.5 The difficulties of the lecturers and students in teaching and learning Pedagogy using competence- based approach With regard to the lecturers: the identification of learning goals was unclear (the teaching goals did not present the orientation role for their subsequent activities) Criteria for evaluation of the students’ learning outcomes were not specific The lecturers did not use effective methods to better manage the learning process of the students With regard to the students: the students did not actively learn As a result, they only learned when requested by the lecturers, and did not actively study Pedagogy materials to find a suitable learning methods for themselves With regards to the External factors: reference sources for the course were not plentiful Facilities were unsuitable for promoting students’ competency (classes were overcrowded, tables and chairs were not suitable for flexible movement to form groups in class, ) There was no favorable learning environment (the forum, regulations on reporting academic learning progress between the lecturers and students) to create interactive relationships between the lecturers and students 2.2.6 General assessment of the reality of teaching Pedagogy at University of Education from the perspective of competencebased approach Teaching Pedagogy at University of Education is currently not effective in forming students’ competence because of the following reasons: Firstly, the lecturers have not mastered the theoretical system of teaching from the perspective of competence-based approach, therefore there is no orientation throughout the teaching process, and there is no close connection between teaching objectives, teaching content, processes of teaching, and assessment of learning results day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 13 Secondly, the content is designed basing on the lessons, and periods; as a consequence, it is difficult for the students to form their own competence when studying pedagogy Thirdly, the teachers are not active in renewing the teaching methods Finally, condition of facilities, equipment and real environment for teaching activities of the lecturers in some universities are weak and not enough CHAPTER TEACHING PROCEDURE OF PEDAGOGY AT UNIVERSITY OF EDUCATION FROM THE PERSPECTIVE OF COMPETENCE - BASED APPROACH 3.1 Some oriented principles of designing the teaching process of pedagogy from the perspective of competence-based approach Designing the teaching process of pedagogy using competencebased approach must ensure the systematization, effectiveness and ensure the unity between theory and practice 3.2 Teaching procedure of Pedagogy at University of Education from the perspective of competence-based approach 3.2.1 Designing the procedure of Pedagogy teaching at the university using competence-based approach The teaching procedure using competence-based approach is subdivided into levels and conducted in the following orders: At macro level (course level) Step Analyse the learning outcomes of Universities of Education using competence-based approach, the standard competence of Pedagogy and teaching objectives Step Design the syllabus of Pedagogy using competence-based approach At micro level (lesson level) Step Design Pedagogy lessons using competence-based approach Step Organize the process of Pedagogy teaching using competence-based approach Step Test and assess the results of Pedagogy teaching using competence- based approach day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 14 3.2.2 Steps in the process of teaching pedagogy at University of Education using competence- based approach 3.2.2.1 Analyse the learning outcomes of Universities of Education using competence-based approach, the standard competence of Pedagogy and teaching objectives (i) Objectives Define accurately and clearly the teaching targets system using competence- based approach Identifying the teaching goals appropriately will help: - Orientate the lecturers to design the syllabus using competencebased approach, and as a result to guide students to have good selection, method combination, means and ways of organizing teaching process to develop the teaching competency for them - Determine the goals of assessment, evaluation scales and evaluation methods, test forms, evaluation of students’ learning outcomes (ii) Steps and methods - Step 1: define the attainment of the teaching content in comparison with the standards of the teaching competency of the training program - Step 2: defining the teaching content can form students’ teaching competency - Step 3: define the teaching objectives using competence- based approach - Step 4: Define the standards of teaching competency of Pedagogy (iii) The conditions for the implementation It is necessary for the university to have the innovative thinking in the teaching approach employing competence- based approach This helps to force to innovate the teaching activities basing on the new approach to train the teachers to meet the needs of society - Departments should agree on objectives, contents, methods and how to conduct assessment of student learning outcomes utilizing competence- based approach - Instructors must have the capability to design teaching goals using competence- based approach - Teachers must understand the standards of teaching competency of teacher training programs as well as each specific training major at day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 15 their school, which identified the new flexible teaching goals to suit each individual student - Students must be aware of their learning responsibilities and duties On the basis of the teaching and learning goals that the teachers give, they have to identify their own learning objectives correctly and