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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGO THI NHUNG DEVELOPING MODULE - BASED INTEGRATED TEACHING COMPETENCY FOR TECHNICAL EDUCATION STUDENTS IN PEDAGOGICAL SKILLS TEACHING Major: Theory and history of education Code: 9.14.01.02 SUMMARY OF DOCTORAL THESIS IN EDUCATION HANOI - 2019 The work was completed at: HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific instructor: Assoc Prof Dr Tran Thi Tuyet Oanh Dr Ta Quang Tuan Reviewer 1: Prof.Dr Phan Van Kha Reviewer 2: Assoc Prof Dr Tran Huu Hoan Reviewer 3: Assoc Prof Dr Le Huy Hoang The dissertation will be defended before the meeting of the School-level thesis council at Hanoi University of Education at the time hour day month year The thesis can be found at the library: - National Library of Vietnam (Hanoi) - Library of Hanoi National University of Education INTRODUCTION Rationale It is clearly stated in the Resolution 29/NQ-TW on fundamental and comprehensive innovation in education: “The content of vocational education (VE) is developed in the direction of integration between knowledge, skills and professional working style to form occupational competencies for learners" Also, the Resolution 29/NQ-TW raised the task of "Standardizing the teaching staff at each education and training level" and pointed out the "Innovation of training curriculum to develop competency and quality for learners ” Integrated teaching between theory and practice is a modern teaching method and is a trend being applied in many developed countries Through integrated teaching, "Learners’ competency to effectively solve problems in the real life as well as real work are developed", forming the integrated competency of the jobs’ tasks to work effectively with certain quality Nowadays, module-based teaching has also been a training trend in many countries around the world which facilitates learners in studying what they need, lifelong learning without repetition of what they have learned In our country, the module-based vocational education system has been conducted in order to train competence-based workers and technicians (skilled workers) be able to work skillfully, meeting the requirements of real production Universities of Technology Education are responsible for training the future teaching staff for vocational education system At present, some universities of technology education have made a movement from content-based to competency-based training However, there are still many difficulties in the application due to the lack of strong theoretical basis for using integrated and module-based teaching for orientation, moreover, the pedagogical skills teaching at universities of technology education has not been developed in integrated module-based approach, the training process is not based on the necessary competencies that vocational education teachers should have, as a result, the training products of the universities of technology education have not yet met the requirements of the vocational education system From the above reasons, the author has chosen the topic "Developing module - based integrated teaching competency for technical education students in pedagogical skills teaching" for the PhD thesis with the desire to make contribution to the improvement of training quality universities of technology education to meet new requirements 2 Research objectives The theoretical background and situation of developing integrated teaching competency in module - based pedagogical skills teaching is studied, then measures to develop module - based integrated teaching competency in pedagogical skills teaching for students at universities of technology education is proposed, contributing to the improvement of teachers training quality for vocational education system Object and subject of the research 3.1 Subject of the research It is the process of pedagogical skills teaching at universities of technology education 3.2 Object of the research It is the developing of module - based integrated teaching competency in pedagogical skills teaching for students at universities of technology education Research hypothesis Integrated teaching competency of vocational education teachers includes many different competencies If the elements of integrated teaching competency necessary to develop pedagogical skills teaching for students at universities of technology education and organizing teaching activities according to modulebased approach are clearly determined, then integrated teaching competency for students will develop, contributing to a better quality of training vocational education teachers at universities of technology education Tasks of the research - Develope a theoretical basis for developing module - based integrated teaching competency in pedagogical skills teaching for students at universities of technology education - Examine, assess the status of developing module - based integrated teaching competency in pedagogical skills teaching for students at universities of technology education - Propose and experiment measures to develop module - based integrated teaching competency in pedagogical skills teaching for students at universities of technology education Scope of the research - The thesis focuses on develop module - based integrated teaching competency in pedagogical skills teaching for formal technical education students at universities of technology education under the Ministry of Labor, Invalids and Social Affairs - The thesis conducts a survey on the situation of developing module based integrated teaching competency in pedagogical skills teaching for students at universities of technology education: Nam Dinh University of Technology Education, Vinh University of Technology Education, Vinh Long University of Technology Education - The thesis’s experiment is at Nam Dinh University of Technology Education Methodology and research methods 7.1.Approach methods: The thesis research is based on activity-based approach, competency- based approach, module - based approach and historical - logical approach 7.2 Research methods - Theoretical research methods group: analysis, synthesis, comparison - Practical research