Dạy học môn giáo dục học cho sinh viên đại học sư phạm theo tiếp cận trải nghiệm tt tiếng anh

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INTRODUCTION
1. Reasons for choosing the topic
1.1. Human knowledge and awareness are derived from the process
of life experience through real-life observing, listening and practicing. This
process is the premise of generalizing individual experiences into
corresponding theoretical systems. For each individual, experience allows
them to accumulate new experiences which are the sources of learning and
development. Therefore, in teaching, the subjectivity and experience of a
learner should be emphasized by organizing career experience activities in
real contexts in order to accumulate experiences and develop personal
abilities.
1.2. Experiential learning-based teaching is a teaching strategy
focusing on learner-centered activities. It is valuable to train and develop
action capacity of learners. Therefore, this teaching strategy is currently
being studied by schools in Vietnam and in the world.
1.3. Vietnam is in the process of fundamental renovation and
comprehensive education, which has set out the requirements for renewing
education contents and methods. In schools, what to teach and how to teach
so that learners can apply their knowledge and experience to solve
problems of real life is one of urgent requirements.
1.4. The pedagogical universities in Vietnam are implementing an
educational reform according to learning outcomes. It is necessary to
renovate teaching methods in order to develop professional capacity of
students. An effective way to do it is to strengthen the organization of
experiential activities of real professional issues for students in teaching
subjects based on their knowledge and experience. The student experience
is considered as the center of teaching. Thus, experiential learning-based
teaching needs to be applied to teaching in the current pedagogical
universities so as to develop the professional capacity of students and then

meet the learning outcomes.
1.5. Pedagogy is a professional subject at pedagogical schools. This
subject contains concepts that are very close to the realities of education
but not easily applied to solving practical problems. Therefore, after
completion of this subject, students of the current pedagogical schools only
have a knowledge system of teaching and education, but have not
developed the necessary professional capacity. As a result, if a teacher
strengthens the organization of real educational activities for students, they


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will be able to exploit and apply their own experiences to detect and solve
problems so that the students will accumulate new experiences and develop
the capacity of a teacher. Thus, it is necessary to innovate the teaching of
pedagogy based on experiential learning at pedagogical schools.
From the above analysis, the research topic of the dissertation is
“Teaching pedagogy for students of pedagogical universities based on
experiential learning”
2. Purpose of the study: It is to develop a process of teaching pedagogy
for students based on experiential learning in order to improve student
learning outcomes and simultaneously develop the professional capacity
for students of pedagogical universities.
3. Object and subject of the research
3.1. Object of the research: The teaching process of pedagogy in
pedagogical universities.
3.2. Subject of the research: The correlation between the teaching process
of pedagogy based on experiential learning in pedagogical universities and
learning outcomes of students.
4. Scientific hypothesis: Teaching pedagogy in pedagogical universities

does not focus on organizing career experience activities for students
through classroom activities, so the pedagogical capacity of the majority of
students is limited. If a teacher enhances the organization, orientation,
support, opportunities and encouragement to students to practice
professionally in accordance with the process, it will improve the learning
outcomes of studying pedagogy, while developing professional capacity for
pedagogical students.
5. Scope of the research
5.1. Content: The dissertation is based on David A. Kolb's experiential
learning cycle to focus on designing and organizing the pedagogy teaching
for students in the field of pedagogy (not specialized in psychology and
education) in a university. The dissertation concentrates on organizing
teaching activities of pedagogy to ensure that in these teaching activities,
all students are oriented and created opportunities and conditions to receive
knowledge, skills and professional values through experiences.
5.2. Location: The surveys were conducted at 5 pedagogical universities as
follows: Hanoi Pedagogical University, Hanoi Pedagogical University
No.2, Hai Phong University, Vinh University and Tan Trao University. The
survey respondents were teachers teaching pedagogy and 3rd year students


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of pedagogical major in basic departments (not specialized in psychology education). The mission is to experiment and evaluate the experimental
results of the application of pedagogy teaching process based on
experiential learning to teaching the second year students of Hanoi
Pedagogical University No.2.
6. Research duties
6.1. Researh on the theoretical background of teaching pedagogy based on
experiential learning in pedagogical universities;

6.2. Surveying the real situation of teaching pedagogy based on
experiential learning in pedagogical universities;
6.3. Proposing the organization process of teaching pedagogy based on
experiential learning in pedagogical universities;
6.4. Experimenting the organization process of teaching pedagogy based on
experiential learning in pedagogical universities, which is proposed by the
thesis.
7. Approaches in researching topics and research methods
7.1. Approaches in researching the thesis
- Experiential approach; Capacity-based approach; Systemetic approach
7.2. Research Methods
7.2.1. Research methods of reasoning
7.2.2. Practical research method: 1) Pedagogical observation; 2)
Conversation; 3) Questionnaire; 4) Expert method; 5) Research on
educational products; 6) Pedagogical experiments.
7.2.3. Method of mathematical statistics: Using SPSS and Microsoft
Excel 2010 to process data from surveys and pedagogical experiments.
8. Viewpoints needed to be defended
- Although, nowadays, teaching pedagogy for pedagogical students
in a university has been innovated in method, it has not yet focused on
organizing career experience activities through class activities to develop
general capacities and professional capacity for students. As a result, the
study result is not as expected and does not meet the target.
- It is necessary to be based on students’ existing knowledge and
experience and consider the students’ experience as the center of teaching
to teach pedagogy based on experiential learning.
- Teaching pedagogy based on experiential learning will help to
develop general capacities and professional capacity for students.

