tổ chức xêmina trong dạy học môn giáo dục học ở đại học theo tiếp cận năng lực bản tóm tắt tiếng anh

1 INTRODUCTION RATIONALE The educational development strategy by 2020 confirms: “Going on innovating teaching method and learning result assessment is to motivate learners’ activeness, creativeness and self-learning abitity” Thus, applying to organizing teaching at university by this trend is to contribute to upgrading teacher candidates’ career profession By doing literature review on new training approachs, the writer knows : ability approach focuses on developing learners’ ability by outcome standards Seminar is one of the basic university teaching forms aiming at promoting students’ roles and helping them use beginingly the scientific research methods So, organizing seminar in university teaching is very essential, important and suitable with training trends Pedagogy is an important professional subject which takes an essential part in training eduactional students In fact, teaching this subject at university has been being innovated with various forms However, organizing seminar in teaching Pedagogy is limited because of having promoted the effectiveness of this teaching form Basing on the above reasons, the writer does research on the thesis : “Organizing seminar in teaching Pedagogy at university by ability approach” RESEARCH AIMS Based on the theories and practices of organizing seminar in teaching Pedagogy, the writer finds out measures of organizing seminar in teaching Pedagogy by ability approach in order to give students a good chance to practice some professional abilitities STUDY OBJECT AND SUBJECT 3.1 Study object The form of organizing teaching at university 3.2 Study subject The seminar form in teaching Pedagogy at University of Education by ability approach RESEARCH HYPOTHESIS This research is started with the assumption: Organizing seminar in teaching Pedagogy is now not good due to having collected both lecturers and students’ care yet If conducting measures of organizing seminar in teaching Pedagogy at Universities of Education by ability approach, such as: building the seminar topics in teaching Pedagogy, designing the procedure of organizing seminar in teaching Pedagogy by ability approach, techniques to guide students to involve in seminar topics and setting supported conditions for organizing seminar, students have good chances to develop abilities basing on outcoming standard RESEACH TASKS 5.1 Ressearch on theories of organizing seminar in teaching Pedagogy at university by ability approach 5.2 Evaluate current situation of organizing seminar in teaching Pedagogy by ability approach at universities in which train teachers 5.3 Find out measures of organizing seminar in teaching Pedagogy by ability approach at universities in which train teachers 5.4 Carry out the experiment to prove the effectiveness of the measures conducted SCOPE OF THE STUDY Research on organizing seminar in teaching Pedagogy by ability approach at universities in which train teachers Surveying and assessing are carried out in some universities of education : Can Tho University, Hue University of Education, Thai Nguyen University of Education Experimentalizing measures of organizing seminar in teaching Pedagogy by ability approach at Can Tho University RESEARCH METHODOLOGY 7.1 Research methodology 7.1.1 System approach 7.1.2 History approach 7.1.3 Action approach 7.1.4 Fact approach 7.2 Scientific research methods 7.2.1 A group of theory research methods 7.2.2 A group of practical research methods 7.2.3 A group of statistics methods by SPSS for Windows POINTS TO DEFEND 8.1 Teaching by competency approach in participle requires teaching organization forms in general to develop students’abilities In the current accommodations, seminar is a teaching form which specially influences in developing students’ essential and professional competencies in Universities of Education 8.2 Organizing seminar in teaching Pedagogy is considered as an active trend because of helping students be interested in studying 8.3 Organizing seminar in teaching Pedagogy at university by ability approach is a new research and suitable with credit-based training By organizing seminar, students are developed abilities related to participate in seminar topic and professional skills THE NEW FINDINGS OF THE THESIS The thesis has systematized and supplemented basic therories of organizing seminar in teaching Pedagogy by ability approach; shown characteristics of teaching by ability approach, basic principles of organizing seminar in teaching by ability approach, identified and analysed characteristics of organizing seminar in teaching Pedagogy by ability approach The thesis has surveyed, analysed, assessed current situation of organizing seminar in teaching Pedagogy by ability approach at universities of education and shown reasons of the current situation The thesis has found out measures of organizing seminar in teaching Pedagogy by ability approach with the purpose of lifting up the seminar effectiveness and developing professional abilities for students 10 STRUCTURE OF THE THESIS Chapter 1: Theory of organizing seminar in teaching Pedagogy at university by ability approach Chapter 2: Current situation