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MINISTRY OF EDUCATION AND TRAINING HANOI PEDAGOGICAL UNIVERSITY TRAN VU KHANH PROJECT-BASED TEACHING OF PEDAGOGICAL SKILLS FOR STUDENTS OF PRIMARY EDUCATION Major: EDUCATION CODE: 14 01 01 SUMMARY OF DOCTORAL THESIS HANOI - 2018 Thesis is completed at HANOI PEDAGOGICAL UNIVERSITY Scientific Supervisor : Associate Prof Dr Dang Thanh Hung Scientific Supervisor : Dr Trinh Thi Hong Ha Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be defended before the University Thesis Examining Council at at Hanoi Pedagogical University at … (time) on …… (date) in……(year) The thesis can be found in : - National Library, Hanoi - Library of Hanoi Pedagogical University INTRODUCTION Rationale 1.1 Practical aspect 1.2 Theoretical aspect Results from the practical and theoretical analysis show that the application of project-based teaching into primary school teacher training, especially in professional training subjects, is highly relevant Professional skill is considered the weakest skill of primary teachers Project-based teaching, with such pedagogical advantages as linking theory and practice, thinking and actions, schools and society, and its involvement in the training of such capacity as self-reliance, creativity, problem solving, responsibility and collaboration of learners, is an effective solution to this problem However, in Vietnam, there has not been any research on the application of project-based teaching in the teaching of professional subjects for students majoring in primary education Therefore, a research titled “Project-based teaching of pedagogical skills for students of primary education” has been chosen as the topic for this dissertation Research objectives The objective of this research is to develop methods for projectbased teaching of pedagogical skills for students majoring in primary education through which enhancing their pedagogical capacity Research object, subject and scope 3.1 Research object The object of this research is the relationship between teachers‟ teaching activities and learners‟ learning activities in the process of applying learning projects in such environmental conditions that learning projects create 3.2 Research subject The object of this research is the relationship between teachers‟ teaching activities and learners‟ learning activities in the process of applying learning projects in such environmental conditions that learning projects create 3.3 Research scope Identifying theoretical foundation of Project-based teaching of pedagogical skills for students majoring in primary education Identifying practical basis of Project-based teaching of pedagogical skills for students majoring in primary education Proposing methods for Project-based teaching of pedagogical skills in training Bachelor of primary education Carrying out scientific experiment in order to evaluate research results Scientific assumption It is assumed that when methods of project-based teaching of pedagogical skills accurately follow characteristics, principles of designing and implementing projects, and the learning projects can create such a collaborative environment and opportunities to experience and practice for students, they will bring positive effects to the learing process and results of pedagogical skills Research tasks 5.1 Identifying theoretical and pratical of the project-based teaching for pedagogical skills training in training Bachelor of primary education 5.2 Proposing methods for project-based teaching for pedagogical skills training in training Bachelor of primary education 5.3 Carrying out scientific experiment in order to evaluate research results Methodology and research method 6.1 Methodology This dissertation is conducted on the basis of the following research methodologies - System-based approach: project-based teaching in pedagogical skills training in relation to other teaching processes in order to realize the established goals and develop professional capacity for students majoring in primary education - Activity- Characteristics-based approach: Project-based teaching for pedagogical skills training need to be conducted through such activities as career practice and experience and it has to aim at building pedagogical capacity in particular and professional capacity in general for students of primary education - Capacity-based approach: Project-based teaching for pedagogical skills training for students of primary education need to take pedagogical capacity that students are preliminary required as objectives and standards, and pedagogical capacity is also the baseline to develop assessing criteria 6.2 Research methods 6.2.1 Theoretical methods - Analyzing, synthesizing, categorizing, systematizing, and generalizing theory - Theoretical comparison and conceptualization through modeling - Historic and logical methods to analyze and evaluate the current researching context and to identify research subject and methods 6.2.2 Practical methods - Investigating sociology and social psychology through questionnaire - Investigating education through questionnaire, interview, observation, statistical data analysis, teaching profile and teaching and learning management profile - Utilizing practical methods to organize experimental teaching activities with learning projects and corresponding learning activities 6.2.3 Other methods - Employing expert method in order to evaluate research results - Employing the mothod of scientific information and data processing by computer-based statistic and calculation techniques - Utilizing case study for additional evaluation of sienctific experiment results Arguments 