tổ chức xêmina trong dạy học môn giáo dục học ở đại học theo tiếp cận năng lực bản tóm tắt tiếng anh

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INTRODUCTION
1. RATIONALE
The educational development strategy by 2020 confirms: “Going on
innovating teaching method and learning result assessment is to motivate
learners’ activeness, creativeness and self-learning abitity”. Thus, applying
to organizing teaching at university by this trend is to contribute to
upgrading teacher candidates’ career profession.
By doing literature review on new training approachs, the writer
knows : ability approach focuses on developing learners’ ability by
outcome standards. Seminar is one of the basic university teaching forms
aiming at promoting students’ roles and helping them use beginingly the
scientific research methods. So, organizing seminar in university teaching
is very essential, important and suitable with training trends.
Pedagogy is an important professional subject which takes an
essential part in training eduactional students. In fact, teaching this subject
at university has been being innovated with various forms. However,
organizing seminar in teaching Pedagogy is limited because of having
promoted the effectiveness of this teaching form.
Basing on the above reasons, the writer does research on the thesis :
“Organizing seminar in teaching Pedagogy at university by ability
approach”.
2. RESEARCH AIMS
Based on the theories and practices of organizing seminar in teaching
Pedagogy, the writer finds out measures of organizing seminar in teaching
Pedagogy by ability approach in order to give students a good chance to
practice some professional abilitities.
3. STUDY OBJECT AND SUBJECT
3.1. Study object
The form of organizing teaching at university.

3.2. Study subject
The seminar form in teaching Pedagogy at University of Education
by ability approach.
4. RESEARCH HYPOTHESIS


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This research is started with the assumption: Organizing seminar in
teaching Pedagogy is now not good due to having collected both lecturers
and students’ care yet. If conducting measures of organizing seminar in
teaching Pedagogy at Universities of Education by ability approach, such
as: building the seminar topics in teaching Pedagogy, designing the
procedure of organizing seminar in teaching Pedagogy by ability approach,
techniques to guide students to involve in seminar topics and setting
supported conditions for organizing seminar, students have good chances
to develop abilities basing on outcoming standard.
5. RESEACH TASKS
5.1. Ressearch on theories of organizing seminar in teaching Pedagogy at
university by ability approach.
5.2. Evaluate current situation of organizing seminar in teaching Pedagogy
by ability approach at universities in which train teachers.
5.3. Find out measures of organizing seminar in teaching Pedagogy by
ability approach at universities in which train teachers.
5.4. Carry out the experiment to prove the effectiveness of the measures
conducted.
6. SCOPE OF THE STUDY
Research on organizing seminar in teaching Pedagogy by ability
approach at universities in which train teachers.
Surveying and assessing are carried out in some universities of

education : Can Tho University, Hue University of Education, Thai
Nguyen University of Education.
Experimentalizing measures of organizing seminar in teaching
Pedagogy by ability approach at Can Tho University.
7. RESEARCH METHODOLOGY
7.1. Research methodology
7.1.1. System approach
7.1.2. History approach
7.1.3. Action approach
7.1.4. Fact approach
7.2. Scientific research methods
7.2.1. A group of theory research methods


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7.2.2. A group of practical research methods
7.2.3. A group of statistics methods by SPSS for Windows
8. POINTS TO DEFEND
8.1. Teaching by competency approach in participle requires teaching
organization forms in general to develop students’abilities. In the current
accommodations, seminar is a teaching form which specially influences in
developing students’ essential and professional competencies in
Universities of Education.
8.2. Organizing seminar in teaching Pedagogy is considered as an active
trend because of helping students be interested in studying.
8.3. Organizing seminar in teaching Pedagogy at university by ability
approach is a new research and suitable with credit-based training. By
organizing seminar, students are developed abilities related to participate
in seminar topic and professional skills.

9. THE NEW FINDINGS OF THE THESIS
The thesis has systematized and supplemented basic therories of
organizing seminar in teaching Pedagogy by ability approach; shown
characteristics of teaching by ability approach, basic principles of organizing
seminar in teaching by ability approach, identified and analysed characteristics
of organizing seminar in teaching Pedagogy by ability approach.
The thesis has surveyed, analysed, assessed current situation of
organizing seminar in teaching Pedagogy by ability approach at
universities of education and shown reasons of the current situation.
The thesis has found out measures of organizing seminar in teaching
Pedagogy by ability approach with the purpose of lifting up the seminar
effectiveness and developing professional abilities for students.
10. STRUCTURE OF THE THESIS
Chapter 1: Theory of organizing seminar in teaching Pedagogy at
university by ability approach.
Chapter 2: Current situation of organizing seminar in teaching
Pedagogy by ability approach at universities in which train teachers.
Chapter 3: Measures of organizing seminar in teaching Pedagogy by
ability approach.
Chapter 4: Educational experiment.