of organizing seminar in teaching Pedagogy by ability approach at universities in which train teachers Chapter 3: Measures of organizing seminar in teaching Pedagogy by ability approach Chapter 4: Educational experiment 4 Chapter THEORY OF ORGANIZING SEMINAR IN TEACHING PEDAGOGY BY ABILITY APPROVE 1.1 LITERATURE REVIEW 1.1.1 Researches over the world There are two main research trends about seminar in teaching: first, researches to build and develop a system of theory of this teaching form; second, researches to apply to teaching effectively * Researches to build and develop a system of theory of seminar: This research trend has been cared for years The researchers show seminar with its characteristics, meaning and types Those are researches of E.I Gôlan, B.P Êxipôp, T.A Ilina, Khan- ghen-xki S.T.A and Rebecca Taylor In there, the research of Khan- ghen-xki S.T.A in “Lectures about teaching theory at university” published in 1979 showed the most basic theory system of seminar and was developed more modernly by Rebecca Taylor in 2003, taking care of learners’ changes after having learnt by seminar The seminar was used to develop learners’ability, helping them get information related to scientific topic and preparing for presentation In 2005, Kate Morss Rowena Murray considered seminar as an academic discussion of students * Researches to apply seminar form to teaching: In the 17th century, universities in the West extremely paid attention to researching and applying seminar to teaching human subjects with the purpose of enriching students’ knowledge In the 19 th century, universities in Russia also researched seminar in teaching In the early 1990s, seminar was used to lift up students’ knowledge and introduced them researches related to their major Cathy Bonus Lalli and Stephanie Feger (2005) cared of interaction in seminar They showed that learning through seminar would develop the interaction between teachers and students and students were getting developed Boyatzis et al (1982) and Whetten & Cameron (1995) showed developing traing and education syllabub needed basing on ability model and solved three aspects: (1)Identify abilities, (2)Develop abilities, and (3)Assess abilities At the end of the 20th century, researches focused on promoting self- abilities in professional action However, there have not been anybody doing any researches about organizing seminar in teaching by ability approach 1.1.2 Researches in Vietnam * Researches focus on building and developing a system of theory about seminar: In 1981, Nguyễn Ngọc Bảo showed scientificly the position and role of seminar in teaching at university In 1996, Đặng Vũ Hoạt Hà Thị Đức wrote function and characteristics of seminar In 1996, Phan Thiều researched the topic “Seminar method in lifting up the quality of training teachers at universities of education” In 2002, Nguyễn Văn Hộ told seminar had been the form which had given students awareness, education and self-consciousness * Researches on seminar applied to teaching subjects: Nguyễn Văn Hoan with “Some measures of lifting up the effectiveness of using seminar in teaching Pedagogy in Da Nang University” in 2006, built some measures of organizing seminar to have good result “Pedagogy Teaching Method”(2007) of Phan Thị Hồng Vinh, built some topics of Pedagogy subject about the content “Education and Time” In 2007, Lê Thị Hồng Chi researched the topic “Innovating method of training teachers by organizing seminar specialized subject Practice doing Math in Primary” In 2007, Đặng Thị Oanh Dương Huy Cẩn with “Organizing seminar by self-learning materials” considered seminar as a measure of helping students develop self-learning ability at university In 2010, Đinh Thị Mơ researched the thesis “Organizing seminar by active teaching opinion in teaching Pedagogy at Thanh Hoa Sports College” Nguyễn Hữu Lam with researches on ability approve applied to training personels showed the directions to apply to Vietnam condition In 2008, Phạm Thành Nghị researched “Ability approach in human development” He showed that ability approach was very useful to solve unstable problems in the society And, Phạm Minh Hạc thought: The success in teaching and educating pupils required teachers to have progressive opinion, good virtues, knowledge and skills In 2011, Trần Thị Tuyết Oanh and participants researched the thesis “Building and using Pedagogy practice exercises by ability to develop students’ professional skills” In 2013, Lê Thùy Linh did the thesis research “Teaching Pedagogy at Universities of Education by based-competency approach” The thesis designed the procedure of teaching Pedagogy by based-competency approach with steps (from microcosmic level to macrosopic level) Therfore, researching on organizing seminar in teaching Pedagogy by ability approach is now very new and essential It has not ever done research yet before 1.2 BASIC CONCEPTS OF THE THESIS 1.2.1 Teaching organizing form The thesis shows that teaching organizing form at university is one way of organizing teaching-learning activities in a constant order (space, place and carry-out conditions) to complete teaching missions effectively 1.2.2 Seminar in teaching at university There are two opinions about seminar: first, seminar is considered as a workshop; second, seminar is a teaching form In this thesis, the writer thinks: Seminar is one of the teaching organizing forms in which lecturers organize/guide/control directly and students present/discuss about the scientific topics prepared before in order to promote students’ research learning ability Thus, some notes for this concept are: - Seminar is teaching organizing form which teachers choose in order that students develop their abilities: act creatively independently in learning and foster being interested in scientific research - The process of organizing seminar in teaching must be controlled by teachers inspite of students’ important roles - Students have chances to present their own opinions 1.2.3 Proficiency The thesis shows: Proficiency is a system of human’s abilities developing and realizing in actions that are honest, snappy, creative, suitable with action requests and ensure to be effective - The contents of proficiency are a system of human’s abilities Those abilities metioned in this thesis are skills - Proficiency always attachs in actions and makes actions be effective It is an important factor to gain good products 1.2.4 Ability approach Approach means advance or method of solving problems In this thesis, "Approach" is used with the meaning "orient and upgrade abilities" Ability approach is to develop abilities that are considered as goal of teaching 1.2.5 Organizing seminar in teaching Pedagogy by ability approach Organizing seminar in teaching Pedagogy by ability approach is the from that not only promoting students’ roles but also helping them develop professional abilities Thus, the thesis shows: Organizing seminar in teaching Pedagog by ability approach is the process that lecturers organize/guide students to participate in presenting/discussing about the scientific topics prepared before in oder to develop students’ skills being suitable with education standard and ensures this activity effectively 1.3 BASIC THEORY ABOUT SEMINAR IN TEACHING PEDAGOGY AT UNIVERSITY BY ABILITY APPROACH 1.3.1 Teaching at university by ability approach 1.3.1.1 Structure of proficiency - Under Psychology: proficiency consists of general ability and major ability - According to Bend Meier - Nguyễn Văn Cường [10] : General structure of ability consists of Professional competency, Methodical competency, Social competency, Individual competency In this thesis, we apply the second opinion to teaching at university 1.3.1.2 Characteristics of teaching by ability approach * Goals of teaching by ability approach * Teaching contents by ability approach * Teaching methods by ability approach * Teaching forms by ability approach * Assessment in teaching by ability approach 1.3.2 Seminar in teaching by ability approach 1.3.2.1 Seminar’s meaning in teaching at university by ability approach - For students: By participating in seminar, students practice teachers’ styles besides knowing how to present a problem - For teachers: In teaching by seminar, teachers’ role is very important They organize/control/guide students By the same way, organizing seminar is also one measure helping students know clearly their current learning; supplying good conditions for teachers to innovate way of teaching-learning and students are got used to research method 1.3.2.2 Functions of seminar in teaching at university by ability approach - Awareness function - Education function - Checking and self-checking function 1.3.2.3 Classification of seminar in teaching at university - Lecture seminar - Topic seminar - Group seminar - Class seminar 1.3.3 Organizing seminar in teaching Pedagogy at university by ability approach 1.3.3.1 Pedagogy subject at university Pedagody is one of the professional subject contributing to training teachers It guides students to develop educational competencies Therefore, teachers are required to have attached abilities to help students get knowledge, skills and standarded value direction in modern education 1.3.3.2 Characteristics of seminar in teaching Pedagogy by ability approach * Goals of seminar in teaching Pedagogy by ability approach - Help students understand deeply the system of Pedagody knowledge, professional skills, attitudes to teaching in the future - Guide students self-learning method, self-researching literature to develop groups of career developing ability best - Practice ability of participating in seminar : collection, presentation, listening,… - Practice quality and style of working: willing, making plans… - Help students understand ways/procedure to carry out seminar - Forming students some abilities : self-researching and presenting the topic… * The seminar topic in teaching Pedagogy by ability approach - Be suitable with students, make them be interested in learning - Be able to apply - Make good conditions for students practice professional competencies based on training standard 9 * Teachers’ actions in organizing seminar in teaching Pedagogy by ability approach - Build, choose the seminar topic basing on the content of Pedagogy by developing ability for educational students - Compile lecture, make plan to organize seminar and inform students before carrying out seminar - Hold training, guide students some