methods group: investigation, interview, observation, product studying, pedagogical experiment - Processing information methods: Mathematical statistics, Excel and SPSS 20.0 software for Window Defended points - To develop integrated teaching competency for students at universities of technology education, it is necessary to determine the integrated teaching competency framework of technical education students, design the pedagogical skills curriculum into modules and organize pedagogical skills teaching for students following the module -based approach - Organize the job analysis of teachers in vocational education will determine the integrated teaching competency framework for technical education students at universities of technology education - Simultaneously implementing measures proposed by the thesis, it will be possible for the developing module - based integrated teaching competency in pedagogical skills teaching for students at universities of technology education to be effective New contributions of the thesis Theoretically: - Better and deeper clarification of some terms related to the topic that have currently been seen by various views such as: Competency and teaching competency; integrated teaching and integrated teaching competency; developing integrated teaching competency, module and module - based teaching - Forming theoretical basis to develop module - based integrated teaching competency in pedagogical skills teaching for students at universities of technology education; The integrated teaching competency framework for students at universities of technology education Practically: - Assessing the current situation about integrated teaching competency of students at universities of technology education and the current situation of developing integrated teaching competency in module - based pedagogical skills teaching for students at universities of technology education, pointing out the limitations and causes of the situation - Proposing measures to develop module - based integrated teaching competency in pedagogical skills teaching for students at universities of technology education - Developing lesson design procedure for integrated lessons, the procedure of conducting integrated lessons and the procedure of evaluating learning outcomes in module - based pedagogical skills teaching Designing the set of criteria and tools to assess the integrated teaching competency for students at universities of technology education CHAPTER THEORETICAL BACKGROUND FOR DEVELOPING MODULE-BASED INTEGRATED TEACHING COMPETENCY OF TECHNICAL EDUCATION STUDENTS IN PEDAGOGICAL SKILLS TEACHING 1.1 An overview of the study matter 1.1.1 Research on integrated teaching, integrated teaching competency 1.1.1.1 Research on integrated teaching Integrated teaching appeared in many countries such as the former Soviet Union, Germany, and Nordic countries at the end of the 19 th and the start of 20th century In the studies by D 'Hainaut, Forrgaty R and Roegiers X, the basic and core issues of integration are mentioned and the question of how can the subjects be integrated to make integrated teaching possible was also raised In Vietnam, there have been some scientists carrying out research on integrated teaching like Nguyen Minh Duong, Nguyen Duc Tri and Phan Chinh Thuc Competency - based integrated teaching has now been studied by many scientists such as Do Manh Cuong, Nguyen Van Tuan, Bui The Dung In general education, this has also been studied by many scientists such as Cao Thi Thang, Hoang Thi Tuyet, Tran Ba Hoanh, Dinh Quang Bao Hence, integrated teaching is a trend concerned and implemented by many countries This is a movement from content-based to competency-based approach in order to train people having competencies to solve problems in professional practice and in life 1.1.1.2 Research on integrated teaching competency * Research on teaching competency Famous authors in the Soviet Union and Eastern European countries in the 1970s of the 20th century such as O.A.Abdoullina, F.N Gonobolin, X.I.Keleelv, Batsep X.Ia and Saprinxkin have had research works on teaching competency of teachers Countries such as Australia, Canada, the US, etc are also have special concern about teaching competency for pedagogical students In Vietnam, there have also been many scientists studying teaching competency, for example Tran Ba Hoanh, Nguyen Duc Tri, Le Khanh Bang, Tran Khanh Duc In the field of technical education: There have been some research works on teaching competency in technical education as well, the thesis by Tran Hung Luong, Cao Danh Chinh, Nguyen Truong Giang, Vu Xuan Hung are some instances The majority of these works mention teaching competency of general education teachers at schools, vocational education teachers, practical teaching competency or teaching competency of technical education students in pedagogical internship practice * Research on integrated teaching competency In recent years, there have been some research works on teaching competency for students and teachers in high schools in Vietnam Some of them are ones by Nguyen Phuc Chinh, Dang Thi Thuan An and Nguyen Thi Viet Ha However, there have not been study on integrated teaching competency for students at universities of technology education 1.1.2 Research on module - based teaching Module-based teaching has been studied in many countries around the world such as France, Australia, USA, Sweden, etc In Vietnam, the book " Vocational Skills Modules - Approach, Guidelines for Compilation and Application " by Nguyen Minh Duong in 1994 is the Vietnam's first research studying the application of modular training There are works on similar matter by Phan Van Lam, Do Huan, Bui Van Quan, Dinh Cong Thuyen, Phan Thi Hong Vinh 1.1.3 Research on developing module - based integrated teaching competency in pedagogical skills teaching 1.1.3.1 Research on developing teaching competency In 1991, Barry K and King L, in the research work named "Beginning teaching", mentioned the competencies necessary to be developed for newly graduated teachers and those for experienced teachers to meet the requirements of society Duminy paid great attention to students’ teaching