Phát triển năng lực dạy học cho sinh viên sư phạm kĩ thuật qua rèn luyện nghiệp vụ sư phạm theo quan điểm sư phạm tích hợp tt tiếng anh

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MINISTRY OF EDUCATION AND TRAINING
VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

******************

NGUYEN THI LIEU

DEVELOPING TEACHING COMPETENCE FOR STUDENTS OF
TECHNOLOGY EDUCATION THROUGH PEDAGOGICAL TRAINING
BASED ON AN INTEGRATED PEDAGOGY VIEWPOINT

Major: Theory and History of education
Code: 9140102

THE SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL
SCIENCE

HÀ NỘI, 2020


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This thesis has been completed at Vietnam National Institute of Educational Sciences-

Hà Nội

Scientific instructors: Assoc. Prof., Dr. Vu Trong Ry
Assoc. Prof., Dr. Nguyen Tuyet Nga

Reviewer 1: ....................................................................
...................................................................

Reviewer 2: ....................................................................
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Reviewer 3: ....................................................................
...................................................................

The thesis will be defended by an institute-level board of thesis evaluation at
Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao street, Hanoi
At…. :00, August ….2020

A copy of the thesis is available at:
- Vietnam National Library.
- Library of Vietnam National Institute of Educational Sciences


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A LIST OF AUTHOR'S RESEARCH WORKS
CONCERNING TO THE THESIS WAS PUBLISHED

1. Nguyen Thi Lieu (2017) “Applying the integrated pedagogy viewpoint in
teaching to develop professional competence for T.E students”, Journal of
Educational Science, No. 142, July 2017, pp.49-52.
2. Nguyen Thi Lieu (2018), "Some theoretical issues on the integrated teaching
in Vietnam", Journal of Educational Equipment, No. 174, vol. 1 - 8/2018, pp.1-3.
3. Nguyen Thi Lieu (2018), "Testing and assessing academic results from the
pedagogical viewpoint integrated in pedagogical training", Journal of Educational
Science, No. 05, pp.45-50.
4. Nguyen Thi Lieu (2019), " Conceptual designs and implementation of
integrated situations in pedagogical teaching for technical pedagogical students",

Journal of Educational Science, No. 20, August 2019, pp. 31-35.


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INTRODUCTION
1. Rationale
Developing teaching staff, especially "improving the quality, responsibility, morality
and professional competence", "standardizing the teaching staff" is an indispensable
requirement for education and traing in the current context.
The quality of vocational educators (V.Es) has been inproperly developed or satisfied
the requirements of vocational education in the new context. Improving the quality of practice
in T.E universities is a solution to develop the capacity and quality of vocational educators.
Teaching competence (T.C) is the most basic competence in the professional
competence of teachers. Developing T.C for students of technology education (T.E) at T.E
universities is done in many different ways, in which pedagogical training (P.T) is the most
convenient and effective way. However, current T.C, in general, are still limited.
The current socio-economic context with the process of globalization, knowledge
economy and the fourth industrial revolution has led to changes in the requirements for
human resources, including V.Es and their practice products.
Applying an integrated pedagogy viewpoint - a pedagogical view towards the
development of students’ ability to train students in T.E universities is an appropriate way to
develop professional capacity. However, up to now, there have not been many studies on
applying the integrated pedagogy in teaching in general and P.T in particular, the theory of
integrated pedagogy is still generally defined. Therefore, it is necessary to carry out studies
to supplement the theory of integrated pedagogy, to determine the path and ways of
developing students’ capacity through P.T from an integrated pedagogy viewpoint.
Therefore, the author has chosen "Developing teaching competence for technology
education students through pedagogical training from an integrated pedagogy viewpoint"
as a doctoral thesis subject.
2. Research objectives

Clarify the theoretical and practical basis to develop T.C for T.E students through
pedagogical training, which is based on proposed measures to conduct pedagogical training
under integrated pedagogy to develop T.C for T.E students
3. Object and participants of the research
3.1. Object of the research
The training period of students in various T.E universities.
3.2. Participants of the research
Students involved in pedagogical training in T.E universities.
4. Theoretical background.
Applying integrated pedagogy viewpoints in pedagogical training is appropriate to
develop T.C for T.E students. If we apply the integrated pedagogy viewpoint of pedagogical
practice by consistently implementing the integration of purpose, content, teaching methods, and
assessing practice results in a way to integrate into required teaching capabilities with T.E
students, we will improve the effectiveness of the development of teaching capabilities for them.


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5. Steps of the research
- Building a theoretical background for developing T.C for T.E students through
pedagogical training under integrated pedagogy views.
- Conducting a survey to investigate current situations of T.C for T.E students
through pedagogical training.
- Proposing measures to organize pedagogical training under integrated pedagogy
views in order to develop T.C for students of technology education
- Experimenting measures to organize a pedagogical practice period under integrated
pedagogy views to develop T.C for students are proposed.
6. Limitations of the research
- Content limitation: the thesis only focuses on teaching pedagogical modules and
organizing pedagogical pratice according to integrated pedagogy views in order to develop
T.C for students of technology education

- Limitation of survey participants: lecturers and students of T.E at universities of
technology and education in Hung Yen, Nam Dinh, and HCM City
- Demonstration of pedagogical practice under the integrated pedagogy viewpoint to
develop T.C and its experiments for T.E students are implemented at Hung Yen University
of Technology and Education.
7. Methodology
7.1. Methodology
The thesis is carried out with following approaches: integrated approach, systemstructure approach, practical approach, capacity-based approach.
7.2. Research method
7.2.1. Theoretical research
Including methods of analysis, synthesis, classification, systematization, and modeling.
7.2.2. Practice-based resarch
- Survey method by questionnaire
- Research methods of educational activities
- Interview method
- Experimental method
In addition, observation method, interview method, conversation method, consulting
opinions from experts are also used.
8. Thesis defense
- Developing T.C for T.E students through P.T is the most effective solution. Through
the training of pedagogical practice, T.E students are entitled to acquire the knowledge,
teaching skills, develop the T.C necessary to carry out technical teaching activities by
vocational educators.