competiencies to help them seminar effectively - Be a scientific referee and make directions for students - Evaluate and guide students self-evaluate learning result * Students’ actions when oranizing seminar in teaching Pedagogy by ability approach - Students’ preparation: + Students must base on requires of each seminar topic to make plan of researching that topic + Students need to be active, independent to research the contents with a fixed period + Before seminar, all students have a proposal This is an evidence to assess learning result + Study standards of participating in seminar and outcome standard in training teacher + Make plans to practice abilities and guide to self-evaluate those abilities + Prepare materials and conditions to perform seminar : learning materials, practice equipments, … - Perform stage of seminar : Identifying the presenter and the participants - Organize self-learning, self-researching the seminar topic in teaching Pedagogy by ability approach * Evaluating the result of organizing seminar in teaching Pedagogy by ability approach: - Teacher use combination between evidences with large scope: + Evaluate selves’ and groups’ work products by the seminar topic required; + Observe the process of presentation, discussion when organizing seminar in class; 10 + Observe the current situaton of groups’ working; + Observe, evaluate attitudes, skills shown in the process of seminar + Check, test knowledge and the content of the subject - Assess students’ abilities when organizing seminar in teaching by ability approach according to outcome standard: + Students have to have chances to carry out actions being suitable with abilities developed; + Assess each student when participating in seminar; + The content of the report about the seminar topic and able to present, discuss and attitudes as well; + Standards used in evaluating are requirements to ensure that students can develop their competicenies through seminar; + Standards reported for all students before evaluating - Assessment methods of seminar results in teaching Pedagogy by ability approach + Observe students carry out their missions in seminar seminar + Assess the quality of the presentations + Evaluate the process of arguing, making asks and solve situations in discussing + Assess the level of getting knowledge through the mid-term tests - Design assessment standard - Collect evidences to evaluate abilities - Guide students to self-evaluate the learning result 1.3.3.3 Abilities need developing for students when organizing seminar in teaching Pedagogy by ability approach Basing on outcome standards in training teacher and opinion about structure of ability in the thesis, the competiencies that students need to gain in organizing seminar : * Professional competency (teaching ability): Inquiry-information, Presentation, Discussion, Making asks, Designing and using teaching techniques * Social competency: Comunication, Team work * Individual competency: Self-learning, self-researching, Educational research, Making plan of self-practice 1.3.3.4 Basic principles and conditions to organizing seminar in teaching Pedagogy by ability approach * Basic principles of organizing seminar in teaching Pedagody by 11 ability approach: - Choose the seminar topic in teaching Pedagogy being suitable with students’ ability and interest - Ensures the effectiveness of seminar organization - Ensure students involving in learning as active as possible - Learners participate in the process of evaluating * Conditions to organize seminar in teaching Pedagogy effectively - Requirements for lecturerss - Requirements for students - Literature and research - Equipments for organizing seminar Chapter THE CURRENT SITUATION OF TEACHING PEDAGOGY AT UNIVERSITY BY APPROACH ABILITY 2.1 GENERALIZE THE PROCESS OF SURVEYING 2.1.1 The purpose of surveying To assess the current situation of learning Pedagogy This is the real base for finding out measures of organizing seminar in teaching Pedagogy at university by ability approach 2.1.2 Surveying object Cantho University, Hue University of Education and Thai Nguyen University of Education 2.1.3 The content of surveying - The current situation of learning Pedagogy of students - The current situation of awareness about seminar and seminar in teaching Pedagogy at universities by approach ability - The current situation of organizing seminar in teaching Pedagogy by ability approach at universities 2.1.4 The surveying method Methods are used in thethis : surveying, interviewing and observing 2.2 THE RESULT OF SURVEYING 2.2.1 The current situation of learning Pedagogy of students * Students’ purpose of learning Pedagogy The surveying result shows that students now have better opinion about 12 Pedagogy They think the most important aim of learning Pedagogy is to practicums Besides, they also think it is a theoric subject So, it is difficult to apply its contents to educating in the future Therefore, students’s awareness is not really perfect though there are some changes in their awareness They have not considered Pedagogy as an important one of teaching career yet * Students’ manifestations of learning Pedagogy: In learning the subject, most students have been active yet However, students