7.1 Pedagogical skills account for a major propotion in the professional capacity of primary school teachers An important feature of the teaching of pedagogical skills is to expose students to practice; therefore, project-based teaching of pedagogical skills is an appropriate and highly effective method 7.2 There are a lot of problems in the current situation of teaching pedagogical skills for students of primary education It has not met the requirement of professional practice for students in order to assist them to develop pedagogical capacity in particular and professional capacity of primary teachers in general 7.3 In order to get the most out of project-based teaching in pedagogical skills training in developing professional capacity of students majoring in primary education, it is necessary to work well on the following tasks: 1/ Selecting the teaching content of pedagogical skills and develop them into topics for learning projects; 2/ Supporting students in designing learning projects in accordance with the selected topics; 3/ Developing and realizing the procedure of teaching pedagogical skills on the basis of the designed projects, and evaluating learning outcome Contribution of this research 8.1 In theoretical aspect From the systematization and generalization of theories in teaching pedagogical skills, project-based teaching, and characteristics of the teaching of pedagogical skills for students of primary education, new concepts of project-based teaching of pedagogical skills have been given 8.2 In practical aspect - Strengths and weaknesses of project-based teaching in pedagpgical skills training for students of primary education have been discovered - Some solutions to enhance project-based teaching in pedagogical skills training have been proposed The solutions include suggestions for designing project-based teaching of pedagogical skills, building and applying teaching and learning procedure of project-based teaching for pedagogical skills training, and some forms of learning assessment - Illustrations of learning projects and activities have been given Structure of this dissertation In addition to such parts as Introduction, Conclusion and suggestion, References and Appendix, there are chapters in this dissertation Chapter Theoretical foundation of project-based teaching for pedagogical skills training for students of primary education Chapter Current situation of the teaching of pedagogical skills for students of primary education from the project-based teaching perspectives Chapter Project-based teaching methods for pedagogical skills training for students of primary education Chapter Scientific experiment Chapter THEORETICAL FOUNDATION OF PROJECTBASED TEACHING FOR PEDAGOGICAL SKILLS TRAINING FOR STUDENTS OF PRIMARY EDUCATION 1.1 Overview of the research subject 1.1.1 Researches in pedagogical skills training 1.1.2 Researches in project-based teaching In Vietnam and many other countries in the world, there are numerous researches and applications of project-based teaching in almost every field Results from researches and experiments show both advantages and disadvantages of this teaching approach The disadvantages include time, teaching curriculum, facilities and the lack of theoretical foundation Recently, in Vietnam, there have been a number of researches in project-based teaching at different educational levels and majors; however, project-based teaching for pedagogical skills training has not been particularly researched This is such a big mistake because the teaching of pedagogical skills really fit in with project-based teaching method 1.2 The teaching of pedagogical skills for students of primary education 1.2.1 Some related concepts 1.2.1.1 Pedagogical skills Pedagogical skills are a part in the professional capacity of teachers, representing the uniqueness of teaching They allow teachers to complete their tasks on the basis of the combination of pedagogical skills with other capacity in relation to the their teaching or educating fields 1.2.1.2 The teaching of pedagogical skills Pedagogical skills training is a concept that shows the process and results of teachers’ effect, influence upon students to motivate them in learning, knowing how to learn, learning sucessfully and persistently in order to develop such aspects as knowledge, skills, attitude in their pedagogical capacity, and support students to develop both pedagogical and professional capacity 1.2.1.3 Primary education Primary education is a primary teacher training area in the system of educational training at universities or colleges of education, in faculties of pedagogies or education at multi-major universities The vision of this major is to develop a proffesional human resource serving for primary education level in the general education system 1.2.1.4 Students of primary education 1.2.2 Content and features of pedagogical skills in primary teacher training 1.2.1.1 Content 1.2.1.2 Features a) Pedagogical skills are a unique training area of teaching profession b) In learning pedagogical skills, it is absolutely vital to provide students with a great amount of practicing, experiencing and working with reality c) The content of pedagogical skills cover many knowledge areas and skills of the teaching profession d) To learn pedagogical skills, it is a prerequisite that students experience teaching and practice teaching 1.2.3 Characteristics of students of Primary Education 1.2.3.1 Psychological characteristics 1.2.3.2 Learning characteristics 1.2.3.3 Social characteristics 1.3 Project-based teaching of pedagogical skills for students of primary education 1.3.1 Some concepts 