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
3 A 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.
1 INTRODUCTION 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.
2 5. 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. 7. Methodology 7.1. Methodology The thesis is carried out with following approaches: integrated approach, systemstructure approach, practical approach, capacity-based approach. 7.2. Research method 7.2.1. Theoretical research Including methods of analysis, synthesis, classification, systematization, and modeling. 7.2.2. Practice-based resarch - Survey method by questionnaire - Research methods of educational activities - Interview method - Experimental method In addition, observation method, interview method, conversation method, consulting opinions from experts are also used. 8. Thesis defense - Developing T.C for T.E students through P.T is the most effective solution. Through the training of pedagogical practice, T.E students are entitled to acquire the knowledge, teaching skills, develop the T.C necessary to carry out technical teaching activities by vocational educators.
3 - 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.
4 - 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 1.2.1. Definition Integration is derived from Latin with the meaning of restoring the general, the whole, the unity on the basis of the individual parts. integrated pedagogy is a teaching concept that aims to form and develop in learners the competencies necessary for their careers and lives by implementing a consistent integration throughout the teaching process from the goal, teaching content, methods, teaching facilities, and evaluation of outcomes. 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.
5 1.3.2. 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 Capacities
Competence to - Mastering the - Identifying the majors, levels prepare for characteristics of of knowledge and skills, teaching learners interests, learning styles, genders, ages, regions ... of learners. - Seting up a module/subject - Planing module/ teaching plan based on the subject-based curriculum and implementation teaching plan.
- Lesson planing
- 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.
Quality indexes - 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 - Designing students’ activities, described from the identify appropriate learning perspective of cognitive strategies, and promote activities of learners; students’ activeness. 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 - Preparing facilities for teaching activities. conditions: learning materials, - Designing corresponding teaching activities, ensuring effective learning activities.
Capacity to - Using the implement language teaching process
- Using teaching techniques
- Using teaching facilities and practical equipment - Communicate and build a learning environment - Classroom management
Capability to - Creating exmanine and evaluation tools evaluate academic results - Carrying out evaluation activities - Handling, analyzing and commenting on evaluation results
facilities, teaching equipment, necessary materials, suitable to the objectives, contents and teaching methods.
Sufficient teaching facilities in term of science and pedagogy.
- Presenting a reasonable Powerpoint slides; words that are loud, clear, coherent and attractive; correctly used technical language.
- Spoken and written language used in the classroom is reasonable, scientific and effective.
- Teaching techniques are used - Using and combine teaching reasonably and effectively, methods and techniques to promoting the positive and achieve lesson objectives. creative characteristics of learners. - Effectively exploiting the - Proficient use of teaching teaching facilities in the facilities, equipment, and lesson application of information technology in teaching to bring - Creating a psychological efficiency in teaching atmosphere, friendly, positive - Demonstrating friendliness, and safe learning respect, and encouragement to environment. learn; Safe learning space. Properly handling of pedagogical situations that arise. - Ensuring lesson objectives and education within case - Demonstrating the role of handling organizing and guiding classroom activities according to the lesson - Organizing and covering the plan, covering the classroom, the class well to ensure the lesson lesson in accordance with the meets the set objectives and plans. scheduled time. - Selecting and design testing and evaluation tools: exercises, exam questions, and grading guides.
- Selecting the assessment tool appropriate to the objectives, lesson content/modules, characteristics of learners.
- Using the evaluation forms and - Examining and evaluating methods suitable for different academic results to ensure evaluation purposes in assessing education and regulations. students’ study results. - Encouraging students to assess - Developing self-assessment their own learning results. capacity in learners - Handling and making - Correctly handling of comments, feedback on students’ learning results and giving study results, adjusting their positive effects to learners. teaching activities.
7 Capacity to - Fully test and implementing evaluating teaching forms learning and records. results - Preserving and stor form and teaching profiles as prescribed.