competency after graduating In Vietnam, recently there have been many thesis which study on developing teaching competency for pedagogical students such as the one by Tran Viet Cuong, Do Thi Trinh, Nguyen Mau Duc, Pham Thi Phuong Huyen 1.1.3.2 Research on developing integrated teaching competency For the last decade, in Vietnam, there have been some research works on developing teaching competency for students at pedagogical schools, namely the ones by Nguyen Phuc Chinh, Tran Thi Gai or the thesis by Do Thi Trinh, Dang Thi Thuan An, Nguyen Thi Viet Ha These works focused on the measures to develop integrated teaching competency for general education teachers, but did not talk about developing integrated teaching competency for vocational education teachers 1.1.3.3 Research on developing module-based in pedagogical skills teaching There have been a number of authors studying the module-based pedagogical skills teaching as research works by Bui Van Quan, Tran Luong, Tu Duc Van, Phan Thi Hong Vinh There have also been some research works on developing competency for students and teachers at universities of technical education as the thesis by Nguyen Ngoc Hung, Nguyen The Dan However, the author have only mentioned teaching competency for theoretical, practical aspects, but not integrated teaching competency In general, from the research overview, it can be seen that: There have been research works inside and outside the country on integrated competency, teaching competency, developing teaching competency, developing integrated teaching competency, pedagogical skills teaching, module - based teaching There have also been some researches on developing integrated teaching competency for students and teachers at universities of technology education However, there has not been any work on developing integrated teaching competency for students at universities of technology education, meanwhile, according to the policy of a radical and comprehensive renovation of education and training in the country, integrated teaching to develop occupational skills for learners has been implemented in our country’s vocational education system Therefore, the study "Developing module-based integrated teaching competency of technical education students in pedagogical skills teaching" will make a contribution in solving theoretical and practical issues about developing integrated teaching competency for students in the training of vocational education teachers, thereby improving the training quality of vocational education teachers at universities of technology education, meeting the demand of developing the country’s education in the future 1.2 The basic concepts 1.2.1 Integrated teaching - Integration: Integration is considered as a coherent and smooth connection between elements to create a perfect thing - Integrated teaching: Integrated teaching is a teaching method in which theory and practice are always closely connected to form vocational competency for learners 1.2.2 Integrated teaching competency - Competence: is the implementation of an activity basing on the combination of essential knowledge, skills and attitudes corresponding to that activity in a certain condition and environment - Teaching competency: is the competency of implementing teaching activities to achieve teaching objectives set in advance - Integrated teaching competency: is is the competency of successfully implementing teaching activities or integrated lessons between theory and practice to form the professional competencies for learners 1.2.3 Theoretical issues on developing integrated teaching competency in module - based pedagogical skills teaching - Development: Development is a process of changing from being imperfect to perfect, from low to high levels, from ineffective or less effectiveness to effectiveness - Developing integrated teaching competency: Integrated teaching competency development is the process of expanding and improving necessary individuals' integrated teaching competencies system to effectively fulfill integrated teaching activities according to the defined objectives - Developing integrated teaching competency in modul - based pedagogical skills teaching: Developing integrated teaching competency in module - based pedagogical skills teaching is the step by step forming and improving the competency to teach theory combined with practice for students to effectively implement integrated teaching according to the determined target 1.3 Theoretical issues on module - based integrated teaching competency in pedagogical skills teaching for students at universities of technology education 1.3.1 The essence of integrated teaching Integrated teaching in vocational education is teaching and learning according to the carrying capacity; focus on outputs is capacity Capacity components here include knowledge - skills - professional attitude 1.3.2 Characteristics of integrated teaching - The philosophy of integrated teaching Integrated teaching aims to implement the philosophy of "competently learning all tasks to have a chance of finding jobs" - Integrated teaching and learning activities are implemented in the form of integrated lessons - Evaluating and confirming learning outcomes according to competency - based results 1.3.3 Characteristics of integrated teaching competency - The structure of of integrated teaching competency is a combination of necessary knowledge, skills and occupational qualities of teachers - Integrated teaching competency is expressed through specific activities The specific point of integrated teaching competency is the smooth and skillful combination between teaching knowledge, guiding vocational skills and 11 (4) Must be consistent with the physiological characteristics of students at universities of technology education and inherit achievements in students' competency development in the training process; (5) Ensure the objective of developing professional personality for vocational education teachers * Content Develope competency parts in module - based integrated teaching competency framework in pedagogical skills teaching for students at universities of technology education proposed above 1.4.3 Ways for developing integrated