Therefore, the author has chosen "Developing teaching competence for technology education students through pedagogical training from an integrated pedagogy viewpoint" as a doctoral thes
Trang 1MINISTRY OF EDUCATION AND TRAINING VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES
BASED ON AN INTEGRATED PEDAGOGY VIEWPOINT
Major: Theory and History of education
Code: 9140102
THE SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL
SCIENCE
HÀ NỘI, 2020
Trang 2This thesis has been completed at Vietnam National Institute of Educational Sciences-
Hà Nội
Scientific instructors: Assoc Prof., Dr Vu Trong Ry
Assoc Prof., Dr Nguyen Tuyet Nga
Reviewer 1:
Reviewer 2:
Reviewer 3:
The thesis will be defended by an institute-level board of thesis evaluation at Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao street, Hanoi
At… :00, August ….2020
A copy of the thesis is available at:
- Vietnam National Library
- Library of Vietnam National Institute of Educational Sciences
Trang 3A LIST OF AUTHOR'S RESEARCH WORKS CONCERNING TO THE THESIS WAS PUBLISHED
1 Nguyen Thi Lieu (2017) “Applying the integrated pedagogy viewpoint in teaching to develop professional competence for T.E students”, Journal of Educational Science, No 142, July 2017, pp.49-52
2 Nguyen Thi Lieu (2018), "Some theoretical issues on the integrated teaching
in Vietnam", Journal of Educational Equipment, No 174, vol 1 - 8/2018, pp.1-3
3 Nguyen Thi Lieu (2018), "Testing and assessing academic results from the pedagogical viewpoint integrated in pedagogical training", Journal of Educational Science, No 05, pp.45-50
4 Nguyen Thi Lieu (2019), " Conceptual designs and implementation of integrated situations in pedagogical teaching for technical pedagogical students", Journal of Educational Science, No 20, August 2019, pp 31-35
Trang 4INTRODUCTION
1 Rationale
Developing teaching staff, especially "improving the quality, responsibility, morality and professional competence", "standardizing the teaching staff" is an indispensable requirement for education and traing in the current context
The quality of vocational educators (V.Es) has been inproperly developed or satisfied the requirements of vocational education in the new context Improving the quality of practice
in T.E universities is a solution to develop the capacity and quality of vocational educators
Teaching competence (T.C) is the most basic competence in the professional competence of teachers Developing T.C for students of technology education (T.E) at T.E universities is done in many different ways, in which pedagogical training (P.T) is the most convenient and effective way However, current T.C, in general, are still limited
The current socio-economic context with the process of globalization, knowledge economy and the fourth industrial revolution has led to changes in the requirements for human resources, including V.Es and their practice products
Applying an integrated pedagogy viewpoint - a pedagogical view towards the development of students’ ability to train students in T.E universities is an appropriate way to develop professional capacity However, up to now, there have not been many studies on applying the integrated pedagogy in teaching in general and P.T in particular, the theory of integrated pedagogy is still generally defined Therefore, it is necessary to carry out studies
to supplement the theory of integrated pedagogy, to determine the path and ways of developing students’ capacity through P.T from an integrated pedagogy viewpoint
Therefore, the author has chosen "Developing teaching competence for technology education students through pedagogical training from an integrated pedagogy viewpoint"
as a doctoral thesis subject
2 Research objectives
Clarify the theoretical and practical basis to develop T.C for T.E students through pedagogical training, which is based on proposed measures to conduct pedagogical training under integrated pedagogy to develop T.C for T.E students
3 Object and participants of the research
3.1 Object of the research
The training period of students in various T.E universities
3.2 Participants of the research
Students involved in pedagogical training in T.E universities
4 Theoretical background
Applying integrated pedagogy viewpoints in pedagogical training is appropriate to develop T.C for T.E students If we apply the integrated pedagogy viewpoint of pedagogical practice by consistently implementing the integration of purpose, content, teaching methods, and assessing practice results in a way to integrate into required teaching capabilities with T.E students, we will improve the effectiveness of the development of teaching capabilities for them
Trang 55 Steps of the research
- Building a theoretical background for developing T.C for T.E students through pedagogical training under integrated pedagogy views
- Conducting a survey to investigate current situations of T.C for T.E students through pedagogical training
- Proposing measures to organize pedagogical training under integrated pedagogy views in order to develop T.C for students of technology education