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- Applying integrated pedagogy views in pedagogical training is an effective strategy to
develop T.C for T.E students because of the integrated pedagogy views that aim to develop
students’ skills. It is also necessary to enable them to apply a combination of different
knowledge and skills in solving specific situations associated with teaching practice.

- In order to develop T.C for T.E students through P.T from an integrated pedagogy
view, it is necessary to propose measures for teaching pedagogical modules, and for
pedagogical practice from an integrated pedagogy application.
- The context of developing T.C for T.E students at universities still has shown certain
limitations. Proposed measures for T.E students from the integrated pedagogy viewpoint must
be aimed at developing T.C for T.E students, and those limitations should be overcome.
9. New contributions to the thesis
- The thesis has supplemented and clarified the concept and nature of integrated
pedagogy; apply integrated pedagogy views to the learning process; the ways to develop
teaching capabilities for T.E students design; developing T.C for T.E students through
pedagogical training. At the same time, it identifies the required competencies of V.Es and
analyzes them.
- The thesis has clarified the reality of developing T.C for T.E students through
pedagogical training in some pedagogical universities such as characteristics of the current
pedagogical curriculum; the reality of pedagogical practice at those universities; the
situation of developing T.C for T.E students through pedagogical training, and the levels of
teaching competence that T.E students achieve after completing the pedagogical
professional curriculum.
- The thesis has proposed measures to organize pedagogical practice in the integrated
pedagogy viewpoint to develop T.C for T.E students. It helps to teach of pedagogical modules
in the integrated pedagogy viewpoint in order to develop teaching capability, and organize
pedagogical practice based on an integrated pedagogy viewpoint to develop T.C T.E students.
Chapter 1: THEORICAL BACKGROUND OF THE DEVELOPMENT OF
TEACHING COMPETENCY FOR TECHNOLOGY EDUCATION STUDENTS
THROUGH PEDAGOGICAL TRAINING FOLLOWING THE INTEGRATED
PEDAGOGY PERSPECTIVE
1.1. Overview of research related to the thesis topic
From the overview of works related to the thesis topic, we can draw some following
comments:
- There are many domestic and foreign studies on capacity development for students at

universities.
- The T.C has been studied by many authors, including many discussions on the concepts,
structural elements, and classifications of teaching capability. T.C development for pedagogical
students also has many research projects with different approaches and together with different
ways of developing T.C in each specific field.


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- When researching P.T for pedagogical students, the authors focus on research in the
direction of clarifying the situation and proposing solutions to improve the quality of
pedagogical skill training based on other viewpoints and approaches.
- The theory of integrated pedagogy has a lot of researches, including aspects such as
integrated pedagogy definition, educational institutions, and objectives of integrated pedagogy,
fundamental concepts of integrated pedagogy, ways of integration, directions, application of the
integrated pedagogy in developing curricula, textbooks, assessing students’ learning results,
using integrated situations in teaching.
Applying integrated pedagogy viewpoints by the authors studying different levels but
there has not been any research project to apply integrated pedagogy in training T.E students.
Research to develop competencies for learners continues to be put in place. Applying
integrated pedagogy to develop self -studying skills for students of pedagogical skills poses
issues that need to be solved in the thesis: Supplementing the theory of integrated pedagogy and
proposing measures to develop the self -studying skills for students with technical skills through
pedagogical practice from the integrated pedagogy viewpoint.
1.2. Concept of integrated pedagogy
1.2.1. Definition
Integration is derived from Latin with the meaning of restoring the general, the
whole, the unity on the basis of the individual parts.
integrated pedagogy is a teaching concept that aims to form and develop in learners
the competencies necessary for their careers and lives by implementing a consistent
integration throughout the teaching process from the goal, teaching content, methods,

teaching facilities, and evaluation of outcomes.
In essence, integrated pedagogy is a teaching concept that aims to develop students’
competence by consistently integrating all elements of the teaching process, in which the
central task is to design integrated case systems, corresponding with the competencies that
need to be formed in the learner and organizing for the learner to effectively solve those
situations thereby developing capability.
The use of integrated pedagogy concepts in the teaching process is reflected in the
basic elements of the teaching process such as objectives, content, teaching methods, and
assessment of results. Specifically, teaching objectives are determined from an integrated
pedagogy concept; build curriculum contents based on integrated pedagogy concept; choose
teaching method from an integrated pedagogy viewpoint; evaluate learning outcomes from
an integrated pedagogy viewpoint.
1.3. Teaching competence needs to develop in technology education students
1.3.1. Concept of teaching capability
T.C - one of the professional competence of teachers. T.C is the integration of
knowledge, career skills, appropriate attitude and other psychological factors used by
teachers to effectively solve specific situations in task-based teaching activities.


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1.3.2. Labor characteristics of vocational educators
The labor of teachers (pedagogical workers) has specific characteristics compared to
other types of labor, workers of V.Es have characteristics compared to teachers in general. It is
the synthesis of labor both of a teacher and an engineer; teaching and teaching at the same time.
1.3.3. Structure and expression of teaching competence of vocational educators
T.C of a V.Es includes: capacity to prepare for teaching, the ability to conduct teaching,
the ability to check and assess learning results, and the capacity to manage teaching profiles.
T.C by V.Es is demonstrated as follows:
Table 1. 1: Expressing teaching ability of vocational educators
Capacities

Elements

Behavior indexes

Competence to - Mastering the - Identifying the majors, levels
prepare for
characteristics of of knowledge and skills,
teaching
learners
interests,
learning
styles,
genders, ages, regions ... of
learners.
- Seting up a module/subject
- Planing module/
teaching plan based on the
subject-based
curriculum and implementation
teaching
plan.

- Lesson planing

- Identifying lesson objectives
in the direction of forming
capacity, expressing from a
learner's perspective, which
can be observed and measured.

- Designing accurate, detailed
and convenient learning
content for students’ learning
activities.

