Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.BỘ GIÁO DỤC VÀ ĐÀO TẠO PAGE MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION VU VIET HUNG COMPETENCE DEVELOPMENT OF DIFFERENTIATION TEACHING FOR PHYSICAL EDUCATION STUDENTS IN.
Trang 1MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
Trang 2The work was completed at:
HANOI NATIONAL UNIVERSITY OF EDUCATION
Sciencetific instructors 1 Assoc Prof Nguyen Thi Thanh Hong
2 Dr Mai Quoc Khanh
Examiner 1: Prof Dr Nguyen Thi Hoang Yen
Education Management Academy
Examiner 2: Assoc Prof Dr Pho Duc Hoa
Hanoi National University of Education
Examiner 3: Assoc Prof Dr Nguyen Nhu An
Vinh University
The dissertation will be defended before the meeting
of the School-level thesis council at Hanoi National University of Education
at the time hour day month year 2023
The thesis can be found at the library:
- National Library of Vietnam (Hanoi)
- Library of Hanoi National University of Education
Trang 3DANH MỤC CÔNG TRÌNH CÔNG BỐ
1 Vu Viet Hung (2018), "Theory on developing differentiated teaching capacityfor students majoring in Physical Education at Hanoi Pedagogical University",Journal of Educational Equipment, No 175, period 2 - 8 2018, p 19-21
2 Vu Viet Hung – 38th-term Postgraduate, Hanoi National University ofEducation (2020), “DEVELOPING DIFFERENTIATED TEACHINGCOMPETENCE FOR PHYSICAL EDUCATION STUDENTS TO MEETEDUCATIONAL INNOVATION REQUIREMENTS”, InternationalScientific Conference on Psychology - Education for the development ofstudents and happy schools, Hanoi National University of Education, October
2020, Ministry of Education and Training, p 196 - 203
3 Mai Quoc Khanh, Phan Trung Kien, Nguyen Thi Thanh Hong, Trinh ThuyGiang, Tran Viet Cuong, Nguyen Dang Trung, Tran Trung Tinh, Vu VietHung, Duong Van Khoa, Cao Danh Chinh, Tran Dinh Chien, Le Thu Thuy(2021), Pedagogical professional education for studetnts of Hanoi NationalUniversity of Education to meet the requirements of innovation and improvethe quality of teacher training, Turkish Online Journal of Qualitative Inquiry.Volume 12, Issue 9, pp.2648-2668
4 Vu Viet Hung (2023), Research overview on developingdifferentiated teaching capacity for students of physicaleducation majors at pedagogical universities, EducationEquipment Magazine, No 285, period 2 – 3/2023, p 45-47
5 Vu Viet Hung (2023), Differentiated teaching capacity ofstudents of Physical Education major at pedagogical universities,Journal of Educational Equipment, No 286, period 1 – 4/2023, p.133-136
Trang 41 Rationale
In the national education system, pedagogical universities (pedagogicaluniversities) are major centers for training and fostering school teachers, educationaladministrators, and developing training programs, compiling programs, and teachingteachers programs, textbooks for all levels of education, and consulting at all levels ofmanagement to develop educational policies
Teaching differentiation in education is an orientation that has been carried outfor a long time in all education systems, in all periods with different requirements,levels and forms However, due to many reasons, in general, the effectiveness ofdifferentiated teaching and integrated teaching compared to the new requirements isstill limited and inadequate Differentiated teaching is an orientation in which schoolteachers organize teaching according to subjects, in order to ensure that the educationalrequirements are appropriate to the psycho-physiological characteristics, pace, abilities,needs and interests of different students students; on that basis, maximize the inherentpotential of each school student
Physical education is a specific discipline, so the teaching of physical education
in schools has specific requirements In the new high school curriculum, physicaleducation is a compulsory subject conducted from grade 1 to grade 12 Physicaleducation contributes to the achievement of the educational goals of development qualitiesand competencies of school students, with a focus on: equipping school students with healthcare knowledge and skills; motor knowledge and skills; forming practice habits, the ability
to choose appropriate sports to practice to improve health, develop physical strength andmotor qualities; on that basis, helping school students have a sense of responsibility for theirown health, family and community, adapt to living conditions, live happily, and get alongwith everyone
In pedagogical universities, the training of school teachers of physical education isaimed at forming qualities and competencies for students to meet the requirements of thephysical education subject program at all levels of the national education system and sportsactivities schools Physical education and school sports activities are very close to students'daily activities such as walking, running, swimming or playing sports, In terms of spaceand time Different participants require that school teachers, in addition to specializedknowledge and skills, have certain competencies to organize teaching activities to suit theparticipants
In fact, in training students Physical education, university teachers at pedagogicaluniversities have also focused on developing for students competence of differentiationteaching, however, the results have not really been achieved as expected due to theinfluence of objective factors and Subjective as the pedagogical training program forstudents, there is still a lack of updates on this process of formation and competencedevelopment for students, there is no specific process to design and organizecompetence development of differentiation teaching for students, or the context of theepidemic in recent years has not allowed the organization to organize competencedevelopment of differentiation teaching for students in the direction of experience on aregular basis