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Chapter 1
THEORY OF ORGANIZING SEMINAR IN TEACHING
PEDAGOGY BY ABILITY APPROVE
1.1. LITERATURE REVIEW
1.1.1. Researches over the world
There are two main research trends about seminar in teaching: first,

researches to build and develop a system of theory of this teaching form;
second, researches to apply to teaching effectively.
* Researches to build and develop a system of theory of seminar:
This research trend has been cared for years. The researchers show
seminar with its characteristics, meaning and types. Those are researches
of E.I. Gôlan, B.P. Êxipôp, T.A. Ilina, Khan- ghen-xki S.T.A and Rebecca
Taylor. In there, the research of Khan- ghen-xki S.T.A in “Lectures about
teaching theory at university” published in 1979 showed the most basic
theory system of seminar and was developed more modernly by Rebecca
Taylor in 2003, taking care of learners’ changes after having learnt by
seminar. The seminar was used to develop learners’ability, helping them
get information related to scientific topic and preparing for presentation.
In 2005, Kate Morss và Rowena Murray considered seminar as an academic
discussion of students.
* Researches to apply seminar form to teaching:
In the 17th century, universities in the West extremely paid attention
to researching and applying seminar to teaching human subjects with the
purpose of enriching students’ knowledge. In the 19 th century, universities
in Russia also researched seminar in teaching. In the early 1990s, seminar
was used to lift up students’ knowledge and introduced them researches
related to their major.
Cathy Bonus Lalli and Stephanie Feger (2005) cared of interaction in
seminar. They showed that learning through seminar would develop the
interaction between teachers and students and students were getting developed.
Boyatzis et al (1982) and Whetten & Cameron (1995) showed
developing traing and education syllabub needed basing on ability model and
solved three aspects: (1)Identify abilities, (2)Develop abilities, and (3)Assess
abilities. At the end of the 20th century, researches focused on promoting self-

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abilities in professional action. However, there have not been anybody doing
any researches about organizing seminar in teaching by ability approach.
1.1.2. Researches in Vietnam
* Researches focus on building and developing a
system of theory about seminar:
In 1981, Nguyễn Ngọc Bảo showed scientificly the position and role
of seminar in teaching at university.
In 1996, Đặng Vũ Hoạt và Hà Thị Đức wrote function and
characteristics of seminar.
In 1996, Phan Thiều researched the topic “Seminar method in lifting up the
quality of training teachers at universities of education”.
In 2002, Nguyễn Văn Hộ told seminar had been the form which had
given students awareness, education and self-consciousness.
* Researches on seminar applied to teaching subjects:
Nguyễn Văn Hoan with “Some measures of lifting up the effectiveness
of using seminar in teaching Pedagogy in Da Nang University” in 2006, built
some measures of organizing seminar to have good result.
“Pedagogy Teaching Method”(2007) of Phan Thị Hồng Vinh, built
some topics of Pedagogy subject about the content “Education and Time”.
In 2007, Lê Thị Hồng Chi researched the topic “Innovating method
of training teachers by organizing seminar specialized subject Practice
doing Math in Primary”.
In 2007, Đặng Thị Oanh và Dương Huy Cẩn with “Organizing
seminar by self-learning materials” considered seminar as a measure of
helping students develop self-learning ability at university.
In 2010, Đinh Thị Mơ researched the thesis “Organizing seminar by
active teaching opinion in teaching Pedagogy at Thanh Hoa Sports College”.
Nguyễn Hữu Lam with researches on ability approve applied to

training personels showed the directions to apply to Vietnam condition.
In 2008, Phạm Thành Nghị researched “Ability approach in human
development”. He showed that ability approach was very useful to solve
unstable problems in the society.
And, Phạm Minh Hạc thought: The success in teaching and
educating pupils required teachers to have progressive opinion, good
virtues, knowledge and skills.
In 2011, Trần Thị Tuyết Oanh and participants researched the thesis
“Building and using Pedagogy practice exercises by ability to develop