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- Teaching pedagogy based on experiential learning in pedagogical
universities is only effective when: 1) Experiential exercises must be
associated with professional practice and practical service; 2) Teachers
follow teaching process of experiential learning; 3) There are concern and
support from the school managing board; 4) Teachers have good
understanding of pedagogy content and are always active in teaching under
experiential learning; 5) There are reference materials for teaching under
experiential learning.
9. New contributions of the research
9.1. Determining the concept category of teaching based on experiential
learning and the framework for teaching pedagogy based on experiential
learning in pedagogical universities. It is a Theoretical background for
teachers teaching pedagogy in pedagogical universities to be able to teach
this subject based on experiential learning.
9.2. Identifying real situation of teaching pedagogy based on experiential
learning in some pedagogical universities. It is an important practical basis
for teachers teaching pedagogy to improve teaching quality in general and
teaching quality of pedagogy based on experiential learning in pedagogical
universities in particular.
9.3. Introducing the process of teaching pedagogy to pedagogical students
based on experiential learning, allowing teachers to apply to teaching
pedagogy and having initially tested and confirmed the effectiveness and
feasibility of that process.
10. Structure of the thesis
Apart from the introduction, conclusion and recommendations, the
dissertation is divided into four chapters:
Chapter 1: Theoretical background of teaching pedagogy for students in
pedagogical universities based on experiential learning.

Chapter 2: Real situation of teaching pedagogy for students in pedagogical
universities based on experiential learning.
Chapter 3: Organizing the teaching of pedagogy for students in pedagogical
universities based on experiential learning.
Chapter 4: Pedagogical experiment


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CHAPTER 1: THEORETICAL BACKGROUND OF TEACHING
PEDAGOGY FOR STUDENTS IN PEDAGOGICAL UNIVERSITIES
BASED ON EXPERIENTAL APPROACH
1.1. Overview of researches related to the topic
1.1.1. Studies on experiential learning
Theory of experiential learning was built in the early twentieth
century. John Dewey, Jean Piaget, Kurt Lewin are great representatives of
this theory. In addition, William James, Carl Jung, Paulo Freire, Carl
Rogers, D.A. Kolb, who contribute significantly to the development of
experiential learning theory. When developing and applying experiential
learning theory, most authors emphasize subjective experience and
personal feelings in learning. Therefore, it is necessary to stimulate the
positive experience through the organization of interaction between
learners and environment, creating an open and healthy learning
environment in order to help learners to mobilize their available
experiences to solve learning tasks well.
Together with researches on nature of experiential learning, there
are many authors who are interested in studying the methods of organizing
experiential activities, namely: Mellor; Sprau and Keig; Hickox; Roger
Greenaway, Garry Shirts, Lorraine Ukens, Terrence L Gargiulo, Brian
Remer in the work of Melvin L. Silberman; Kurt Lewin; Osland, Kolb,

Rubin, Turner; Schoel, Prouty and Radcliffe; Kolb, Rubin, and McIntyre.
1.1.2. Studies on experiential teaching
There are many authors who have studied experiential teaching, but
they go deeper into different perspectives such as:
1) The role of teaching based on experiental approach
2) Instructional design based on experiental approach
3) Studies on teaching based on experiental approach in the
curriculum of general education and tertiary education in our country
4) Studies on teaching pedagogy based on experiential learning in
pedagogical universities.
Thus, experiential learning issues have been studied by many
authors, who have come up with the ideas of experiential learning and
confirmed the greatest advantage of experiential learning is to contribute to
change educational thinking from teacher- centered lessons to learnercentered activities towards the development of personal ability and assuring
a targeted life. Consequently, there have been many studies at master's


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dissertation and doctoral dissertation levels on the application of
experiential learning theories to teaching. These studies, however, are
narrow and object-specific. They are not representatives of all general
school teachers. Experiential teaching approaches have not yet been
reflected the role of the teacher is to orient, support, encourage the process
of experiential learning of learners. Therefore, the application of
experiential learning theories to teaching should continue to be researched
and developed. In particular, Kolb's theory of learning is highly valued, and
the use of this theory to develop a process of teaching pedagogy to students
in pedagogical universities can improve the quality of classroom activities
of teachers and students, aiming at shaping and enhancing professional

capacity for future teachers.
1.2. Some basic concepts of the dissertation
1.2.1. Experience: Within the scope of the dissertation, we think that:
Experience is the process which the subject directly participates in the
practical activities of life through the use of its modified, innovated and
added knowledge and experience available in specific environment and
conditions.
1.2.2. Experiential learning: Some authors provide concepts of
experiential learning such as Kolb (1984); Dang Thanh Hung (2002);
Dewey (2012)
Within the scope of the dissertation, we think that: Experiential
learning is not only a type of emotional learning, but also a process by
which individuals maximize the available knowledge and experience
through directly participating in practical activities to create new
knowledge and experiences for themselves to complete their learning tasks.
1.2.3. Experiential teaching
Experiential teaching is the process that a teacher bases on general
theoretical issues such as philosophy, perspective, characteristics, .... about
experience. Experiental learning is to lead, organize and controll learners
with available knowledge and experience to actively use human senses and
thinking activities to directly and continuously participate in practical
activities in specific environment and conditions in order to create new
knowledge and experience for themselves to meet the teaching objectives.
This is a teaching activity that has feedback, evaluation, and adjustment
while enhancing the subjective experience of learners.