- Experimenting measures to organize a pedagogical practice period under integrated pedagogy views to develop T.C for students are proposed
6 Limitations of the research
- Content limitation: the thesis only focuses on teaching pedagogical modules and organizing pedagogical pratice according to integrated pedagogy views in order to develop T.C for students of technology education
- Limitation of survey participants: lecturers and students of T.E at universities of technology and education in Hung Yen, Nam Dinh, and HCM City
- Demonstration of pedagogical practice under the integrated pedagogy viewpoint to develop T.C and its experiments for T.E students are implemented at Hung Yen University
of Technology and Education
- Survey method by questionnaire
- Research methods of educational activities
Trang 6- Applying integrated pedagogy views in pedagogical training is an effective strategy to develop T.C for T.E students because of the integrated pedagogy views that aim to develop students’ skills It is also necessary to enable them to apply a combination of different knowledge and skills in solving specific situations associated with teaching practice
- In order to develop T.C for T.E students through P.T from an integrated pedagogy view, it is necessary to propose measures for teaching pedagogical modules, and for pedagogical practice from an integrated pedagogy application
- The context of developing T.C for T.E students at universities still has shown certain limitations Proposed measures for T.E students from the integrated pedagogy viewpoint must
be aimed at developing T.C for T.E students, and those limitations should be overcome
9 New contributions to the thesis
- The thesis has supplemented and clarified the concept and nature of integrated pedagogy; apply integrated pedagogy views to the learning process; the ways to develop teaching capabilities for T.E students design; developing T.C for T.E students through pedagogical training At the same time, it identifies the required competencies of V.Es and analyzes them
- The thesis has clarified the reality of developing T.C for T.E students through pedagogical training in some pedagogical universities such as characteristics of the current pedagogical curriculum; the reality of pedagogical practice at those universities; the situation of developing T.C for T.E students through pedagogical training, and the levels of teaching competence that T.E students achieve after completing the pedagogical professional curriculum
- The thesis has proposed measures to organize pedagogical practice in the integrated pedagogy viewpoint to develop T.C for T.E students It helps to teach of pedagogical modules
in the integrated pedagogy viewpoint in order to develop teaching capability, and organize pedagogical practice based on an integrated pedagogy viewpoint to develop T.C T.E students
Chapter 1: THEORICAL BACKGROUND OF THE DEVELOPMENT OF TEACHING COMPETENCY FOR TECHNOLOGY EDUCATION STUDENTS THROUGH PEDAGOGICAL TRAINING FOLLOWING THE INTEGRATED
PEDAGOGY PERSPECTIVE 1.1 Overview of research related to the thesis topic
From the overview of works related to the thesis topic, we can draw some following comments:
- There are many domestic and foreign studies on capacity development for students at universities
- The T.C has been studied by many authors, including many discussions on the concepts, structural elements, and classifications of teaching capability T.C development for pedagogical students also has many research projects with different approaches and together with different ways of developing T.C in each specific field
Trang 7- When researching P.T for pedagogical students, the authors focus on research in the direction of clarifying the situation and proposing solutions to improve the quality of pedagogical skill training based on other viewpoints and approaches
- The theory of integrated pedagogy has a lot of researches, including aspects such as integrated pedagogy definition, educational institutions, and objectives of integrated pedagogy, fundamental concepts of integrated pedagogy, ways of integration, directions, application of the integrated pedagogy in developing curricula, textbooks, assessing students’ learning results, using integrated situations in teaching
Applying integrated pedagogy viewpoints by the authors studying different levels but there has not been any research project to apply integrated pedagogy in training T.E students
Research to develop competencies for learners continues to be put in place Applying integrated pedagogy to develop self -studying skills for students of pedagogical skills poses issues that need to be solved in the thesis: Supplementing the theory of integrated pedagogy and proposing measures to develop the self -studying skills for students with technical skills through pedagogical practice from the integrated pedagogy viewpoint
1.2 Concept of integrated pedagogy