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students’ professional skills”.
In 2013, Lê Thùy Linh did the thesis research “Teaching Pedagogy at
Universities of Education by based-competency approach”. The thesis
designed the procedure of teaching Pedagogy by based-competency
approach with 5 steps (from microcosmic level to macrosopic level).
Therfore, researching on organizing seminar in teaching Pedagogy
by ability approach is now very new and essential. It has not ever done
research yet before.
1.2. BASIC CONCEPTS OF THE THESIS
1.2.1. Teaching organizing form
The thesis shows that teaching organizing form at university is one
way of organizing teaching-learning activities in a constant order (space,
place and carry-out conditions) to complete teaching missions effectively.
1.2.2. Seminar in teaching at university
There are two opinions about seminar: first, seminar is considered as a
workshop; second, seminar is a teaching form.
In this thesis, the writer thinks: Seminar is one of the teaching

organizing forms in which lecturers organize/guide/control directly and
students present/discuss about the scientific topics prepared before in order
to promote students’ research learning ability.
Thus, some notes for this concept are:
- Seminar is teaching organizing form which teachers choose in order
that students develop their abilities: act creatively independently in
learning and foster being interested in scientific research.
- The process of organizing seminar in teaching must be controlled
by teachers inspite of students’ important roles.
- Students have chances to present their own opinions.
1.2.3. Proficiency
The thesis shows: Proficiency is a system of human’s abilities
developing and realizing in actions that are honest, snappy, creative,
suitable with action requests and ensure to be effective.
- The contents of proficiency are a system of human’s abilities.
Those abilities metioned in this thesis are skills.
- Proficiency always attachs in actions and makes actions be
effective. It is an important factor to gain good products.
1.2.4. Ability approach


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Approach means advance or method of solving problems. In this thesis,
"Approach" is used with the meaning "orient and upgrade abilities". Ability
approach is to develop abilities that are considered as goal of teaching.
1.2.5. Organizing seminar in teaching Pedagogy by ability approach
Organizing seminar in teaching Pedagogy by ability approach is the
from that not only promoting students’ roles but also helping them develop
professional abilities.

Thus, the thesis shows: Organizing seminar in teaching Pedagog by
ability approach is the process that lecturers organize/guide students to
participate in presenting/discussing about the scientific topics prepared
before in oder to develop students’ skills being suitable with education
standard and ensures this activity effectively.
1.3. BASIC THEORY ABOUT SEMINAR IN TEACHING PEDAGOGY
AT UNIVERSITY BY ABILITY APPROACH
1.3.1. Teaching at university by ability approach
1.3.1.1. Structure of proficiency
- Under Psychology: proficiency consists of general ability and
major ability.
- According to Bend Meier - Nguyễn Văn Cường [10] : General structure of
ability consists of Professional competency, Methodical competency, Social
competency, Individual competency.
In this thesis, we apply the second opinion to teaching at university.
1.3.1.2. Characteristics of teaching by ability approach
* Goals of teaching by ability approach
* Teaching contents by ability approach
* Teaching methods by ability approach
* Teaching forms by ability approach
* Assessment in teaching by ability approach
1.3.2. Seminar in teaching by ability approach
1.3.2.1. Seminar’s meaning in teaching at university by ability approach
- For students:
By participating in seminar, students practice teachers’ styles besides
knowing how to present a problem.
- For teachers:
In teaching by seminar, teachers’ role is very important. They
organize/control/guide students.
By the same way, organizing seminar is also one measure helping

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students know clearly their current learning; supplying good conditions for
teachers to innovate way of teaching-learning and students are got used to
research method.
1.3.2.2. Functions of seminar in teaching at university by ability approach
- Awareness function
- Education function
- Checking and self-checking function
1.3.2.3. Classification of seminar in teaching at university
- Lecture seminar
- Topic seminar
- Group seminar
- Class seminar
1.3.3. Organizing seminar in teaching Pedagogy at university by ability
approach
1.3.3.1. Pedagogy subject at university
Pedagody is one of the professional subject contributing to training
teachers. It guides students to develop educational competencies.
Therefore, teachers are required to have attached abilities to help students
get knowledge, skills and standarded value direction in modern education.
1.3.3.2. Characteristics of seminar in teaching Pedagogy by ability approach
* Goals of seminar in teaching Pedagogy by ability approach
- Help students understand deeply the system of Pedagody
knowledge, professional skills, attitudes to teaching in the future.
- Guide students self-learning method, self-researching literature to
develop groups of career developing ability best.
- Practice ability of participating in seminar : collection,

presentation, listening,…
- Practice quality and style of working: willing, making plans…
- Help students understand ways/procedure to carry out seminar
- Forming students some abilities : self-researching and presenting
the topic….
* The seminar topic in teaching Pedagogy by ability approach
- Be suitable with students, make them be interested in learning.
- Be able to apply.
- Make good conditions for students practice professional
competencies based on training standard.


