Teaching the Teaching Theory aims to equip students with basic theoretical knowledge about teaching in the orientation of practical capacity development, organization in upper secondary
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MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES
NGUYEN THANH THUY
Major: Theory and History of Education
Code: 9.14.01.02
DOCTORAL DISSERTATION ABSTRACT
IN EDUCATIONAL SCIENCES
Hanoi, 2022
Trang 2The work is completed at: The Vietnam National Institute of Educational Sciences
Supervisors: 1 Assoc Prof Dr Vu Trong Ry
2 Dr Duong Quang Ngoc
Opponent 1: Prof Dr Nguyen Thi Hoang Yen
Opponent 2: Assoc Prof Dr Nguyen Thi Tinh
Opponent 3: Assoc Prof Dr Duong Thi Hoang Yen
The dissertation will be defended before the Institute-level Dissertation Examination Committee at the Vietnam National Institute of Educational Sciences, at No 101, Tran Hung Dao Street, Hanoi City
At… hour… on month… date…, year 2022
The dissertation is available at:
- National Library of Vietnam;
- Library of the Vietnam National Institute of Educational Sciences
Trang 3SCIENTIFIC WORKS LIST
[1] Nguyen Thanh Thuy (2020), Some solutions enhance teachers’ pedagogic
competence in high school, Proceeding of the Scientific conference Journal of
Educational Management Science page 579- 586
[2] Nguyen Thanh Thuy (2019), The teaching organization based on
competency approach for pedagogical students in current educational innovation, Journal of Vietnam Institute of Educational Science (No 21) page 34-
38
[3] Nguyen Thanh Thuy (2019), Some demands for teaching capacity
development for high school teachers to respond teaching activities following new general education program, HNUE Journal of Science (No1) page 71-79
[4] Nguyen Thanh Thuy (2019), Teaching foreign languages by the critical
method, Journal of Educational Management Science (No 3) page.111-117
[5] Nguyen Thanh Thuy (2018), Developing teaching ability for pedagogical
students through teaching subject of teaching theory by micro teaching method,
Journal of Educational Management Science (No 4) page 36 - 42
[6] Nguyen Thanh Thuy (2017), Appying the situation-based teaching in the
teaching didactic theory oriented on students’ teaching competency development
in universities, Dongnai University Journal of Science (No 7) page.33- 43
[7] Nguyen Thanh Thuy (2016), Stimulating students’self - awareness of
learning and research in the training process of the future teachers, Dongnai
University Journal of Science (No 02) page 12 – 17
[8] Nguyen Thanh Thuy (2016), Competency- based training the students’ self-
skills Proceeding of the Scientific conference, Dalat University Journal of
Science page 172 -177
[9] Nguyen Thanh Thuy (2016), Formation of the students’ self- study skills- an
essential need in the pedagogical training, Dongnai University Journal of
Science (No 03) page 10 – 16
Trang 4PREAMBLE
1 Reason for choosing the topic
1.1 Currently, the capacity development-oriented teaching becomes concerned teaching trend and is encouraged to apply to all education levels in many countries, including Vietnam The capacity development-oriented teaching is applied not only for general education, but also for higher education The New General Education Program 2018 is the student capacity development- oriented teaching program, in accordance with the direction of the Resolution No 29-NQ/TW of the Party Central Committee This New General Education Program requires teachers to teach in developing orientation students' competencies and qualities, thus, it requires teacher-training higher education institutions to apply changes, to focus on practice and teaching capacity development for students of teacher-training institutions
1.2 The Teaching Theory is one of the professional pedagogical subjects in the teacher-training program of higher education institutions Teaching the Teaching Theory aims to equip students with basic theoretical knowledge about teaching in the orientation of practical capacity development, organization in upper secondary schools, as well as aims to help students have understanding of teaching content, teaching methods, principles of teaching organization in upper secondary schools Besides, it aims to form pedagogical students in institutions some fundamental teaching capacities, in order to help students do their teaching tasks well when they become teachers in practice In order to achieve such goal, it is necessary to renovate the organization of teaching of Teaching Theory in the orientation of development
of teaching capacity for pedagogical students in universities
1.3 At present, the capacity development- oriented teaching in general, and teaching
in the orientation of development of teaching capacity for pedagogical students in institutions in particular have not been given adequate attention, and have not been applied effective solutions Thus, one of the reasons is that there are still too few research works on teaching in the orientation of development of teaching capacity for students of teacher training universities With the aforementioned reasons and the stated practical requirements, the author of the dissertation chooses the theme:
"Teaching the Teaching Theory in the orientation of development of teaching capacity for students of teacher training universities” as the dissertation topic