In essence, integrated pedagogy is a teaching concept that aims to develop students’ competence by consistently integrating all elements of the teaching process, in which the central task is to design integrated case systems, corresponding with the competencies that need to be formed in the learner and organizing for the learner to effectively solve those situations thereby developing capability
The use of integrated pedagogy concepts in the teaching process is reflected in the basic elements of the teaching process such as objectives, content, teaching methods, and assessment of results Specifically, teaching objectives are determined from an integrated pedagogy concept; build curriculum contents based on integrated pedagogy concept; choose teaching method from an integrated pedagogy viewpoint; evaluate learning outcomes from
an integrated pedagogy viewpoint
1.3 Teaching competence needs to develop in technology education students
1.3.1 Concept of teaching capability
T.C - one of the professional competence of teachers T.C is the integration of knowledge, career skills, appropriate attitude and other psychological factors used by teachers to effectively solve specific situations in task-based teaching activities
Trang 81.3.2 Labor characteristics of vocational educators
The labor of teachers (pedagogical workers) has specific characteristics compared to other types of labor, workers of V.Es have characteristics compared to teachers in general It is the synthesis of labor both of a teacher and an engineer; teaching and teaching at the same time
1.3.3 Structure and expression of teaching competence of vocational educators
T.C of a V.Es includes: capacity to prepare for teaching, the ability to conduct teaching, the ability to check and assess learning results, and the capacity to manage teaching profiles
T.C by V.Es is demonstrated as follows:
Table 1 1: Expressing teaching ability of vocational educators
Competence to
prepare for
teaching
- Mastering the characteristics of learners
- Planing module/
subject-based teaching
- Lesson planing
- Identifying the majors, levels
of knowledge and skills, interests, learning styles, genders, ages, regions of learners
- Seting up a module/subject teaching plan based on the curriculum and implementation plan
- Identifying lesson objectives
in the direction of forming capacity, expressing from a learner's perspective, which can be observed and measured
- Designing accurate, detailed and convenient learning content for students’ learning activities
- Designing students’ activities, identify appropriate learning strategies, and promote students’ activeness
- Designing corresponding teaching activities, ensuring effective learning activities
- Preparing facilities for teaching conditions: learning materials,
- Designing the objectives, contents of the program, methods and teaching facilities in accordance with students’ characteristics
- The teaching schedule is full
of formal components, content distribution, timing and identification of tasks to prepare for each appropriate lesson
- Lesson objectives include 3 components: knowledge, skills, and attitude; expressed
in terms of learners, consistent with the lesson content, which can be observed and
measured
- Content ensures accuracy, modernity, detail, logic, fit with learners
- Learning activities are described from the perspective of cognitive activities of learners; Consistent with the objectives, lesson content, directed to promote the positive of the learner
- Teaching activities are in line with learning activities, ensuring effective learning activities
Trang 9facilities, teaching equipment, necessary materials, suitable to the objectives, contents and teaching methods
- Sufficient teaching facilities in term of science and pedagogy
- Using teaching techniques
- Using teaching facilities and practical equipment
- Communicate and build a learning environment
- Classroom management
- Presenting a reasonable Powerpoint slides; words that are loud, clear, coherent and attractive; correctly used technical language
- Teaching techniques are used reasonably and effectively, promoting the positive and creative characteristics of learners
- Proficient use of teaching facilities, equipment, and application of information technology in teaching to bring efficiency in teaching
- Demonstrating friendliness, respect, and encouragement to learn; Safe learning space
- Properly handling of pedagogical situations that arise
- Demonstrating the role of organizing and guiding classroom activities according to the lesson plan, covering the classroom, the lesson in accordance with the scheduled time
- Spoken and written language used in the classroom is reasonable, scientific and effective
- Using and combine teaching methods and techniques to achieve lesson objectives
- Effectively exploiting the teaching facilities in the lesson
- Creating a psychological atmosphere, friendly, positive
environment
- Ensuring lesson objectives and education within case handling
- Organizing and covering the class well to ensure the lesson meets the set objectives and plans
- Carrying out evaluation activities
- Handling, analyzing and commenting on evaluation results
- Selecting and design testing and evaluation tools: exercises, exam questions, and grading guides