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* Teachers’ actions in organizing seminar in teaching Pedagogy by
ability approach
- Build, choose the seminar topic basing on the content of Pedagogy
by developing ability for educational students.
- Compile lecture, make plan to organize seminar and inform
students before carrying out seminar.
- Hold training, guide students some competiencies to help them do
seminar effectively.
- Be a scientific referee and make directions for students.
- Evaluate and guide students self-evaluate learning result.
* Students’ actions when oranizing seminar in teaching Pedagogy by
ability approach.
- Students’ preparation:
+ Students must base on requires of each seminar topic to make
plan of researching that topic.
+ Students need to be active, independent to research the contents

with a fixed period.
+ Before seminar, all students have a proposal. This is an evidence to
assess learning result.
+ Study standards of participating in seminar and outcome
standard in training teacher.
+ Make plans to practice abilities and guide to self-evaluate those
abilities.
+ Prepare materials and conditions to perform seminar : learning
materials, practice equipments, …
- Perform stage of seminar : Identifying the presenter and the
participants.
- Organize self-learning, self-researching the seminar topic in
teaching Pedagogy by ability approach.
* Evaluating the result of organizing seminar in teaching
Pedagogy by ability approach:
- Teacher use combination between evidences with large scope:
+ Evaluate selves’ and groups’ work products by the seminar topic
required;
+ Observe the process of presentation, discussion when organizing
seminar in class;


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+ Observe the current situaton of groups’ working;
+ Observe, evaluate attitudes, skills shown in the process of seminar
+ Check, test knowledge and the content of the subject.
- Assess students’ abilities when organizing seminar in teaching by
ability approach according to outcome standard:
+ Students have to have chances to carry out actions being suitable

with abilities developed;
+ Assess each student when participating in seminar;
+ The content of the report about the seminar topic and able to
present, discuss and attitudes as well;
+ Standards used in evaluating are requirements to ensure that
students can develop their competicenies through seminar;
+ Standards reported for all students before evaluating.
- Assessment methods of seminar results in teaching Pedagogy by
ability approach.
+ Observe students carry out their missions in seminar seminar.
+ Assess the quality of the presentations.
+ Evaluate the process of arguing, making asks and solve situations
in discussing.
+ Assess the level of getting knowledge through the mid-term tests.
- Design assessment standard.
- Collect evidences to evaluate abilities.
- Guide students to self-evaluate the learning result.
1.3.3.3. Abilities need developing for students when organizing seminar
in teaching Pedagogy by ability approach
Basing on outcome standards in training teacher and opinion about
structure of ability in the thesis, the competiencies that students need to
gain in organizing seminar :
* Professional competency (teaching ability): Inquiry-information,
Presentation, Discussion, Making asks, Designing and using teaching
techniques.
* Social competency: Comunication, Team work
* Individual competency: Self-learning, self-researching, Educational
research, Making plan of self-practice.
1.3.3.4. Basic principles and conditions to organizing seminar in
teaching Pedagogy by ability approach

* Basic principles of organizing seminar in teaching Pedagody by


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ability approach:
- Choose the seminar topic in teaching Pedagogy being suitable with
students’ ability and interest.
- Ensures the effectiveness of seminar organization.
- Ensure students involving in learning as active as possible.
- Learners participate in the process of evaluating.
* Conditions to organize seminar in teaching Pedagogy effectively
- Requirements for lecturerss
- Requirements for students
- Literature and research
- Equipments for organizing seminar
Chapter 2
THE CURRENT SITUATION OF TEACHING PEDAGOGY AT
UNIVERSITY BY APPROACH ABILITY
2.1. GENERALIZE THE PROCESS OF SURVEYING
2.1.1. The purpose of surveying
To assess the current situation of learning Pedagogy. This is the real
base for finding out measures of organizing seminar in teaching Pedagogy
at university by ability approach.
2.1.2. Surveying object
Cantho University, Hue University of Education and Thai Nguyen
University of Education.
2.1.3. The content of surveying
- The current situation of learning Pedagogy of students.
- The current situation of awareness about seminar and seminar in

teaching Pedagogy at universities by approach ability.
- The current situation of organizing seminar in teaching
Pedagogy by ability approach at universities.
2.1.4. The surveying method
Methods are used in thethis : surveying, interviewing and observing.
2.2. THE RESULT OF SURVEYING
2.2.1. The current situation of learning Pedagogy of students
* Students’ purpose of learning Pedagogy
The surveying result shows that students now have better opinion about


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Pedagogy. They think the most important aim of learning Pedagogy is to do
practicums. Besides, they also think it is a theoric subject. So, it is difficult to
apply its contents to educating in the future. Therefore, students’s awareness is
not really perfect though there are some changes in their awareness. They
have not considered Pedagogy as an important one of teaching career yet.
* Students’ manifestations of learning Pedagogy:
In learning the subject, most students have been active yet. However,
students will be more active if teachers design activilties for them.
2.2.2. The current situation of awareness of seminar and seminar in
teaching Pedagogy by approach ability
* Awareness of the concept “seminar in teaching”
Table 2.5. Awareness of the concept “seminar in teaching”
Ordinal
The Seminar concept
1
Seminar is a form that each group of students
learns from and makes clearly the seminar topic.