Quality indexes
- Designing the objectives,
contents of the program,
methods and teaching
facilities in accordance with
students’ characteristics.
- The teaching schedule is full
of formal components,
content distribution, timing
and identification of tasks to
prepare for each appropriate
lesson.
- Lesson objectives include 3
components: knowledge,
skills, and attitude; expressed
in terms of learners, consistent
with the lesson content, which
can be observed and
measured.
- Content ensures accuracy,
modernity, detail, logic, fit
with learners.

- Learning activities are

- Designing students’ activities,
described
from
the
identify appropriate learning
perspective of cognitive
strategies, and promote
activities
of
learners;
students’ activeness.
Consistent
with
the
objectives, lesson content,
directed to promote the
positive of the learner.
- Teaching activities are in
line with learning activities,
ensuring effective learning
- Preparing facilities for teaching activities.
conditions: learning materials,
- Designing corresponding
teaching activities, ensuring
effective learning activities.


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Capacity

to - Using the
implement
language
teaching
process

- Using teaching
techniques

- Using teaching
facilities and
practical
equipment
- Communicate
and build a
learning
environment
- Classroom
management

Capability to - Creating
exmanine and evaluation tools
evaluate
academic
results
- Carrying out
evaluation
activities
- Handling,
analyzing and

commenting on
evaluation results

facilities, teaching equipment,
necessary materials, suitable to
the objectives, contents and
teaching methods.

Sufficient
teaching
facilities in term of science
and pedagogy.

- Presenting a reasonable
Powerpoint slides; words that are
loud, clear, coherent and
attractive;
correctly
used
technical language.

- Spoken and written language
used in the classroom is
reasonable, scientific and
effective.

- Teaching techniques are used - Using and combine teaching
reasonably and effectively, methods and techniques to
promoting the positive and achieve lesson objectives.
creative

characteristics
of
learners.
- Effectively exploiting the
- Proficient use of teaching teaching facilities in the
facilities,
equipment,
and lesson
application
of
information
technology in teaching to bring
- Creating a psychological
efficiency in teaching
atmosphere, friendly, positive
- Demonstrating friendliness,
and
safe
learning
respect, and encouragement to
environment.
learn; Safe learning space.
Properly
handling
of
pedagogical situations that arise. - Ensuring lesson objectives
and education within case
- Demonstrating the role of
handling
organizing and guiding classroom

activities according to the lesson - Organizing and covering the
plan, covering the classroom, the class well to ensure the lesson
lesson in accordance with the meets the set objectives and
plans.
scheduled time.
- Selecting and design testing
and evaluation tools: exercises,
exam questions, and grading
guides.

- Selecting the assessment
tool appropriate to the
objectives, lesson
content/modules,
characteristics of learners.

- Using the evaluation forms and - Examining and evaluating
methods suitable for different academic results to ensure
evaluation purposes in assessing education and regulations.
students’ study results.
- Encouraging students to assess - Developing self-assessment
their own learning results.
capacity in learners
- Handling and making - Correctly handling of
comments, feedback on students’ learning results and giving
study results, adjusting their positive effects to learners.
teaching activities.


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Capacity
to - Fully
test
and implementing
evaluating
teaching forms
learning
and records.
results
- Preserving and
stor form and
teaching profiles
as prescribed.

- Completing the form, set up - Completing forms and
teaching profiles
teaching profiles.
- Arranging books, teaching
profiles and archives according
to regulations.

- Scientific arrangement,
convenient for teaching and
reviews

1.4. Developing teaching capacity for technology education students through
pedagogical training following integrated pedagogy viewpoints
1.4.1. Teaching-based development
Developing T.C for students is the process of organizing teaching and education
activities with the purpose of helping students with the capacity to teaching ability, from

T.C is still incomplete to learning outcomes are achieve.
1.4.2. Training pedagogical process
Training T.C for T.E students is aimed at organizing activities for modules and
pedagogical practice; therefore, students will have the necessary pedagogical skills to
effectively carry out teaching jobs as vocational educators.
Practicing pedagogical skills at the university plays an important role in developing
T.C for students. When teaching pedagogical modules, guided by a team of experts in
educational science, based on a systematic and scientific curriculum with appropriate
facilities, students will perceive the system of knowledge, professional skills. And systems
enclose with an important orientation for activities in the future career. The process of
pedagogical practice with the meaning of practicing the knowledge and skills acquired
through the pedagogical modules with the guidance of pedagogical teachers and
experienced V.Esto help students with technical skills in developing and demonstrating their
teaching capabilities in a real environment.
Training pedagogical skills for T.E students with the following characteristics:
- Consistency between pedagogy and technology;
- Subjects of teaching and educating in pedagogical practice for T.E students are
students, students at vocational training institutions, with many different ages ranging from
15 to 25 years old;
- Dialectical unity between the three components: theory, symbol, and practice
(components of technological thought) in the T.C of technical teachers;
- The method of P.T also shows difference when the majority of T.E universities
apply assembly models and artculation models in training students.
1.4.3. Developing teaching pacacity for technology education students through pedagogical
training from integrated pedagogy viewpoints
Training pedagogical skills for T.E students from an integrated pedagogical
viewpoint is an effective solution to organize teaching activities, pedagogical modules, and
pedagogical practice to help student study effectively, solve integrated situations
corresponding to the pedagogical competencies needed by T.E students, thereby it also

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helps students acquire the pedagogical competencies as an educator job. Pedagogical
practice for T.E students consists of two stages: teaching pedagogical modules and
pedagogical practice with different properties so that the application of pedagogy viewpoint
is integrated. Each stage also has its characteristics.
Developing T.C for T.E students through teaching pedagogical modules following an
integrated pedagogy viewpoint is implemented by organizing the process of teaching
pedagogical professional modules. The whole process of teaching pedagogical modules from
defining objectives, developing content, choosing methods, means, and assessing learning
results must show an integrated pedagogy viewpoint, and towards developing T.C for students.
Developing T.C for T.E students through pedagogical practice from an integrated
pedagogy viewpoint is implemented by organizing students to perform the teaching duties
of vocational educators, and to evaluate the students’ ability to perform those tasks.
1.5. Pathways to develop teaching pacacity for technology education students
There are many ways to develop T.C for technonolgy education students in
universities of education such as through pedagogical training, pedagogical competitions,
intensive training activities, or contents in courses. Therefore, pedagogical practice is an
effective way to develop T.C for T.E students.
1.6. Factors affecting the development of teaching capacity for pedagogical training
following integrated pedagogy viewpoints
Including: P.T program, lecturers’ teaching skills, facilities, teaching facilities,
learning materials, pedagogical practice, ability and levels of the student.
Chapter 2: CURRENT SITUATION OF DEVELOPING TEACHING CAPACITY
FOR TECHNOLOGY EDUCATION STUDENTS THROUGH PEDAGOGICAL
PERSPECTIVE
2.1. Overview of actual surveys and surveys
2.1.1. Aims of the study
Assessing the situation, including: methods and results, limitations of teaching
capability, developing activities for students at T.E universities, lecturers' awareness of