- Completing the form, set up - Completing forms and teaching profiles teaching profiles. - Arranging books, teaching profiles and archives according to regulations.
- Scientific arrangement, convenient for teaching and reviews
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 15 to 25 years old; - Dialectical unity between the three components: theory, symbol, and practice (components of technological thought) in the T.C of technical teachers; - The method of P.T also shows difference when the majority of T.E universities apply assembly models and artculation models in training students. 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
8 helps 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. 2.1.2. Survey contents - Lecturers' awareness of integrated pedagogy viewpoint and developing T.C through pedagogical practice following integrated pedagogy viewpoint; - Current situation of P.T at T.E universities: pedagogical programs; the situation of teaching pedagogical modules, the situation of organizing pedagogical practice for 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;
9 - 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
10 in 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 22.214.171.124. Building a minimum teaching pacacity framework required of T.E students. Table 3. 1: Minimum teaching capabilities framework that T.E students need TT 1
Teaching capabilities Teaching preparation
Minimum required in T.C of T.E students - Designing a module and subject-based teaching plan assigned on the basis of the program and training plan of the whole course. - Designing a lesson plan which identifies the lesson objectives, designing accurate and detailed learning content; designing learning
11 activities and teaching activities in accordance with the learning content, promoting the learning activeness of learners; - Preparing a full range of teaching facilities, tools, materials and materials necessary for the lesson. 2
- Using and coordinating teaching methods in accordance with the content and characteristics of learners, promoting the students’ activeness. - Proficient use of teaching facilities and equipment to improve lesson effectiveness. - Presenting a reasonable / scientific Point / Power Point table; The language is loud, clear, attractive, and correctly uses technical terms. - Organize and guide students’ learning activities according to the plan, cover and manage the class well, the time difference is not much compared to the expected. - Create a vibrant, friendly and safe learning environment; handle appropriately pedagogical situations arising (if any).
Study result - Select and design test tools to evaluate students' study results such assessments as questions, exercises, test questions, and instruction cards to ensure that they are consistent with the objectives and contents of the module / subjects. - Carry out fair and objective examination and evaluation in accordance with the regulations of the educational institution. - Handling test results, thereby adjusting students’ learning activities and their own teaching activities.
Teaching profile - Fully implement the provisions of the basic form types in teaching management profiles, arranged in a scientific way, convenient to use and test.
126.96.36.199. Analyzing teaching cabability into teaching objectives - To form teaching cabability, T.E students need to achieve the following 6 objectives: 1) Identify characteristics of apprentices 2) Make a subject / module teaching plan 3) Define lesson objectives 4) Design learning content 5) Designing students’ activities and corresponding teaching activities 6) Prepare necessary equipment and materials - To form teaching cabability, T.E students need to achieve the following 6 objectives: 7) Present the board (and PowerPoint) logically, with loud, clear, coherent, engaging words 8) Flexible use and coordination of teaching methods and techniques 9) Fluently use and effectively handle common teaching facilities and equipment, apply information technology to teaching. 10) Properly handling of pedagogical situations that arise.