2 Purposes of the research
Based on the theoretical and practical research on teaching at universities, the dissertation proposes the teaching process of topics integrated from the Teaching Theory’s content in the orientation of development of teaching capacity for students
of teacher training universities
3 Objects and subjects of research
3.1 Objects of the research is the process of teaching the Teaching Theory for
students of teacher-training universities
3.2 Subjects of the research is the relationship among the lecturers’ teaching
objectives, teaching content, teaching methods and teaching organization of the Teaching Theory in the orientation of developing teaching capacity for students and learning activities of pedagogical students in universities
4 Scientific hypothesis: Currently, the teaching of Teaching Theory for
pedagogical students of universities has not really achieved high efficiency in the orientation of teaching capacity development The teaching organization of the
Trang 5Teaching Theory based on topics integrated from existing content with a five-step teaching process, including warm-up activities; new knowledge and capacity formulation activities; capacity training activities; knowledge practice activities; and expansion activities for learned knowledge will develop teaching capacity for pedagogical students in universities
5 Obligations and scope of research
5.1 Obligations of research: Determine the theoretical basis and practical basis of
teaching the Teaching Theory in orientation of development of teaching capacity for pedagogical students in institutions; Investigate and survey the current situation of teaching the Teaching Theory at universities; Propose the teaching process of the Teaching Theory in orientation of developing teaching capacity for pedagogical students in universities; Organize pedagogical experiments on the teaching process
of the Teaching Theory in the orientation of developing teaching capacity for students of teacher-training universities as proposed, and evaluate research results
5.2 Scope of research: Conduct survey on the current situation of teaching
organization the Teaching Theory and assess the learning results of the Teaching Theory of pedagogical students in universities, and at the same time, survey the current status of teachers' perceptive on teaching in the orientation of developing teaching capacity for pedagogical students in universities; The surveying process the actual teaching situation the Teaching Theory is conducted with 3rd-year pedagogical students in institutions in the academic year of 2017-2018, at a number
of southern universities such as HCMCity University of Education, Saigon University and Dong Nai University; Organize pedagogical experiments at Dong Nai University
6 Methodology and research method
6.1 Methodology
- Practical approach means the realization of the teaching process with the impact
of each element in the practice of teaching Theory of teaching at universities, and then a number of obstacles are discovered, it is necessary to select the necessary issues to discover their practical nature, thereby helping the researcher to illustrate teaching theories, generalize such teaching theories to form new rules and principles
to be applied to the teaching process
- Development approach means to find out the laws of movement and development
of teaching-related events, through specific activities During research on the capacity development- oriented teaching, the author finds out the process of organizing teaching of the Teaching Theory in the orientation of developing teaching
capacity for pedagogical students in universities to achieve optimal efficiency
- Capacity approach: The human resources training for the current society of the
education sector has not yet met the requirements of the labor market, thus, in order
to gradually narrow the gap, it is urgent to change the teaching organization method
at all education levels, including program development, innovation of teaching methods and teaching process towards development of teaching capacity for
students For universities teaching the Teaching Theory at, it is necessary to define
teaching capacity system to be developed for students, it must be based on the requirements of the outcome capacity of pedagogical students in institutions, thereby
building teaching process in orientation developing appropriate teaching capacity
Trang 6- Experience approach means via experiences in new situations, learners receive new
knowledge, analyze, reflect, accumulate experiences Applying the experiential approach in teaching the Teaching Theory for pedagogical students in institutions is
to organize practical teaching, organize for students to apply their own experiences
in direct contact with learning materials, with learning situations, to learn from the
experiences of other students, thereby concluding new experiences for themselves
6.2 Research methods
6.2.1 Theoretical research methods means a method of exploiting information on
educational science, implemented by researching documents, textbooks, dissertations, articles from scientific journals related to their own work, then, the author develops existing theories, formulate new theories, including: Make a list of topic- related documents according to each issue, previous works related to the research topic, make synthesis, evaluation of collected material, generalize,