integrated pedagogy viewpoints, from which it is possible to lay a foundation for proposing
measures to organize pedagogical practice following integrated pedagogy to develop T.C
for T.E students.
2.1.2. Survey contents
- Lecturers' awareness of integrated pedagogy viewpoint and developing T.C through
pedagogical practice following integrated pedagogy viewpoint;
- Current situation of P.T at T.E universities: pedagogical programs; the situation of
teaching pedagogical modules, the situation of organizing pedagogical practice for students.
- Current situation of developing T.C for T.E students through P.T skills;
- Difficulties that lecturers encounter in developing T.C for T.E students;


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- The levels of teaching that students had completed in term of pedagogy after
programs;
2.1.3. Place for the survey
The survey was conducted at 03 T.E universities: Ho Chi Minh City University of
Technology and Education, Hung Yen University of Technology and Education, Nam Dinh
University of Technology and Education.
2.1.4. Methodology, tool and participants of the survey
The survey methodology has been conducted in form of interviews, observation, active
product research, and conversations.
2.1.5. Participants of the survey
- 10 managers of faculties/ pedagogical institutes at T.E universities;
- 50 lecturers who get involved in teaching pedagogical skills.
- 350 fourth year-students at T.E universities.

2.2. The result
Based on the survey results, the following statements can be temporarily concluded:
- The current P.T program is not an adequate program built in an integrated direction.

However, there are elements of a fully integrated program in the direction of integration.
- Regarding the situation of P.T in T.E universities, most lecturers have performed well
their tasks, all 3 types of lesson objectives in the lesson plan, whereas identifying this objective
mainly based on the lesson content. Teaching methods are flexibly applied, but complex
teaching methods are rarely applied, requiring high intellectual effort and students' activeness.
Almost teaching facilities are also used in the lessons, especially modern teaching facilities, but
a few functional rooms have been used such as teaching labs, network rooms to exploit
information for lessons to practice for teaching methods, facilities, and technologies. The form
of teaching is not diversified, mainly teaching in class with pedagogical modules. Assessing
student learning results, students still mainly use forms of writing and essay tests but they have
not used many types of exercises and product reviews.
- The survey shows that the frequency of measures by lecturers are taken to develop
T.C for T.E students through P.T that the author of the dissertation offers is not yet many, in
particular, the construction and use of integrated situations in teaching pedagogical skills are
limitedly implemented.
In the process of developing T.C for students, there are still difficulties such as facilities
have been equipped, they have not yet met the needs of teaching used by lecturers and students;
each relationship between faculties and T.E institutions is still not closely bound.
- There are many factors affecting the development of T.C of T.E students, in which,
facilities, teaching facilities need to be supplemented; learning materials need to be compiled


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in a way that is convenient for students' self-study; pedagogical programs should continue to
update and improve; teaching pedagogical skills need to increase the use of complex teaching
methods, and enhance the professional experience.
- The results of the P.T process are expressed at the level of teaching competence that T.E
students achieve at an average level, or "relatively proficient".
Conclusion for chapter 2
The current pedagogical program already contains elements but it is not a complete

program from an integrated pedagogy viewpoint. The current situation of P.T at T.E
universities has many positive points but there are still factors affecting and hindering the
process of developing T.C for T.E students.
Most lecturers are interested in developing T.C for T.E students in terms of
pedagogical teaching. However, the number of lecturers implementing T.C with
development measures is mentioned at a frequent level, at low level.
Factors affecting the development of T.C besides favorable impacts also need to be
improved and better support the development of T.C of T.E students. .
Teaching capabilities that T.E students gain after completing the pedagogical
program is assessed at average and fairly levels. Among those teaching capabilities,
although it is highly appreciated, it needs to be further promoted, and it is necessary for
further development of pedagogical teaching processes.
Chapter 3: ORGANIZING PEDAGOGICAL TRAINING FOLLOWING THE
INTEGRATED VIEWPOINT TO DEVELOP TEACHING CAPABILITIES FOR
TECHNOLOGY EDUCATION STUDENTS
3.1. Principles of having pedagogical training following an integrated pedagogy
viewpoint to develop teaching pacacity for technology education students
- Ensuring the conformity with the process of capability development in students.
- In accordance with the pedagogical program at T.E universities
- Demonstrating the integrated pedagogy viewpoint.
3.2. Measures to organize pedagogical trainging in an integrated pedagogy viewpoint to
develop teaching pacacity for technology education students
3.2.1. Organization of teaching pedagogical modules in an integrated pedagogy viewpoint
to develop teaching pacacity for technology education students
3.2.1.1. Building a minimum teaching pacacity framework required of T.E students.
Table 3. 1: Minimum teaching capabilities framework that T.E students need
TT
1

Teaching

capabilities
Teaching
preparation

Minimum required in T.C of T.E students
- Designing a module and subject-based teaching plan assigned on
the basis of the program and training plan of the whole course.
- Designing a lesson plan which identifies the lesson objectives,
designing accurate and detailed learning content; designing learning


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activities and teaching activities in accordance with the learning
content, promoting the learning activeness of learners;
- Preparing a full range of teaching facilities, tools, materials and
materials necessary for the lesson.
2

Teaching
implementation

- Using and coordinating teaching methods in accordance with the
content and characteristics of learners, promoting the students’
activeness.
- Proficient use of teaching facilities and equipment to improve
lesson effectiveness.
- Presenting a reasonable / scientific Point / Power Point table; The
language is loud, clear, attractive, and correctly uses technical terms.
- Organize and guide students’ learning activities according to the
plan, cover and manage the class well, the time difference is not

much compared to the expected.
- Create a vibrant, friendly and safe learning environment; handle
appropriately pedagogical situations arising (if any).