2
Seminar is a form that students
present/discuss/argue about the scientific topics
with teachers’ guidance.
3
Seminar is really one form of group discussion.
4
Seminar is a method to foster learners to seek
information with the purpose of making clearly
the seminar topic.
5
Seminar is a form that student teams argue with
each other about a sciencific topic.

N

%

Rank

158 24,1

2

383 58,4
61
9,3

1
3

43

6,6

4

11

1,7

5

The table shows that most of teachers have right awareness of
seminar (73,2%). However, there are still a few teachers misunderstand
clearly this concept. Under forming aspect, seminar has the nearly similar
signal to discussion but they are different each other in fact. The result of
surveying shows 75,6% of teachers understands exactly seminar in
teaching at university.
* Assessing the necessary of organzing seminar in teaching
The research result shows that 51,2% teachers think “very necessary”;
43,9% is not necessary and 4,9% among teachers think “normal”.
* Awareness of developing students’ educational competiencies in
learning Pedagogy:
Students’ self-assessment of professional abilities:


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By the questionares, we have the following result of surveying:

Table 2.9. Students’ self-assessment of professional abilities
Ordinal

Abilities

Mean

1
2
3
4

Inquiry-information
Presentation
Organizing the process of discussion
Designing and using teaching technical
equipments
Making asks
Communication
Team work
Self-learning and self-researching
Sciencific researching
Making plan of practice

3,15
2,85
3,08
3,30

5

6
7
8
9
10

3,11
2,98
3,10
3,09
2,99
3,13

Std.
Rank
Deviation
0,77
2
0,67
10
0,70
7
0,73
1
0,82
0,75
0,84
0,76
0,87
0,73

4
9
5
6
8
3

* Awareness of the meaning of organizing seminar in teaching
Pedagogy by ability approach:
Table 2.11. Teachers’ assessment about the meaning of organizing
seminar in teaching Pedagogy by ability approach
Ordinal
Meanings
1
Make students be interested in the
subject
2
Help students understand deeply and
be able to apply in the future.
3
Form students some skills based on
outcome standards…
4
Give students a chance of promoting
their abilities.
5
Help students be more confident and
making more relationships.
6

Develop self-learning for students,
motivate them do sciencific research.

%

Std.Deviation

Rank

80,5

0,40

1

53,7

0,50

4

75,6

0,43

2

41,5

0,49

6

43,9

0,50

5

75,6

0,43

2

2.2.3. The current situation of organizacing seminar in teaching
Pedagogy at university by approach ability
* The current situation of level of organizacing seminar in teaching
Pedagogy at university by approach ability
There are very various differencies between the awareness of neccess


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of seminar in teaching Pedagogy at university by approach ability and the
level of using this teaching form. The result show the realibilty level with
the average point 2,15 and standard deviation 0,85. It also shows that 9,8%
teachers usually use this teaching form, 61,0% “sometimes”, 26,8% “rarely”
and 2,4% ‘never”.
* The current situation of the goal of organizacing seminar in

teaching Pedagogy at university by approach ability
Teachers considered the goal “Helping students to understand deeply
Pedagogy knowledge and be able to apply to the life” (rank 1) and
“Practice students ways of self-learning, self-researching and find out the
knowledge of Pedagogy” (rank 2). It shows that teachers have used this
teaching form as one way to help students understand Pedagogy
knowledge and practice self-learning skills. The goals of practicing
professional abilities for students prove that.
* The current situation of designing seminar topics in teaching
Pedagogy at university by approach ability
Table 2.14. Teachers and students’ opinions of the seminar topics in
teaching Pedagogy at university by approach ability
teachers

students

Ordina Requirements for
Mean Std.De Rank Mean Std.De Rank
l
seminar topic
1
The more complex,
2,87
1,01
6
2,33
1,07
6
seminar topic is better
2

The siminar topic is
suitable for
4,41
0,67
2
4,49
0,65
1
students’abilities
3
Be useful to practice
some professional
4,12
0,64
4
4,11
0,79
2
abilities for students
4
Make students a
chance of apply
3,90
0,77
5
4,06
0,83
3
knowledge
5

The topic must be
problemed to foster
4,46
0,63
1
4,00
0,77
5
students be active
and creative
6
Meet aims and fits the
4,24
0,66
3
4,01
0,81
4
contents of Pedagogy