From the above theoretical bases and practice, we choose the topic "Competencedevelopment of differentiation teaching for Physical education students in pedagogicaluniversities" to study the thesis
Trang 52 Research objectives
Based on the research on theoretical bases and practice on competencedevelopment teaching differentiated for students Physical education at Pedagogicaluniversities, the topic proposed measures competence development teachingdifferentiated for Physical education students at Pedagogical universities in order toimprove the quality of training create a team of school teachers of physical educationfor high schools in the national education system, thereby contributing to improvingthe quality of education and training in the current context
3 Research objective and subjective
5 Tasks of the research
5.1 Building theoretical bases for competence development teaching todifferentiate students from Physical education at Pedagogical universities
5.2 Survey, assessment practice competence development teaching differentiationfor students Physical education at Pedagogical universities
5.3 Proposing measures of competence development teaching to differentiatephysical education students from pedagogical universities
5.4 Experiments measures competence development teaching differentiation forstudents Physical education at Pedagogical universities
6 Research scopes
Currently, nationwide, the network of pedagogical universities is spread acrossdifferent regions and provinces Within the scope of this topic, we survey practicecompetence development teaching differentiated physical education students at 5pedagogical universities: pedagogical universities Hanoi, pedagogical universitiessports Hanoi, pedagogical universities Thai Nguyen, Hong Duc University,pedagogical universities Ho Chi Minh city and experiments at pedagogical universitiesHanoi Specifically, the thesis conducted a survey to collect opinions of 60 teachersspecializing in physical education at pedagogical universities; 50 managers at highschools and 302 students in the 3rd/4th year who are studying at the educationaldepartments of pedagogical universities have been identified
Trang 67 Methodology and methods of the research
7.1 Methodology
To conduct research on the topic, we approach some research methodologicalperspectives as follows: Historical - logical approach; access competences;differentiated approach; access to experience; practical approach;
7.2 Methods of the research: Group of research methods theoretical bases
(Analysis, synthesis, systematization and generalization); group of practical researchmethods (questionnaire survey method; expert method; observation method; researchmethod for educational products and activities; experiment method) and group ofsupporting methods
8 Defense approach
8.1 Differentiated teaching capacity is an important component in the teachingcapacity system of students majoring in Physical Education at pedagogical universities;Developing differentiated teaching capacity for students of Physical Education majorwill meet the output standards of pedagogical universities and meet the requirements ofteaching innovation under the 2018 General Education Program
8.2 The situation of developing differentiated teaching capacity for studentsmajored in Physical Education at pedagogical universities has not really achieved theexpected results due to various subjective and objective reasons, but most importantly,there is no system of measures to develop this capacity in a synchronous, scientific andappropriate manner
8.3 In order to differentiate competence development teaching for physicaleducation students, it is necessary to identify a system of component competenciessuitable to physical education characteristics and to the outcomes of pedagogicaluniversities; at the same time, measures to focus on building the classroomimplementation process are identified; develop and use practical exercises in teaching;organize the implementation of lessons in the direction of experiential learning; andinnovating learning outcome assessment teaching will improve the competencedevelopment teaching effectiveness of differentiation for students physical education inpedagogical universities nowadays
9 New contributions of the thesis
- The thesis contributes to enriching and deepening the theoretical bases ofcompetence development teaching differentiation for students physical education atpedagogical universities, especially the framework of differentiated teachingcompetence of students majored in Physical Education in pedagogical universitieswould be clarified
- Analysis, assessment is practice competence development of differentiationteaching of students physical education at pedagogical universities; point outlimitations, causes of limitations and points to be overcome to meet the requirements ofdevelopment differentiation teaching in training students physical education
- Propose measures competence development of differentiation teaching ofstudents physical education at pedagogical universities, contributing to improving thequality of student physical education training, meeting the requirements of theeducational innovation process in today's high schools
10 Structure of the thesis
Excluding from Introduction, Conclusion and Recommendations, References,Research appendix, the thesis includes four chapters:
Trang 7Chapter 1 Theoretical bases for Competence development of differentiationteaching for Physical education students in pedagogical universities.