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Study
result - Select and design test tools to evaluate students' study results such
assessments
as questions, exercises, test questions, and instruction cards to ensure
that they are consistent with the objectives and contents of the
module / subjects.
- Carry out fair and objective examination and evaluation in
accordance with the regulations of the educational institution.
- Handling test results, thereby adjusting students’ learning activities
and their own teaching activities.

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Teaching profile - Fully implement the provisions of the basic form types in teaching
management
profiles, arranged in a scientific way, convenient to use and test.

3.2.1.2. Analyzing teaching cabability into teaching objectives
- To form teaching cabability, T.E students need to achieve the following 6 objectives:
1) Identify characteristics of apprentices
2) Make a subject / module teaching plan
3) Define lesson objectives
4) Design learning content
5) Designing students’ activities and corresponding teaching activities

6) Prepare necessary equipment and materials
- To form teaching cabability, T.E students need to achieve the following 6 objectives:
7) Present the board (and PowerPoint) logically, with loud, clear, coherent, engaging
words
8) Flexible use and coordination of teaching methods and techniques
9) Fluently use and effectively handle common teaching facilities and equipment, apply
information technology to teaching.
10) Properly handling of pedagogical situations that arise.


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11) Develop a collaborative, positive and safe study environment.
12) Fulfilling the role of organizing and guiding the activities in the classroom according
to the lesson plan, in accordance with the scheduled time.
- To develop the capabilties to test and evaluate academic results, T.E students should
achieve the following objective:
13) Design exercises, essay questions for specialized subjects;
14) Designing answers, guiding the grading of tests in specialized subjects.
15) Use evaluation forms and methods suitable for different evaluation purposes,
ensuring education and compliance with regulations.
16) Comment, feedback on student's academic results
17) Organization for students to self-assess their study results and other students.
- To develop the capability to manage teaching profiles, students need to achieve the following
obejctives:
18) Complete the forms, set up teaching profiles.
19) Streamline records, facilitate storage, use, and archive according to regulations.
Thus, in order to develop teaching cabability for T.E students, it is necessary to help
them achieve the above 19 objectives.
Developing a target table for teaching competence will help teachers teaching pedagogy
to understand the teaching competence created by what knowledge and skills and can visualize

the integration levels. in the teaching process.
3.2.1.3. Design integrated situations corresponding to each teaching cabability
Designing integrated cases should ensure the following requirements: fit, clearly define
the objectives of the situation, the case must support capacity development, support personalize
learning and must be a situation typical case.
The process of designing an integrated situation involves the following steps: 1)
determining the capacity to develop; 2) identify the knowledge and skills to integrate; 3) data
collection for situations; 4) staging and writing situations; 5) correct and perfect the situation.
Integrated situations for developing teaching preparation capacity:
No
.
1

2
3
4
5

Situations
Situation 1:
An's teaching plan
Situation 2:
Lesson plan of students practice
Situation 3:
Cong’s first lesson
Stiuation 4:
E- learning lecture
Situation 5:
Hung's first praticing week

Integrated
Integrated modules
Applied in
objectives
objectives:
P.P
Professional psychology (P.Ps) +
1+2
Professional pedagogy (P.P)
1+ 3+4+ 5
4+ 5+ 6
1+ 4+ 5+
6
1+ 3+ 4+
5+ 6 +
18+19

P.Ps + P.P + Skills and Technical
teaching methods (S.M)
Teaching technology (T.T)+ P.P +
P.Ps
T.T + P.P + P.Ps

S.M

P.Ps + P.P + S.M + T.T

S.M

T.T

T.T


13
Situation 1: An's teaching plan
Subject: GDHNN

The integrated objectives include:

Use in teaching content:
Organize the process of technical teaching

1) Identify apprenticeship characteristics
2) Make a subject / module teaching plan

Function of the situation: Developing a teaching schedule is the regular work of a
career educator. This situation helps students develop a subject /module-teaching plan,
which specifies the object, content, time and expected facilities and conditions for the
activity teach this subject / module.
This situation requires students to coordinate the understanding: program content
analysis, psychological characteristics of apprentices, preparatory work for teaching lessons.
Situation description:
An is a fourth-year T.E student, she is practicing at a vocational college. An was
instructed by the instructor to build a teaching profiles for upcoming lessons, including the
tasks to prepare a teaching plan for a course in practicing with the sewing technique for the
Vocational College of Garment, course 25 (CDM25A). According to the schedule, this
subject will be done on Tuesday, on Friday morning; each practice session lasts 6 hours and
starts from March 5, 2018. Based on the sewing technique program and the schedule, An has
made a teaching schedule and submitted it to the teacher. An wondered what he needed to fix.
1. Revise the teaching schedule above to help An.

2. Set up a teaching schedule for 01 theory subject and 01 practice subject
following the profession that you are planning to teach (according to the specific
schedule).
AN’S TEACHING PLAN (index 5)

Integrated situations for developing teaching cabability for T.E students:
No
.
1
2

3
4

Situation

Intergrated objectives

Integrated
modules
P.P

Situation 6:
working as a teacher

objectives: 7+8

Situation 7:
Teaching model from
Ms.Ha

Situation 8:
“scorpion” teachers
Situation 9:
Job admisstion for
vocational educators

7+8+9+ 12

P.P+ T.T +
S.M

10+11

P.Ps + P.P +
S.M
P.Ps +P.P +
T.T + S.M

Teaching
preparation
+
teaching implementation +
teaching profile management

Situation 9: Admission for vocational educators
Subjects: KN&PPDHKT
Use in section:
Implementing teaching
techniques

These capabilities are integrated in situations:
- Ability to prepare for teaching
- Teaching performance
- Ability to manage teaching profiles