will be more active if teachers design activilties for them 2.2.2 The current situation of awareness of seminar and seminar in teaching Pedagogy by approach ability * Awareness of the concept “seminar in teaching” Table 2.5 Awareness of the concept “seminar in teaching” Ordinal The Seminar concept Seminar is a form that each group of students learns from and makes clearly the seminar topic Seminar is a form that students present/discuss/argue about the scientific topics with teachers’ guidance Seminar is really one form of group discussion Seminar is a method to foster learners to seek information with the purpose of making clearly the seminar topic Seminar is a form that student teams argue with each other about a sciencific topic N % Rank 158 24,1 383 58,4 61 9,3 43 6,6 11 1,7 The table shows that most of teachers have right awareness of seminar (73,2%) However, there are still a few teachers misunderstand clearly this concept Under forming aspect, seminar has the nearly similar signal to discussion but they are different each other in fact The result of surveying shows 75,6% of teachers understands exactly seminar in teaching at university * Assessing the necessary of organzing seminar in teaching The research result shows that 51,2% teachers think “very necessary”; 43,9% is not necessary and 4,9% among teachers think “normal” * Awareness of developing students’ educational competiencies in learning Pedagogy: Students’ self-assessment of professional abilities: 13 By the questionares, we have the following result of surveying: Table 2.9 Students’ self-assessment of professional abilities Ordinal Abilities Mean Inquiry-information Presentation Organizing the process of discussion Designing and using teaching technical equipments Making asks Communication Team work Self-learning and self-researching Sciencific researching Making plan of practice 3,15 2,85 3,08 3,30 10 3,11 2,98 3,10 3,09 2,99 3,13 Std Rank Deviation 0,77 0,67 10 0,70 0,73 0,82 0,75 0,84 0,76 0,87 0,73 * Awareness of the meaning of organizing seminar in teaching Pedagogy by ability approach: Table 2.11 Teachers’ assessment about the meaning of organizing seminar in teaching Pedagogy by ability approach Ordinal Meanings Make students be interested in the subject Help students understand deeply and be able to apply in the future Form students some skills based on outcome standards… Give students a chance of promoting their abilities Help students be more confident and making more relationships Develop self-learning for students, motivate them sciencific research % Std.Deviation Rank 80,5 0,40 53,7 0,50 75,6 0,43 41,5 0,49 43,9 0,50 75,6 0,43 2.2.3 The current situation of organizacing seminar in teaching Pedagogy at university by approach ability * The current situation of level of organizacing seminar in teaching Pedagogy at university by approach ability There are very various differencies between the awareness of neccess 14 of seminar in teaching Pedagogy at university by approach ability and the level of using this teaching form The result show the realibilty level with the average point 2,15 and standard deviation 0,85 It also shows that 9,8% teachers usually use this teaching form, 61,0% “sometimes”, 26,8% “rarely” and 2,4% ‘never” * The current situation of the goal of organizacing seminar in teaching Pedagogy at university by approach ability Teachers considered the goal “Helping students to understand deeply Pedagogy knowledge and be able to apply to the life” (rank 1) and “Practice students ways of self-learning, self-researching and find out the knowledge of Pedagogy” (rank 2) It shows that teachers have used this teaching form as one way to help students understand Pedagogy knowledge and practice self-learning skills The goals of practicing professional abilities for students prove that * The current situation of designing seminar topics in teaching Pedagogy at university by approach ability Table 2.14 Teachers and students’ opinions of the seminar topics in teaching Pedagogy at university by approach ability teachers students Ordina Requirements for Mean Std.De Rank Mean Std.De Rank l seminar topic The more complex, 2,87 1,01 2,33 1,07 seminar topic is better The siminar topic is suitable for 4,41 0,67 4,49 0,65 students’abilities Be useful to practice some professional 4,12 0,64 4,11 0,79 abilities for students Make students a chance of apply 3,90 0,77 4,06 0,83 knowledge The topic must be problemed to foster 4,46 0,63 4,00 0,77 students be active and creative Meet aims and fits the 4,24 0,66 4,01 0,81 contents of Pedagogy * Teachers’ actions in teaching Pedagogy at university by 15 approach ability The research result shows that teachers truly: “Compile, introduce and guide students to read textbooks”(rank 1), “Be sciencific coach to orient students discuss”( rank 2), “Make plan of seminar organization and report to all students before carrying out”(rank 3) However, the important actions such as “Training students, guide them some abilities to carrying out the seminar more effective”, “Designing the seminar topic by approach ability”, “guide students to self-assessment” have not been cared by teachers * Students’ actions in teaching Pedagogy at university by approach ability Although