systematize knowledge to determine the theoretical basis of the research topic 6.2.2 Practical research methods
- Survey method by questionnaire and face-to-face interview: Use questionnaires for
students and lecturers to survey the current state of teaching the Teaching Theory Interview lecturers who directly teach the Teaching Theory, and students who have studied the Teaching Theory to find out the perceptive of the topic-related issues
- Product research method: Research students' teaching theory exercises in the form
of tests, assessment sheets used by lecturers, and research student learning outcomes
- Professional solution method: Collect opinions from lecturers teaching the
Teaching Theory and Education scientists to find the optimal research orientation for the dissertation
- Pedagogical experimental method: Experiment with the process of organizing
teaching of the Teaching Theory in the orientation of developing teaching capacity
in order to confirm the feasibility and effectiveness of the built teaching process
7 dissertation need to defend the dissertation
7.1 To develop teaching capacity for pedagogical students in universities via teaching the Teaching Theory, the teaching content must be integrated into topics from the Teaching Theory, organizing theoretical teaching associated with experiential teaching in the real classroom environment
7.2 To organize the topics teaching of Teaching Theory in the orientation of developing effective teaching capacity for pedagogical students in institutions, the dominant teaching methods application such as practical teaching, experiential practice teaching, case-by-case teaching, topic-based teaching, micro-teaching method are some of the effective measures in teaching the Teaching Theory for students of teacher-training universities
7.3 In order to check and evaluate the learning outcomes of students in the Teaching Theory, whether it is consistent with the teaching objectives in the orientation of developing teaching capacity, the assessment must be done through the results teaching theory and teaching practice teaching the Teaching Theory, including test results after finishing the topics, results of assessment sheets of practical capacity through experiential teaching in class
8 New contribution of the dissertation
Trang 78.1 Complete a number of concepts related to the organization of teaching activities such as the concept of teaching capacity, of the teaching capacity development, and
of the teaching in the orientation of the teaching capacity development
8.2 Describe the whole picture of the current situation of organization of teaching the Teaching Theory, as a practical basis for organization of teaching the Teaching
Theory in the direction of development of teaching capacity for pedagogical students
in universities
8.3 Propose the process of teaching of Teaching Theory topics organization in the
orientation of teaching capacity development according to the following steps: Step
1, develop teaching topics; step 2, develop questionnaires and exercises to apply for the teaching process; step 3, design the topic-based teaching process; step 4, organize the implementation of teaching topics; step 5, analyze the implementation process
and learn from experience
8.4 Develop an evaluation criteria system on the learning results of pedagogical students in institutions in the orientation of teaching capacity development Design some illustrative lecture plans for teaching the topics of Teaching Theory in the orientation of development of teaching capacity for pedagogical students in universities This product can be used as a reference for Teaching Theory lecturers
at teacher-training universities
9 Parts of the dissertation: In addition to the introduction, conclusion and
recommendations, the dissertation is divided into 4 chapters:
- Chapter 1: Theoretical basis of teaching the Teaching theory towards developing
teaching capacity for pedagogical students in universities
- Chapter 2: Current status of teaching the Teaching theory in orientation of development of teaching capacity for pedagogical students in universities
- Chapter 3: Organization of the teaching of Teaching Theory in the orientation of
developing teaching capacity for pedagogical students in universities
-Chapter 4: Pedagogical experiments
CONTENT
CHAPTER 1: THEORETICAL BASIS OF TEACHING THE TEACHING THEORY IN THE ORIENTATION OF DEVELOPMENT OF TEACHING CAPACITY FOR STUDENTS OF TEACHER TRAINING UNIVERSITIES
In this chapter, the dissertation presents the following basic issues: Overview of topic-related scientific works; Theoretical basis of teaching the Teaching theory
towards developing teaching capacity for pedagogical students in universities
1.1 Overview of topic-related scientific works: On the basis of research works on
the issues of teaching capacity and capacity, the capacity development- oriented teaching, the author of the dissertation draw some of the following conclusions:
- A number of previous scientific works have determined the structure of teaching capacity and capacity in different research directions, each of which proposes a number of measures related to training and developing capacity in different fields,