Applied in
P.P
S.M

S.M
S.M


14
Functions used in situations
Teaching tasks of V.Esinclude many tasks: preparing for teaching, conducting
teaching, managing teaching profiles, and evaluating. In this situation, students will
perform different tasks: planning, teaching, managing teaching profiles are the basic
tasks of a career educator.
To carry out this task, students need the following knowledge and skills:
characteristics of apprentices, formulation of subject teaching plans, lessons, formulation
of lecture outlines, preparation of teaching facilities, teaching demonstration lesson that.
Situation description:
After graduation, you will attend a job employment as a lecturer at a vocational
college according to the recruitment notice posted on the university's website.
EMPLOYMENT INFORMATION (index 8)
1. You are required to prepare the teaching documents according to the admission
requirements (teaching schedule, theoretical lesson plan, practical lesson plan, integrated
lesson plan, lecture outline) and necessary teaching facilities for The lecture will show
dossiers of attendance are bound in volumes.

2. You are required to perform 1 of the 3 lectures (withdrawing mode).
Situations to develop the capacity to access and evaluate
No
1

Content

Integrated
objectives
Situation 10: Exam questions objectives: 13 +
of a garment department
14

Integrated
modules

Applied in

P.P+ S.M

S.M

Situation 10: an exam for a teacher at garment department
Subjects: KN&PPDHKT
The objectives are integrated:
Used in content teaching: 13) Designing exercises and exam questions for specialized
Designing assessment tools subjects;
14) The design is given grading guidelines for the subject
area subject matter tests
Functions of the situation

- Evaluating students' learning results is a regular task in teaching activities. In the
trend of capability-based training, how performance-based assessments made is necessary
for T.E students.
- In order to handle this situation, students need to have knowledge and skills about
building assessment tools, current assessment trends, principles in assessment, evaluation
methods and results evaluation.
Situation description:
A teacher of sewing technique at a vocational college quoted assessing this subject: “At a
tailor shop, a customer came to get a shirt by appointment with the store owner. When


15
guests try to wear on the body saw the front skirts were cut and suggested reparation. Please
let me know, are there any causes leading to the phenomenon of finished shirt skimming?
How to fix each error? ”
1. Compare the above checking out method with the way out: “Present the formula to
make a shirt. Point out the cause of the shirt's skimming. ”
2. Distinguish assessment tools according to competence with knowledge and skills
assessment.
3. Develop an exercise to check the process and a finalized test for a subject in the major
that you intend to teach. Identify the guidelines for marking the test you have just developed.
3.2.1.4. Organizing pedagical training following designed integrated situations
With the aim of developing teaching cabability for T.E students, using teaching
methods to promote students' activeness, creating conditions for students to apply their
knowledge and skills, and experience related to the teaching process itself to solve the above
integrated situations such as project teaching method, case study method, micro teaching
method, group teaching method ... in teaching pedagogical modules. Each teaching method
requires corresponding teaching facilities and conditions.
3.2.1.5. Evaluating students' teaching cababilities in the pedagogical modules
Evaluating students' capabilities based on specific criteria, combining confirmation

and rectification assessments, combining teacher assessments and student self-assessments
in assessing student learning outcomes tablets.
Illustrative assessment of learning outcomes from the integrated pedagogy viewpoint in a
specific module in the pedagogical curriculum - module of Skills and Technical teaching
methods (S.M)
Reviewing the summary of the curriculum and teaching skills, lecturers can use the
situation in which students are required to prepare teaching profiles for a content in the
vocational training program corresponding to the major and carry out the teaching. That
teaching content. For example, “After graduating, you are applying for a teaching job at a
vocational college, and the requirement is that: choose a typical content in the major to design
and perform teaching thecontent”.
This exercise aims to evaluate the capacity to teach and the ability to teach typical
content (conceptual, principle, process, skill, structure) in engineering through product reviews
(teaching profiles and lectures), evaluated by specific criteria.
If the typical content is theoretical content, use theoretical evaluation criteria; if it is
practical content, use evaluation criteria for practice content. Such as:
Table 3. 2: Criteria for evaluating the content of theory teaching
Evaluation criteria
1. Correct model/ lesson plan for vocational education * (Form No. 5
according to Decision No. 62/2008 / QD-BLDTBXH)
2. Identify all 3 objectives that learners achieve after the lesson (knowledge,
skills, attitudes) *
3. Objectives are expressed from the perspective of the learner *
4. Objectives are expressed clearly, specifically, measurable *

Score
1.0
1.0
1.0
1.0

Mark


16
5. Designing the activities of teachers in accordance with the content of
teaching and learning activities of learners *
6. Determine the right level of knowledge and skills that learners need to
practice in the lesson
7. Designing the learner's activities that are appropriate to complete the
learning task *
8. Design and orientation of effective use of teaching facilities *
9. Real-life contact requires knowledge and skills learned by the learner in the
lesson
10. The lecture outline is built with science and logic assignment.
Total score:
Note: All the minimum criteria (marked with *) must mark "yes" and the total
score of 5/10 or more.

2.0
0.5
1.0
1.0
0.5
1.0
10
scrore

...

Evaluatiing the presentation of typical content, based on each typical content (conceptual
teaching, structure teaching, teaching principles, vocational skills ...), which need different
evaluation criteria. For example, when evaluating structural teaching skills, it can be based on
the following criteria:
Table 3.3: Criteria for evaluating structural lessons
Evaluating criteria

Yes

No

Score

1. Specify the name of the device, details *

1,0

2. Point out important features *

1,5

3. Separate detailed assemblies from the structure system *

1,5

4. Discuss important features *

1,5

5. Highlight its shape, function *

1,0

6. Compare similarities

1,0

7. Practice activities to distinguish *

1,5

Mark

8. Make orientation for improvement (if any)
1,0
Total score:
10 scores
(Note: All the minimum criteria (marked with *) must mark "yes" and
the total score of 5/10 or more.)