Chapter 2 Practice of Competence development of differentiation teaching forPhysical education students in pedagogical universities
Chapter 3 Measures for Competence development of differentiation teaching forPhysical education students in pedagogical universities
Chapter 4 Experiments for Competence development of differentiation teaching forPhysical education students in pedagogical universities
Chapter 1 THEORETICAL BASES FOR COMPETENCE DEVELOPMENT OF
DIFFERENTIATION TEACHING FOR PHYSICAL EDUCATION STUDENTS IN
PEDAGOGICAL UNIVERSITIES 1.1 Overview
Differentiation teaching is a positive teaching perspective that has beenresearched by scientists around the world and in Vietnam, affirming the correctnessaccording to the teaching laws and teaching orientation today However, with thecharacteristics of teaching in Vietnam, the study of theoretical bases and theapplication of differentiation teaching in practice still have many shortcomings such
as lack of unity, lack of connection, fragmented research results, etc It is necessary
to build a system of theoretical bases on differentiation teaching and how to apply it
in accordance with Vietnamese practice to meet modern teaching trends The issue ofcompetence development teaching for pedagogical students has aorderracted muchaorderention from domestic and foreign authors and today is increasingly focused ondeeper research However, competence of differentiation teaching and competencedevelopment of differentiation teaching for pedagogical students have not hadspecific studies
1.2 Competence of differentiation teaching của students Physical education ở trường pedagogical universities
1.2.1 Competence of differentiation teaching
1.2.1.1 Competences
* Definition: Competences is the successful implementation of a certain activity based on the
mobilization of necessary knowledge, skills and aorderitudes corresponding to that activity in a given
environment and conditions.
* The structure of competences: Competences is composed of 3 factors: Knowledge, skills and
psychological conditions for the performance of an individual's activities, in which skills areconsidered as core factors
1.2.2 Differentiation teaching
* the concept of teaching, differentiation teaching: differentiation teaching is a teaching perspective that requires teachers when organizing the teaching process of the same program, but there is a distinction between individuals or groups of school students in learning based on certain criteria such as: : competences; style, cognitive pace, needs, interests, physicality, In learning and social characteristics of each school student to bring the best teaching effect.
* scientific basis of differentiation teaching: philosophical basis; foundations of sociology and sociology of education; psychological basis; educational institution.
* the nature of differentiation in teaching
Differentiation teaching is carried out according to a rigorous process that
Trang 8includes basic steps: 1) classifying school students by cognitive level: teachers must
classify school students exactly to do so, teachers need to perform initial assessments(formal or informal) at a time near the content lesson From there, teachers will determinethe level of awareness, interest in learning, and interest of school students 2) develop andimplement a differentiated teaching plan: based on information about the cognitive level ofschool students, combined with standards of knowledge, skills, and aorderitudes, teachersdevelop teaching goals for each school student , select teaching content and conduct theteaching process in the direction of differentiation 3) assessment and summary: teachersconduct formal and informal assessments from which to draw necessary experiences andmake timely adjustments and supplements to improve the effectiveness of the next teachingand learning process
* Approaches, levels and trends of differentiated teaching
- approaches to differentiated teaching: developing and implementing different
educational program options and organizing different types of schools or schools in theeducation system; building an overall curriculum with the same overall goal consists oftwo blocks: content and main activities; take a distinct classroom approach to increaseindividual and group learning effectiveness, tied to personalized teaching
- levels of differentiation teaching: differentiation teaching can be done at 2levels: macro and micro
* current trends of division in teaching: diversification towards training human
resources to meet the requirements of social division of labor; diversification towardsthe development of individual intellectual potentials; diversify towards creating
learning opportunities for everyone to access education and succeed in school and life 1.2.1.3 Competence of differentiation teaching
* concept
*) competences teaching: is the effective performance of the task of equipping
knowledge; Forming skills, techniques, intellectual development and shaping theworldview and ethical qualities for students on the basis of skillfully combining
professional knowledge and pedagogical skills of school teachers.