1.3.1.1 Project method Project method is a method for development management in such fields as economy, healthcare, education, transportation It is then applied in the teaching and learning process as a form of learning organization In the past, there were lesson-based teaching strategies, and nowadays, project-based teaching and many other methods are added 1.3.1.2 Learning project Learning projects are essential in project-based teaching method In this dissertation, the concept of learning project can be understood as a project that is designed and performed by learners in the learning process with teachers’ support in order to achieve education and learner development goals Learning projects can create such an environment in which there is a good harmony of learning content and activities Integrity, reality, cooperation and opportunities for students to showcase themselves are all included in this method These elements all together create such a good combination which fit in with the standards or learning objectives With regrads to principles, though learning projects at professional or vocational training institutues strive for socio-economic development, they, first of all, should be plan to develop learners and somehow contribute to the career development for teachers 1.3.1.3 Project-based learning With project-based learning, learners learn by designing their projects Projects are used as tool for teachers to manage students and their learning process, to create an ideal environment to effectively teach the content and organize learning activities, and to apply teaching techniques and strategies which are highly socialized With this method, learning projects are the content and activities of that learning unit Therefore, project-based learning is a method in which learning is conducted through students designing and implementing their projects, and learning process is the process of designing the projects itself, and the products reflect students’ learning results though they are normally not the same 1.3.1.4 Project-based teaching It can be understood that project-based teaching is a method in which students learn through their learning projects instead of attending traidtional lessons Therefore, project-based teaching is a teaching method or organization whose primary characteristics are to create an active, cooperative, and friendly learning environment by learning projects, in which learners complete learning tasks which are complex and open, and require the combination of theory and practice This method requires students‟ high responsibility throughout their learning process to create a product and introduce it in class, and they are evaluated by their own projects 1.3.2 Characteristics of learning projects in the teaching of pedagogical skills for students of Primary Education 1.3.2.1 Pedagogical critera of learning projects a) The process of project-based teaching According to such authors as Alan & Stoller (2005), Stoller (1997) Sheppard & Stoller (1995), project-based teaching requires 10 steps Teachers and students agree upon the ideas and topics of the projects Teachers and students discuss the final project products Students design the project structure with teachers‟ support Teachers prepare students to be ready for data collection step Students collect the needed data and information Teachers prepare students to be ready for data analysis step Students analyze data Teachers prepare students the langage and skills required in the process of conducting the projects Students present their final products 10 Students evaluate themselves b) General structure of project-based teaching Project-based teaching requires the following elements: Analyzing learning objectives and content which are appropriate to apply project-based teaching method Identifying project topic Designing the projects, including techniques for evaluation Evaluating students and assigning them to work in groups on the basis of differentiation 11 CHAPTER THE CURRENT SITUATION OF PROJECTBASED TEACHING OF PEDAGOGICAL SKILLS FOR STUDENTS OF PRIMARY EDUCATION IN SOME SELECTED UNIVERSITIES OF EDUCATION 2.1 The general situation of teaching pedagogical skills in some selected universities of education 2.1.1 Training programs of Pedagogical skills 2.1.2 Learning and teaching methods of Pedagogical skills 2.1.3 Evaluating the learning result of Pedagogical skills 2.2 Survey 2.2.1 Purpose, scale, location and participants 2.2.1.1 Purpose To evaluate the training of pedagogical skills for Primary Education students and the application of PBT in a number of content areas 2.2.1.2 Scale, location and participants The sample consists of 640 participants Period of survey: from September 2014 to September 2017 2.2.2 Survey content and methods 2.2.2.1 Content - The teaching of pedagogical skills - The awareness of Project based teaching - The application of Project based teaching 2.2.2.2 Survey methods - Survey questionnaire - Experience, Interview, Profile analysis, Observation - Data processing with statistics, quantitative assessment, qualitative assessment 2.3 Analysis 2.3.1 The teaching of pedagogical skills 2.3.1.1 Teaching methods of pedagogical skills 2.3.1.2 Teaching strategies of pedagogical skills 2.3.1.3 Effectiveness of teaching pedagogical skills 2.3.2 The awareness of Project-based teaching 12 2.3.2.1 Understanding of PBT characteristics 2.3.2.2 Understanding of PBT principles 2.3.3 The application of Project-based teaching 2.3.3.1 Types of projects applied 2.3.3.3 Benefits of PBT in teaching pedagogical skills 2.3.3.4 Effectiveness of PBT in teaching pedagogical skills 2.3.3.5 Assessing