Using the above exercise in assessing and confirming the practical skills teaching and
teaching skills, students have applied knowledge, skills, experience in performing tasks; and
this task has included the ability to prepare for teaching and implementation of technical
teaching - the basic goal of this subject.
b) Crimp evaluation / process assessment
The forms and methods used in assessing the process of technical skills and technical
teaching can be very varified. These can be assignments, classroom tasks, individual
assignments, group assignments with different products. The assessment content is suitable
for each lesson content, each chapter, and is the knowledge and skills of teaching capability.
Evaluation of rectification in skill modules and technical teaching methods may be

carried out with the following contents, forms, and methods:
- Learning project


17
When using project-based teaching methods to organize teaching "Part 3:
Implementing technical teaching" to solve integrated situations to evaluate teaching design
competence and implementation capacity of careful teaching art. Products in the project are
teaching profiles and student lectures, which are evaluated in two different sets of criteria.
Criteria for evaluating lecture records (teaching schedule, lesson plan, lecture outline) and
criteria for evaluating the student's curriculum.
- Group works
For example, after organizing for students to comprehend the single content in "Chapter
2: Teaching design" (teaching skills, teaching methods, technical teaching strategies, lesson
designing theoretical lessons, designing practical lessons, designing integrated lessons,
designing teaching materials, and teaching facilities), lecturers for students to solve integrated
situations to apply the above knowledge and skills to solve. and evaluate by specific criteria.
- Individual works
For example, in the subject and method of teaching engineering, when teaching the
content "Strategic strategies for effective technical teaching" with the aim of evaluating the
teaching design competence to the extent that it can be used from teaching techniques to
teaching specific content, teachers can use the following personal exercises: “From
practical conditions for teaching specialized subjects, please propose and describe in detail
the idea of applying a teaching strategy in the following strategies for specific content"
The above case is to evaluate students' teaching design capacity through product
evaluation (explanation of the idea of applying a teaching strategy to a specific teaching
content of specialization). In addition, the following criteria can be used:
Table 3.4: Evaluation criteria used in Assignment 1
Criteria
1. Choose the right content for specialized teaching, apply

one of the 3 teaching strategies above
2. The idea of applying teaching strategies is feasible
3. That idea is analyzed in detail, convincing
2. Clear, logical explanations

Failed Passed Good

Comments

Evaluating learning skills and methods of teaching technical subjects is also organized
like other pedagogical subjects, including many different forms and methods of evaluation
with increasing levels of integration process evaluation and final review.
For other subjects in the pedagogical program, lecturers can use different forms,
methods, and tools, suitable to the characteristics of each module, with the institution's
regulations of education accordingly.
3.2.2. Organizing pedagogical practice based on integrated pedagogy viewpoint in order to
develop teaching cabability for technology education students.
In the pedagogical practice, students are dealing with real/natural career situations teaching tasks that exist at a vocational education institution. Therefore, organizing the
pedagogical practice from an integrated pedagogical viewpoint does not require integrated
situations for students to solve in the same way in teaching pedagogical modules, but it is
requirement by tasks. Typical teaching profession for students to implement will develop


18
the expected T.C according to the learning outcomes and evaluate the teaching competence
achieved by students through the implementation of those tasks.
3.2.2.1. Organizing pedagogical practice focusing on the teaching cabability of T.E students
Corresponding with 4 groups of teaching competence that T.E students need, in
pedagogical practice T.E students need to perform different tasks to practice, develop all 4 T.C
groups learn. The instructor's task is to select typical teaching tasks to develop all 4 teaching

competencies for T.E students and organize for students to effectively perform those tasks.
- Teaching preparation
+ Selecting typical tasks to assign to students: Instructors assign students to
undertake one lesson, one module suitable for the training program of students and the
subjects . Carrying out this task, students will perform many steps, the first task is to prepare
for the implementation of the lesson / module.
+ Organizing tasks for students to perform: organize the above tasks for students to
perform under the guidance and advice of instructors at vocational education institutions.
- Teaching performance
+ Selecting typical tasks to assign students to perform: students are given lectures
prepared according to the assignment of instructors.
+ Organizing tasks for students to perform: The instructor can organize for students to
perform the prepared lesson many times on different subjects or to perform different lessons to
give students the opportunity Assembly to learn from experience, complete the lesson..
- Evaluation and assessment capacity
+ Selecting typical tasks to assign students to perform: Instructors assigned students
to perform the following tasks: designing test tools to assess the learning outcomes of
students; designing exam questions/questions/exercises to assess students’ study results
after finishing a subject/ a module and the corresponding set of evaluation criteria; organize
a test/shift period; feedback and comment on students’ learning results.
+ Organizing tasks for students to perform: instructors assign students to conduct
learner assessments in both categories: final assessment (validation) after a subject / module
and process assessment in each lesson.
- Teaching profile management
+ Selecting typical tasks to assign students to perform: require students to prepare
teaching profiles: curriculum, subject/module teaching schedule, lecture outline, lesson plan
study (lesson plan) and arrange and close the book.
+ Organizing tasks for students to perform: This task is performed in parallel with the
performance of other teaching tasks. At the end of the internship, students arrange, close the
book, and submit the teaching dossier to the instructor to demonstrate their teaching capability.

3.2.2.2. Assess students' teaching ability in pedagogical practice from an integrated pedagogy
viewpoint
The purpose of process evaluation in pedagogical practice is to help students become
aware of their abilities, overcome errors, and errors to achieve better results. The assessment
confirms the results will be carried out at the end of the internship with a few final lectures, the


19
final product as they become familiar with teaching on real subjects, making progress, and
drawing lessons. necessary experience in teaching. The tool to assess the teaching competence
achieved by students in pedagogical practice is a set of specific criteria.- Assessing teaching
preparation capacity, records management capacity, teaching performance.
Corresponding to 3 types of lessons in vocational education institutions are 3 types of
evaluation papers: theory evaluation papers, practice evaluation papers, integrated
evaluation papers. The theoretical evaluation paper is as follows:
Table 3.5: Evaluation form of theory lessons of students in pedagogical practice
Evaluation criteria