appropriately 3.2.2.2 Designing course syllabi in a competence-based approach (i) Objectives - Course syllabi are designed in order to help lecturers have more freedom and responsibility in their own teaching plan - The contents are designed in a competence-based approach to provide lecturers with an overview of their teaching plan so as to form students’ competence - Course syllabi are also effective tools in supervising and administering lecturers’ teaching procedure (ii) Steps and methods It is understood that designing a pedagogy course syllabus in a competence-based approach is a process of integrating the competence-based approach of pedagogy into the contents of teaching This can be done in two ways:  Defining the aim of forming students’ competence along with the aim of pedagogy teaching in the current curriculum of teacher’s training college now  Adjusting the contents of pedagogy in the competence standard By doing this, lecturers can compare and contrast competence standard with the contents of pedagogy and add some details to form students’ teaching competency in a complete and stably Designing course syllabi in a competence-based approach has to follow the steps: - Step 1: demonstrating contents of pedagogy that can meet the requirements of competence standard - Step 2: defining the objectives of teaching and forming intergrated teaching aims - Step 3: designing course syllabus based on the description and aims of intergrated teaching aims - Step 4: defining assessment methods day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 16 (iii) The conditions for the implementation There should be an agreement on the implementation of pedagogy among members of the teaching division Every lecturer has to adapt their teaching method positively in order to apply the teaching curriculum effectively Every lecturer has to improve his own course designing competency in order to implement the curriculum that has been designed 3.2.2.3 Designing lessons in a competence-based approach (i) Objectives - To give details of lecturer’s and students’ teaching and learning procedure during the course of pedagogy teaching in a competencebased approach and clarifying what lecturers and students have to - Give specific guidance to lecturers in terms of designing lessons in a competence-based approach - Designing lessons in a competence-based approach helps lecturers and students find the answer to the questions of what to teach and what to learn so that there will be the right guidance in students’ learning process to get their expected results (ii) Steps and methods - Step 1: defining the aims of the lessons - Step 2: studying documents to decide on the contents of the lessons - Step 3: defining the method and the way of teaching - Step 4: preparing the teaching aids and materials for the lessons - Step 5: designing lesson plans (iii) The conditions for the implementation - University leaders and teaching division have to design and rearrange the contents of pedagogy in a competence-based approach - Lecturers have to master the contents of pedagogy and always try to improve themselves and their knowledge - Lecturers have to accumulate necessary abilities to catch up with the content of competence-based approach such as designing competence, controlling competence and self-assessment ability in the in a competence-based approach - Lecturers have to accumulate appropriate teaching competence in order to catch up with the contents of the teaching in a competence-based approach day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 17 - Lecturers have to design learning cards, assessment cards to suit each teaching activity and each student - Students must have positive attitude towards creative teaching and learning method Besides studying present pedagogy coursebooks, they have to search for information on the internet, exchange ideas with high school teachers and actively discuss in order to master the content of the teaching 3.2.2.4 Organising teaching methods in an competence-based approach (i) Objectives - To create a friendly environment and encourage the cooperation between lecturers and students and among students - Combining various teaching methods and modern teaching aids in order to sharpen career skill for students of education colleges as well as modifying one way teaching method which focuses on providing theories - Pay close attention to students’ attitudes and behaviors - Providing detailed guidance to lecturers of pedagogy in colleges so that they know the procedure and steps of carrying out activities when they teach in competence-based approach (ii) Steps and methods Step 1: Preparing Step 2: Organizing teaching (iii) The conditions for the implementation - Lecturers must have the ability to design, organize and dealing with teaching situations in order to control successive activities successfully - Lecturers have to design detailed guidebooks to help students follow the steps of the activities - Students have to be aware of the meaning of learning and their tasks in order to have the right learning attitudes under the guidance of lecturers - The leaders of the university have to provide the best facility condition Desks can be detached or joined to be suitable for whole class work or group work There must be accessible Wi-Fi in every classroom so that lecturers and students can update and exchange information More course books and reference books should be day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 18 bought to put in the library There are many other things to make teaching and learning effective 3.2.2.5 Assessment of teaching pedagogy according to the competence-based approach (i) Objectives - Create a change in assessment process of the subject “pedagogy.” The