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.MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION VU VIET HUNG COMPETENCE DEVELOPMENT OF DIFFERENTIATION TEACHING FOR PHYSICAL EDUCATION STUDENTS IN PEDAGOGICAL UNIVERSITIES Ma.
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 capacity for 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 of Education (2020), “DEVELOPING DIFFERENTIATED TEACHING COMPETENCE FOR PHYSICAL EDUCATION STUDENTS TO MEET
Scientific Conference on Psychology - Education for the development of students 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 Thuy Giang, Tran Viet Cuong, Nguyen Dang Trung, Tran Trung Tinh, Vu Viet Hung, Duong Van Khoa, Cao Danh Chinh, Tran Dinh Chien, Le Thu Thuy (2021), Pedagogical professional education for studetnts of Hanoi National University of Education to meet the requirements of innovation and improve the 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 developing differentiated teaching capacity for students of physical education majors at pedagogical universities, Education Equipment Magazine, No 285, period 2 – 3/2023, p 45-47
5 Vu Viet Hung (2023), Differentiated teaching capacity of students of Physical Education major at pedagogical universities, Journal of Educational Equipment,
No 286, period 1 – 4/2023, p 133-136
Trang 4INTRODUCTION
1 Rationale
In the national education system, pedagogical universities (pedagogical universities) are major centers for training and fostering school teachers, educational administrators, and developing training programs, compiling programs, and teaching teachers programs, textbooks for all levels of education, and consulting at all levels of management to develop educational policies
Teaching differentiation in education is an orientation that has been carried out for 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 of differentiated teaching and integrated teaching compared to the new requirements is still limited and inadequate Differentiated teaching is an orientation in which school teachers organize teaching according to subjects, in order to ensure that the educational requirements are appropriate to the psycho-physiological characteristics, pace, abilities, needs and interests of different students students; on that basis, maximize the inherent potential 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, physical education is a compulsory subject conducted from grade 1 to grade 12 Physical education contributes to the achievement of the educational goals of development qualities and competencies of school students, with a focus on: equipping school students with health care knowledge and skills; motor knowledge and skills; forming practice habits, the ability
to choose appropriate sports to practice to improve health, develop physical strength and motor qualities; on that basis, helping school students have a sense of responsibility for their own health, family and community, adapt to living conditions, live happily, and get along with everyone
In pedagogical universities, the training of school teachers of physical education is aimed at forming qualities and competencies for students to meet the requirements of the physical education subject program at all levels of the national education system and sports activities 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 space and time Different participants require that school teachers, in addition to specialized knowledge and skills, have certain competencies to organize teaching activities to suit the participants
In fact, in training students Physical education, university teachers at pedagogical universities have also focused on developing for students competence of differentiation teaching, however, the results have not really been achieved as expected due to the influence of objective factors and Subjective as the pedagogical training program for students, there is still a lack of updates on this process of formation and competence development for students, there is no specific process to design and organize competence development of differentiation teaching for students, or the context of the epidemic in recent years has not allowed the organization to organize competence development of differentiation teaching for students in the direction of experience on a regular basis
From the above theoretical bases and practice, we choose the topic "Competence development of differentiation teaching for Physical education students in pedagogical universities" to study the thesis
Trang 52 Research objectives
Based on the research on theoretical bases and practice on competence development teaching differentiated for students Physical education at Pedagogical universities, the topic proposed measures competence development teaching differentiated for Physical education students at Pedagogical universities in order to improve the quality of training create a team of school teachers of physical education for high schools in the national education system, thereby contributing to improving the 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 to differentiate students from Physical education at Pedagogical universities
5.2 Survey, assessment practice competence development teaching differentiation for students Physical education at Pedagogical universities
5.3 Proposing measures of competence development teaching to differentiate physical education students from pedagogical universities
5.4 Experiments measures competence development teaching differentiation for students Physical education at Pedagogical universities
6 Research scopes