in which there are some very limited works, but they also mention training and developing teaching capacity for pedagogical students in institutions Some other scientific works focus on solutions to foster pedagogical skills for general education
Trang 8teachers, proposing specific teaching processes to train and develop teaching capacity for teachers in a number of different approaches
- A number of other scientific works study the current situation of teaching in upper secondary schools, propose measures to improve teaching quality, propose solutions
to innovate teaching methods in teaching activities However, there has been no scientific work focusing on the innovation of teaching organization in the orientation
of developing teaching capacity, even when training students at universities in furtherance of the spirit of Resolution 29
- The works have not studied the capacity development- oriented teaching for pedagogical students in universities, have not focused on developing practical teaching programs, have not reformed the organizational form in teaching, and the content of the university training program is not suitable with the requirements of innovation and development of today's society When researching and implementing the dissertation, the author found that, there are a number of research works on developing teaching capacity for students, but it is still very limited and currently the author has not found any works that have studied in-depth in teaching in the orientation of developing teaching capacity, through teaching professional subjects
at universities, especially on organization of teaching the Teaching theory towards developing teaching capacity for pedagogical students in universities Therefore, during implementing the dissertation, the author will inherit the theoretical basis from the previous works to promote the achievements of those works, and at the same time rely on the theoretical bases to solve the proposed goals of the dissertation
1.2 Teaching theoretical basis the Teaching theory towards developing teaching capacity for pedagogical students in universities
1.2.1 Clarify the content of concepts such as the concept of teaching capacity, of
developing teaching capacity, of teaching towards developing teaching capacity; Clarify the role of teaching the Teaching theory in the orientation of development of teaching capacity for pedagogical students in institutions; Concretize the organization of teaching the Teaching theory in the orientation of capacity development for pedagogical students in universities
1.2.2 Develop outcome standards for Teaching Theory: The outcome standards of
the Teaching theory are regulations on outcome standard of teaching knowledge, teaching capacity, attitudes and behavior of students, the capacity to perform
prescribed tasks in teaching after completing the Teaching Theory
For overall objective: Teaching the Teaching Theory aims to equip students
of teacher-training universities with understanding of the teaching process for pupils, helping them to initially practice their professional practice (teaching capacity), process of teaching the Teaching Theory program at university, contributing to forming students’ serious attitude towards the teaching profession, having affection
for the profession and self-disciplined practice of professional ethics
For knowledge: Have a basic understanding of teaching theory such as
understanding of teaching perspectives, categories, rules, learning theories and teaching models; Understand teaching objectives, teaching tasks, motivation and logic of the teaching process Understand and analyze how to implement teaching
principles, how to apply teaching methods, and forms of teaching organization; Be
well aware of the role of teaching theory in the profession of a teacher, understand
and do well the teacher's duties in pedagogical work
Trang 9 For skills: Select teaching content, apply principles, methods and forms suitable to the goal in organizing teaching activities; Select the form of testing, assessment of learning results suitable to teaching in the orientation of developing teaching capacity; Deal with situations arising in teaching, have basic capacities as teamwork capacity, communication capacity, teaching planning capacity, capacity
to control the teaching process for students, leadership and management of students
For attitude: Have affection for the pedagogical profession, have a spirit of learning, actively apply accumulated knowledge and capacity to practice skills; Have
healthy activity habits, have exemplary behavior to set an example for students 1.2.3 Build a group of developable teaching capacities for students at university, through teaching Teaching Theory towards developing teaching capacity: It is
inevitable to require a new teaching phenomenon integrated teaching and differentiated teaching in organizing the capacity development- oriented teaching for
a variety of high school students Therefore, the author of the thesis proposes a group
of teaching competencies that students of teacher-training institutions need to practice during the training process, in order to meet the practical needs of teaching