12 11) Develop a collaborative, positive and safe study environment. 12) Fulfilling the role of organizing and guiding the activities in the classroom according to the lesson plan, in accordance with the scheduled time. - To develop the capabilties to test and evaluate academic results, T.E students should achieve the following objective: 13) Design exercises, essay questions for specialized subjects; 14) Designing answers, guiding the grading of tests in specialized subjects. 15) Use evaluation forms and methods suitable for different evaluation purposes, ensuring education and compliance with regulations. 16) Comment, feedback on student's academic results 17) Organization for students to self-assess their study results and other students. - To develop the capability to manage teaching profiles, students need to achieve the following obejctives: 18) Complete the forms, set up teaching profiles. 19) Streamline records, facilitate storage, use, and archive according to regulations. Thus, in order to develop teaching cabability for T.E students, it is necessary to help them achieve the above 19 objectives. Developing a target table for teaching competence will help teachers teaching pedagogy to understand the teaching competence created by what knowledge and skills and can visualize the integration levels. in the teaching process. 188.8.131.52. Design integrated situations corresponding to each teaching cabability Designing integrated cases should ensure the following requirements: fit, clearly define the objectives of the situation, the case must support capacity development, support personalize learning and must be a situation typical case. The process of designing an integrated situation involves the following steps: 1) determining the capacity to develop; 2) identify the knowledge and skills to integrate; 3) data collection for situations; 4) staging and writing situations; 5) correct and perfect the situation. Integrated situations for developing teaching preparation capacity: No . 1
2 3 4 5
Situations Situation 1: An's teaching plan Situation 2: Lesson plan of students practice Situation 3: Cong’s first lesson Stiuation 4: E- learning lecture Situation 5: Hung's first praticing week
Use in teaching content: Organize the process of technical teaching
1) Identify apprenticeship characteristics 2) Make a subject / module teaching plan
Function of the situation: Developing a teaching schedule is the regular work of a career educator. This situation helps students develop a subject /module-teaching plan, which specifies the object, content, time and expected facilities and conditions for the activity teach this subject / module. This situation requires students to coordinate the understanding: program content analysis, psychological characteristics of apprentices, preparatory work for teaching lessons. Situation description: An is a fourth-year T.E student, she is practicing at a vocational college. An was instructed by the instructor to build a teaching profiles for upcoming lessons, including the tasks to prepare a teaching plan for a course in practicing with the sewing technique for the Vocational College of Garment, course 25 (CDM25A). According to the schedule, this subject will be done on Tuesday, on Friday morning; each practice session lasts 6 hours and starts from March 5, 2018. Based on the sewing technique program and the schedule, An has made a teaching schedule and submitted it to the teacher. An wondered what he needed to fix. 1. Revise the teaching schedule above to help An. 2. Set up a teaching schedule for 01 theory subject and 01 practice subject following the profession that you are planning to teach (according to the specific schedule). AN’S TEACHING PLAN (index 5)
Integrated situations for developing teaching cabability for T.E students: No . 1 2
Integrated modules P.P
Situation 6: working as a teacher
Situation 7: Teaching model from Ms.Ha Situation 8: “scorpion” teachers Situation 9: Job admisstion for vocational educators
Situation 9: Admission for vocational educators Subjects: KN&PPDHKT Use in section: Implementing teaching techniques
These capabilities are integrated in situations: - Ability to prepare for teaching - Teaching performance - Ability to manage teaching profiles
Applied in P.P S.M
14 Functions used in situations Teaching tasks of V.Esinclude many tasks: preparing for teaching, conducting teaching, managing teaching profiles, and evaluating. In this situation, students will perform different tasks: planning, teaching, managing teaching profiles are the basic tasks of a career educator. To carry out this task, students need the following knowledge and skills: characteristics of apprentices, formulation of subject teaching plans, lessons, formulation of lecture outlines, preparation of teaching facilities, teaching demonstration lesson that. Situation description: After graduation, you will attend a job employment as a lecturer at a vocational college according to the recruitment notice posted on the university's website. EMPLOYMENT INFORMATION (index 8) 1. You are required to prepare the teaching documents according to the admission requirements (teaching schedule, theoretical lesson plan, practical lesson plan, integrated lesson plan, lecture outline) and necessary teaching facilities for The lecture will show dossiers of attendance are bound in volumes. 2. You are required to perform 1 of the 3 lectures (withdrawing mode). Situations to develop the capacity to access and evaluate No 1
Integrated objectives Situation 10: Exam questions objectives: 13 + of a garment department 14