Currently, nationwide, the network of pedagogical universities is spread across different regions and provinces Within the scope of this topic, we survey practice competence development teaching differentiated physical education students at 5 pedagogical universities: pedagogical universities Hanoi, pedagogical universities sports Hanoi, pedagogical universities Thai Nguyen, Hong Duc University, pedagogical universities Ho Chi Minh city and experiments at pedagogical universities Hanoi Specifically, the thesis conducted a survey to collect opinions of 60 teachers specializing in physical education at pedagogical universities; 50 managers at high schools and 302 students in the 3rd/4th year who are studying at the educational departments 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 methodological perspectives 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 research methods (questionnaire survey method; expert method; observation method; research method for educational products and activities; experiment method) and group of supporting methods
8 Defense approach
8.1 Differentiated teaching capacity is an important component in the teaching capacity system of students majoring in Physical Education at pedagogical universities; Developing differentiated teaching capacity for students of Physical Education major will meet the output standards of pedagogical universities and meet the requirements of teaching innovation under the 2018 General Education Program
8.2 The situation of developing differentiated teaching capacity for students majored in Physical Education at pedagogical universities has not really achieved the expected 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 and appropriate manner
8.3 In order to differentiate competence development teaching for physical education students, it is necessary to identify a system of component competencies suitable to physical education characteristics and to the outcomes of pedagogical universities; at the same time, measures to focus on building the classroom implementation process are identified; develop and use practical exercises in teaching; organize the implementation of lessons in the direction of experiential learning; and innovating learning outcome assessment teaching will improve the competence development teaching effectiveness of differentiation for students physical education in pedagogical universities nowadays
9 New contributions of the thesis
- The thesis contributes to enriching and deepening the theoretical bases of competence development teaching differentiation for students physical education at pedagogical universities, especially the framework of differentiated teaching competence of students majored in Physical Education in pedagogical universities would be clarified
- Analysis, assessment is practice competence development of differentiation teaching of students physical education at pedagogical universities; point out limitations, causes of limitations and points to be overcome to meet the requirements
of development differentiation teaching in training students physical education
- Propose measures competence development of differentiation teaching of students physical education at pedagogical universities, contributing to improving the quality of student physical education training, meeting the requirements of the educational 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 differentiation teaching for Physical education students in pedagogical universities
Chapter 2 Practice of Competence development of differentiation teaching for Physical education students in pedagogical universities
Chapter 3 Measures for Competence development of differentiation teaching for Physical education students in pedagogical universities
Chapter 4 Experiments for Competence development of differentiation teaching for
Physical 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 been researched by scientists around the world and in Vietnam, affirming the correctness according to the teaching laws and teaching orientation today However, with the characteristics of teaching in Vietnam, the study of theor etical bases and the application 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 tea ching and how to apply it
in accordance with Vietnamese practice to meet modern teaching trends The issue of competence development teaching for pedagogical students has a orderracted much aorderention from domestic and foreign authors and today is increas ingly focused on deeper research However, competence of differentiation teaching and competence development of differentiation teaching for pedagogical students have not had specific 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 are considered 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 proce ss 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 characteristic s 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 determine the level of awareness, interest in learning, and interest of school students 2) develop and implement a differentiated teaching plan: based on information about the cognitive level of school students, combined with standards of knowledge, skills, and aorderitudes, teachers develop teaching goals for each school student , select teaching content and conduct the teaching process in the direction of differentiation 3) assessment and summary: teachers conduct formal and informal assessments from which to draw necessary experiences and make timely adjustments and supplements to improve the effectiveness of the next teaching and 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 the education system; building an overall curriculum with the same overall goal consists of two blocks: content and main activities; take a distinct classroom approach to increase individual and group learning effectiveness, tied to personalized teaching
- levels of differentiation teaching: differentiation teaching can be done at 2 levels: macro and micro
* current trends of division in teaching: diversification towards training human
resources to meet the requirements of social division of labor; diversification towards the 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 the worldview 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 differentiate individuals or groups of school students in the classroom based on certain different criteria of school students To achieve the goal, the task of differentiation teaching has been set out