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1.2.4. The process of organizing the teaching under experiential teaching

The process of organizing the teaching under experiential teaching
is the teaching process including the stages, steps, manipulations and
behaviors of teachers and learners, arranged and conducted according to
the rules of experience to create opportunities for active learners, directly
involved in experience activities to create new knowledge and experiences
for themselves.
1.3. Experiential teaching in a university
1.3.1. Characteristics of university teaching process
1.3.2. Characteristics of experiential teaching in a university
1) Experiential teaching in a university change the perceptions of
the teacher's role in teaching and students’ in learning activities.
2) In experiential teaching in a university, students’ learning process
is constantly evolving from available experiences to create new
experiences.
3) The content of experiential teaching is highly differential.
4) In experiential teaching in a university, students’ learning process
is a comprehensive adaptation process.
5) Experiential teaching in a university enables students to gain
experiences in a number of knowledge areas without any learning method
to be able to be implemented, through which they recognize the value of
experience.
6) In experiential teaching in a university, students must always interact
with materials and learning environment to complete learning tasks.
7) In experiential teaching in a university, teachers always
encourage students to balance between positive experiences and negative
experiences.
8) In experiential teaching in a university, the assessment of students is
not only based on scores, but also focuses on process assessment (assessment
of how students learn to create new knowledge and experience)
1.3.3. Advantages and disadvantages of experiential teaching in a

university
The greatest advantage of experiential teaching in a university is that
it maximizes students’ learning competence.
The biggest disadvantage of experiential teaching in a university is
that the learning outcomes of experiental learning process is based
primarily on student's self-assessment; It is very personal and makes it


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difficult for us to understand and explain the change of knowledge and
experience of each student.
1.3.4. The appropriateness of experiential teaching with the
characteristics of academic performance of university students
Experiential teaching is perfectly suited to the characteristics of
academic performance of university students.
1.4. Teaching Pedagogy in pedagogical universities
1.4.1. Characteristics of teaching in a pedagogical university. A
pedagogical university is a place:
- To train students to become researchers of basic science, education
science and applied science at advanced level.
- It is a teaching and learning environment for students who
specialize in teaching, educational management in educational institutions
with graduate and post-graduate degrees and have ideal, belief, virtue and
good political quality of a modern teacher.
- Since the object of a teacher is human, teaching contents in
pedagogical universities are not only a basic system of basic knowledge,
professional skills, attitudes and ethics of the teaching job, but also focus
on what the teacher needs to know to do to ensure that all of their students
are educated.

1.4.2. Teaching pedagogy based on experiential learning
1.4.2.1. Objective of teaching pedagogy based on experiential learning
Pedagogy is the subject of pedagogical science. The main objective
of teaching pedagogy is to improve the learning outcomes of the subject
while developing professional capacity of students through the organization
of experiential learning of pedagogy knowledge for them. Specific
capacities need to be developed for students in teaching pedagogy based on
experiential learning as follows:
1) Capacity to apply pedagogy knowledge to professional practice
such as:
* Teaching capacity: Capacity to apply the method and form of
teaching the subject: Capacity to organize learning activities of students;
Capacity of class organization and management and creating an effective
learning environment.
* Educational capacity: Educational capacity through teaching the
subject; Capacity to develop student education plan; Capacity to apply the
method of education; Capacity to organize educational activities; Capacity
to handle educational situations.


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2) Other capacities: Independent working capacity; Cooperation
capacity; Exploration and creativity capacity; Capacity for self- perceiving
and motivation.
1.4.2.2. Contents of pedagogy based on experiential learning
In order to determine what contents of pedagogy are appropriate for
experiential teaching, teachers should base on the following issues:
* Characteristics of experiential teaching in a university
* The advantages and disadvantages of experiential teaching in a

university
* The objective of teaching pedagogy based on experiential learning
in pedagogical universities
* Reality of teaching activities and educational activities in general
schools
* Based on new issues, it really serves teaching affairs and education
* Based on the structure of pedagogy content in pedagogical
universities
With the above bases, the content of teaching pedagogy under the
experiential approach is the content of teaching and learning activities, in
which teachers design lessons in the content of pedagogy in the form of
experience exercises for professional practices such as situations, systems
cases, project topics ... Then, teachers organize, lead and control students to
self-plan, self-solve the experience exercises, self-view and self-assess the
problem under a new perspective, thereby achieving the educational goal of
experiential teaching and learning under the proposed experiential
approach.
1.4.2.3. Teaching method of pedagogy based on experiential learning
Teaching method of pedagogy is based on experiential learning.
There are a number of typical approaches of teaching pedagogy
based on experiential learning, namely: 1) Project-based learning method;
2) Situational method; 3) Problem solving method; 4) Group discussion
method.
1.4.2.4. Organization form of teaching pedagogy based on experiential
learning
There are many organization forms of teaching, but each form has
certain advantages and disadvantages. Teaching pedagogy based on
experiential learning can use the following organization forms: 1) Teaching in
classroom; 2) Self-study; 3) Scientific research; 4) Study tours; 5) Practice.