assessment criteria are not only based on knowledge achievement (mainly students’ reproduction levels), but also based on skill proficiency levels of students - Provide teachers with scientific guidelines to correctly assess students' competence formed during the course of pedagogy - For teachers to be able to accurately assess students according to competence-based approach as a basis to adjust the teaching process in an appropriate manner - Combine teachers’ assessment with students’ self-assessment to adjust external feedback and internal feedback during teaching (ii) Steps and methods Step 1: Identify assessment standards of pedagogy in accordance with competence-based approach Step 2: Identify tasks/exercises to assess pedagogy in accordance with competence-based approach Step 3: Identify assessment criteria of task complement based on predefined standards Step 4: Develop assessment guidelines (iii) Conditions for implementation - Teachers have to be equipped with knowledge of teaching procedures and assessment of the subject pedagogy according to the competence-based approach - Students should have a positive attitude towards learning, avoiding rote learning for assessment of pedagogy - The institution should provide teachers and students with facilities for them to have time and room in order to carry out skill assessment 3.2.2.6 Relationship among steps in the procedure Steps in the procedure not stand alone, but they have consistent and dialectical relationship - Identify objectives of pedagogy teaching according to competence-based approach, which orients the syllabus design, day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 19 teaching process development and acts as a basis to develop assessment criteria - Designing of the syllabus and lessons of pedagogy is under the orientation of teaching objectives but it helps to realize the preset objectives On the other hand, the teaching content directs the development of assessment procedure and content of pedagogy - Implementation of pedagogy teaching procedures includes detailed guidelines to carry out the teaching procedures It specifies methods to achieve teaching objectives and change what is taught into knowledge, and skills of students and also includes instructions for assessment - Content, formats and methods of pedagogy assessment should be based on objectives, contents and implementation according to a certain procedure However, assessing correctly and objectively the teaching results is a reality basis to adjust objectives and content of pedagogy Pedagogy teaching requires a consistent coordination of all steps in order to get a good result CHAPTER 4: EXPERIMENTAL STUDY 4.1 The overview of the experiment The experiment was carried out to verify the accuracy of the hypothesis and the possibility of the proposed process The teaching process includes two levels, and the ideas of designing the Pedagogy syllabus at macro level and conducting of the experimental study at micro level were recommended To carry out the experimental study, the purpose, content, procedure, methods, and evaluation criteria were identified 4.2 The results and discussion 4.2.1 Analysis of the experimental results 4.2.1.1 Quantative analysis of the experimental results (1) The results of the first experiment (1.1) The evaluation of the results of forming the teaching capacity for students in classes TN-1 and C-1 Step 1: Design the table of distribution frequency and the graph of convergence frequency of ascending scores day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 20 Table 4.1 The frequency of scores evaluating students’ teaching competency in classes TN-1 and C-1- the first evaluation Scores Groups Total number 10 35 0 13 C-1 35 0 11 13 TN-1 120% 100% % 80% TN1 60% C1 40% 20% 0% 10 TN1 0% 0% 0% 3% 9% 20% 51% 89% 100% 100% C1 0% 0% 0% 9% 26% 51% 89% 97% 100% 100% m Graph 4.4: The convergence frequency of ascending scores of TN-1 and C-1 classes Step 2: Describe the sample’s parameters Table 4.2:Statistical parameter decsription of the results of forming the teaching competency after the experiment First experiment TN-1 C-1 Mean 7.286 6.286 Standard Error 0.199 0.203 Median Mode Standard Deviation 1.178 1.202 Sample Variance 1.386 1.445 Step 3: Test the difference of the mean scores between TN-1 and C-1 (Z-Test: Two Sample for Means) Z of TN-1 = 3.51 > Z Critical = 1,96 Therefore, the H0 hypothesis is rejected, but the H1 hypothesis is accepted As a consequence, the significant difference of the mean scores of the Experimental and the Controlled Group is scientifically meaningful Step 4: Analyze of the variances of the Experimental and Controlled Group day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 21 The ANOVA shows that F of TN-1 = 12.3590 is higher than F crit = 3.9819 Thus, the HA hypothesis is rejected and HB hypothesis is accepted, that means the teaching process employing the competence-based approach in TN-1 (Experimental Group) is better than C-1 (Controlled Group) which does not use the competence based approach (1.2) Evaluation of students’ learning results in TN-1 and C-1 The results of the experiment reveals that “ the use of the teaching process from the perspective of competence -based approach has better influence on the students’ learning results in TN-1 (Experimental Group) than in C -1 (Controlled Group) which does not use the competence -based approach (1.3) Evaluation of the correlation between the results of the learning and the teaching competency in TN-1 and C-1 - The scores are closely correlated (2) The results of the second experiment After the first experiment, the teaching process of Pedagogy is evaluated so that the conductors can get better results in the second experiment Results in the second experiment