the common procedure of PBT in teaching pedagogical skills 2.4 General remarks 2.4.1 The teaching of pedagogical skills The teaching of pedagogical skills has not changed significantly since the last few decades There are more subjects which consume more time The current status is a huge waste of time for vocational training, especially skills, and lack of connection to focus on capacity 2.4.2 The awareness of Project-based teaching There is a great deal of discussion about project based learning in books, workshops and training courses of many educational projects Lecturers and students have certain knowledge about PBT, which is a good condition to expand and promote the application of this strategy in higher education This is a necessary condition They have heard and learned quite a lot about PBT through books, so the issue of theoretical teaching has been reduced The remaining problem is the ability to implement this strategy in teaching practice This is not just a matter of purely technical expertise but is closely related to the management of training If the structure and organization of the training program is still rigid in the discipline style, it is only possible to apply PBT in separated parts and fragmented settings 2.4.3 The application of Project-based teaching Surveys and interviews show that teachers and students in general have realized the need for modern teaching strategies to teach pedagogical skills, meeting the requirements of training primary school teachers In addition, teachers and students have an initial understanding of project-based teaching However, their awareness is limited, they could hardly understand its nature, especially teaching pedagogical skills in training primary school teacher with the aim of developing 13 learners‟ professional capacity Therefore, there should be incentives or compulsory application of PBT and other effective teaching strategies in teaching pedagogical skills Surveys, interviews and observations show that PBT is not applied systematically in teaching pedagogical skills at primary school teacher training institutions Some institutions only use subject projects that not really reflect the nature of PBT and they have not yet generalized into the methods, techniques of selecting and designing projects and hands-on experiences at primary schools Typical projects associated with the current innovation of education such as teaching by topic, professional activities in the format of "lesson study", capacitybased evaluation have not been selected and designed The difficulties and challenges of applying PBT in teaching pedagogical skills shown in surveys, observations and interviews mean that it is necessary to make changes in the regulation, management, content and training programs There must be detailed instruction, training workshops and practice of teaching pedagogical skills at primary schools The number of teachers applying PBT in teaching pedagogical skills is limited Some teachers use PBT as a teaching method but the project is still small, not typical in teaching pedagogical skills No guidance for using the knowledge of "Inter-discipline", "transdisciplinary integration” in learning pedagogical skills is given for students Chapter – Conclusion 2.1 Although there are a few changes in contents of teaching pedagogical skills in teacher training, not many renovations can be seen in teaching methods and strategies Despite the fact that some modern techniques such as discussion, brainstorming, lesson study, problem solving, collaboration are applied, the conventional learning – teaching method accounts for most of the time 2.2 The learning of pedagogical skills has been positive, but not really effective due to the lack of hands on experience and practical application In fact, students are better at the theory than the real skills to work There are no effective strategies and methods to teach pedagogies, especially pedagogical skills Primary teacher training 14 institutions have not changed the way they organize and design training programs, thus the application of effective teaching strategies have not been possible 2.3 PBT has been theoretically accepted and applied quite successfully in many disciplines such as Medicine, Agriculture, Industry, Management Science, Forestry, Business, etc That strategy has not been applied as much in teacher training institutions Some cases claim to be PBT but turn out to be topic-based learning instead In pedagogical skills teaching, there has been almost no PBT model Teachers and students are well aware of the theory of PBT, but in reality they have not practiced it properly They also pointed out the obstacles, mainly due to lack of time and hard work Moreover, they are not obliged to apply PBT The conventional teaching practice is still applied There are no reasons for changes, which takes more time and energy with no compensation CHAPTER PROJECT-BASED TEACHING METHODS IN TEACHING PEDAGOGICAL SKILLS FOR STUDENTS OF PRIMARY EDUCATION 3.1 Designing Project-based teaching activities in teaching pedagogical skills 3.1.1 Instructing students to design learning projects 3.1.1.1 Supporting students in selecting project topics a) Characteristics of teaching pedagogical skills in primary school teacher training - There are few interdisciplinary parts and many independent parts - Integration between theory and practice is not strong - Practicality and professionalism is not high - Experiencing activities are relatively simple b) Some pedagogical topics to design learning projects Almost all of pedagogical contents in subjects and courses can be transformed into project topics if