* Teachers’ actions in teaching Pedagogy at university by


15

approach ability
The research result shows that teachers do truly: “Compile, introduce
and guide students to read textbooks”(rank 1), “Be sciencific coach to orient
students discuss”( rank 2), “Make plan of seminar organization and report
to all students before carrying out”(rank 3). However, the important actions

such as “Training students, guide them some abilities to carrying out the
seminar more effective”, “Designing the seminar topic by approach ability”,
“guide students to self-assessment” have not been cared by teachers.
* Students’ actions in teaching Pedagogy at university by
approach ability
Although there are some differencies between teachers’ and students’
opinions of seminar organization, some else seem similar, such as: “Find out
standards of evaluating abilities involving in seminar and outcome
standards as well”, “Know current and gapped abilities…”, “Make plan of
practicing abilities”. Both teachers and students consider those are actions
being less carrying out.
* The current situation of evaluating seminar organization result in
teaching Pedagogy at university by approach ability
The chart shows that teachers and students have the rather similar
opinios of the content and way of the seminar result. They all pay
attention to assess the discussion process, the report content, presentation
and the preparation process, but they did not care of evaluating students’
development level of abilities very much.

Chart 2.8. Teachers’ and students’ opinion of the seminar assessment
content and way
2.2.4. The analysis of the current situation
* The current situation of students’ ability manifestations when


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involving in the seminar in teaching Pedagogy by approach ability
Table 2.17. Teachers’ assessment about students’ ability
manifestations when involving in the seminar in teaching Pedagogy

Ordinal
1
2
3
4

5
6
7
8
9
10

Abilities
Inquiry-information
Presentation
Organizing the
process of discussion
Designing and using
teaching technical
equipments
Making asks
Communication
Team work
Self-learning and
self-researching
Sciencific
researching
Making plan of
practice

Sum
138
136

Mean
3,37
3,32

Ability level
Average
Average

146

3,56

Rather

168

4,10

Rather

137
137
150

3,34

3,34
3,66

170

4,15

Average
Rather
Rather
Rather

135

3,29

Average

139

3,39

Average

Most manifestations in the seminar process are at the average level.
This result reflects that organizacing seminar in teaching Pedagogy has not
met students’ needs of developing abilities now.
* Difficulties of organizing seminar in teaching Pedagogy by ability
approach:
Table 2.14. Teachers’difficulties in teaching Pedagogy by seminar

Ordinal

Difficulties

1

Less time to carry out
learning
Learning equipments
are poor

2

Universities
Cantho
Hue
Thainguye
Universit Universit
n
y
y of
University
Educatio
of
n
Education
F
%
F

%
F
%

Sum
%

Ran
k

8

66,7 10 76,9

12

75,0 73,2

3

2

16,7

12

75,0 56,1

7

9

69,2


17

3
4
5
6
7

Students are too
crowded
8 66,7 11 84,6
Be short of learning
literature
7 58,3 9 69,2
Students are less selfconscious
5 41,7 12 92,3
No skills of
preparating seminar
10 83,3 10 76,9
No skills of carrying
out seminar
8 66,7 8 61,5

14

87,5 80,5

1

8

50,0 58,5

6

13

81,3 73,2

3

13

81,3 80,5

1

12

75,0 68,3

5

The table shows that the most difficult thing for teachers at Cantho
University is “Students have not got seminar preparation skills yet: make a

propasal, collecting information,..”, for teachers at Hue Universityđối is
“Students are not self-conscious, not active in learning the subject”, and
for teachers at ThaiNguyen University of Education is “Number of
students are crowded”.
On the other hand, we made a survey of student’ difficulties in
learning Pedagogy by approach ability. The result shows students in all
universities surveyed said they were lack of materials and literatures. This
seems be different from teachers’ opinion. But we found out educational
books are not enough for them. Besides that, students are not good at
inquiry-information. They also donot have presentation ability. Also, the
seminar topic being too complex is difficult for students.
A short word for the current situation:
Most teachers aware truely of seminar in teaching.
Both teachers and students assess rather exactly the influence of
seminar in developing students’ abilities.
When organizing seminar in teaching, teachers used the most
general procedure. They have not designed the procedure of organizing
seminar by ability approach before. Therefore, they agree with measures
given to survey.


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Chapter 3
MEASURES OF ORGANIZING SEMINAR IN TEACHING
PEDAGOGY BY ABILITY APPROACH
3.1. THE PRINCIPLES OF FINDING OUT MEASURES
3.1.1. Ensure training goals
3.1.2. Be suitable with students’needs
3.1.3. Be able to apply

3.1.4. Meet outcome standard of training teachers.
3.2. MEASUERS OF ORGANIZING SEMINAR IN TEACHING
PEDAGOGY BY ABILITY APPROACH
3.2.1. Building the seminar topic in teaching Pedagogy by ability
approach
Building the seminar topic is one of the important measures to
teaching effectively.
3.2.1.1. Steps to build the seminar topic in teaching Pedagogy by
ability approach
* Step 1: Analyse Pedagogy curriculums at university of education
* Step 2: Basing on the content of Pedagogy to build the
seminar topic
* Step 3: Building the seminar topic in teaching Pedagogy by
ability approach
* Step 4: Assess the seminar topic
3.2.1.2. A system of the seminar topics and plans in teaching Pedagogy
by ability approach
Basing on analyzing the Pedagogy curriculum,we build the system of
the seminar topic in teaching to practice and develop professional skills for
educational students.
3.2.1.3. Supporting conditions to use the seminar topic in teaching Pedagogy
by ability approach
3.2.2. Designing the procedure of organizing seminar in teaching
Pedagogy by ability approach
3.2.2.1. Goals of designing the procedure
The procedure of organizing seminar in teaching Pedagogy by ability
approach is the order of stages that teachers control and students argue
about seminar topic to practice some abilities.