teaching competency in in module - based pedagogical skills teaching It is possible to developing integrated teaching competency in modul based pedagogical skills teaching through ways: (1) Modules of pedagogical skills teaching and learning activities; (2) Students' self-study and self - training activities; (3) Pedagogical skills training activities; (4) Attending model lectures, learning from other teachers’ experiences; (5) Pedagogical practice 1.4.4 Factors affecting the efficiency of developing integrated teaching competency in module - based pedagogical skills teaching The thesis analyses factors: (1) Students’ awareness about developing integrated teaching competency in module - based pedagogical skills teaching; (2) Positiveness and activeness of educational students; (3) Learning method of students at universities of technology education; (4) Awareness of managers and teachers about developing integrated teaching competency in pedagogical skills teaching for students; (5) Teachers’ teaching competency; (6) Pedagogical skills teaching curriculum; (7) Infrastructure and facilities Chapter conclusion Chapter of the thesis form the theoretical basis of developing integrated teaching competency in module - based pedagogical skills teaching for students at universities of technology education Some concepts related to thesis and different and are differently understood such as competency, teaching competency, integrated teaching competency, developing integrated teaching competency, module, module - based teaching and module - based pedagogical skills teaching have been made accurate Integrated teaching competency framework in pedagogical skills teaching for students at universities of technology education with major competencies and competency parts is confirmed The ways for developing integrated teaching competency in in module - based pedagogical skills teaching are proposed, and pointed out the factors affecting the efficiency of developing integrated teaching competency in module - based pedagogical skills teaching for students at universities of technology education 12 CHAPTER STATUS OF DEVELOPING MODULE-BASED INTEGRATED TEACHING COMPETENCY OF TECHNICAL EDUCATION STUDENTS IN PEDAGOGICAL SKILLS TEACHING 2.1 Information on the status survey 2.2.1 Places for survey The author organizes a survey at three schools under the Ministry of Labor, Invalids and Social Affairs, namely: Nam Dinh University of Technology Education; Vinh University of Technology Education; and Vinh Long University of Technology Education 2.1.2 Survey purpose and respondents * Survey purpose: In order to find out and clarify the current situation of developing integrated teaching competency and develop integrated teaching competency for students at universities of technology education in module based pedagogical skills teaching * Survey respondents: The author conducts surveys among 50 managers and teachers at universities of technology education, 45 managers from vocational training institutions and 450 fourth- year students curently studying at universities of technology education 2.1.3 Survey content * Survey content: (1) The status of integrated teaching competency of students at universities of technology education in pedagogical skills teaching; (2) The status of developing integrated teaching competency in module - based pedagogical skills teaching for students at universities of technology education 2.1.4 Survey method Questionnaires, interviews, observations, product research, experts consultation 2.1.5 Data and rating scale processing - How to deal with the data: Qualitative information is analyzed and synthesized to give general characteristics The quantitative one is processed using mathematical statistical formulas with the support of Microsoft Excel software - Rating scale: the interval scale with mean value is used 13 2.2 Current situation on integrated teaching competency of students at universities of technology education 2.2.1 Situation on awareness of the nature of integrated teaching and the importance of integrated teaching competency * Nature of integrated teaching Teachers have been clearly aware of the nature of integrated teaching, however, students’ awareness are not fully and comprehensively, even many students are still not sure about the nature of integrated teaching * Awareness of the importance of integrated teaching competency 100% of teachers and 90.4% of students have the right awareness of the importance of integrated teaching competency for vocational education teachers 2.2.2 The reality of the integrated teaching competency of students at universities of technology education * Current situation on integrated teaching competency of students at universities of technology education through evaluation of teachers, managers and students at universities of technology education The integrated teaching competency of students is assessed to be average In the three groups of component competency, the two average level are the "Competency of designing integrated lessons" and " Competency of implementing integrated lessons", "Competency of evaluating the learning outcomes of integrated lessons" is approximately the average However, teachers and managers show lower assessment than students * Current situation on integrated teaching competency of students at universities of technology education through evaluation of managers at vocational education centers * Compare results of assessing students’ integrated teaching competency between managers of vocational education centers; managers, teachers and self-assessment of students at universities of technology education Managers of vocational education centers assess the integrated teaching competency of students to be lower than managers and teachers at universities of technology education Assessment by managers and teachers at universities of technology education is lower than the students self-assessment And students at universities of technology education have the highest self-assessment for their own integrated teaching competency 14 2.3 Current situation on developing integrated teaching competency in module - based pedagogical skills teaching of students