a new general education program in the next five years, and at the same time propose
a new system of teaching competence, which is considered as a goal to be achieved
for students to practice in learning Teaching Theory, specifically as follows:
Capacity to design lesson plans: The lesson plan is evidence for the
supervision of teaching implementation, which can be relied on to adjust the implementation process, including the capacity to prepare lesson plan design, and the capacity to design lessons
Capacity to control the teaching process, is the capacity to organize cognitive
activities, stimulate positive thinking for students, create excitement during teaching hours; is the capacity to demonstrate thorough understanding in selecting and demonstrating teaching methods, choosing the form of applying them in accordance with the teaching content, including:
+ Capacity to accomplish teaching goals (NL1), is the capacity to warm up the
class before each teaching session, the capacity to express the lesson objectives through warm-up activities, the capacity to express the pedagogical requirements of the required capacities for students; capacity to prepare teaching materials
+ Capacity to implement teaching methods (NL2), is the capacity to apply
manipulation in goal-oriented teaching activities, to solve teaching tasks, including the capacity to use methods and techniques in teaching, the capacity to demonstrate manipulation and explain
+ Capacity to organize teaching activities (NL3), requires teachers carefully to
prepare teaching content, methods, and equipment to ensure effective operation of students, including: Capacity to create interest in learning, capacity to organize activities to form new knowledge, capacity to organize group activities for students
+ Communication capacity, capacity to handle pedagogical situations (NL4), is
is the capacity of verbal expression, combined with non-verbal expressions such as eyes and facial expressions of teachers in the process of interactive teaching, including the capacity to create communication contexts, the capacity to use language, the capacity to handle situations in the classroom
+ Capacity to test and evaluate student learning outcomes (NL5), consists of
the capacity to consolidate lessons, the capacity to evaluate pupils' intellectual
Trang 10activities, which requires teachers to know how to design and use assessment tools,
analyze and process evaluation results, know how to choose assessment methods in controlling and adjusting the implementation of the teaching process
1.2.4 Building a system of criteria for assessing learning outcomes in Teaching Theory in the orientation of developing students' teaching capacity, based on outcome standard, under the following methods: 1 Evaluation of theory of teaching theory, based on Bloom's rating scale to design the test according to cognitive levels from recognize, comprehend, apply, analyze, synthesize and evaluate The
assessment of the organization carried out for the control and experimental classes through the theory of teaching tests, in order to assess the level of change in students'
awareness under 03 levels, including recognize, comprehend, and apply; 2 Evaluation of teaching theory practice, evaluate each capacity according to the
criteria of the rubric, including the assessment of the component capacities in the capacity to design lesson plans, the assessment of the teaching performance capacity
1.2.5 Applying some advantageous teaching methods to teaching the Teaching
Theory towards developing teaching capacity for students
- Applying case by case teaching method, students are put in situations to solve the
requirements set out in the situation, creating conditions for students to exchange ideas on issues in the situation, students have the opportunity to present own thoughts, practice and improve the capacity to express themselves from problems in situations, from which students are able to create new knowledge, and develop new capacities and methods of operation for themselves
- Applying micro-teaching methods on teaching the Teaching Theory aims to equip
pedagogical students in institutions with specific capacities, to apply ideas about learning goals to be achieved, to have standards of achievement to be achieved, to develop teaching capacity more effectively than traditional teaching methods
- Using group discussion method can promote the active, self-disciplined and active
role of students in group activities, and practice the capacity to solve learning problems on their own, and daringly make decisions
- Applying experiential teaching methods in teaching the Teaching theory for
students, it is necessary to rely on students' experiences as a foundation for organizing teaching, creating conditions for students to directly participate in the experiential teaching process, creating a environment for students to make use of experience, lecturers take the role of orientation and receive feedback from students through experiential activities, in order to properly assess the level of development
of their teaching capacity
- Applying teaching methods by topic is a new teaching method used for classroom
activities with characteristics of integrated lessons, teachers play a central role in controlling activities, focusing on general learning content related to many fields,