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1.4.2.5. Teaching activity of lecturers in teaching pedagogy based on
experiential learning
Lecturers who teach pedagogy based on experiential learning in
pedagogical universities always play the role of organization, leadership
and control of students’ learning activities and are expressed through the
following specific activities: Creating interactive learning environment;
Organizing project-based assignments for students; Directing students to
study situations associated with professional practice; Controlling and
encouraging students to practice pedagogy knowledge in class; Organizing
students to watch films and videos related to the subjects; Encouraging
students to write learning logs; Guiding students to self-assess and crossevaluate.
1.4.2.6. Evaluating learning outcomes of pedagogy based on experiential
learning
Based on the characteristics of experiential teaching in a university,
we believe that the evaluation of learning outcomes of pedagogy based on
experiential learning should be directed to the assessment of students’
participation process in experiential learning of pedagogy and evaluates
periodic tests and educational activity products.
1.4.2.7. Factors influencing the organization of teaching pedagogy based
on experiential learning
* Objective factors: 1) Curriculum content of pedagogy; 2) Existing
knowledge and experience of students in relation to the content of
pedagogy; 3) Self-awareness, positiveness, self-reliant learning through
experience of students; 4) Facility conditions needed for teaching based on
experiential learning in class; 5) Number of students in class; 6) Guidance
and reference materials of teaching pedagogy based on experiential
learning in Vietnam.

* Subjective factors: 1) Experiential teaching capacity of lecturers who
teach pedagogy; 2) Widespread application - dissemination of experiential
teaching strategies of lecturers in pedagogical universities; 3) The
investment of lecturers teaching pedagogy in researching, studying and
implementing modern teaching strategies, including experiential teaching.
Conclusion of chapter 1
1. Experiential teaching is a positive, modern teaching strategy with
a great impact on the effectiveness of teaching.


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2. In Vietnam, there are many authors interested in studying this
teaching strategy, but mainly focus on the potential subjects in general
schools. For tertiary education, the researches on this issue is very few and
there are no studies on teaching pedagogy based on experiential learning
for students in pedagogical universities.
3. Teaching pedagogy based on experiential learning in pedagogical
universities is in fact based on: viewpoints, philosophy of experience;
Kolb's experiential learning cycle (1984); characteristics of experiential
teaching in pedagogical universities; objectives, contents, methods and
experiential teaching way to organize the pedagogy teaching in order to
enhance student learning outcomes and contribute to the development of
professional skills for them.
4. Teaching pedagogy based on experiential learning in pedagogical
universities is a process that a lecturer focus on directing and assisting
students to create experiences and lead them to actively learn through
experiential learning via a number of modern teaching methods, thereby
forming, developing professional capacity and values for themselves and
meeting learning outcomes of current pedagogical universities.

CHAPTER 2: REAL SITUATION OF TEACHING PEDAGOGY
FOR STUDENTS IN PEDAGOGICAL UNIVERSITIES BASED ON
EXPERIENTIAL LEARNING
2.1. Overview of surveying process of real situation
2.1.1. Purpose of the survey: In order to evaluate real situation of
awareness and pedagogy teaching based on experiential learning as a basis
for guiding the organization of pedagogy teaching based on experiential
learning in pedagogical universities so that it improves student learning
outcomes and contribute to the development of their professional capacity.
2.1.2. Contents of the survey: It focuses on the following basic contents:
* Real situation of teachers’ awareness of pedagogy teaching based on
experiential learning in pedagogical universities.
* Real situation of organizing the pedagogy teaching based on experiential
learning in pedagogical universities.
* Strengths and limitations in teaching and learning pedagogy based on
experiential learning in pedagogical universities.
* Factors affecting the organization of teaching pedagogy based on
experiential learning in pedagogical universities.


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2.1.3. Survey subjects: Pedagogy teachers are the main survey subjects and
3rd year students who have completed the curriculum of pedagogy in the
above-mentioned universities are the secondary survey subjects.
2.1.4. Survey method: 1) Questionnaire; 2) Research on activity products;
3) Observation; 4) Interview.
2.1.5. Data processing method: Using SPSS software to process data.
Questions that asked respondents to choose one or more criteria were
processed with the number of responses and quantified percentage (%). For

questionnaires at 5 levels, they are sorted in descending order.
Corresponding scores of 5; 4; 3; 2; 1 are processed under arithmetic mean
score. The difference degree of the arithmetic mean score in 5-level
sentences is calculated by taking the highest point of the scale (5 points)
minus the lowest point of the scale (1 point) and dividing into 5 levels to
obtain the difference score of 0.8.
2.2. Survey results
2.2.1 Real situation of teachers’ awareness of pedagogy teaching based
on experiential learning in pedagogical universities
2.2.1.1. Awareness of the characteristics of experiential teaching in a
university.
2.2.1.2. Awareness of advantanges and disadvantages of experiential
teaching in a university.
2.2.1.3. Awareness of the appropriateness of experiential teaching with
activity characteristics of university students.
2.2.1.4. Awareness of the role of organization method and form of
experiential teaching to the learning outcomes of university students.
2.2.2. Real situation of organizing the pedagogy teaching based on
experiential learning in pedagogical universities
2.2.2.1. Determining learning objectives of pedagogy based on experiential
learning
2.2.2.2. Designing teaching contents of pedagogy based on experiential
learning
2.2.2.3. The use of teaching methods of pedagogy based on experiential
learning
2.2.2.4. The use of the organization form of teaching pedagogy based on
experiential learning
2.2.2.5. The use of teaching activities in teaching pedagogy based on
experiential learning