at universities of technology education 2.3.1 Situation on awareness of developing integrated teaching competency * Situation on awareness of the necessity in developing integrated teachingcompetency for students at universities of technology education All teachers are aware that it is necessary to develop integrated teaching competency for students when teaching pedagogical skills modules 74.7% of the students suggest that the development of integrated teaching competency in module - based pedagogical skills teaching is very important and 18.4% of students find it important There are still 6.0% of students think that development of integrated teaching competency in module - based pedagogical skills teaching is moderately important and 0.9% of students think that it is slightly important * Situation on awareness of the nature of developing integrated teaching competency for students at universities of technology education Teachers have a quite explicit and appropriate understanding of the nature of developing integrated teachingcompetency for students at universities of technology education However, only 30.67% of the students have proper awareness of this issue * Situation on awareness of the purpose in developing integrated teaching competency for students at universities of technology education in module - based pedagogical skills teaching 84.0% of teachers, managers and 77.33% of students at universities of technology education think that the purpose in developing integrated teaching competency for students at universities of technology education in module based pedagogical skills teaching is “To help students to have effective integrated teaching when working as a vocational education teacher” 2.3.2 Current situation on the implementation of developing integrated teaching competency in module - based pedagogical skills teaching * Current situation on the objectives and contents of pedagogical skills teaching curriculum to develop integrated teaching skills for students at universities of technology education - Regarding the objectives of pedagogical skills training curriculum: 84.0% of respondents said that the objective of pedagogical skills teaching curriculum at universities of technology education is to develop occupational knowledge, 72.0% is for vocational skills development and only 38.0% is for developing the competencies to perform occupational tasks of the job 15 - Regarding the content structure: Pedagogical skills training curriculum at universities of technology education is currently composed of 1719 credits (of which is optional), mainly theory, few practice and not structured into modules and integrated lessons * Current situation on procedure of pedagogical skills teaching at universities of technology education Teachers have usually performed a very few of the most basic steps of the teaching process such as "Organization of theoretical research activities" Steps performed by teachers in assessing students' abilities at the end of the lesson, have not been well implemented by teachers * Current situation on method use and form of organizing pedagogical skills teaching to develop integrated competency for students at universities of technology education - About using teaching methods Methods/techniques helpstudents enhance their practical ability, develop self-learning competency are rarely used by teachers - About the use of organizational forms of teaching: The form of "Teaching by speech" is 100% performed regularly by teachers Other forms of teaching organization are rarely or never applied by teachers * Current situation on testing and assessment of pedagogical skills learning outcomes - Tools for testing and evaluating: The system of criteria and standard have not been used to evaluate students’ learning outcomes Contents of testing and evaluation: Quite often focus on knowledge assessment, only a few teachers evaluate the implementation procedure Methods of testing and evaluation: Teachers often use the Written method Assessment through learning profile and self-assessment have never been used Forms of testing and evaluating students learning outcomes: Forms like testing and evaluating the subject at the end of the semester are mainly used Some forms of testing and evaluating have not been used are: "Testing and evaluating after each lesson", "Testing and evaluating by work" 2.3.3 Current situation on the efficiency of using ways for developing integrated teaching competency in pedagogical skills teaching for students at universities of technology education The ways for developing integrated teaching competency in module based pedagogical skills teaching for students are assessed at an average level Among ways, there are 2, way number and are evaluated by managers, teachers and students at the university of technology education at a quite 16 effective level, the remaining ones, way number 2, and are rated at average level 2.3.4 Current situation on factors affecting the efficiency of developing integrated teaching competency in module - based pedagogical skills teaching All factors have impact on the development of integrated teaching competency in module - based pedagogical skills teaching for students 2.4 General evaluation of the situation 2.4.1 Advantages The training curriculum on pedagogical skills has provided a system of basic pedagogical knowledge and some certain practical skills for students The process of organizing pedagogical skills teaching has also included the most basic steps to help students obtain knowledge and partially practice occupational skills 2.4.2 Limitations - Students still not have a deep understanding about the nature of of integrated teaching in current vocational education - Universities of technology education have not developed and implemented module - based pedagogical skills training curriculum for students, inappropriate pedagogical skills teaching procedure, and students' learning outcomes according to standards and criteria of the job in reality have not evaluated 2.4.3 Reasons The current pedagogical skills curriculum in universities of technology education has not been developed on the basis of the work analysis, training objectives