Situation 10: an exam for a teacher at garment department Subjects: KN&PPDHKT The objectives are integrated: Used in content teaching: 13) Designing exercises and exam questions for specialized Designing assessment tools subjects; 14) The design is given grading guidelines for the subject area subject matter tests Functions of the situation - Evaluating students' learning results is a regular task in teaching activities. In the trend of capability-based training, how performance-based assessments made is necessary for T.E students. - In order to handle this situation, students need to have knowledge and skills about building assessment tools, current assessment trends, principles in assessment, evaluation methods and results evaluation. Situation description: A teacher of sewing technique at a vocational college quoted assessing this subject: “At a tailor shop, a customer came to get a shirt by appointment with the store owner. When
15 guests try to wear on the body saw the front skirts were cut and suggested reparation. Please let me know, are there any causes leading to the phenomenon of finished shirt skimming? How to fix each error? ” 1. Compare the above checking out method with the way out: “Present the formula to make a shirt. Point out the cause of the shirt's skimming. ” 2. Distinguish assessment tools according to competence with knowledge and skills assessment. 3. Develop an exercise to check the process and a finalized test for a subject in the major that you intend to teach. Identify the guidelines for marking the test you have just developed. 184.108.40.206. Organizing pedagical training following designed integrated situations With the aim of developing teaching cabability for T.E students, using teaching methods to promote students' activeness, creating conditions for students to apply their knowledge and skills, and experience related to the teaching process itself to solve the above integrated situations such as project teaching method, case study method, micro teaching method, group teaching method ... in teaching pedagogical modules. Each teaching method requires corresponding teaching facilities and conditions. 220.127.116.11. Evaluating students' teaching cababilities in the pedagogical modules Evaluating students' capabilities based on specific criteria, combining confirmation and rectification assessments, combining teacher assessments and student self-assessments in assessing student learning outcomes tablets. Illustrative assessment of learning outcomes from the integrated pedagogy viewpoint in a specific module in the pedagogical curriculum - module of Skills and Technical teaching methods (S.M) Reviewing the summary of the curriculum and teaching skills, lecturers can use the situation in which students are required to prepare teaching profiles for a content in the vocational training program corresponding to the major and carry out the teaching. That teaching content. For example, “After graduating, you are applying for a teaching job at a vocational college, and the requirement is that: choose a typical content in the major to design and perform teaching thecontent”. This exercise aims to evaluate the capacity to teach and the ability to teach typical content (conceptual, principle, process, skill, structure) in engineering through product reviews (teaching profiles and lectures), evaluated by specific criteria. If the typical content is theoretical content, use theoretical evaluation criteria; if it is practical content, use evaluation criteria for practice content. Such as: Table 3. 2: Criteria for evaluating the content of theory teaching Evaluation criteria 1. Correct model/ lesson plan for vocational education * (Form No. 5 according to Decision No. 62/2008 / QD-BLDTBXH) 2. Identify all 3 objectives that learners achieve after the lesson (knowledge, skills, attitudes) * 3. Objectives are expressed from the perspective of the learner * 4. Objectives are expressed clearly, specifically, measurable *
Score 1.0 1.0 1.0 1.0
16 5. Designing the activities of teachers in accordance with the content of teaching and learning activities of learners * 6. Determine the right level of knowledge and skills that learners need to practice in the lesson 7. Designing the learner's activities that are appropriate to complete the learning task * 8. Design and orientation of effective use of teaching facilities * 9. Real-life contact requires knowledge and skills learned by the learner in the lesson 10. The lecture outline is built with science and logic assignment. Total score: Note: All the minimum criteria (marked with *) must mark "yes" and the total score of 5/10 or more.
2.0 0.5 1.0 1.0 0.5 1.0 10 scrore
Evaluatiing the presentation of typical content, based on each typical content (conceptual teaching, structure teaching, teaching principles, vocational skills ...), which need different evaluation criteria. For example, when evaluating structural teaching skills, it can be based on the following criteria: Table 3.3: Criteria for evaluating structural lessons Evaluating criteria
1. Specify the name of the device, details *
2. Point out important features *
3. Separate detailed assemblies from the structure system *
4. Discuss important features *
5. Highlight its shape, function *
6. Compare similarities
7. Practice activities to distinguish *
8. Make orientation for improvement (if any) 1,0 Total score: 10 scores (Note: All the minimum criteria (marked with *) must mark "yes" and the total score of 5/10 or more.)