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2.2.2.6. The use of evaluation method in teaching pedagogy based on
experiential learning
2.2.2.7. Real situation of student learning outcomes of pedagogy in
pedagogical universities
2.2.3. Strengths and limitations in teaching and learning pedagogy
based on experiential learning in pedagogical universities.
2.2.4. Objective and subjective factors affecting pedagogy teaching based
on experiential learning in pedagogical universities
General idieas about the situation
+ Achievements
The majority of teachers are quite well aware of the characteristics
of experiential teaching and believe that the experiential learning is
perfectly suited to the learning characteristics of university students. When
teaching pedagogy based on experiential learning, most teachers are
interested in the content design, choice of teaching methods and forms of
organization. The teachers have pedagogical activities for pedagogy
contents. In addition, many teachers are well aware of the role of the
method and organization form of experiential teaching, which is an
important element that directly impacts student learning outcomes.
Therefore, after learning this subject, most students have mastered
pedagogy knowledge system and like this subject. A large number of
teachers have learned a number of new teaching methods that have been
introduced to pedagogical universities to reduce pedagogy teaching by
presentation method.
+ Existing issues
Awareness: Some teachers teaching pedagogy have not really paid
much attention to the teaching methods which have advantages in

experiential teaching such as situation, projects, practice and problem
solving methods. Therefore, the application of new teaching strategies is
not suitable and the linking of theoretical knowledge into practice is
limited. Thus, the assessment of students' learning results is still based
heavily on the results of multiple choice questions and self-reflection tests,
emphasizing knowledge reproduction rather than evaluating the studying
way. This is the reason for skills and occupational limitations of the
majority of students, which is difficult to meet the requirements of modern
teachers. Until now, the application of this teaching strategy to teach
pedagogy is not widespread. For real situation of teaching pedagogy based


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on experiential learning, many teachers always emphasize their role and
less appreciate students’ role. They often focus on helping students
understand pedagogy knowledge by: studying syllabus and presentations
combined with the use of audiovisual media to link theoretical knowledge
to reality. Students listen, observe and then draw general conclusions. The
organization of transforming students’ theoretical knowledge of pedagogy
into emotional and professional skills via teaching activities such as case
study; project-based learning; pedagogy knowledge practice; learning logs
... is limited. There are many subjective and subjective factors influencing
the organization of pedagogy teaching based on experiential learning. The
subjective factors are the main influences.
Conclusion of chapter 2
The survey results show that the achievements in organizing the
teaching of pedagogy for students of pedagogical universities are good
signs of positive change for the reform of pedagogy teaching in order to
meet the requirements of teacher training renewal at current pedagogical

universities.
The remaining aspects such as: the majority of teachers teaching
pedagogy mainly use presentation method, thus a part of students know
pedagogy knowledge very well but weak and lack of professional skills and
limited to professional love to meet current requirements of educational
reform. The solution for this situation is that teachers need to bring into full
play the advantages of teaching pedagogy based on experiential learning
for students of pedagogical universities.
Many teachers are willing to innovate teaching pedagogy based on
experiential learning to form professional capacity for students. However,
reference materials for this issue is limited, some teachers are confused in
determining characteristics of the experiental approach. Or some teachers
are able to define correctly and sufficiently characteristics of experiential
teaching, but due to the large number of students in a class and nonguaranteed facilities... the application of this teaching strategy in teaching
pedagogy has not achieved the desired results. Therefore, the development
of the teaching process of pedagogy based on experiential learning is
always urgent as it will be an important source of information for teachers
to apply for teaching and learning pedagogy in pedagogical universities,
which contributes to the development of professional capacity for students.


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CHAPTER 3: ORGANIZING THE TEACHING OF PEDAGOGY
FOR STUDENTS IN PEDAGOGICAL UNIVERSITIES BASED ON
EXPERIENTIAL LEARNING
3.1. Requirements for the organization of teaching pedagogy to
students at pedagogical universties based on experiential learning
Based on the characteristics of experiential teaching in a university,
we determine the specific requirements in teaching pedagogy to students

based on experiential learning as follows:
3.1.1. Ensuring the objective of teaching pedagogy based on experiential
learning.
3.1.2. Teachers must correctly identify and respect available experiences
of students, and organize them to learn pedagogy starting from those
experiences.
3.1.3. Teaching and learning is a social activity. Therefore, it is necessary
to arouse positive emotions for students by creating and maintaining a
friendly and open relationship between teachers and students and among
students themselves in teaching process of pedagogy.
3.1.4. Teachers need to create conversation space in teaching.
3.1.5. Providing opportunities for students to promote self-reliance and
capacity to apply pedagogy knowledge to practice of teaching and
education.
3.2. Organization process of teaching pedagogy for students of
pedagogical universities based on experiential learning
In order to develop the organization process of teaching pedagogy
based on experiential teaching in pedagogical universities, the exploitation
and development of Kolb's experiential learning model is very important.
This model describes the four-stage experiential learning cycle: 1/ Specific
experience; 2/ Observation - reflection; 3/ Abstract conceptualization; 4/
Active practice. The four stages of Kolb's experiential learning operate in a
continuous spiral cycle.
Within the scope of this dissertation, the four stages of Kolb's
experiential learning are the core and the basis for proposing the teaching
process of pedagogy based on experiential learning in pedagogical
universities. It includes the four steps that teachers need to help students
learn through the study of experiential exercises of pedagogy, namely: Step
1: Directing students to collect information to design teaching content of
pedagogy into experiential exercises and ask students to self-design their