and content have not been structured modules There have not been a set of standard and criteria for assessing integrated teaching competency.Students at universities of technology education are not properly aware of the nature and importance of developing integrated teaching competency 17 Conclusion chapter The integrated teaching competency in pedagogical skills teaching of students at universities of technology education is at the average level Assessment by managers at vocational training institutions show that students graduating from universities of technology education only meet the requirements of integrated teaching at a relatively good level The development of integrated teaching competency in module- based pedagogical skills teaching for students universities of technology education is still with problems The pedagogical skills training curriculum has not been structured into modules Students also have little access to competency - based teaching and learning outcomes assessment The steps in class are not close to the class - step procedure in integrated teaching of vocational training institutions The system of criteria and standard for assessing integrated teaching competency in module - based pedagogical skills has not been available yet 18 CHAPTER MEASURES FOR DEVELOPING MODULE-BASED INTEGRATED TEACHING COMPETENCY OF TECHNICAL EDUCATION STUDENTS IN PEDAGOGICAL SKILLS TEACHING 3.1 Principles for developing measures (1) Principles to ensure the outcome standards of technical education major; (2) Principles to ensure the legacy of pedagogical skills training curriculum; (3) Principles to ensure efficiency and feasibility 3.2 Measures to develop module - based integrated teaching competency in pedagogical skills teaching for students at universities of technology education 3.2.1 Designing the pedagogical skills training curriculum at universities of technology education into modules - Objective: to create prerequisite conditions for developing students’ integrated teaching competency in pedagogical skills training process at universities applying module - based approach - Content and way for implementation: Analyzing the content of the current pedagogical training curriculum into modules and designing modules This is carried out with the following steps: (1) Analyze the current pedagogical skills training curriculum; (2) Select the modules related to integreated teaching competency; (3) Design the content of the pedagogical skills training curriculum into modules; (4) Design the modules of the pedagogical skills training curriculum; and (5) Determine the the module’s integreated lessons - Result: The content of the current training curriculum is designed into modules: Designing integrated lessons; Implementing integrated lessons; and Evaluating learning outcomes in integrated lessons with integreated lessons, namely: Identify objectives and contents of integrated lessons; Designing teaching and learning activities of integrated lessons; Selecting technical equipment and teaching facilities for integrated lessons; Preparing integrated lessons teaching; Integrated lessons theory teaching; Integrated lessons practice teaching; Developing standards, criteria and assessment tools of learning outcomes of integrated lessons; Assessment of learning outcomes in integrated lessons - Implementation conditions: Lecturers should be fostered in order to have sufficient knowledge and capacity to design structured training programs pedagogic modular, with the ability to teach the curriculum of pedagogic modular Should appoint lecturers in charge of compiling the training program in accordance with pedagogical modules 19 3.2.2 Develop procedure to design lesson plan for integrated lessons of pedagogical professional modules - Objectives: The procedure of designing lesson plan for integrated lessons will help students design lesson plans with suitable contents and structure, ensuring to be scientific and closely follow the regulations on integrated lesson plans - Content and ways of implementation: Study the objectives and structure of the integrated lessons, find out the necessary and possible conditions of the training institutions to teach integrated lessons, determine the necessary steps to teach integrated lessons - Result: Based on the requirements of the lesson plan for integrated lessons and the above-mentioned principles, the author has developed steps to prepare lesson plans for integrated lessons when teaching the pedagogical skill modules, including these steps: Step Determine the objectives of the integrated lessons; Step Select structure and content for integrated lessons; Step Design teaching and learning activities for the integrated lessons; Step Select necessary equipment, materials and teaching facilities for teaching and learning integrated lessons; Step Determine the duration for each teaching content of the integrated lessons; Step Complete the integrated lesson plan - Implementation conditions: Lecturers must understand the steps of the process of teaching lectures integration of vocational education Design lesson plans integrating lecture must meet the actual requirements of the project and compile teaching university technical teachers to improve teaching to suit the integration of vocational education 3.2.3 Develop procedure to implement integrated lessons of pedagogical professional modules - Objective: The process of organizing the implementation of the lesson plan helps students have detail visualization of the sequence in which each topic, each content, at each specific time of the lesson is implemented ensure the process of implementing the integrated lessons in a scientific logic way to achieve the objectives set out before - Content and way of implementation: The procedure of implementing the integrated lessons is an organic coordination between teachers’ teaching activities and students' learning activities following a properly and scientifically pedagogical principle Besides, teachers need to closely follow the process of implementing the integrated lessons in the reality of vocational education as well as to comply with the regulations by Ministry of Labor, Invalids and Social