*) differentiated teaching competences: is a combination of manipulations and
actions of teachers in order to carry out the teaching process to differentiateindividuals or groups of school students in the classroom based on certain differentcriteria of school students To achieve the goal, the task of differentiation teachinghas been set out
* Differentiated teaching competences system
The system of differentiated teaching competencies includes: Competences inresearch students and teaching programs; Competences design lessons in the direction
of differentiation; Competences organize the implementation of differentiated lessons;Competences test, learning outcome assessment learning of students; Competencesmanages teaching and student management
1.2.2 Competence of differentiation teaching của students Physical education ở các trường pedagogical universities
1.2.2.1 Concept
Competence of differentiation teaching of physical education students atpedagogical universities is a combination of actions and actions of students in order tocarry out the teaching process to distinguish between individuals or groups of schoolstudents in the classroom based on other criteria certain distinctions of school students
in order to achieve the set goals and tasks of differentiation teaching, which is to help
Trang 9school students form, develop health care skills, exercise skills, practice sports habitsand practice qualities, competences to become a citizen of physical and mentalharmony, meeting the requirements of the cause of national construction and defenseand international integration, contributing to the development of the stature andphysical strength of the Vietnamese people; at the same time discovering and fosteringsports talents.
1.2.2.2 Features of physical education students
Students physical education also has the common characteristics of students ofpedagogical universities, besides it also has its own characteristics associated with theirmajors These characteristics directly affect the learning process, competence developmenttraining and professional qualities of physical education students in schools
First of all, physical education students must have an understanding of the party'slines and policies, and have a firm political stance Only in this way will they be able
to fulfill the noble mission of their future profession, which is to educate the younggeneration in the socialist orientation
Second, students in physical education have perseverance, passion for theirprofession, love for people, love for children, sympathy and understanding, and a great
sense of responsibility Third, students in physical education must have a highly
developed intelligence, a sharp mind, quick and effective problem-solving, and highadaptability In addition, physical education students must constantly actively learn,explore, and occupy not only professional knowledge but also social knowledge andcultural values of the nation and humanity
Fourth, physical education students also need to have the competences of study, self-study, self-improvement to increasingly improve their intellectual capital,ready for future work with good results
self-Finally, physical education students must always be aware of the purpose ofbecoming school teachers in the future This goal will become a guide that motivatesthem to constantly work to achieve it
1.2.2.3 Competence of differentiation teaching framework of students Physical
education at Pedagogical universities
Based on the analyzed bases, The thesis determines the competence ofdifferentiation teaching framework of students Physical education at Pedagogicaluniversities as follows:
Figure 1.2 Competence of differentiation teaching framework of students
specializing in physical education at pedagogical universities
1.1.1 Fully identify the content to learn about students1.1.2 Select and use appropriate methods and tools to learn students
1.1.3 Process the information obtained about students, determine and classify the competence levels of students1.2 Research the
program, teaching content in accordance with the goals and requirements of students
1.2.1 Define course objectives and requirements1.2.2 Determine the structure and content of the course suitable for students
2.1 Determine the 2.1.1 Initial assessment to classify students
Trang 102.1.2 Clearly define the physical education competencies that need to be formed for students
2.1.3 Define lesson objectives in the direction of differentiation (minimum and advanced goals)2.2 Analyze lesson
content
2.2.1 Select the contents suitable for the students2.2.2 Hierarchy of learning content according to appropriate levels so that students can access it2.3.Choosing methods,
means and forms ofteaching organizationsuitable to the goals,contents andcompetences of students
2.3.1 Determine teaching methods, organizational forms,teaching means and techniques appropriate to the lesson2.3.2 Determine teaching methods, organizational forms,teaching means and techniques suitable to students'characteristics and teaching conditions
2.4.Design teaching and learning activities 2.4.1 Identify teaching and learning activities appropriateto the competences of students