with a focus on integrated content with practical activities
1.2.6 Determining factors affecting organization of teaching the Teaching Theory towards developing teaching capacity for pedagogical students in universities, the
factors affecting the capacity development- oriented teaching are considered as the basis to overcome when organizing the teaching of Teaching Theory according to the new process From the research on the theoretical basis and the practical basis of teaching, the author draws conclusions about the urgent requirement of innovation,
Trang 11which is also the basis for organizing the teaching process of the Teaching Theory towards the more effectively development of students’ teaching capacity
CONCLUSION OF CHAPTER 1
The dissertation has clarified the concept of teaching capacity development
follows: Development of teaching capacity means organization of training the teaching capacity in a more and more complete and effective way, which is to create
an adaptation between the teacher's pedagogical capacity and the high requirements
of the level of knowledge and teaching capacity set by society The dissertation has
established a structured system of teaching capacities to be developed for
pedagogical students in institutions, including: 1 Capacity to prepare lesson plans
includes the capacity to prepare teaching equipment, the capacity to write lesson
plans, and determine teaching objectives; 2 Capacity to carry out teaching, the
capacity to organize classroom activities, to transform knowledge into students' understanding, to use teaching methods, to use language and to communicate, to handle pedagogical situations; Capacity to evaluate learning outcomes in the teaching process In order to develop teaching capacity for pedagogical students in universities, it is necessary to have teaching objectives in the orientation of realistic development, specific development content, reasonable implementation process, and
to build system of criteria for evaluating the results of developing teaching capacity
in teaching the Teaching Theory, the dissertation has also established those
necessary factors to carry out the above-mentioned teaching process
CHAPTER 2: CURRENT STATUS OF TEACHING THE TEACHING THEORY IN THE ORIENTATION OF DEVELOPMENT OF TEACHING CAPACITY FOR STUDENTS OF TEACHER-TRAINING UNIVERSITIES
In order to have a practical basis for the process of organizing teaching of Teaching Theory in the orientation of developing teaching capacity for students, the author of the dissertation conducts a practical survey This chapter is presented in two parts: Overview of the field survey; Actual survey results
2.1 Overview of the actual survey
Purpose of the survey: Evaluate the current situation of teaching Theory of
teaching at universities, as a practical basis for proposing the process of organizing teaching of Teaching Theory in the orientation of developing teaching capacity for
students of teacher-training universities
Subjects and locations of the survey: Survey 70 officials and lecturers involved
in professional management in teaching the Teaching Theory Survey 400 third-year students from pedagogical faculties at 03 universities with pedagogical training, serving as a representative research area for southern universities including Ho Chi Minh City University of Education, Saigon University and Dong Nai University
Survey method: Use survey method by questionnaire, interview method, observation method and product research method of educational activities
Survey content: Current status of lecturers' perceptive on teaching the Teaching Theory in the orientation of developing teaching capacity for pedagogical students
in universities; Current status of organizing teaching the Teaching theory in orientation of development of teaching capacity for pedagogical students in universities; Current status of teaching capacity of pedagogical students in
Trang 12universities after studying the Teaching Theory; Current status of factors affecting the organization of teaching Theory of teaching towards the development of teaching capacity at universities
of developing teaching capacity; lecturers are not completely aware of the nature of teaching in the orientation of developing teaching capacity; lecturers are not properly aware of the role of teaching in the orientation of developing teaching capacity, and have not applied the capacity development- oriented teaching to subjects in the training program at universities
2.2.2 Current status of organizing teaching the Teaching theory in orientation of development of teaching capacity for pedagogical students in universities: The survey showed that the teacher is not yet determine correctly and fully the teaching
objectives of teaching the Teaching Theory, in the orientation of developing teaching capacity; lecturers do not fully understand the meaning of the effectiveness of current dominant teaching methods, and do not know how to apply teaching methods in teaching to achieve high efficiency; The lecturers are not interested in choosing the current effective form of teaching organization, not interested in changing the habit
of using modern teaching methods in teaching; The lecturers evaluate the students'