Affairs 20 - Result: The author proposes the procedure for implementing integrated lessons including stages, each stage includes different following steps: Stage Introduction Stage Topic introduction Stage Guidelines for theoretical learning Stage Develop implementation procedures and sample manipulation Stage Organizing practice for students Stage Observing and adjusting students in practice Stage Evaluation of learning outcomes Stage Self-study guidelines - Implementation conditions: Lectures need to understand the principles and order of the steps and how to organize integrated teaching lectures At the same time, teachers need to design the training activities lectures logically integrated 3.2.4 Develop a procedure for evaluating learning outcomes of pedagogical skills modules - Objective: To help teachers evaluate the learning outcomes of integrated lessons in a scientific way, thereby help students to clearly visualize the process of assessing and developing students' learning outcomes assessment competency - Content and way of implementation: The procedure of evaluating learning outcomes in pedagogical skills teaching according to the module based approach is the sequence of necessary steps to help teachers assess students' learning outcomes That is the process of collecting information about the learning process as well as the learning outcomes, analyzing information about students’ learning outcomes and making necessary assessment conclusions - Result: The author develop the procedure for assessing the learning outcomes in module - based pedagogical skills teaching, including steps: (1) Determine the evaluation content, (2) Announce the evaluation criteria, (3) Collect information about the contents need evaluating, (4) Analyze the information collected, (5) Make decision on assessment, (6) Notice the evaluation results and update the profiles - Implementation conditions: Lecturers should be knowledgeable about the methods and tools for assessing academic performance as well as the steps to conduct evaluation of an integrated lecture and of each module 3.2.5 Measure Develop criteria and tools to assess integrated teaching competency for students - Objective: Developing criteria and tools to assess the development level of integrated teaching competency of students at universities of technology education 21 - Content and way of implementation: The content of the measure is to build standards, criteria and tools to assess the development level of integrated teaching competency of students at universities of technology education This work includes the following steps: (1) Determine the component of competency to be assessed; (2) Develop criteria for each component of competency; (3) Develop tools for assessment; (4) Detail description of performance level in each criterion; (5) Consult the experts on the set of criteria for assessment (6) Complete the set of criteria for assessment - Result: The author has developed a set of criteria to assess the integrated teaching competency for students at universities of technology education in module - based pedagogical skills teaching, including standards, 28 criteria, 37 indicators; develop a set of tools including questions and exercises to assess students’ integrated teaching competency - Implementation conditions: Lecturers need to identify the competencies /outputs to be assessed; identify criteria and assessment tools for each of the students' integrated teaching competencies 3.3 Experimental pedagogy 3.3.1 Objectives and experimental object - Experimental objectives: To verify the correctness of research hypothesis and confirm the necessity and feasibility of the proposed measures - Experimental objects: In the first experiment, they are 25 fifth-year technical education students at semeter 9, majored in electrical engineering technology course 8, of which 12 students were selected as experimental group (TN1) and 13 students were selected as the control group (ĐC1) In the second experiment, they are 29 fourth-year technical education students at semester 8, majored in information technology course 9, of which 15 students were selected as experimental group (TN2) and 14 students were selected as the control group (ĐC2) 3.3.2 Experimental content and procedure - Content: component of competency of integrated teaching competency mentioned in Chapter are experimentalized - Experimental procedure contains the following steps: (1) Experimental preparation, includes: Select experimental and control groups; Develop experimental lesson plans; Prepare conditions for experimentation; Assign teachers for experimental teaching (2) Experimental implementation (3) Evaluation the results after experiment 3.3.3 Criteria and rating scale 22 - Criteria for evaluation: The author has used the set of criteria and rating scale in measure to evaluate experimental results - Scale: The scale has levels as follows: Good if the grade point average (GPA) from 4.21 to 5, quite good if GPA is from 3.41 to 4.20, average if GPA is from 2.61 to 3.40, poor if GPA is from 1.81 to 2.60, very poor if GPA is ≤1.80 3.3.4 Experimental results * The 1st time experimental results The GPA of experimental group TN1 has increased significantly compared to one before the test and is from 3.58 to 4.33, which means the competency is from quite good to good level (7 competencies are at good level, is at very good level) The GPA of the control group ĐC1 is from 2.92 to 3.69, which means that the competency is from the level of average to the beginning of the quite good (of which there are competencies at average level and only are at good level) Thus, the GPA on competencies of experimental group TN1 was significantly higher than that of control group ĐC1 * The 2nd time experimental results The GPA of competencies in students belong to experimental group TN2 are from 3.13 to 3.80 and all are in the average and good level, in which competencies are at good level and are at average level The GPA of the control group ĐC2 are from 2.57 to 3.14, of which are average, is approximately average The results in Figure 3.4 show that the percentage of students with good level in all components of competency in the