there are some differencies between teachers’ and students’ opinions of seminar organization, some else seem similar, such as: “Find out standards of evaluating abilities involving in seminar and outcome standards as well”, “Know current and gapped abilities…”, “Make plan of practicing abilities” Both teachers and students consider those are actions being less carrying out * The current situation of evaluating seminar organization result in teaching Pedagogy at university by approach ability The chart shows that teachers and students have the rather similar opinios of the content and way of the seminar result They all pay attention to assess the discussion process, the report content, presentation and the preparation process, but they did not care of evaluating students’ development level of abilities very much Chart 2.8 Teachers’ and students’ opinion of the seminar assessment content and way 2.2.4 The analysis of the current situation * The current situation of students’ ability manifestations when 16 involving in the seminar in teaching Pedagogy by approach ability Table 2.17 Teachers’ assessment about students’ ability manifestations when involving in the seminar in teaching Pedagogy Ordinal 10 Abilities Inquiry-information Presentation Organizing the process of discussion Designing and using teaching technical equipments Making asks Communication Team work Self-learning and self-researching Sciencific researching Making plan of practice Sum 138 136 Mean 3,37 3,32 Ability level Average Average 146 3,56 Rather 168 4,10 Rather 137 137 150 3,34 3,34 3,66 170 4,15 Average Rather Rather Rather 135 3,29 Average 139 3,39 Average Most manifestations in the seminar process are at the average level This result reflects that organizacing seminar in teaching Pedagogy has not met students’ needs of developing abilities now * Difficulties of organizing seminar in teaching Pedagogy by ability approach: Table 2.14 Teachers’difficulties in teaching Pedagogy by seminar Ordinal Difficulties Less time to carry out learning Learning equipments are poor Universities Cantho Hue Thainguye Universit Universit n y y of University Educatio of n Education F % F % F % Sum % Ran k 66,7 10 76,9 12 75,0 73,2 16,7 12 75,0 56,1 69,2 17 Students are too crowded 66,7 11 84,6 Be short of learning literature 58,3 69,2 Students are less selfconscious 41,7 12 92,3 No skills of preparating seminar 10 83,3 10 76,9 No skills of carrying out seminar 66,7 61,5 14 87,5 80,5 50,0 58,5 13 81,3 73,2 13 81,3 80,5 12 75,0 68,3 The table shows that the most difficult thing for teachers at Cantho University is “Students have not got seminar preparation skills yet: make a propasal, collecting information, ”, for teachers at Hue Universityđối is “Students are not self-conscious, not active in learning the subject”, and for teachers at ThaiNguyen University of Education is “Number of students are crowded” On the other hand, we made a survey of student’ difficulties in learning Pedagogy by approach ability The result shows students in all universities surveyed said they were lack of materials and literatures This seems be different from teachers’ opinion But we found out educational books are not enough for them Besides that, students are not good at inquiry-information They also donot have presentation ability Also, the seminar topic being too complex is difficult for students A short word for the current situation: Most teachers aware truely of seminar in teaching Both teachers and students assess rather exactly the influence of seminar in developing students’ abilities When organizing seminar in teaching, teachers used the most general procedure They have not designed the procedure of organizing seminar by ability approach before Therefore, they agree with measures given to survey 18 Chapter MEASURES OF ORGANIZING SEMINAR IN TEACHING PEDAGOGY BY ABILITY APPROACH 3.1 THE PRINCIPLES OF FINDING OUT MEASURES 3.1.1 Ensure training goals 3.1.2 Be suitable with students’needs 3.1.3 Be able to apply 3.1.4 Meet outcome standard of training teachers 3.2 MEASUERS OF ORGANIZING SEMINAR IN TEACHING PEDAGOGY BY ABILITY APPROACH 3.2.1 Building the seminar topic in teaching Pedagogy by ability approach Building the seminar topic is one of the important measures to teaching effectively 3.2.1.1 Steps to build the seminar topic in teaching Pedagogy by ability approach * Step 1: Analyse Pedagogy curriculums at university of education * Step 2: Basing on the content of Pedagogy to build the seminar topic * Step 3: Building the seminar topic in teaching Pedagogy by ability approach * Step 4: Assess the seminar topic 3.2.1.2 A system of the seminar topics and plans in teaching Pedagogy by ability approach Basing on analyzing the Pedagogy curriculum,we build the system of the seminar topic in teaching to practice and develop professional skills for educational students 3.2.1.3 Supporting conditions to use the seminar topic in teaching Pedagogy by ability approach 3.2.2 Designing the procedure of organizing seminar in teaching Pedagogy by ability approach 3.2.2.1 Goals of designing the procedure The procedure of organizing seminar in teaching Pedagogy by ability approach is the order of stages that teachers control and students argue about