dạy học giáo dục học ở đại học sư phạm theo tiếp cận năng lực thực hiện bản tóm tắt tiếng anh

Research objectives The research will design the pedagogy teaching procedure at the Universities of Education applying competence - based approach... The subject of study: the process o

MINISTRY OF EDUCATION AND TRAINING

THAI NGUYEN UNIVERSITY –––––––––––––––––––

University of Education - Thai Nguyen University

Supervisors: 1 Assoc Prof Dr VU TRONG RY

2 Assoc Prof Dr NGUYEN THI TINH

Criticizers:

1:

2:

3:

The thesis will be approved School committee at University of Education - Thai Nguyen University At date month year 2013

The thesis can be found at: Vietnam National Library

Thai Nguyen University Library

INTRODUCTION

1 The reasons for choosing topic

1.1 The era of economy, knowledge and international integration have put education system in general and higher education system in particular in fundamental changes to maintain a key position in ensuring quality of human resources training for the country Higher education training helps students shape and develop capacity in real life and actual context Thus, graduate students should quickly integrate, adapt and meet the demands of practical career

1.2 Competence - based approach in education is interested by many educational researchers as the theoretical system on Education and Training of many countries in the world have confirmed that this approach becomes a guarantee for higher education in terms of training high-quality human resources to promote the society development

1.3 The research findings report on: “Actual status of training secondary teacher” concluded that general quality of pedagogic

students currently is not good enough to meet all the requirements of professional capacity standards and pedagogical training reality The subjects on pedagogical skills (especially education studies and teaching theoretical background) are characteristic of the training program in most pedagogical universities but they neither meet the duration need nor have direct impact on shaping teaching and educational capacity

1.4 With the above insights, we do hope to apply based approach in teaching Pedagogy - an important professional teaching skill subject expressing typical and unique identification of the pedagogical university This will be expected to be a promising research direction which contributes to narrow the gap between on-the-job training and performance, theory and practice in teacher training at pedagogical universities

competence-Basing on above theoretical and practical backgrounds, we would like to choose the research title: “Teaching pedagogy at Universities

of Education using competence-based approach”

2 Research objectives

The research will design the pedagogy teaching procedure at the Universities of Education applying competence - based approach

with the aim of improving the quality of teaching and teacher training of Education Universities, enriching theoretical system of pedagogy teaching

3 The subject and object of study:

3.1 The object of study: the process of teaching pedagogy at Universities of Education

3.2 The subject of study: the process of pedagogy at Universities

of Education using competence - based approach

4 Hypothesis

The formation of competence - based approach in teaching profession among students has close relationships with the process of teaching Pedagogy As the procedure of teaching pedagogy designed under competence-based approach is feasible, it will help to shape

better teaching profession capacity in students’ mind, contributing to

improve the quality of teacher training

competence-5.4 Conduct pedagogical experiments to test outcomes of teaching Pedagogy using competence-based approach and assess its impact on shaping teaching competence among students and the quality of teaching Pedagogy

6 Limitation of the study

- In the dissertation, the procedure of teaching Pedagogy at University of Education is employing competence-based approach with specific instructions for lecturers to apply to their own teaching activities design

- The design of Pedagogy teaching sample activities principles in the dissertation consists of teaching principles, teaching methods and forms of teaching organization

- The survey and assessment of the teaching situation is conducted

in 5 locations: Thai Nguyen University of Education, Xuan Hoa University of Education, Faculty of Education - Hong Duc

University, Faculty of Education - Can Tho University and Vinh University of Education

- The experimental contents were conducted on students of Thai Nguyen University of Education

7 Research Methods

7.1 Methodology

(1) System-based approach (2) Practice-based approach (3) outcome-based approach: implementation capacity

7.2 Specific research methods

7.2.1 Theory research methods to construct theoretical backgrounds for the research problem

7.2.2 Practical research methods to collect information on the situation of employing competence-based approach in teaching Pedagogy and results of Pedagogical experiments

7.2.3 The complementary methods: mathematical statistics were used to analyze quantitative and qualitative of the research results