show that the hypothesis given is accurate (3) Comparison of the results of the first and second experiment The students’teaching competency and learning results in the second experiment are higher than those in the first experiment This reveals that the innovation in the teaching process is very necessary and possible 4.2.1.2 Qualitative analysis of the experimental results * The lecturers’ view points: 100% of the lecturers consider that the teaching process is very appropriate, quite appropriate, very feasible, quite feasible Most of the lecturers rank level This partly confirms the process can be applied in practice * The students’ view points: Firstly, collect individual student evaluation forms when participating in group work (for each individual student) and group evaluation forms (for self- evaluation group) day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 22 Secondly, from the observation it is clear that the students in TN class are more confident when having presentation They can explain clearly the content, the purpose of the products and the requirement for the lecturers during the teaching process Thirdly, the product research shows that the students in TN Group have better products than C Group in reference to both appearance and quality Also, C Group submit their product late 4.2.2 Some discussions The results of the experimental study confirm that: - The teaching process using competence-based approach is feasible, as it is indicated that the lecturers can implement the teaching procedure easily The process is efficient, as shown in the formation of the students’ teaching competence and learning outcomes During the study we found that the results of the experimental study are just the first step To ensure the stability and development of the achievement, the process of teaching Pedagogy employing Competence-based approach should be further studied and implemented on a large scale, this will bring enormous value in the teaching process of Pedagogy in particular and in the teacher training process at Universities of Education in general CONCLUSION AND RECOMMENDATIONS Conclusion First: Following the common development trend, it is necessary to innovate in pedagogy teaching at universities of education according to the competence-based approach, which helps to meet the higher and higher requirement of the society for teachers’ professional skills Second: Teaching based on the competence - based approach is the movement and development of factors in the structure of teaching process, in which the competence-based standard is the basis to design, carry out and assess the teaching process The theoretical analysis proves that: It is possible to carry out the process of teaching pedagogy following the competence-based approach This improves the effectiveness of teaching process, which makes pedagogy take its role as a profession-oriented subject in an education institution day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 23 Third: In fact, currently teaching pedagogy in universities of education mainly focuses on theories and does not pay attention to the formation of teaching competence of students There are many objectives and subjective reasons but it cannot be denied that one of the major reasons is that teachers have not been equipped with the theory to instruct the process of teaching in a way which improves students’ professional competence Fourth: To solve this problem, it is required to use the process of teaching pedagogy including: Identify objectives, design content; develop the teaching process and change assessment methods Each step in the procedure has been made clearly in terms of objectives, content, methods and conditions for implementation, so it could provide a clear guideline for teachers to teach pedagogy according to the competence-based approach Fifth: The empirical study initially showed the feasibility and efficiency of the above procedure Recommendation First: Administration staff at universities of education - Should be aware of the importance of pedagogy in education institutions - Provide teachers and students with good conditions to be able to take the control in terms of time, increase practice time during the course Second: Teachers who are in charge of pedagogy - Should be deeply aware that their teaching activities make a large contribution to the quality of teacher training in education universities; have desire and strong will to overcome difficulties in psychology and reality to change the teaching activities from pure theories into competence teaching - Should research carefully the course and characteristics of students attending the university that they works in order to adjust objectives, content of teaching in an appropriate way - Should always encourage and strengthen students' activeness and creativity; create a collaborative learning environment between students and teachers, between students and students; at the same time, improve their major role and be available to help students if needed day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh day.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anhday.hoc.giao.duc.hoc.o.dai.hoc.su.pham.theo.tiep.can.nang.luc.thuc.hien.ban.tom.tat.tieng.anh 24 Third: Teacher students - Should be aware of the importance of learning and practicing professional skills at education universities for future professional activities - Develop a plan to self-study the subject of pedagogy to orient their own learning activities - Actively participate in team work, look for information, discuss with their friends to solve learning tasks required by teachers - Self-assess and accumulate experience in learning the subject of pedagogy 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