- Using the evaluation forms and methods suitable for different evaluation purposes in assessing students’ study results
- Encouraging students to assess their own learning results
- Handling and making comments, feedback on students’
study results, adjusting their teaching activities
- Selecting the assessment tool appropriate to the objectives, lesson content/modules, characteristics of learners
- Examining and evaluating academic results to ensure education and regulations
- Developing self-assessment capacity in learners
- Correctly handling of learning results and giving positive effects to learners
Trang 10- Preserving and stor form and teaching profiles
1.4 Developing teaching capacity for technology education students through pedagogical training following integrated pedagogy viewpoints
1.4.1 Teaching-based development
Developing T.C for students is the process of organizing teaching and education activities with the purpose of helping students with the capacity to teaching ability, from T.C is still incomplete to learning outcomes are achieve
1.4.2 Training pedagogical process
Training T.C for T.E students is aimed at organizing activities for modules and pedagogical practice; therefore, students will have the necessary pedagogical skills to effectively carry out teaching jobs as vocational educators
Practicing pedagogical skills at the university plays an important role in developing T.C for students When teaching pedagogical modules, guided by a team of experts in educational science, based on a systematic and scientific curriculum with appropriate facilities, students will perceive the system of knowledge, professional skills And systems enclose with an important orientation for activities in the future career The process of pedagogical practice with the meaning of practicing the knowledge and skills acquired through the pedagogical modules with the guidance of pedagogical teachers and experienced V.Esto help students with technical skills in developing and demonstrating their teaching capabilities in a real environment
Training pedagogical skills for T.E students with the following characteristics:
- Consistency between pedagogy and technology;
- Subjects of teaching and educating in pedagogical practice for T.E students are students, students at vocational training institutions, with many different ages ranging from
1.4.3 Developing teaching pacacity for technology education students through pedagogical
training from integrated pedagogy viewpoints
Training pedagogical skills for T.E students from an integrated pedagogical viewpoint is an effective solution to organize teaching activities, pedagogical modules, and pedagogical practice to help student study effectively, solve integrated situations corresponding to the pedagogical competencies needed by T.E students, thereby it also
Trang 11helps students acquire the pedagogical competencies as an educator job Pedagogical practice for T.E students consists of two stages: teaching pedagogical modules and pedagogical practice with different properties so that the application of pedagogy viewpoint
is integrated Each stage also has its characteristics
Developing T.C for T.E students through teaching pedagogical modules following an integrated pedagogy viewpoint is implemented by organizing the process of teaching pedagogical professional modules The whole process of teaching pedagogical modules from defining objectives, developing content, choosing methods, means, and assessing learning results must show an integrated pedagogy viewpoint, and towards developing T.C for students
Developing T.C for T.E students through pedagogical practice from an integrated pedagogy viewpoint is implemented by organizing students to perform the teaching duties
of vocational educators, and to evaluate the students’ ability to perform those tasks
1.5 Pathways to develop teaching pacacity for technology education students
There are many ways to develop T.C for technonolgy education students in universities of education such as through pedagogical training, pedagogical competitions, intensive training activities, or contents in courses Therefore, pedagogical practice is an effective way to develop T.C for T.E students
1.6 Factors affecting the development of teaching capacity for pedagogical training following integrated pedagogy viewpoints
Including: P.T program, lecturers’ teaching skills, facilities, teaching facilities, learning materials, pedagogical practice, ability and levels of the student
Chapter 2: CURRENT SITUATION OF DEVELOPING TEACHING CAPACITY FOR TECHNOLOGY EDUCATION STUDENTS THROUGH PEDAGOGICAL
PERSPECTIVE 2.1 Overview of actual surveys and surveys
2.1.1 Aims of the study
Assessing the situation, including: methods and results, limitations of teaching capability, developing activities for students at T.E universities, lecturers' awareness of integrated pedagogy viewpoints, from which it is possible to lay a foundation for proposing measures to organize pedagogical practice following integrated pedagogy to develop T.C for T.E students