8 The protection arguments

Competence-based approach motivates Pedagogy teaching at Universities of Education to perform better results, contributing to make the training of teachers at pedagogical universities to meet the requirements of social practices for teaching profession Pedagogy teaching at Universities of Education on competence-based approach requires the teaching process to carry out the survey of implementation competence, determine implementation competence standards, define program objectives and program design, training and ultimately evaluate competence-based approach standard

9 New contributions of the thesis

9.1 In theory

- The study has expanded teaching theories on competence-based approach and clarified some new theoretical issues such as the relationship between competence-based approach and "learning outcomes", teaching on competence-based approach to train teachers, teaching Pedagogy on competence-based approach

- The study has also defined teaching processes on based approach at training program and course level

competence The study identified the principles and design of the teaching processes on competence-based approach with specific steps which

clearly described goals, and how to implement and conditional execution

9.2 In practice

- Results of the survey helped to identify and assess the status of Pedagogy teaching context at Universities of Education from competence-based approach angle

- The results of pedagogical experiments have confirmed the feasibility of the process of teaching pedagogy using competence-based approach

- These results are helpful in designing illustrated lesson plans to guide teachers in their teaching process using competence-based approach

10 The structure of the dissertation

The dissertation consists of four chapters apart from the introduction, conclusion, list of references and appendix

CHAPTER I THEORETICAL BACKGROUND OF TEACHING PEDAGOGY AT UNIVERSITIES OF EDUCATION ON

(1) Competence-based approach training is not a new method in the world, but has just been applied in Viet Nam in terms of vocational training The research on this approach is still limited and not systematic The advantages of competence-based approach training should be applied more widely

(2) Applying teaching theories on competence-based approach to pedagogy teaching at Universities of Education can be taken as a quite new problem, thus the study on teaching pedagogy at Universities of Education using competence-based approach is a new direction, contributing to improve the effectiveness of teaching professional subjects

During this research, we have studied, inherited, and collated with many theses and data from the above mentioned studies

1.2 The nature of the teaching process at universities:

Teaching process at universities is the process of vocational training at a high level to train the future professionals in a certain occupational field This process can be considered as a dynamic balance system of three most important basic elements including scientific knowledge, teaching and learning activities which interact, penetrate and regulate one another to perform the same task of

teaching and learning, to shape and develop learners’ personality

with the aim of satisfying the demand of the socio-economic development in the occupational fields at each particular stage

At tertiary education, lecturers not only convey knowledge, but more importantly the organizers of awareness and scientific research activities to help students develop their own potentials and learn in a creative way to dominate scientific knowledge

1.3 Competence-based approach teaching

1.3.1 Capacity and competency

1.3.1.2 Competency

Inheriting and developing the previous studies and authors, the

concept “competency” in the research direction of this dissertation is

“comprised of the elements of knowledge, professional skills and

attitudes to ensure that all performers practice their work effectively according to the learning outcomes standard in certain situations or occupational tasks In particular, the skill is an important element of

(+) is demonstrated to meet the requirements of the learning outcomes (the standard requires professional practice, but is not the standard of training)

(+) the performance must be assessed and determined

In fact, the concept of capacity and competency is just the different statements of one problem Capacity emphasizes the ability

to perform, which means learners must “know to do, not only know to

understand”, and “performance” here is associated with knowledge

and skills rather than performing mechanically Competency is the

same, but the concept “must know and must perform effectively”

here should be associated with certain occupational tasks

1.3.2 Competence-based approach

The teaching tendency on competence-based approach has been formed and widely-applied in many countries around the world The name of this approach may be different, but the term is commonly used as competency - based training

- Paprock pointed out 5 basic characteristics of this approach: (1) Competence-based approach relies on learner-centered ideology (2) Competence-based approach meets the demands of professional practice

(3) Competence-based approach has orientation to human’s

(2) Output orientation to regulate the teaching and learning activities

(3) Create the flexibility to achieve outputs in accordance with pace and cognitive characteristics of individual learners