they are identified and addressed as 15 professional skills of primary teachers They can be common for many teaching areas or specific for each subject The pedagogical content in the teaching methodology of each subject is very rich, most of which can be transformed into skills One or a group of skills can be project topics, for example, Science lesson planning for primary students, Experiential science teaching method, Conversational language teaching method for primary students Lecturers suggest a series of topics for students to select through group discussion or their own way Lecturers can give advice when necessary c) Project content The content of the project should be clarified: 1) What are the activities of the project?; / What role does the activity play in achieving the whole project goal? Activities can be designed upon the problem to be solved or the content structure of the topic Each small topic, or a topic that needs to be addressed, can be developed into one or several different learning activities Main activities students have to accomplish include: practicing, doing research, problem solving, brainstorming ideas, discussing to determine end products, designing and structuring, collecting data, analyzing data, evaluating, selecting and processing data, developing group work plan, preparing means, resources, preparing off-site learning environment, demo-presenting, presenting, planning and evaluating the product and procedure 3.1.1.2 Designing principles - Ensure clarification of learning objectives and final product for evaluation - Ensure the meaningfulness of learning contents, mainly social and highly practical issues - Ensure student self-reliance - Ensure complexity and interdisciplinary link between learning content and activities - Combine shared activities and individual activities in learning 3.1.1.3 General technical structure of the learning project 3.1.2 Design teaching methods to support students 3.1.2.1 Design suitable teaching methods for project-based 16 learning and pedagogical skills learning 3.1.2.2 Design contingency plans when consulting and supporting students 3.2 Develop and implement a project-based procedure in learning and teaching pedagogical skills 3.2.1 Project-based procedure in learning pedagogical skills 3.2.1.1 Read materials, collect necessary data 3.2.1.2 Assign individual and group tasks 3.2.1.3 Team work 3.2.1.4 Create the final product of the project 3.2.1.5 Evaluate project outputs and learning outcomes 3.2.2 Project-based procedure in teaching pedagogical skills 3.2.2.1 Group and assign tasks 3.2.2.2 Give guidance on implementing learning projects 3.2.2.3 Implement the projects 3.2.2.4 Report project outputs 3.2.3 Instruct, supervise the learning process 3.3 Project-based learning assessment measures 3.3.1 Self-assessment and peer evaluation in project implementation 3.3.1.1 Self-assessment 3.3.1.2 Peer evaluation 3.3.2 Evaluate project-based learning outcomes 3.3.2.1 Evaluate project outputs 3.3.2.2 Evaluate learning outcomes 3.4 Illustrate with some project designs and student activities 3.4.1 The skill of using questions in teaching at primary school 3.4.2 The skill of designing teaching methods at primary school Chapter - Conclusion 3.1 Project-based teaching methods for the teaching pedagogical skills has clearly demonstrated the principles of PBT and the requirement of teaching pedagogical skills is to focus on professional skills There are impacts on students' activities such as cognitive, communication, experience, collaboration, evaluation, selfassessment, theoretical study, practice, independent project design and implementation 17 3.2 The role of students is encouraged to the highest level The role of teacher is to provide consultation in both design and implementation steps Students have to work hard and throughout the project implementation, they always need to self-assess and evaluate each other on the process and results under clear criteria 3.3 Project-based learning assessments consist of two parts: 1) evaluation of the intermediate and final product of the project; / Evaluate the specific learning outcomes that students must achieve through the project Assessment of learning outcomes should be based on the nature of the knowledge, competence or skills that the project aims at If the expected result is a pedagogical skill, that skill must be evaluated Chapter 4: SCIENTIFIC EXPERIMENT 4.1 Overview of the experiment 4.1.1 Purpose, scale, and location of the experiment 4.1.1.1 Purpose - Check the correctness of the proposed scientific hypothesis - Assess the feasibility and effectiveness of project-based methods for pedagogical skills training; specifically, teaching the skill of developing methods for teaching primary students as one of the important pedagogical skills 4.1.1.2 Location The experiment is carried out at the faculty of Primary Education - Ha Noi Pedagogical university (HPU2) HPU2 has gained good reputation for primary teacher training, has good teaching facility, teaching and learning materials can support project-based teaching, highly skilled and experienced teachers who are qualified for undergraduate education 4.1.1.3 Scale and participants The participants are freshman and sophomore at Faculty of Primary Education (school year 2012-2016 and 2013-2017) They are K37 and K38 students 4.1.2 Experiment content and methodology 4.1.2.1 Experiment content 18 Implementation of the project “Developing teaching methods towards positive learning at primary schools” to assess the feasibility and effectiveness of project-based methods for pedagogical skills training; specifically, teaching