seminar topic to practice some abilities 19 3.2.2.2 The procedure of organizing seminar Diagram 3.1 The procedure of organizing seminar in teaching by ability approach Stages Teachers’ actions Students’ actions Decide the topic and require students Promote abilities and develop abilities being short Making plan of carrying out the seminar topic Guide students some abilities of carrying out the seminar Collecting information and preparing for presenting Introduce the topic and the procedure of seminar Completing and preparing for presenting Control the presentation Presentation Foster arguement Carry Learn from textbooks carefully Introduce the presenter ration Introduce and guide students to learn from textbooks Identify the abilities to carry out seminar Prepa Devide group and carry out Arguing and defending opinion Give comment and conclusion Assess and self-assess the discussion result Conclusion and assess abilities Recognize the abilites developed and gapped Guide students to get gap information Making the plan of selfpractice -out Endin g 20 3.2.2.3 The conditions to the procedure 3.2.3 Guide students some techniques to carry out the seminar 3.2.3.1 Guide students to seek information for the seminar topic - Step 1: Teachers guide students to lift up awareness of inquiryinformation - Step 2: Teachers give students requirements to foster needs of seeking information - Step 3: Students seek information about the seminar topic - Step 4: Teachers guide students how to seek information - Step 5: Teachers guide students to analyze information - Step 6: Guide students to use information - Step 7: Guide students to evaluate the process of seeking information 3.2.3.2 Guiding students to form the presentation ability through seminar - Step 1: Students prepare an aspects related to the topic required - Step 2: Introduce the structure of the presentation for students - Step 3: Guide students to design the proposal of the presentation - Step 4: Guide students how to present - Step 5: Organize for students to try to present - Step 6: Teachers assess and guide students self-evaluate their preparation - Step 7: Carrying out the seminar topic in class 3.2.3.3 Lifting up students’ ability of awareness of active listening skills - Step 1: Help students understand that active listening is expressing attention - Step 2: Practice students using the feelings of listening - Step 3: Guide students to undertand speaker’s expreesions - Step 4: Guide students know that listening is silience in need - Step 5: Help students be patient to wait - Step 6: Require students to express the things listened again - Step 7: Students need to make asks to make clearly the aspects of the seminar topic 3.2.3.4 Guiding students to discuss to have materials for the seminar topic - Step 1: Teachers guide students to set up groups - Step 2: Teachers require students, time allotted and condition of 21 working in a team - Step 3: Teachers guide students to degine students’roles and responsiblilty - Step 4: Guide students to make plan of discussion - Step 5: Teachers require groups to discuss - Step 6: Guide students to make a conclusion and assess the result of group discusson 3.2.4 Designing the conditions of supporting to organize the seminar 3.2.4.1 Designing the system of exploiting and accessing to the internet 3.2.4.2 Using multi-media in organizing seminar The research result in chapter shows that the thesis foscuses on two aims: buiding to organize the seminar in teaching effectively and practice students’ professional abilities Thus, measures conducted link to action structure of seminar with its stages; they have the close relationship with each other to have the highest result in organizing seminar in teaching Pedagogy by ability approach as possible Chapter EDUCATIONAL EXPERIMENT 4.1 THE PROCESS OF EXPERIMENT 4.1.1 Generalizing the processs 4.1.1.1 Goals Test hypothesis and measures of organizing seminar in teaching Pedagogy by ability approach applied 4.1.1.2 Objects Educational students of Cantho University: + The 1st experiment (From 08/2011 to 12/2011): 90 educational students of two classes In which, 45 educational students of the subject group SP008001 chosen to experimentalize (Experiment 1), 45 educational students of the subject group SP008001 chosen to control/compare (Controlling 1) + The 2st experiment (From 01/2012 to 05/2012): 80 educational students of two classes In which, 40 educational students of the subject group SP079003 chosen to experimentalize (Experiment 2), 40 educational students 22 of the subject group SP079005 chosen to control/compare (Controlling 2) 4.1.1.3 The contents We did the experiment of measures of organizing seminar in teaching Pedagogy by ability approach (Experiment class) Organizing seminar in teaching Pedagogy by ability approach without using any measures (Controlling class) 4.1.1.4 The process ♦ Stage 1: Preparation before experiment ♦ Stage 2: Design the experiment program ♦ Stage 3: Carry out the experiment ♦ Stage 4: Assess the result after the experiment ♦ Stage 5: Conclude the experiment 4.1.1.5 The conditions 4.1.2 Standards to evaluate the result of the experiment 4.1.2.1 Students’ result of learning Pedagogy 4.1.2.2 Students’ level of developing