Using the above exercise in assessing and confirming the practical skills teaching and teaching skills, students have applied knowledge, skills, experience in performing tasks; and this task has included the ability to prepare for teaching and implementation of technical teaching - the basic goal of this subject. b) Crimp evaluation / process assessment The forms and methods used in assessing the process of technical skills and technical teaching can be very varified. These can be assignments, classroom tasks, individual assignments, group assignments with different products. The assessment content is suitable for each lesson content, each chapter, and is the knowledge and skills of teaching capability. Evaluation of rectification in skill modules and technical teaching methods may be carried out with the following contents, forms, and methods: - Learning project
17 When using project-based teaching methods to organize teaching "Part 3: Implementing technical teaching" to solve integrated situations to evaluate teaching design competence and implementation capacity of careful teaching art. Products in the project are teaching profiles and student lectures, which are evaluated in two different sets of criteria. Criteria for evaluating lecture records (teaching schedule, lesson plan, lecture outline) and criteria for evaluating the student's curriculum. - Group works For example, after organizing for students to comprehend the single content in "Chapter 2: Teaching design" (teaching skills, teaching methods, technical teaching strategies, lesson designing theoretical lessons, designing practical lessons, designing integrated lessons, designing teaching materials, and teaching facilities), lecturers for students to solve integrated situations to apply the above knowledge and skills to solve. and evaluate by specific criteria. - Individual works For example, in the subject and method of teaching engineering, when teaching the content "Strategic strategies for effective technical teaching" with the aim of evaluating the teaching design competence to the extent that it can be used from teaching techniques to teaching specific content, teachers can use the following personal exercises: “From practical conditions for teaching specialized subjects, please propose and describe in detail the idea of applying a teaching strategy in the following strategies for specific content" The above case is to evaluate students' teaching design capacity through product evaluation (explanation of the idea of applying a teaching strategy to a specific teaching content of specialization). In addition, the following criteria can be used: Table 3.4: Evaluation criteria used in Assignment 1 Criteria 1. Choose the right content for specialized teaching, apply one of the 3 teaching strategies above 2. The idea of applying teaching strategies is feasible 3. That idea is analyzed in detail, convincing 2. Clear, logical explanations
Failed Passed Good
Evaluating learning skills and methods of teaching technical subjects is also organized like other pedagogical subjects, including many different forms and methods of evaluation with increasing levels of integration process evaluation and final review. For other subjects in the pedagogical program, lecturers can use different forms, methods, and tools, suitable to the characteristics of each module, with the institution's regulations of education accordingly. 3.2.2. Organizing pedagogical practice based on integrated pedagogy viewpoint in order to develop teaching cabability for technology education students. In the pedagogical practice, students are dealing with real/natural career situations teaching tasks that exist at a vocational education institution. Therefore, organizing the pedagogical practice from an integrated pedagogical viewpoint does not require integrated situations for students to solve in the same way in teaching pedagogical modules, but it is requirement by tasks. Typical teaching profession for students to implement will develop
18 the expected T.C according to the learning outcomes and evaluate the teaching competence achieved by students through the implementation of those tasks. 18.104.22.168. Organizing pedagogical practice focusing on the teaching cabability of T.E students Corresponding with 4 groups of teaching competence that T.E students need, in pedagogical practice T.E students need to perform different tasks to practice, develop all 4 T.C groups learn. The instructor's task is to select typical teaching tasks to develop all 4 teaching competencies for T.E students and organize for students to effectively perform those tasks. - Teaching preparation + Selecting typical tasks to assign to students: Instructors assign students to undertake one lesson, one module suitable for the training program of students and the subjects . Carrying out this task, students will perform many steps, the first task is to prepare for the implementation of the lesson / module. + Organizing