the skill of developing methods for teaching primary students This is an important pedagogical skill The project “Developing teaching methods for primary students” integrates contents of such subjects as Education and Teaching Science for Primary Students Methodology The project duration includes hours in class + hours of group work (36 hours of self study) Through the project implementation, the experiment of methods for pedagogical skills training are applied in developing teaching methods is an important pedagogical skill that students need to perceive It is also to assess the feasibility and effectiveness of those methods in real teaching and training 4.1.2.2 Experiment methods, techniques, and procedures a) Data collection - Observation: Evaluating students‟ performance in employing standard procedures and techniques for developing teaching methods, level of proficiency, flexibility, and creativity in implementing techniques Using evaluation form to evaluate level of achievement of individual and project group - Analysis of project‟s products: Analyzing the intermediate products basing on projects including learning materials that students collect (summary report), group discussion reports, discussion minutes, self-assessment minutes, mutual evaluations, and group work assessments, etc and the final product is a document which develops teaching methods when they teach a science topic to grade 5th students and explanation for their methods - In-depth interview: Using in-depth interview questions to collect information on the level of students‟ understanding of theory about teaching methodology and developing teaching methods, and plan for individual as well as group activities - Case study: Randomly selecting from experimental group and control group students each and asking them to develop a specific 19 teaching method (for example: group discussion methods) for a grade 5th scientific lesson or a scientific topic, observing the level of skill proficiency and the designed product quality Evaluation criteria Criterion Students’ attitude towards self- practice Criterion Evaluate products of developing teaching methods Criterion Skills of developing teaching methods towards positive learning Skills rating and evaluating 4.1.3 Experiment duration and methods of conducting 4.2 Analyze experiment results 4.2.1 Evaluation techniques and tools 4.2.2 Experiment results 4.3 Experiment general evaluation Experimental process uses a variety of tools and methods of evaluation, with the participation of related parties (student selfassessment, assessment of the university lectures), initial qualitative and quantitative results obtained is the basis for comments on the process of training skills for developing teaching methods for project-based methods for pedagogical skills training The comments are as follows: - The quantitative data on learning outcomes, training skills results and the products of the training process, the research results show that there are some progress made by students in both the control group and experimental group However, Students in the experimental group make more progress, the proportion of students who meet the basic requirement of proficiency is high and very high Students in the experimental group note only acquire proficiency in using basic techniques to develop teaching methods, but also enhance skill effectiveness in doing so Their products of developing teaching methods have met the requirement for innovation in high schools; these products are highly evaluated by teachers and managerial staff in high schools In comparison with students in the control group and students with lower level of training, students in the experimental group also show great difference in workmanship 20 - Students in the experimental group are also in higher inquisitive spirits Students can choose to learn what they are interested in and follow their own preferable learning styles Moreover, using project-based learning, students achieve multiple goals at the same time They gain more understanding about science principles through real experience, self-study, and self-study for application They are trained to overcome difficulties and complete their tasks, to corporate with others, share responsibility, be confident in communication, and improve problem-solving skills They can practice in an extensive environment and space, have real experience, and apply ideas and creativity into practice Besides, according to teachers, students in the experimental group are proficient and creative in using ICT in developing teaching methods Students in the experimental group can develop teaching methods in a variety of learning strategies innovatively and effectively which suit a variety of learning styles They show creativity in choosing and using skills to apply teaching method; develop teaching tools that are suitable for new teaching strategies and teaching skills They can assess the effectiveness of the developed teaching methods, become experts in assessing developed teaching methods when they discuss Through the experiment, the author also identifies difficulties that arise during the project-based teaching for pedagogical skills training Time constraints: Due to the limited time for each subject, teachers and students have to use extra time to complete the experiment It is difficult to arrange the learning schedule and other activities to carry out the project Students are used to individual study, coordinating in working is not familiar to the students Therefore, teachers have to spend a great amount of time and effort to train such skills for students as listening to each