learning outcomes in Teaching Theory only to achieve the goal of knowledge, but the practical capacity to apply knowledge to new situations and new tasks is still very limited, which will affect the teaching organization in the orientation of developing teaching capacity for pedagogical students in universities
2.2.3 Current status of teaching capacity ofpedagogical students in universities after studying the Teaching Theory
The survey results show that pedagogical students in institutions have the capacity to organize teaching after studying the Teaching Theory in the orientation
of developing teaching capacity, but students are not yet capable of determining the goal of evaluating the students' learning results, especially the goal of assessing learning outcomes in the orientation of developing learners' capacities, this is one of the weaknesses in students' capacity, which has a lot of influence on the teaching effectiveness of the Teaching Theory in the orientation of developing teaching capacity for students of teacher-training universities
2.2.4 Current status of factors affecting the organization of teaching Theory of teaching towards the development of teaching capacity at universities
- Objective factors: Survey results show that due to program distribution, lecturers
only teach theory in class, subject content is not suitable for teaching in the orientation of developing teaching capacity The method of testing evaluating students' learning outcomes is not consistent, and the lecturers have not directed towards guiding students to apply theory to solve specific situations
- Subjective factors: The survey results show that the capacity of teachers to access
modern teaching methods is still very limited, most of the lecturers have not defined clear criteria for assessing students' learning outcomes, have not yet organized
Trang 13teaching practice to apply knowledge for students; lecturers are not interested in applying the teaching perspective towards developing teaching capacity in teaching; lecturers are not ready to change themselves in professional training and implementing teaching strategies according to new trends
General comments on field survey
1 Achievements: Lecturers in the Teaching Theory are fully aware of the
characteristics of competency-based teaching, which is the process of creating an experiential environment for students, developing cognitive abilities, and at the same time create conditions for the development of students' capacity to apply and practice
teaching; Identify factors negatively affecting the development of students' teaching
capacity; build a teaching process using dominant teaching methods, in order to
achieve the goal of developing a group of teaching capacity for students
2 Limitations: In teaching the Teaching Theory, there is still a part of lecturers who
are not really interested in applying the dominant teaching methods in teaching The assessment of students' learning outcomes in Teaching Theory is still heavy on content and scores, teachers often organize students to do essays or quizzes in the midterm and final exams of the course, the assessment method focuses on theoretical knowledge rather than how to implement the student's learning path to get results,
students just need to memorize and take notes
Conclusion of chapter 2
From the survey results, it shows that teachers are very aware of teaching in the orientation of developing teaching capacity for students, typically teachers have identified teaching goals in the orientation of developing teaching capacity However, several important factors are not fully understood; the lecturers are not really interested in using the dominant teaching method, so they often use the traditional teaching method to suit the current content of the academic the Teaching Theory The remaining aspects of the current situation of teaching at universities that need to be overcome can be listed as: 1 The determination of teaching goals according to the development of students' teaching capacity is still lacking in specificity, not oriented to the outcome standards, and the teaching method has not identified the system of teaching capacities to be developed for students, has not been determined the specific process in teaching the Teaching Theory; 2 Apply teaching methods, mainly presentations, and organize teaching according to the content approach still exist, thus, students have a strong grasp of theoretical knowledge of teaching, but are weak in teaching practice capacity These are the limitations of learners' performance capacity to meet current educational innovation requirements; 3 Evaluation of learning outcomes for students does not have specific criteria based on the outcome standards of the subject, the assessment is still one-sided, and there is a lack of standards for assessing each content necessary to develop teaching capacity To overcome this situation, teachers need to apply and promote all the advantages of active teaching methods in the teaching organization of the subject of teaching theory, and to organize practical teaching to meet the requirements of the teaching and learning process social innovation in the capacity
of workers, which is the training goal of students to serve the comprehensive renovation of national education