some professional abilities when organizing seminar in teaching Pedagogy by ability approach * Manifestations of some professional abilities * Standards to assess the ability * Assessment scheme 4.1.2.3 Test students’ interest and level of participating in the seminar in teaching Pedagogy 4.2 THE RESULT OF THE EXPERIMENT 4.2.1 Analyzing the 1st experiment result 4.2.2 Analyzing the 2nd experiment result Analysing the 1st and 2nd experiment result about measures of organizing seminar in teaching Pedagogy by ability approach shows: - Students’ result of learning Pedagogy in experiment class is higher than the controlling class It shows that mearsures applied (in chapter 3) are effective - After doing experiment, students’ abilities of carrying out some professional competiencies are lifted up Students at experiment class express more active than the comparison class They know how to hold actions, to present, to persuade the listener,… - Organizing seminar in teaching Pedagogy by ability approach makes students more interesting in Pedagogy 23 - After the experiment, most students consider highly the experiment measures applied, especially measures to guide, to practice some professional abilities for students Those measures not only make students participate in the seminar effectively but giving also chances of practise professional competiencies fitting outcome standard in training teachers Therefore, the result of the experiment shows to achieve the research goals CONCLUSION AND SUGGESTION Conclusion 1.1 Seminar is the form of scientific argument to enrich knowledge and motivate students to find out and apply knowledge to the fact Organizing seminar in teaching promotes the ability of self-learning, selfresearching 1.2 Organizing seminar in teaching Pedagogy by ability approach is the process that lecturers organize/guide/control directly and students present/discuss about the scientific topics prepared before in oder to develop students’ skills being suitable with education standard 1.3 The goals of organizing seminar in teaching Pedagogy by ability approach is focusing on learners Teachers take an important part : Build, choose the seminar topic basing on the content of Pedagogy by developing ability for educational students ; Compile lecture, make plan to organize seminar and inform students before carrying out seminar ; Hold training, guiding students some competiencies to help them seminar effectively; Be a scientific referee and make directions for students; Evaluate and guide students self-evaluate the learning result And students carry out the stages of the seminar procedure 1.4 Teachers and educational students at universities truely aware of seminar in teaching, of the importance of professional ability in training teachers Because there are many difficulties in organizing seminar, they donnot much care of organizing seminar in teaching Pedagogy by ability approach 1.5 Basing on teaching in fact, the thesis finds out measures of organizing seminar in teaching Pedagogy by ability approach: Build the seminar topics in teaching Pedagogy; Design the procedure of organizing 24 seminar in teaching Pedagogy by ability approach; Techniques to guide students to participate in seminar; Design the conditions of supporting to organize the seminar 1.6 By experiment, students’ result of learning and future professional abilities are improved clearly 1.7 The result of experiment proves the effectiveness of measures applied It is suitable with the scientific hypothesis and completing research tasks Suggestions 2.1 Ministry of Education and Training should complete the outcome standard frame for all universities of education Require universities to pay attention to professional subjects in general and Pedagogy in participle On the other hand, the Ministry also needs invest more to lift up the quality of training teachers 2.2 Universities of training teachers need to carry out unitedly the training cirriculum Especially it is very necessary to invest in developing learning resourse center in order that students have many chances to self-learn/research Build goals of training by ability approach Continuously fostering teachers to innovate teaching method 2.3 Teachers that teach Pedagogy need to equip basic knowledge of seminar and ability approach to apply to teaching They also lift up professional skills usually to teach effectively 2.4 Educational students need to truely aware of the importance of professional subjects Learn from outcome standard to make plan of practice Express active role when participating in the seminar to develop and practice some professional abilities  ... to build and develop a system of theory of this teaching form; second, researches to apply to teaching effectively * Researches to build and develop a system of theory of seminar: This research... the research of Khan- ghen-xki S.T.A in “Lectures about teaching theory at university” published in 1979 showed the most basic theory system of seminar and was developed more modernly by Rebecca... effectiveness and developing professional abilities for students 10 STRUCTURE OF THE THESIS Chapter 1: Theory of organizing seminar in teaching Pedagogy at university by ability approach Chapter 2: Current