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3.2.2.2. The procedure of organizing seminar
Diagram 3.1. The procedure of organizing seminar in teaching by
ability approach
Stages
Teachers’ actions
Students’ actions
Decide the topic and
require students

Promote abilities and develop
abilities being short
Making plan of carrying out
the seminar topic

Guide students some abilities
of carrying out the seminar

Collecting information and
preparing for presenting

Introduce the topic and the
procedure of seminar

Completing and preparing for
presenting

Control the presentation

Presentation

Foster arguement

Carry

Learn from textbooks
carefully

Introduce the presenter

ration

Introduce and guide students
to learn from textbooks
Identify the abilities to carry
out seminar

Prepa

Devide group and carry out

Arguing and defending
opinion

Give comment and
conclusion

Assess and self-assess the
discussion result

Conclusion and assess
abilities

Recognize the abilites
developed and gapped

Guide students to get gap
information

Making the plan of selfpractice

-out

Endin
g


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3.2.2.3. The conditions to do the procedure
3.2.3. Guide students some techniques to carry out the seminar
3.2.3.1. Guide students to seek information for the seminar topic
- Step 1: Teachers guide students to lift up awareness of inquiryinformation
- Step 2: Teachers give students requirements to foster needs of
seeking information.
- Step 3: Students seek information about the seminar topic.
- Step 4: Teachers guide students how to seek information.
- Step 5: Teachers guide students to analyze information.
- Step 6: Guide students to use information.

- Step 7: Guide students to evaluate the process of seeking information.
3.2.3.2. Guiding students to form the presentation ability through seminar
- Step 1: Students prepare an aspects related to the topic required
- Step 2: Introduce the structure of the presentation for students.
- Step 3: Guide students to design the proposal of the presentation.
- Step 4: Guide students how to present.
- Step 5: Organize for students to try to present.
- Step 6: Teachers assess and guide students self-evaluate their
preparation.
- Step 7: Carrying out the seminar topic in class.
3.2.3.3. Lifting up students’ ability of awareness of active listening skills
- Step 1: Help students understand that active listening is expressing
attention.
- Step 2: Practice students using the feelings of listening
- Step 3: Guide students to undertand speaker’s expreesions.
- Step 4: Guide students know that listening is silience in need.
- Step 5: Help students be patient to wait.
- Step 6: Require students to express the things listened again.
- Step 7: Students need to make asks to make clearly the aspects of
the seminar topic.
3.2.3.4. Guiding students to discuss to have materials for the seminar topic
- Step 1: Teachers guide students to set up groups.
- Step 2: Teachers require students, time allotted and condition of


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working in a team.
- Step 3: Teachers guide students to degine students’roles and
responsiblilty.

- Step 4: Guide students to make plan of discussion.
- Step 5: Teachers require groups to discuss.
- Step 6: Guide students to make a conclusion and assess the result of
group discusson.
3.2.4. Designing the conditions of supporting to organize the seminar
3.2.4.1. Designing the system of exploiting and accessing to the internet
3.2.4.2. Using multi-media in organizing seminar
The research result in chapter 3 shows that the thesis foscuses on two
aims: buiding to organize the seminar in teaching effectively and practice
students’ professional abilities. Thus, measures conducted link to action
structure of seminar with its stages; they have the close relationship with
each other to have the highest result in organizing seminar in teaching
Pedagogy by ability approach as possible.