other skills, sharing and collaborating skills Project-based teaching requires teachers to prepare and complete a much greater amount of work than usual even though teachers‟ main task is to guide and give advice Teachers using traditional methods of teaching only assign homework and the students have to hand in their work for marks In contrast, in project-based 21 teaching, teachers have to suggest topics, plan the project-based teaching with students, search information to direct students in choosing leaning materials, design evaluation form, follow up the working process to monitor and give help, etc This is the most challenging part that teachers have to overcome when using project-based teaching However, the experiment also shows that project-based teaching gives students many benefits when they are trained to develop teaching methods and many other working skills The experiment results have proved the feasibility and effectiveness of using project-based teaching for pedagogical skills training through the training of developing teaching methods The results also support the science hypothesis proposed Conclusion of chapter 4.1 The experiment results show that most pedagogical skills can be taught using project-based model It is important to have appropriate measures and techniques Teaching working skills is an advantage of this project-based approach It becomes even more appropriate for pedagogical skills in teaching job 4.2 Students gain a lot of vital social skills and values important to the teaching profession such as collaborative skills, project management skills, teamwork skills, social skills, conflict management skills, interpersonal skills, etc beside many valuable qualities through experiment Teaching pedagogical skills in individual subject hardly helps students gain these qualities 4.3 The experiment results also illustrate that methods of teaching pedagogical skills have positive effect on students pedagogical skills learning results as well as students‟ training of skills These factors are significantly improved in the experimental group when comparing them to the control group and comparing the input and output in the experimental group Statistical and T-test techniques show that the difference is not accidental and that the change is truly reliable 22 CONCLUSION AND RECOMMENDATIONS Conclusion 1.1 There has not been a clear conception about pedagogical skills Therefore, the content of pedagogical skills is still not well organized and conducive to teaching It is essential to understand that pedagogical skills are a apart of professional capacity of teachers which are characteristics of teaching profession and other professions not have There have been many studies on using project-based teaching in teaching traditional subjects in high schools as well as in universities This shows that the applying project-based teaching is feasible broadly Project-based teaching has not been used to teach pedagogical skills for a number of reasons, including the inaccurate viewpoint about pedagogical skills These opinions suggest that the issue of using project-based teaching for pedagogical skills training has not been properly studied yet 1.2 The general situation of teaching pedagogical skills in teacher training programs is that there are many changes in teaching content, but teaching methods and strategies have not been changed much The teaching style of lessons - the class still dominates despite the fact that some modern techniques such as discussion, brainstorming, lesson study, issue raising, co-learning etc are used Students‟ learning of pedagogical skills is positive but not really effective because it still depends on traditional methods of teaching with less experience and lack of practical application In other words, students know the theory of working skills more than having the real skills to work There are no effective strategies and methods for pedagogical skills training, especially pedagogical skills Project-based teaching has not been applied much in pedagogical schools Some schools apply this method but it is topicbased teaching not truly project-based teaching There is almost no effective project-based teaching model in pedagogical skills training Lectures and students in pedagogical schools understand theory about project-based teaching, but they not actively involve in the use of this method They point out the obstacles, mainly due to hard work and the lack of time 1.3 Project-based teaching for pedagogical skills training has clearly demonstrated the principles of project-based teaching and that the requirements of pedagogical skills training are to focus on professional skills There are effects on students' activities such as cognition, communication, experience, collaborative working, 23 assessment, self-assessment, theoretical study, practice, planning and carrying out project independently In project-based teaching for pedagogical skills training, students are encouraged to take the center role The role of teacher is to consult and give suggestions in both planning and carrying out the project Students must work really hard and throughout the project they need to self-evaluate and evaluate each other, evaluate in group the working process and results basing on clear criteria Project-based learning assessments consist of two parts: 1) Evaluate the intermediate and final product of the project; / Evaluate the specific learning outcomes that students must achieve through the project The experiment results show that most pedagogical skills can be taught and practiced using project-based teaching Teaching working skills is an advantage