tasks for students to perform: organize the above tasks for students to perform under the guidance and advice of instructors at vocational education institutions. - Teaching performance + Selecting typical tasks to assign students to perform: students are given lectures prepared according to the assignment of instructors. + Organizing tasks for students to perform: The instructor can organize for students to perform the prepared lesson many times on different subjects or to perform different lessons to give students the opportunity Assembly to learn from experience, complete the lesson.. - Evaluation and assessment capacity + Selecting typical tasks to assign students to perform: Instructors assigned students to perform the following tasks: designing test tools to assess the learning outcomes of students; designing exam questions/questions/exercises to assess students’ study results after finishing a subject/ a module and the corresponding set of evaluation criteria; organize a test/shift period; feedback and comment on students’ learning results. + Organizing tasks for students to perform: instructors assign students to conduct learner assessments in both categories: final assessment (validation) after a subject / module and process assessment in each lesson. - Teaching profile management + Selecting typical tasks to assign students to perform: require students to prepare teaching profiles: curriculum, subject/module teaching schedule, lecture outline, lesson plan study (lesson plan) and arrange and close the book. + Organizing tasks for students to perform: This task is performed in parallel with the performance of other teaching tasks. At the end of the internship, students arrange, close the book, and submit the teaching dossier to the instructor to demonstrate their teaching capability. 22.214.171.124. Assess students' teaching ability in pedagogical practice from an integrated pedagogy viewpoint The purpose of process evaluation in pedagogical practice is to help students become aware of their abilities, overcome errors, and errors to achieve better results. The assessment confirms the results will be carried out at the end of the internship with a few final lectures, the
19 final product as they become familiar with teaching on real subjects, making progress, and drawing lessons. necessary experience in teaching. The tool to assess the teaching competence achieved by students in pedagogical practice is a set of specific criteria.- Assessing teaching preparation capacity, records management capacity, teaching performance. Corresponding to 3 types of lessons in vocational education institutions are 3 types of evaluation papers: theory evaluation papers, practice evaluation papers, integrated evaluation papers. The theoretical evaluation paper is as follows: Table 3.5: Evaluation form of theory lessons of students in pedagogical practice Evaluation criteria
1. Capabilities in teaching preparation and teaching profile management 1.1. The right teaching schedule, content distribution, time, suitable number of lessons, preparation work for each lesson is reasonable * 1.2. The lecture outline presents science, detail, accuracy, and facilitates students' learning activities * .3. Lesson Plan 1.3.1. Correct lesson plan for vocational education * (Form No. 5 according to Decision No. 62/2008 / QD-BLDTBXH) 1.3.2. The goal is full, feasible, easy to measure, consistent with the lesson content, expressed in the perspective of the learner * 1.3.3. Learning activities of learners are designed clearly, in detail, in accordance with the content and objectives of the lesson * 1.3.4. Design activities of teachers in accordance with the content of teaching and learning activities * 1.3.5. Determine the right level of knowledge that learners need to comprehend in the lesson 1.3.7. Design and orient the use of visual aids or learning aids 1.3.8. Practical relationships need knowledge and skills that learners will learn in the lesson 1.4. Complete teaching profiles, presentation and scientific arrangement
2. Teaching abilities 2.1. Clear words, expressions, precise technical language * 2.2. excel and powerpoint slide presentation properly * 2.3. Place and forward issues logically and vividly 2.4. Use and coordinate appropriate teaching methods * 2.5. Make effective use of teaching facilities * 2.6. Promote the positive, creative nature of learners * 2.7. Content is accurate, factual, updated, and supplemented * 2.8. Highlight on the lesson concentration 2.9. Good handling of pedagogical situations 2.10. Strictly and correctly follow the lesson plan Total = (score of teaching preparation capacity + score of T.C x 2) / 3
- Assessing exams and assess the learning results Testing and assessing students' learning results in pedagogical practice is shown in the product (exercises, questions, exam questions, answers, grading guidelines, ...) and test organization process, assessments, grading, and feedback to learners.