Chapter 4
EDUCATIONAL EXPERIMENT
4.1. THE PROCESS OF EXPERIMENT
4.1.1. Generalizing the processs
4.1.1.1. Goals
Test hypothesis and measures of organizing seminar in teaching
Pedagogy by ability approach applied.
4.1.1.2. Objects
Educational students of Cantho University:
+ The 1st experiment (From 08/2011 to 12/2011): 90 educational
students of two classes. In which, 45 educational students of the subject
group SP008001 chosen to experimentalize (Experiment 1), 45 educational
students of the subject group SP008001 chosen to control/compare
(Controlling 1).
+ The 2st experiment (From 01/2012 to 05/2012): 80 educational students
of two classes. In which, 40 educational students of the subject group

SP079003 chosen to experimentalize (Experiment 2), 40 educational students


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of the subject group SP079005 chosen to control/compare (Controlling 2).
4.1.1.3. The contents
We did the experiment of measures of organizing seminar in
teaching Pedagogy by ability approach (Experiment class). Organizing
seminar in teaching Pedagogy by ability approach without using any
measures (Controlling class).
4.1.1.4. The process
♦ Stage 1: Preparation before experiment
♦ Stage 2: Design the experiment program
♦ Stage 3: Carry out the experiment
♦ Stage 4: Assess the result after the experiment
♦ Stage 5: Conclude the experiment
4.1.1.5. The conditions
4.1.2. Standards to evaluate the result of the experiment
4.1.2.1. Students’ result of learning Pedagogy
4.1.2.2. Students’ level of developing some professional abilities when
organizing seminar in teaching Pedagogy by ability approach
* Manifestations of some professional abilities
* Standards to assess the ability
* Assessment scheme
4.1.2.3. Test students’ interest and level of participating in the seminar in
teaching Pedagogy
4.2. THE RESULT OF THE EXPERIMENT
4.2.1. Analyzing the 1st experiment result
4.2.2. Analyzing the 2nd experiment result

Analysing the 1st and 2nd experiment result about measures of
organizing seminar in teaching Pedagogy by ability approach shows:
- Students’ result of learning Pedagogy in experiment class is
higher than the controlling class. It shows that mearsures applied (in
chapter 3) are effective.
- After doing experiment, students’ abilities of carrying out some
professional competiencies are lifted up. Students at experiment class
express more active than the comparison class. They know how to hold
actions, to present, to persuade the listener,…
- Organizing seminar in teaching Pedagogy by ability approach
makes students more interesting in Pedagogy.


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- After the experiment, most students consider highly the experiment
measures applied, especially measures to guide, to practice some
professional abilities for students. Those measures not only make students
participate in the seminar effectively but giving also chances of practise
professional competiencies fitting outcome standard in training teachers.
Therefore, the result of the experiment shows to achieve the
research goals.
CONCLUSION AND SUGGESTION
1. Conclusion
1.1. Seminar is the form of scientific argument to enrich knowledge
and motivate students to find out and apply knowledge to the fact.
Organizing seminar in teaching promotes the ability of self-learning, selfresearching.
1.2. Organizing seminar in teaching Pedagogy by ability approach is
the process that lecturers organize/guide/control directly and students
present/discuss about the scientific topics prepared before in oder to

develop students’ skills being suitable with education standard.
1.3. The goals of organizing seminar in teaching Pedagogy by ability
approach is focusing on learners. Teachers take an important part : Build,
choose the seminar topic basing on the content of Pedagogy by developing
ability for educational students ; Compile lecture, make plan to organize
seminar and inform students before carrying out seminar ; Hold training,
guiding students some competiencies to help them do seminar effectively;
Be a scientific referee and make directions for students; Evaluate and guide
students self-evaluate the learning result. And students carry out the stages
of the seminar procedure.
1.4. Teachers and educational students at universities truely aware
of seminar in teaching, of the importance of professional ability in
training teachers. Because there are many difficulties in organizing
seminar, they donnot much care of organizing seminar in teaching
Pedagogy by ability approach.
1.5. Basing on teaching in fact, the thesis finds out measures of
organizing seminar in teaching Pedagogy by ability approach: Build the
seminar topics in teaching Pedagogy; Design the procedure of organizing


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seminar in teaching Pedagogy by ability approach; Techniques to guide
students to participate in seminar; Design the conditions of supporting to
organize the seminar.
1.6. By do experiment, students’ result of learning and future
professional abilities are improved clearly.
1.7. The result of experiment proves the effectiveness of measures
applied. It is suitable with the scientific hypothesis and completing
research tasks.

2. Suggestions
2.1. Ministry of Education and Training should complete the
outcome standard frame for all universities of education. Require
universities to pay attention to professional subjects in general and
Pedagogy in participle. On the other hand, the Ministry also needs invest
more to lift up the quality of training teachers.
2.2. Universities of training teachers need to carry out unitedly the
training cirriculum. Especially it is very necessary to invest in
developing learning resourse center in order that students have many
chances to self-learn/research. Build goals of training by ability approach.
Continuously fostering teachers to innovate teaching method.
2.3. Teachers that teach Pedagogy need to equip basic knowledge of
seminar and ability approach to apply to teaching. They also lift up
professional skills usually to teach effectively.
2.4. Educational students need to truely aware of the importance of
professional subjects. Learn from outcome standard to make plan of
practice. Express active role when participating in the seminar to develop
and practice some professional abilities.