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own experiential exercises and plan to solve these exercises. This step
corresponds to the learning process from "specific experience" to
"observation - reflection"; Step 2: Directing students to share, process,
review the designed experiential exercises and solve/perform the
experiential exercises. This step corresponds to the learning process from
observation - reflection " to "abstract conceptualization"; Step 3: Guiding
and encouraging students to summarize and report the implementation
results of the requirements and tasks in experiential exercises of pedagogy.
This step corresponds to the learning process from "abstract
conceptualization" to "active practice"; Step 4: Controlling students to
assess and adjust the solving of experiential exercises of pedagogy. This
step corresponds to the learning process from "active practice" to "concrete
experience". The organization process of teaching pedagogy based on
experiential learning in pedagogical universities is shown as follows:
• Controlling students to
assess and adjust the
solving of experiential
exercises of pedagogy

• Guiding and encouraging
students to summarize and
report the implementation
results of the requirements
and tasks in experiential
exercises of pedagogy

• Directing students to collect
information
to
design
teaching
content
of
pedagogy into experiential
exercises and ask students to
self-design
their
own
experiential exercises and
plan to solve these exercises

Step 4

Step 1

Step 3

Step
2
• Directing students to share,
process,
review
the
designed
experiential
exercises and solve/perform

the experiential exercises.

Figure 3.1. Organization process of teaching pedagogy based on
experiential teaching in pedagogical universities
Step 1: Directing students to collect information to design teaching
content of pedagogy into experiential exercises and ask students to selfdesign their own experiential exercises and plan to solve these exercises.


17

1) The teacher directs students to gather information to design teaching
content of pedagogy into experiential exercises:
- The information collecting process is to design experiential
exercises of pedagogy.
* Students study the content of pedagogy.
* Students determine the objective of experiential exercises of
pedagogy needed to be designed.
* Students exploit their available experience related to pedagogy
contents.
* Students collect materials from practice related to contents
* Students write experiential exercises of pedagogy.
* Students evaluate and complete experiential exercises.
- Requirements for experiential exercises of pedagogy:
+ Experiential exercises of pedagogy must follow the teaching
objective of pedagogy.
+ Experiential exercises of pedagogy must have a context.
+ Experiential exercises of pedagogy make sure the fit.
2) Teachers organize students to self-design experiential exercises of
pedagogy.
3) Students plan to solve experiential exercises of pedagogy.

Step 2: Directing students to share, process, review the designed
experiential exercises and solve the experiential exercises.
Teachers direct, create opportunities and encourage students to do as
follows:
- Dividing into groups to share, discuss and define clearly the
function of members.
- Asking teachers and classmates questions to satisfy their
aspirations, desires, wonderings in the experience process.
- Predicting situations and risks that may occur during the
experiencing time.
- Students solve the experiential exercices under assigned plans and tasks.
Step 3: Guiding and encouraging students to summarize and report the
implementation results of the requirements and tasks in experiential
exercises of pedagogy.
- Individuals or groups of students share experiences.
- Students draw the experience meaning.
- Students report the results of required experience in exercises.


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Step 4: Controlling students to assess and adjust the solving of
experiential exercises of pedagogy.
- Controlling students to self-assess and cross-evaluate the process
and products of requirements and tasks in their experiential exercises of
pedagogy and peers’ in order to recognize learning outcomes, successful
experiences and shortcomings as well. As such, it is possible to mobilize
the support of peers and teachers to implement additional reinforcement
activities to adjust and improve new educational experience for themselves.
When evaluating and commenting on the results of experiential exercises

of pedagogy, it is necessary to use positive words. Reviews, comments
should follow the rules: 1: 1: 1 (advantage: 1, restriction: 1, question: 1).
The later comments do not overlap previous comments.
- Encouraging students to make a general feedback about the
learning process of pedagogy.
- The teacher needs to correct the knowledge, professional skills to
train, develop and move to new pedagogy lessons starting from step 1 to the
last step of the teaching process of pedagogy based on experiential learning.
3.3. Application of the organization process of teaching pedagogy
based on experiential learning for students of pedagogical universities
in project-based learning and situation-based learning
The survey results of the current situation of teaching pedagogy based
on experiential learning for students of pedagogical universities in Chapter 2
show that most teachers use the presentation method as the main teaching
method in teaching pedagogy. It results in student study results. The
students’ knowledge and attitude towards pedagogy is very good but the
capacity to apply that knowledge to reality is weak due to lack of skills,
especially soft skills. The specific methods for experiential teaching with
advantage in the formation and development of emotion as well as
professional capacity for students are less used by teachers of pedagogy.
Therefore, within the scope of the dissertation, the application of the
organization process of teaching pedagogy based on experiential learning for
students of pedagogical universities in project-based learning and situationbased learning is not only a useful source of information for teachers
teaching pedagogy to use as reference and implementation in the teaching
process so as to improve learning outcomes of students' pedagogy, but also
help them to access to new teaching strategies to apply to teach effectively
their subject during internship time and working time at general schools.