* Differentiated teaching competences system
The system of differentiated teaching competencies includes: Competences in research 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; Competences manages 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 at pedagogical universities is a combination of actions and actions of students in order to carry out the teaching process to distinguish between individuals or groups of school students 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 habits and practice qualities, competences to become a citizen of physical and mental harmony, meeting the requirements of the cause of national construction and defense and international integration, contributing to the development of the stature and physical strength of the Vietnamese people; at the same time discovering and fostering sports talents
1.2.2.2 Features of physical education students
Students physical education also has the common characteristics of students of pedagogical universities, besides it also has its own characteristics associated with their majors These characteristics directly affect the learning process, competence development training and professional qualities of physical education students in schools
First of all, physical education students must have an understanding of the party's lines 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 young generation in the socialist orientation
Second, students in physical education have perseverance, passion for their profession, 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 high adaptability In addition, physical education students must constantly actively learn, explore, and occupy not only professional knowledge but also social knowledge and cultural values of the nation and humanity
Fourth, physical education students also need to have the competences of self study, self-study, self-improvement to increasingly improve their intellectual capital, ready for future work with good results
-Finally, physical education students must always be aware of the purpose of becoming school teachers in the future This goal will become a guide that motivates them 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 of differentiation teaching framework of students Physical education at Pedagogical universities as follows:
Figure 1.2 Competence of differentiation teaching framework of students
specializing in physical education at pedagogical universities
students
1.1.1 Fully identify the content to learn about students 1.1.2 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 students 1.2 Research the
program, teaching content in accordance with the goals and requirements of
students
1.2.1 Define course objectives and requirements 1.2.2 Determine the structure and content of the course suitable for students
Trang 102.1.1 Initial assessment to classify students 2.1.2 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 students 2.2.2 Hierarchy of learning content according to appropriate levels so that students can access it 2.3.Choosing methods,
means and forms of
2.4.Design teaching and learning activities
2.4.1 Identify teaching and learning activities appropriate
to the competences of students 2.4.2 Design teaching and learning activities suitable to the methods, means, organizational form of teaching and competences of students
2.5 Design graded exercises suitable for competence students
2.5.1 Identify different levels of exercise 2.5.2 Design graded exercises
3.1.2 Using a variety of teaching organizations specific
to Physical education 3.2 Collect and process
feedback in teaching,
emotions and actions
3.2.1 Use appropriate methods and tools to collect and process feedback in teaching
3.2.2 Take control of your emotions and actions 3.3.3 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 the classroom
of the students
4.1.1 Build criteria, assessment scale 4.1.2 Building a system of questions and exercises associated with practice to assess competences students 4.2 Implement
learning outcome assessment learning of students
4.2.1 Proficient use of assessment methods and tools according to the competences approach
4.2.2 Combine assessment of school students' learning activities according to standards of qualifications and competences
4.3 Guide and supervise students self-assessment
4.3.1 Guide students to self-assessment 4.3.2 Supervising students self-assessment
Trang 115.1 Self-assess and supervise your own teaching
5.1.1 Analyze your own strengths and limitations in teaching and have accompanying evidence
5.1.2 Adapt to different teaching conditions 5.2 Organize and
manage students' study and self-study activities
self-5.2.1 Organize self-study and self-study activities for students
5.2.2 Consulting, learning counseling for school students during the teaching process
5.3 Building a learning environment for students
5.3.1 Building a democratic, open, safe learning environment, facilitating development to the fullest extent
of the competences of each student 5.3.2 Assess and improve the learning environment for students
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 to perfect, from low level to high level, from not or less effective to effective In the scope of quality of education and training, development is often associat ed with competences 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 the set goals This process aims to transform the system of competences of individuals in a positive direction, to form those that do not yet exist and to improve those that have been 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 the system of competences teaching required by an individual to effectively carry out teaching activities according to defined objectives In each specific field of activity, the competence teaching system of the individual is determined based on the general competence teaching framework At each time, it is necessary to determine the level of each department's competences in order to have appropriate development measures