- Current situation of developing T.C for T.E students through P.T skills;
- Difficulties that lecturers encounter in developing T.C for T.E students;
Trang 12- The levels of teaching that students had completed in term of pedagogy after programs;
2.1.3 Place for the survey
The survey was conducted at 03 T.E universities: Ho Chi Minh City University of Technology and Education, Hung Yen University of Technology and Education, Nam Dinh University of Technology and Education
2.1.4 Methodology, tool and participants of the survey
The survey methodology has been conducted in form of interviews, observation, active product research, and conversations
2.1.5 Participants of the survey
- 10 managers of faculties/ pedagogical institutes at T.E universities;
- 50 lecturers who get involved in teaching pedagogical skills
- 350 fourth year-students at T.E universities
2.2 The result
Based on the survey results, the following statements can be temporarily concluded:
- The current P.T program is not an adequate program built in an integrated direction However, there are elements of a fully integrated program in the direction of integration
- Regarding the situation of P.T in T.E universities, most lecturers have performed well their tasks, all 3 types of lesson objectives in the lesson plan, whereas identifying this objective mainly based on the lesson content Teaching methods are flexibly applied, but complex teaching methods are rarely applied, requiring high intellectual effort and students' activeness Almost teaching facilities are also used in the lessons, especially modern teaching facilities, but
a few functional rooms have been used such as teaching labs, network rooms to exploit information for lessons to practice for teaching methods, facilities, and technologies The form
of teaching is not diversified, mainly teaching in class with pedagogical modules Assessing student learning results, students still mainly use forms of writing and essay tests but they have not used many types of exercises and product reviews
- The survey shows that the frequency of measures by lecturers are taken to develop T.C for T.E students through P.T that the author of the dissertation offers is not yet many, in particular, the construction and use of integrated situations in teaching pedagogical skills are limitedly implemented
In the process of developing T.C for students, there are still difficulties such as facilities have been equipped, they have not yet met the needs of teaching used by lecturers and students; each relationship between faculties and T.E institutions is still not closely bound
- There are many factors affecting the development of T.C of T.E students, in which, facilities, teaching facilities need to be supplemented; learning materials need to be compiled
Trang 13in a way that is convenient for students' self-study; pedagogical programs should continue to update and improve; teaching pedagogical skills need to increase the use of complex teaching methods, and enhance the professional experience
- The results of the P.T process are expressed at the level of teaching competence that T.E students achieve at an average level, or "relatively proficient"
Conclusion for chapter 2
The current pedagogical program already contains elements but it is not a complete program from an integrated pedagogy viewpoint The current situation of P.T at T.E universities has many positive points but there are still factors affecting and hindering the process of developing T.C for T.E students
Most lecturers are interested in developing T.C for T.E students in terms of pedagogical teaching However, the number of lecturers implementing T.C with development measures is mentioned at a frequent level, at low level
Factors affecting the development of T.C besides favorable impacts also need to be improved and better support the development of T.C of T.E students
Teaching capabilities that T.E students gain after completing the pedagogical program is assessed at average and fairly levels Among those teaching capabilities, although it is highly appreciated, it needs to be further promoted, and it is necessary for further development of pedagogical teaching processes
Chapter 3: ORGANIZING PEDAGOGICAL TRAINING FOLLOWING THE INTEGRATED VIEWPOINT TO DEVELOP TEACHING CAPABILITIES FOR
TECHNOLOGY EDUCATION STUDENTS 3.1 Principles of having pedagogical training following an integrated pedagogy viewpoint to develop teaching pacacity for technology education students
- Ensuring the conformity with the process of capability development in students
- In accordance with the pedagogical program at T.E universities
- Demonstrating the integrated pedagogy viewpoint
3.2 Measures to organize pedagogical trainging in an integrated pedagogy viewpoint to develop teaching pacacity for technology education students
3.2.1 Organization of teaching pedagogical modules in an integrated pedagogy viewpoint
to develop teaching pacacity for technology education students
3.2.1.1 Building a minimum teaching pacacity framework required of T.E students
Table 3 1: Minimum teaching capabilities framework that T.E students need