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3.3.1. Application of the organization process of teaching pedagogy based
on experiential learning for students of pedagogical universities in
project-based learning
* Purpose
* Process (following the four steps of the above macro process)
*Example illustrating the organization process of teaching
pedagogy based on experiential learning for students of pedagogical
universities in project-based learning: Lesson: Teaching method
3.3.2. Application of the organization process of teaching pedagogy based
on experiential learning for students of pedagogical universities in
situation-based learning
* Purpose
* Process (following the four steps of the above macro process)
* Example illustrating the organization process of teaching
pedagogy based on experiential learning for students of pedagogical
universities in situation-based learning: Lesson: Teaching principles
3.4. Basic conditions to ensure the organization process of teaching
pedagogy based on experiential learning for students of pedagogical
universities
* The management and direction of the managing board of a
pedagogical university.
* Pedagogy teaching staff.
* Facilities, instructional materials and reference materials on
experiential learning.
Conclusion of chapter 3
1) Identifying and analyzing the requirements for the organization
process of teaching pedagogy to students based on experiential learning in
pedagogical universities.
2) Exploiting and applying Kolb's experiential learning model to

develop the organization process of teaching pedagogy based on
experiential learning to students in pedagogical universities include 4 steps
to ensure the relevance to pedagogy and characteristics of learning
activities of university students.
3) Proposing the application of the organization process of teaching
pedagogy based on experiential learning for students to project-based
learning and situation-based learning and simlultaneously providing
examples illustrating the use of the process. Clarifying some basic


20

conditions to ensure that the organization process of teaching pedagogy
based on experiential learning for students in pedagogical universities are
effective.
CHAPTER 4: PEDAGOGICAL EXPERIMENT
4.1. General process of pedagogical experiment
4.1.1. Experimental purpose: Examining the correctness of the established
scientific hypothesis, confirming the effectiveness and feasibility of the
organization process of teaching pedagogy based on experiential learning
for students in pedagogical universities proposed by the research:
particularly, evaluating the impact of the organization process of teaching
pedagogy based on experiential learning on student learning outcomes of
this subject in pedagogical universities.
4.1.2. Experimental content: In chapter 3, we design a macro process to
organize the teaching of pedagogy based on experiential learning for
pedagogical students including four basic steps. From that, we apply this
process in project-based learning and situation-based learning. In the
application process, teachers need to direct, help and support students to
learn the subject by the way that they have to go through the four basic

steps of the macro process so as to suit the characteristics of project-based
learning and situation-based learning. Therefore, in this chapter, it is clear
that when conducting the experiment, we select a representative, that is:
Application of the organization process of teaching pedagogy based on
experiential learning for students of pedagogical universities in situationbased learning as described in Section 3.3.2 to teach the experimental
lesson "Teaching principles" and "Teaching methods" in the theory of
pedagogy curriculum at tertiary level.
4.1.3. Experimental objects: Experimental objects and conditions are:
students of course 41 and 42 at Hanoi Pedagogical University No.2. Each
course selects two classes, including one experimental class and one
control class. The selection of experimental classes and control classes is
based on student information collected from academic affairs department,
faculties, from observing the classes that were set up to calculate the
balance and correspond to the following criteria: 1/ students’ first year
results; 2/ Pedagogical students in basic departments (not specialized in
Psychology - Education); 3/ Gender and class size in each class; 4/
Condition of teaching facilities.


21

4.1.4. Experimental method: Conducting pedagogical experiment in the
first semester of the academic year 2016 - 2017 for students of course 41
and the first semester of the academic year 2017 - 2018 for students of
course 42 in the pedagogical field of basic departments. Both experimental
and control classes are taught by the same author with the same content. At
the end of each experiment, we conducted a test of the experimental and
control classes with the same test, the same time and the same criteria. The
control class was normally taught in traditional teaching. The experimental
class was taught in accordance with the procedures described in chapter 3.

4.1.5. Experimental process: It includes: Experimental preparation stage;
implementation stage; Analysis and evaluation of experimental results stage.
4.1.6. Criteria for evaluation and processing method of experimental results
The evaluation of pedagogical experiment results show three aspects:
knowledge, skills and attitudes of the students, and the experimental results are
reviewed and evaluated quantitatively and qualitatively.
4.2. Analysis of pedagogical experiment results
4.2.1. Analysis of the quantitative experimental results
4.2.1.1. Analysis of pedagogical experiment results in round 1
Experimental results of round 1 quantitatively show that the output
test scores of the experimental class students are higher than those of the
control class. In the experimental class, the output test scores are higher
than the input ones. The difference between the average scores and some
other basic parameters is statistically significant. However, this is only the
first step to affirm the use of the organization process of teaching pedagogy
based on experiential learning for students in pedagogical universities that
can improve the student learning outcomes. In order to ensure the stability,
sustainability and development of the achieved values, the organization
process of teaching pedagogy based on experiential learning should be
continued experimentally in the second round in order to be implemented
on a large scale. This improves the teaching quality of pedagogy in
particular and improves the teacher training quality at pedagogical schools
in general.
4.2.1.2. Analysis of experimental results in round 2
The average score of class TN2 is 6.943396, the input is 6.320755.
The output higher than the input is 0.62 points. The absolute value of test Z
(Z = 2.476) is greater than theory Z – Standard Z value is 0.05 in two
dimensions (Zlt = 1,959). The P values (Z <= z) two-tail = 0.01) are less