1.3.1.4 Competence development teaching differentiation
Competence developmenordereaching differentiation is the process of organizing students to practice, practice on a regular basis, a system of teaching activities according to objectives, content, standard procedures to perform work in a certain time so that they can integrate accumulate and acquire a differentiated teaching competence system in order to achieve 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 for students of physical education at pedagogical universities is to improve competence of differentiation teaching of students so that they can successfully complete their professional tasks, contributing to improving the quality of school teachers' training in
Trang 12schools pedagogical universities meet the professional standards of school teachers The specific objectives of competence development of differentiation teaching for physical education students at pedagogical universities include: raising awareness of differentiation teaching for students specializing in physical education; development of competencies components of competence of differentiation teaching for physical education 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 for students physical education pedagogical universities, it is necessary to ensure the following principles: (1) competence development of differentiation teaching for students physical education pedagogical universities must ensure the objectives of the program training and meeting outcomes; (2) competence development of differentiation teaching for students physical education at pedagogical universities is implemented through consistent and long-term implementation pathways; (3) the positivity, initiative and creativity of physical education students determines the effectiveness of competence development of differentiation teaching Therefore, it is required that students be proactive and active in acquiring knowledge, skills, and developing related aorderitude systems through classroom hours, practice, pedagogical practice, and self-discovery and research research and creativity in self-study to enhance competence of differentiation teaching.; (4) competence deve lopment of differentiation teaching for students physical education at pedagogical universities must be suitable with the psychophysiological characteristics of physical education students and inherit the competence development achievements of students in the training process at pedagogical universities; (5) competence development of differentiation teaching for students physical education at pedagogical universities to ensure the professional personality development goal of school teachers in general and school teachers gdtc in particular, contributing to the realization of educational innovation and economic development - Vietnamese society in the trend of globalization 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 physical education 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 physical education at pedagogical universities, including: through teaching of subjects, especially professional subjects; through self-study and self-study activities of students; through regular nvsp training; through aorderending sample lectures, learning the experiences of school teachers; through pedagogical practice
Trang 131.4 Factors affecting competence development teaching differentiation for students physical education at pedagogical universities
Competence development teaching differentiation for students in physical education at pedagogical universities is influenced by many factors such as: students' perception of competence development of differentiation teaching; the activeness and initiative of students; students' learning methods; perceptions of administrators and university teachers about competence development teaching differentiation for students; competences teaching university 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 competence development of differentiation teaching for students specializing in physical education at pedagogical universities Chapter 1 also corrects some concepts related to the thesis and is being understood differently such as pedagogical, teaching, differentiation teaching, competences, competencesteaching, competence of differentiation teaching, competence development of differentiation teaching and competence development of differentiation teaching for physical education students pedagogical universities In addition, chapter 1 of the thesis has also identified and analyzed the paths to competence development of differentiation teaching for physical education students in pedagogical universities, and pointed out the factors affecting the effectiveness of competence development of differentiation teaching for physical education students 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 proposing measures of competence of differentiation teaching for physical education students in pedagogical 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 of education and training, which are: (1) pedagogical universities Hanoi; (2) pedagogical universities 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 teaching for students specializing in physical education at pedagogical universities and factors affecting the effectiveness of competence development of differentiation teaching for students specializing in physical education at pedagogical universities From there, proposing measures competence development of differentiation teaching for students specializing in physical education at pedagogical universities, contributing to improving the quality of training school teachers in general and school teachers gdtc in particular in pedagogical universities, meeting the requirements of current educational practices and professional standards of school teachers