2.4.2 Design teaching and learning activities suitable tothe methods, means, organizational form of teaching andcompetences of students
2.5 Design graded exercises suitable for competence students
2.5.1 Identify different levels of exercise2.5.2 Design graded exercises
3.1.1 Proficient use of teaching methods and techniquesappropriate to the goals and competencies of schoolstudents
3.1.2 Using a variety of teaching organizations specific
to Physical education3.2 Collect and process
feedback in teaching,master your ownemotions and actions
3.2.1 Use appropriate methods and tools to collect andprocess feedback in teaching
3.2.2 Take control of your emotions and actions3.3.3 Communicating
unexpected school students' behavior in the classroom
3.4.1 Identify behaviors that need to be adjusted by students
3.4.2 Correct unexpected student behavior in theclassroom
of the students
4.1.1 Build criteria, assessment scale4.1.2 Building a system of questions and exercisesassociated with practice to assess competences students4.2 Implement
learning outcome assessment learning ofstudents
4.2.1 Proficient use of assessment methods and toolsaccording to the competences approach
4.2.2 Combine assessment of school students' learningactivities according to standards of qualifications andcompetences
4.3 Guide and supervise students self-assessment
4.3.1 Guide students to self-assessment4.3.2 Supervising students self-assessment5.1 Self-assess and 5.1.1 Analyze your own strengths and limitations in
Trang 11supervise your own teaching teaching and have accompanying evidence.5.1.2 Adapt to different teaching conditions5.2 Organize and
manage students' study and self-study activities
self-5.2.1 Organize self-study and self-study activities forstudents
5.2.2 Consulting, learning counseling for school studentsduring the teaching process
5.3 Building a learning environment for students
5.3.1 Building a democratic, open, safe learningenvironment, facilitating development to the fullest extent
of the competences of each student5.3.2 Assess and improve the learning environment forstudents
1.3 Competence development teaching differentiation of physical education students from pedagogical universities
1.3.1 The concept of competence development teaching differentiation of
physical education students at pedagogical universities
1.3.1.1 Development
Development is the process of changing in the direction from incomplete toperfect, from low level to high level, from not or less effective to effective In thescope of quality of education and training, development is often associated withcompetences students and comprehensive development competences students is the
new goal of education systems in the world.
1.3.1.2 Competence development
Competence development is the process of expanding and enhancing the system
of competences required of an individual to perform effectively in accordance with theset goals This process aims to transform the system of competences of individuals in apositive direction, to form those that do not yet exist and to improve those that havebeen formed from a low level to a higher level
1.3.1.3 Competence development teaching
Competence development teaching is the process of expanding and enhancing thesystem of competences teaching required by an individual to effectively carry out teachingactivities according to defined objectives In each specific field of activity, the competenceteaching system of the individual is determined based on the general competence teachingframework At each time, it is necessary to determine the level of each department'scompetences in order to have appropriate development measures
1.3.1.4 Competence development teaching differentiation
Competence developmenordereaching differentiation is the process of organizingstudents to practice, practice on a regular basis, a system of teaching activities according toobjectives, content, standard procedures to perform work in a certain time so that they canintegrate accumulate and acquire a differentiated teaching competence system in order toachieve the goal of differentiated teaching more and more effectively
1.3.2 The process of competence development teaching differentiation of students physical education at pedagogical universities
1.3.2.1 Goals of competence development teaching differentiate for students
physical education at pedagogical universities
The general objective of competence development of differentiation teaching forstudents of physical education at pedagogical universities is to improve competence ofdifferentiation teaching of students so that they can successfully complete theirprofessional tasks, contributing to improving the quality of school teachers' training inschools pedagogical universities meet the professional standards of school teachers
Trang 12The specific objectives of competence development of differentiation teaching forphysical education students at pedagogical universities include: raising awareness ofdifferentiation teaching for students specializing in physical education; development ofcompetencies components of competence of differentiation teaching for physicaleducation students according to the defined competence framework.