22

than the permissible P values of 0.05 (P <0.05). In the analysis of variance
(Anova) we know that the hypothesis test (F = 6.1272) is greater than the
hypothesis testing value (F crit = 3.932438). Consequently, the difference
between the mean values of inputs and outputs of class TN2 is
scientifically significant. This means that using the organization process of
teaching pedagogy based on experiential learning will improve the learning
outcomes and contribute to the training and development of professional
skills for students of pedagogical universities.
4.2.2. Analysis of the quanlitative experimental results: 1) Assessment
through observation: Expressions of attitudes and feelings toward learning
activities; The creative expression of students in the learning process:
classroom atmosphere; 2) Assessment through questionnaires and
interviews: Teacher assessment of the organization process of teaching
pedagogy based on experiential learning; Self-assessment of students:
Conclusion of chapter 4
From the results of the quantitative and qualitative analysis of
pedagogical experiment, it can be seen that the use of the organization
process of teaching pedagogy based on experiential learning has an effect
on improving the learning outcomes of the pedagogy learning and
contributes to the formation and development of professional capacity for
students of pedagogical universities. The details are as follows:
- GPA results of the output tests of TN1 and TN2 are higher than
those of the input tests.
- GPA test results of the experimental classes are higher than those
of the control classes.
- The results of differences between the experimental and control
groups; between the experimental input and output classes are proved to be
statistically significant.

- Through the two-round experiments, the expressions of attitudes,
emotions, positivities for learning, creativity, and dynamic classroom
atmosphere in the experimental classes are better than those of the control
classes. The scientific theme that the subject matter poses is correct and
feasible.


23

CONCLUSION AND RECOMMENDATIONS
1. CONCLUSION
1.1. Determining the concept category of experience, experiential
teaching. Determining characteristics of experiential teaching in a
university. Thus, it confirms that this is a teaching strategy to create
opportunities and conditions for students to express their experiences,
attitudes, their will in learning and helps them see the meaning of pedagogy
with their professional practice.
1.2. Determining the objectives, contents, methods and the
organization process of teaching pedagogy based on experiential learning.
Showing the appropriateness of experiential teaching to the learning
characteristics of university students. Indicating teaching activities of
teachers in experiential learning. Determining how to evaluate student
learning outcomes and identifying the subjective and subjective factors
affecting the organization process of teaching pedagogy based on
experiential learning.
1.3. The survey results show that the determination of objectives,
how to design particular content of experiential teaching has not been
focused by teachers, but academic and theoretical issues are heavily paid
attention; Teaching method is not attached to reality, not creating
opportunities for students to show their rich experience and not

encouraging creativity; They do not concern the excitement and needs of
students in the process of forming professional capacity ... resulting in good
achievement of knowledge and attitude to the subject but the capacity,
attitude and positive emotions for the job are limited. This situation is due
to the majority of teachers are aware of the true and sufficient nature of
experiential teaching are not high. The teaching activities have not
emphasized the active role of students, because they hesitate to design and
organize learning activities for students.
1.4. Indicating the requirements of teaching pedagogy based on
experiential learning. Establishing the organization process of teaching
pedagogy based on experiential learning consists of four steps. At the same
time, proposing to apply the organization process of teaching pedagogy
based on experiential learning for students of pedagogical universities in
project-based learning and situation-based learning.
1.5. The application of the organization process of teaching
pedagogy based on experiential learning for students of pedagogical
universities in project-based learning and situation-based learning is
selected to conduct pedagogical experiment through two rounds on the
students of course 41 and course 42 of Hanoi Pedagogical University No.2.


24

The results show that the appropriateness and feasibility of the teaching
process is based on experiential learning, while confirming the correctness
of the stated scientific hypothesis. The organization process of teaching
pedagogy based on experiential learning has impacted and improved
student learning outcomes and contributed to shaping and developing the
professional capacity of students in pedagogical universities.
2. RECOMMENDATIONS

2.1. For managers of pedagogical universities: 1/ It is necessary to be
aware of the important meaning and role of pedagogy for professional
activities of students in pedagogical universities; 2/ It is necessary to
coordinate with general schools, including inviting experienced teachers to
support pedagogy lecturers in sample lessons, organizing educational
activities linked to the real school environment; 3/ It is necessary to arrange
separate pedagogy classrooms with sufficient material conditions and
modern teaching equipment connected to the internet; 4/ The classes should
limit the number of students, about 30 students/class.
2.2. For lecturers of pedagogy: 1/ It is necessary to be aware of teachers’
role and pedagogy in contributing to improving the training quality of
school teachers in pedagogical universities; 2/ It is necessary to improve
their knowledge of experiential learning theory, the organization of
experiential teaching through reading books, professional journals,
professional activities ... It is necessary to master the organization process
and method of experiential teaching developed by the dissertation; 3/ It is
necessary to study the characteristics of students’ learning activities in
pedagogical universities to design goals and contents of teaching oriented
learning; 4/ It is necessary to apply procedures and measures to organize
the pedagogy teaching based on experiential learning in order to ensure the
synchronism, regularity and sustainability towards contributing to the
formation and development of professional capacity for students of
pedagogical universities.
2.3. For students of pedagogical universities
- It is necessary to be aware of the meaning of pedagogy to
professional activities.
- It is necessary to be positive, self-conscious, creative, cooperative
with lecturers in the learning process based on experiential learning.
- It is necessary to practice self-study habits and self-mobilization of
experience available to solve learning tasks. Knowing how to exploit and

look up information from various sources to complete pedagogy exercises.
- It is necessary to express their personal viewpoints and emotions in
learning.