experimental group TN2 is much higher than that in the control group ĐC2, the percentage of students at the average level in the experimental group TN2 is also lower than that of the control group ĐC2, the percentage of students at poor level in the experimental group TN2 is only out of competencies while in the control group ĐC2 ,there are still many students at this level with a relatively high rate * Results of qualitative analysis after experiment - Students’ motivation in participating in the process of developing integrated teaching competency The survey results show that the percentage of students feel interested and very interested in measures to develop integrated teaching competency in module - based pedagogical skills teaching that the thesis has proposed is at a high rate (88.89%) - Students’ evaluation on the advantages of developing integrated teaching competency in module - based pedagogical skills teaching: 92.6% of the students respond that the developing integrated teaching competency in 23 module - based pedagogical skills teaching helps them realize "Explicit, practical and meaningful learning objectives" Hence, after some pedagogical impacts are carried out, it has brought about effectiveness to the development of integrated teaching competency in module - based pedagogical skills teaching for students Students in the experimental group also have higher motivation in the process of developing their own integrated teaching competency Conclusion chapter Chapter of the thesis has proposed measures to develop integrated teaching competency for students at universities of technology education in module - based pedagogical skills teaching For each measure, the objectives, content and ways of implementation are presented in detail by the author In addition, the author also analyzes the measures’ results as well as the dialectical role and relationship between measures The experimental results show that: In developing integrated teaching competency in module - based pedagogical skills teaching for students at universities of technology education, using the above measures, the competency of students in experimental groups is assessed clearly, in detail, at which level and better connected to the reality of vocational education The results of two experimental studies have proved that students’ competency has changed and developed in a better tendency 24 CONCLUSION AND RECOMMENDATIONS Conclusion - Module - based integrated teaching methods is a modern teaching method, and a policy to innovate vocational education in our country as well - Integrated teaching competency necessary for students at universities of technology education includes components with parts Developing integrated teaching competency in module - based pedagogical skills teaching for students at universities of technology education can be implemented in many different ways and depends on many factors - Integrated teaching competency of students at universities of technology education is still at an average level and is only relatively good in meeting the requirements of integrated teaching at vocational training institutions - The results of experiment study show that the use of measures proposed in the thesis has contributed to the development of integrated teaching competency for students at universities of technology education and prove the correctness of the proposed research hypothesis Recommendations - It is essential for the Ministry of Education and Training, Ministry of Labor, Invalids and Social Affairs to study to develop guideline documentations instructing universities and vocational schools to gradually apply the modulebased approach training to improve the quality of training and meet the employers’ requirements - The universities of technology education should apply measures proposed by the thesis - Teachers teaching pedagogical skills need to clearly understand the teaching procedure according to competency- based approach to focus on developing the skills for students - Students need to be active and autonomous in developing their own integrated teaching competency LIST OF THE AUTHOR’S PUBLISHED SCIENTIFIC WORKS RELATED TO THE THESIS Ngo Thi Nhung (2016), Scientific basis for developing integrated teaching skills for students at universities of technology education, Journal of Vocational Science, Vol 37 & 38, October & November, p.39 - 42, ISSN 2354-0583 Ngo Thi Nhung (2017), Developing vocational education teacher training curriculum according to competency-based modules - Solution to implementing integrated teaching in vocational education system, Vocational Science Journal, Directorate of Vocational Education Training, Vol 46, July, p 9-12, ISSN: 2354-0583 Nhung Ngothi - Thom Ngothi (2017), Developing module-based teaching competency for technical education students in order to renovate technical and vocational education in Vietnam, International Engineering and Technology Education IETEC'17, Engineering and Technology Education Quality Assurance : Embracing the Future, Proceedings of the 4th IETEC Conference, Hanoi, Vietnam, pages 144 - 151, ISSN: 1843-6730, ISBN-13: 978-0-646-54982-8 Ngo Thi Nhung (2018), Current situation on integrated teaching competency of students at universities of technology education, Journal of Educational Science, Vol June, pp.62-65, ISSN: 2615-8957 Ngo Thi Nhung (2018), Some measures to develop integrated teaching competency in module - based pedagogical skills teaching for students at universities of technology education, Education Journal, Vol 443, period December, pp.26-30, ISSN: 2354 - 0753 ... also been many scientists studying teaching competency, for example Tran Ba Hoanh, Nguyen Duc Tri, Le Khanh Bang, Tran Khanh Duc In the field of technical education: There have been some research... will develop, contributing to a better quality of training vocational education teachers at universities of technology education Tasks of the research - Develope a theoretical basis for developing... at universities of technology education to be effective New contributions of the thesis Theoretically: - Better and deeper clarification of some terms related to the topic that have currently been