Score

1. Capabilities in teaching preparation and teaching profile
management
1.1. The right teaching schedule, content distribution, time, suitable
number of lessons, preparation work for each lesson is reasonable *
1.2. The lecture outline presents science, detail, accuracy, and facilitates
students' learning activities *
.3. Lesson Plan
1.3.1. Correct lesson plan for vocational education * (Form No. 5
according to Decision No. 62/2008 / QD-BLDTBXH)
1.3.2. The goal is full, feasible, easy to measure, consistent with the lesson

content, expressed in the perspective of the learner *
1.3.3. Learning activities of learners are designed clearly, in detail, in
accordance with the content and objectives of the lesson *
1.3.4. Design activities of teachers in accordance with the content of
teaching and learning activities *
1.3.5. Determine the right level of knowledge that learners need to
comprehend in the lesson
1.3.7. Design and orient the use of visual aids or learning aids
1.3.8. Practical relationships need knowledge and skills that learners will
learn in the lesson
1.4. Complete teaching profiles, presentation and scientific arrangement

10

2. Teaching abilities
2.1. Clear words, expressions, precise technical language *
2.2. excel and powerpoint slide presentation properly *
2.3. Place and forward issues logically and vividly
2.4. Use and coordinate appropriate teaching methods *
2.5. Make effective use of teaching facilities *
2.6. Promote the positive, creative nature of learners *
2.7. Content is accurate, factual, updated, and supplemented *
2.8. Highlight on the lesson concentration
2.9. Good handling of pedagogical situations
2.10. Strictly and correctly follow the lesson plan
Total = (score of teaching preparation capacity + score of T.C x 2) / 3

Mark

1.0

1.0

0.5
1.5
1.5
1.5
1.0
1.0
0.5
0.5
10 x 2
1.0
1.0
0.5
1.5
1.0
1.0
1.5
1.0
0.5
1.0
30/3

…/3

- Assessing exams and assess the learning results
Testing and assessing students' learning results in pedagogical practice is shown in the
product (exercises, questions, exam questions, answers, grading guidelines, ...) and test
organization process, assessments, grading, and feedback to learners.

20
Table 3.6: Evaluation form of assessment capacity of learning of T.E students in
pedagogical practice
Evaluating criteria
Score
1. Exercises, questions, exam questions are designed in accordance
1.5
with the purpose, content of the assessment test *
2. Exercises, questions, exam questions to assess the ability of students
1.0
*
3. Exercises of questions, exam questions to ensure fit *
1.0
4. Exercises, questions, exam questions are segmented
1.0
5. Combine different testing methods *
1.0
6. Answers and guidance on grading show clear and complete
1.0
evaluation criteria (theoretical articles or processes / products)
7. Organizing exams and tests strictly according to regulations *
1.5
8. Marking to ensure accuracy and objectivity *
1.0
9. Comments, accurate feedback, educational effects to learners
1.0
Note: All minimum criteria (marked with an *) must score (0.5 or higher) Total:10
and a total score of 5/10 or higher will be rated as "pass".

Mark

........

- The results of the evaluation of T.C of T.E students in pedagogical practice are
calculated based on the results of all 4 capability groups in which teaching performance is
calculated with the largest coefficient.
Score of preparation for teaching, ability of managing teaching profile + 2
x Score of teaching performance + Score of test and assessment capacity
T.C score =
4
In assessing pedagogical practice results, there should be a combination of evaluation of
both lecturers teaching pedagogical skills at the Technical Pedagogical University, instructors
practicing internship in internships and self-assessment of T.E students..
Conclution for chapter 3
In order to develop T.C for T.E students through pedagogical training, it is necessary to
implement measures to organize P.T practice from an integrated pedagogy viewpoint: 1)
Organize teaching pedagogical modules in an integrated pedagogy viewpoint to develop T.C for
T.E students; 2) Organize pedagogical practice in an integrated pedagogy viewpoint in order to
develop T.C for T.E students. These two measures with different content and implementation
methods are aimed at developing T.C for T.E students.
Chapter 4: PEDAGOGICAL EXPERIMENT
4.1. Overview of pedagogical experiment
4.1.1. Purposes of the experiment
Experiments are aimed at testing the feasibility and effectiveness of measures to
organize P.T based on integrated pedagogy viewpoint in order to develop T.C for T.E
students and prove the correct scientific hypothesis of the topic.
4.1.2. Participants to the experiment

21
Table 4. 1: Experimental model of teaching pedagogical subjects.
Course

Experiment

Contrast

Total

K13

30

30

60

Table 4. 1: model of organizing pegagical practice
Course

Experiment

Contrast

Total

K12

30

30

60

4.1.3. Contents of the experiment
Experimental measures to organize the teaching of pedagogical modules in an
integrated pedagogy viewpoint in order to develop T.C for T.E students to teach part of the
content of the skill module and method teaching techniques - "Part 3: Implementing technical
teaching" at Hung Yen University of Technology and Education according to the organization
described in section 3.2.1.
Experimental measures of organizing pedagogical practice according to the
pedagogical viewpoint integrated into pedagogical practice at Hung Yen University of
Technology and Education according to the organization methods described in Section 3.2.2.
4.1.4. Experimental process
4.1.5. Experimental tools and methods
- Quantitative assessment
- Qualitative assessment
4.2. Analysis of experimental results
4.2.1. Quantitative assessment of pre-experiment learning results of the control group and
groups involved in the experiment.

Accumulation of points of students

---- Experimental

- - - - Contrastive

Figure 4.2: Accumulation of points of T.E student K12 before the experiment of
pedagogical practice

22
Accumulation of points of students

---- Experimental

- - - - Contrastive

Figure 4.4: Accumulation of K13 T.E students before experimenting in teaching
pedagogic modules
An ansurance showed that the difference in results between control and
experimental groups is not significant, this does not affect the experimental results.
4.2.2. Quantitative accessment of post-experiment learning results of control and
experimetal group students
Accumulation of points of students

---- Experimental

- - - - Contrastive

Biểu đồ 4. 1: Accumulate points to evaluate T.C of T.E students K12 after
pedagogical practice.
Accumulation of points of students

---- Experimental

- - - - Contrastive

Figure 4. 8: Accumulation of assessment points of T.C of T.E students K13 after

teaching pedagogical professional experience.