(4) Provide favorable conditions in determining the outcomes of teaching process through a clear standard evaluation system

1.3.3 Competence-based approach and “learning outcomes”

1.3.3.1 The relationship between “competency” and “learning outcomes” in competence-based approach teaching

Learning outcomes is a description of what students should learn, know or do after graduation According to competence-based approach, learning outcomes is a description of the competencies system including corresponding levels of proficiency in the use of knowledge, skills and attitudes to solve the occupational practical tasks that can now happen in the future (To distinguish and facilitate the text presentation, learning outcomes on competence-based approach is referred to as competency-based standard)

1.3.3.2 The steps to determine competence-based standard:

- Survey of the necessary competencies of employees

- Generalizing, arranging capacities into a certain standard system With this approach, the competence-based standard of training program is built on 4 levels

Level 1 (X) consists of the necessary knowledge and skills to shape 4 core capacities (advanced capacity):

1 Knowledge and reasoning methods

2 The professional skills, personal skills and attitude

3 The communication skills: teamwork and communication

4 Capacity of recognition, design, implementation and operation

in the context of business and society

Level 2 (XX) divides knowledge, skills, attitudes and core capacities into specific contents which reflect practice and research capacity

Level 3 (XXX) and level 4 (XXXX) are determined in detail level and these levels are needed for the transition from the high-level goals into learning outcomes which can be taught and evaluated 1.3.3.3 The role of competence-based standard in teaching process on competence-based approach

(1) Training program design orientation on competence-based approach

(2) Subjects design orientation on competence-based approach (3) Orientation to organize teaching activities on competence-based approach

(4) Orientation to assess the learning outcomes on based approach

competence-1.3.4 Competence-based approach in the process of teacher training

1.3.4.1 Survey and describe the necessary capacities of teachers

In the present social context, the secondary teachers need to:

- Detect characteristics of educational objects, have ability to detect, apply contents of the course in reality

- Design organization and evaluation plans for teaching and education activities

- To implement teaching, education, test and evaluation activities

- Test and evaluation results in teaching and education process are utilized to adjust education teaching and education plan

- Self-assess to constantly improve the teachers’ personalities to

meet the requirement of the society

1.3.4.2 Competence-based standard determination of teacher training program

- Detection capacity (identify characteristics of educational objects, educational environment characteristics, actual relation capacity of the course content)

- Design capacity (design specific, detailed and feasible teaching goals system, plans for teaching and other educational activities, design evaluation plan, design a rich, diverse and attractive learning resource)

- Performance capacity (plan implementation process, implement the teaching plan and educational plan, apply the principles, methods and forms of educational organization)

- Improvement Capacity (self-assessment, self-learning, self-study and self-discipline, identify and resolve issues that arise in educational practice, apply assessment results to adjust teaching and learning activities and assess improvement and career development) 1.3.4.3 Design teacher training program using competence-based approach

Designing training program is an important work which requires intellectual and great efforts of many lecturers from different sectors and expertise In this dissertation frame work, we do not go deep into the construction of training programs, but only refer to curriculum of some universities as a basis for determining the correlation between pedagogy subjects with other subjects

1.4 Teaching Pedagogy using competence-based approach

1.4.1 The role and task of the Pedagogy subject in education programs at universities of education

Pedagogy not only equips pedagogical students with knowledge

as a theoretical background for their future work of teaching and education but also gradually shape them teaching skills, especially solving skills arising in teaching and education activities Moreover, Pedagogy plays an important role in shaping the professional ethics quality of teachers such as love for their jobs and children and other qualities

1.4.2 Types of teaching organization using competence-based approach

Action-oriented teaching, teaching under contract, project-based teaching, micro teaching prevail in the competence-based approach teaching

CHAPTER 2 PEDAGOGY TEACHING SITUATION AT UNIVERSITIES

OF EDUCATION FROM THE PERSPECTIVE OF COMPETENCE-BASED APPROACH

2.1 Some common problems on surveying the pedagogy teaching situation at Universities of education from the perspective of competence-based approach