of this project-based approach Students gain a lot of vital social skills and values important to the teaching profession such as collaborative skills, project management skills, teamwork skills, social skills, conflict management skills, interpersonal skills, etc beside many valuable qualities through experiment The experiment results also illustrate that methods of teaching pedagogical skills have positive effect on students pedagogical skills learning results as well as students‟ training of skills These factors are significantly improved in the experimental group when comparing them to the control group and comparing the input and output in the experimental group Statistical and T-test techniques show that the difference is not accidental and that the change is truly reliable Recommendations 2.1 To primary school teacher training institutions at university level Re-organize pedagogical skills training content and have capacity-based and skill-based teaching approaches, to avoid longstanding ramifications that make teaching direction unclear Pedagogical skills are specialized for teaching profession, but they have not made teaching profession a professional job Extend the application of modern teaching strategies including project-based teaching in pedagogical skills training It is difficult to use project-based teaching for pedagogical skills training due to the lack of content focus and the fact that there are many separated subjects in pedagogical skills training That is contrary to the teaching profession It is the pedagogical skills training content that is most relevant to project-based teaching if we organize it properly 24 Adopt appropriate policies and measures to encourage teachers to study and apply project-based teaching in pedagogical skills training on the basis of reorganizing the training process All the theoretical parts of the training course should be self-studied by students under some specific policies For example, students need to have a list of minimum required learning materials and an overview report The rest of the content is transformed into specific professional skills or capacity to support the use of modern teaching strategies 2.2 To university lecturers training primary school teachers Practice pedagogical skills in the direction of modernization First of all, use project-based teaching techniques, problem-based teaching techniques, case study, tectonic teaching, and cooperative teaching as a good model for students Change the ineffective teaching habits Adequately apply project-based teaching in pedagogical skills training, first of all to teach professional skills Thoroughly analyze pedagogical skills training content to identify project topics, plan some projects to provide students with reference when they are interested in project-based learning Give support and assist students in learning and practicing social skills as well as technology that facilitate modern learning in pedagogical skills training These skills are collaborative skills, communication skills, conflict management skills, research skills, time management skills, and basic learning skills 2.3 To primary education students Be active in learning and practicing the skills of modern learning in today's multi-media environment These skills are cognitive skills, academic communication skills and learning management skills and integrate them with modern information technology Be active in learning using effective strategies, including project-based learning, stop rote learning habits, and being dependent on course books Try to master collaborative learning skills, projectbased learning, case study learning, tectonic learning, and problembased learning Actively participate in academic projects of the faculty or subject as well as scientific research activities of students Find ways to transform your learning into research and development (R & D) associated with the real teaching situation in primary schools LIST OF THE WORKS OF THE DESSERTATION’S AUTHOR Tran Vu Khanh (2011), „„Project-based Teaching and its Application to Primary Teacher Education”, Journal of Science - Hanoi Pedagogical University 2, No 16/2011, Hanoi Dang Thanh Hung, Trinh Thi Hong Ha, Nguyen Khai Hoan, Tran Vu Khanh (2012), Theories of Teaching Methodology, Monograph for Postgraduate Training, Thai Nguyen University Publishing House Tran Vu Khanh (2014), „„Project-based Teaching – An Effective Teaching Strategy, Journal for Vietnamese Teachers, No 89, September 2014, Hanoi Tran Vu Khanh (2018), „„Some practical issues on Project-based Teaching of Pedagogical Skills”, Journal of Educational Equipment, No 179, Vol 2, October 2018, Hanoi Tran Vu Khanh (2018), „„Prerequisites and Principles in Projectbased Teaching of Pedagogical Skills” Journal for Vietnamese Teachers, No 139, November 2018, Hanoi Tran Vu Khanh (2018), „„Current Situation of the Teaching of Pedagogical Skills for Students of Primary Education in Some Selected Universities of Education”, Educational Journal, Special Issue, August 2018, Hanoi ... Thanh Hung, Trinh Thi Hong Ha, Nguyen Khai Hoan, Tran Vu Khanh (2012), Theories of Teaching Methodology, Monograph for Postgraduate Training, Thai Nguyen University Publishing House Tran Vu Khanh... methods have met the requirement for innovation in high schools; these products are highly evaluated by teachers and managerial staff in high schools In comparison with students in the control group... especially pedagogical skills Project-based teaching has not been applied much in pedagogical schools Some schools apply this method but it is topicbased teaching not truly project-based teaching There