20 Table 3.6: Evaluation form of assessment capacity of learning of T.E students in pedagogical practice Evaluating criteria Score 1. Exercises, questions, exam questions are designed in accordance 1.5 with the purpose, content of the assessment test * 2. Exercises, questions, exam questions to assess the ability of students 1.0 * 3. Exercises of questions, exam questions to ensure fit * 1.0 4. Exercises, questions, exam questions are segmented 1.0 5. Combine different testing methods * 1.0 6. Answers and guidance on grading show clear and complete 1.0 evaluation criteria (theoretical articles or processes / products) 7. Organizing exams and tests strictly according to regulations * 1.5 8. Marking to ensure accuracy and objectivity * 1.0 9. Comments, accurate feedback, educational effects to learners 1.0 Note: All minimum criteria (marked with an *) must score (0.5 or higher) Total:10 and a total score of 5/10 or higher will be rated as "pass".
- The results of the evaluation of T.C of T.E students in pedagogical practice are calculated based on the results of all 4 capability groups in which teaching performance is calculated with the largest coefficient. Score of preparation for teaching, ability of managing teaching profile + 2 x Score of teaching performance + Score of test and assessment capacity T.C score = 4 In assessing pedagogical practice results, there should be a combination of evaluation of both lecturers teaching pedagogical skills at the Technical Pedagogical University, instructors practicing internship in internships and self-assessment of T.E students.. Conclution for chapter 3 In order to develop T.C for T.E students through pedagogical training, it is necessary to implement measures to organize P.T practice from an integrated pedagogy viewpoint: 1) Organize teaching pedagogical modules in an integrated pedagogy viewpoint to develop T.C for T.E students; 2) Organize pedagogical practice in an integrated pedagogy viewpoint in order to develop T.C for T.E students. These two measures with different content and implementation methods are aimed at developing T.C for T.E students. Chapter 4: PEDAGOGICAL EXPERIMENT 4.1. Overview of pedagogical experiment 4.1.1. Purposes of the experiment Experiments are aimed at testing the feasibility and effectiveness of measures to organize P.T based on integrated pedagogy viewpoint in order to develop T.C for T.E students and prove the correct scientific hypothesis of the topic. 4.1.2. Participants to the experiment
21 Table 4. 1: Experimental model of teaching pedagogical subjects. Course
Table 4. 1: model of organizing pegagical practice Course
4.1.3. Contents of the experiment Experimental measures to organize the teaching of pedagogical modules in an integrated pedagogy viewpoint in order to develop T.C for T.E students to teach part of the content of the skill module and method teaching techniques - "Part 3: Implementing technical teaching" at Hung Yen University of Technology and Education according to the organization described in section 3.2.1. Experimental measures of organizing pedagogical practice according to the pedagogical viewpoint integrated into pedagogical practice at Hung Yen University of Technology and Education according to the organization methods described in Section 3.2.2. 4.1.4. Experimental process 4.1.5. Experimental tools and methods - Quantitative assessment - Qualitative assessment 4.2. Analysis of experimental results 4.2.1. Quantitative assessment of pre-experiment learning results of the control group and groups involved in the experiment.
Accumulation of points of students
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Figure 4.2: Accumulation of points of T.E student K12 before the experiment of pedagogical practice
22 Accumulation of points of students
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Figure 4.4: Accumulation of K13 T.E students before experimenting in teaching pedagogic modules An ansurance showed that the difference in results between control and experimental groups is not significant, this does not affect the experimental results. 4.2.2. Quantitative accessment of post-experiment learning results of control and experimetal group students Accumulation of points of students
- - - - Contrastive
Biểu đồ 4. 1: Accumulate points to evaluate T.C of T.E students K12 after pedagogical practice. Accumulation of points of students
- - - - Contrastive
Figure 4. 8: Accumulation of assessment points of T.C of T.E students K13 after teaching pedagogical professional experience.