1.3.2.2 Principles of competence development teaching differentiation for students physical education at pedagogical universities
In order to achieve competence development of differentiation teaching forstudents physical education pedagogical universities, it is necessary to ensure thefollowing principles: (1) competence development of differentiation teaching forstudents physical education pedagogical universities must ensure the objectives of theprogram training and meeting outcomes; (2) competence development ofdifferentiation teaching for students physical education at pedagogical universities isimplemented through consistent and long-term implementation pathways; (3) thepositivity, initiative and creativity of physical education students determines theeffectiveness of competence development of differentiation teaching Therefore, it isrequired that students be proactive and active in acquiring knowledge, skills, anddeveloping related aorderitude systems through classroom hours, practice, pedagogicalpractice, and self-discovery and research research and creativity in self-study toenhance competence of differentiation teaching.; (4) competence development ofdifferentiation teaching for students physical education at pedagogical universitiesmust be suitable with the psychophysiological characteristics of physical educationstudents and inherit the competence development achievements of students in thetraining process at pedagogical universities; (5) competence development ofdifferentiation teaching for students physical education at pedagogical universities toensure the professional personality development goal of school teachers in general andschool teachers gdtc in particular, contributing to the realization of educationalinnovation and economic development - Vietnamese society in the trend ofglobalization and international integration
1.3.2.3 Competence development teaching content differentiates for students physical education at pedagogical universities
Competence development of differentiation teaching for students physicaleducation at pedagogical universities includes the development of competencies within
the competence of differentiation teaching framework as proposed.
1.3.2.4 Forms and methods of competence differentiated teaching development for students majored in Physical Education in pedagogical universities
In order to develop the competence of differentiated teaching for students majored
in Physical Education, when choosing and using teaching forms and methods,university teachers would notice of improving the traditional teaching methods,combining the teaching forms and methods
1.3.2.5 Competence development teaching paths differentiate for students physical education at pedagogical universities
Competence development teaching paths differentiate for students physicaleducation at pedagogical universities, including: through teaching of subjects,especially professional subjects; through self-study and self-study activities ofstudents; through regular nvsp training; through aorderending sample lectures, learningthe experiences of school teachers; through pedagogical practice
1.4 Factors affecting competence development teaching differentiation for
Trang 13students physical education at pedagogical universities
Competence development teaching differentiation for students in physical education atpedagogical universities is influenced by many factors such as: students' perception ofcompetence development of differentiation teaching; the activeness and initiative ofstudents; students' learning methods; perceptions of administrators and university teachersabout competence development teaching differentiation for students; competences teachinguniversity teachers; training program for school teachers of pedagogical universities;physical conditions of pedagogical universities
Conclusion for the chapter 1
Chapter 1 of the thesis systematized and supplemented theoretical bases on competencedevelopment of differentiation teaching for students specializing in physical education atpedagogical universities Chapter 1 also corrects some concepts related to the thesis and is beingunderstood differently such as pedagogical, teaching, differentiation teaching, competences,competencesteaching, competence of differentiation teaching, competence development ofdifferentiation teaching and competence development of differentiation teaching for physicaleducation students pedagogical universities In addition, chapter 1 of the thesis has alsoidentified and analyzed the paths to competence development of differentiation teaching forphysical education students in pedagogical universities, and pointed out the factors affecting theeffectiveness of competence development of differentiation teaching for physical educationstudents in pedagogical universities The content theoretical bases on competence development
of differentiation teaching for physical education students in pedagogical universities presented
in chapter 1 has an important role, serving as a basis for research, survey practice and proposingmeasures of competence of differentiation teaching for physical education students inpedagogical universities in order to improve the training quality of pedagogical universities,meeting the professional labor standards of current school teachers
Chapter 2 PRACTICE OF COMPETENCE DEVELOPMENT OF DIFFERENTIATION TEACHING FOR PHYSICAL EDUCATION STUDENTS IN PEDAGOGICAL
UNIVERSITIES 2.1 Overview of survey practice
2.1.1 Survey location
The survey has been carried out at 3 pedagogical universities under the ministry ofeducation and training, which are: (1) pedagogical universities Hanoi; (2) pedagogicaluniversities in Ho Chi Minh City; and (3) pedagogical universities – hue university
2.1.2 Purpose, object and time of the survey
* Survey purpose:
The survey aims to assess practice competence development of differentiation teachingfor students specializing in physical education at pedagogical universities and factorsaffecting the effectiveness of competence development of differentiation teaching forstudents specializing in physical education at pedagogical universities From there,proposing measures competence development of differentiation teaching for studentsspecializing in physical education at pedagogical universities, contributing to improving thequality of training school teachers in general and school teachers gdtc in particular inpedagogical universities, meeting the requirements of current educational practices andprofessional standards of school teachers