We surveyed 50 pedagogy lecturers and 500 students who studied pedagogy as a practical basis for teaching pedagogy on competence-based approach

2.2 Survey results

2.2.1 Lecturers’ awareness of the pedagogy and teaching this

subject at Universities of Education

2.2.2 Lecturers’ awareness of teaching pedagogy on

competence-based approach

Lecturers have full awareness of the role of Pedagogy subject at Universities of Education and understand that this effectively organized subject will contribute to improve the quality of teacher training at Universities of Education

However, perceptions of lecturers on pedagogy teaching theories from perspective of competence-based approach are not deep enough In particular:

- The majority of teachers have not shown all the typical characteristics of the competence-based approach teaching

- The advantages of the competence-based approach teaching were not given high appreciation compared to other approaches

- The competence-based approach teaching is necessary to “form capacity to meet the requirements of teaching” and is evaluated on a par with “promoting positive, proactive and creative characteristics

of learners” (72 %)

Finding the causes of this situation, we have known that competence-based approach training was much explored and applied

in program construction and vocational training organization There

aren’t any studies of this theory application at Universities of

Education except for several research projects on this application of theory at technical teacher training schools

2.2.3 The reality of teaching Pedagogy at University of education

2.3.3.1 the reality of identifying the goal of teaching Pedagogy

- Lectures were well aware of the role of the teaching goal of this subject during the teaching process

- In determining the teaching goals, the lecturers initially used competence-based approach in teaching Pedagogy; however, this approach was only integrated discretely into each specific lesson The determination of the teaching goals that integrated competence-based approach was only empirical and not organized systematically in Pedagogy teaching curricula

2.2.3.2 The reality of designing the teaching content of Pedagogy (1) Designing Pedagogy teaching curricula

Pedagogy teaching curricula in universities are basically consistent and focus on the basic knowledge When investigating the teaching schedule for each content we see that competence-based approach has not been represented yet Most of the teaching time is for theory Hours of practice, group discussion focus on clarifying the views, the perspectives, and the development trends of education (2) Designing the teaching content for each particular lesson The results taken from the survey, the investigation of the teaching profiles and syllabi reveal that the design of the teaching

content for Pedagogy now primarily use the content -based and objective- based approach The teaching content which is organized

in rigid orders cannot present the teachers’ missions and

responsibilities in their future professional career

2.2.3.3 The reality of Pedagogy teaching procedure

The lecturers presented the content in a logical sequence and tried

to encourage the students to be positive, and independent in the learning process in order to improve the perception quality However,

it is clear that the teachers didn’t focus on improving the students’

practice skills Moreover, the investigation indicates that 3 and 4 credits were not enough for the long learning content of Pedagogy Also, the overcrowded classes (from 50 to 70 students, even up to

130 students) caused a lot of troubles for the teachers to improve the

students’ vocational skills in the teaching process

2.2.3.4 The reality of the assessment of Pedagogy study results Firstly, when designing the course outline the universities and colleges had to pay much attention to the clear regulations of content and evaluation, and gave the students the outline of subjects, which helped them orientate their own learning activities

Secondly, there was the combination of regular assessment and summative assessment

The third point is the assessment contents:

+ For regular assessment, the lecturers often assigned the group discussions, exercises, practice which required the students to make effort to apply knowledge when solving problems and to improve their creative thinking abilities However, the tasks assigned to the group or individual are fully theoretical knowledge Therefore, the evaluation was mainly aimed at knowledge, thinking skills, and the theoretical problems rather than the practical issues

+ The summative assessment mainly focused more on the ability

to memorize and reproduce knowledge

2.2.4 The reality of the students’ awareness of the role of Pedagogy

and factors affecting the teaching activities

2.2.4.1 The reality of the students’ awareness of the role of Pedagogy

There was not high awareness of the role of Pedagogy among students Consequently, many students when interviewed replied that Pedagogy was a compulsory subject and that they only tried to study

to get good scores because of the higher number of credits