MINISTRY OF EDUCATION AND TRAINING THAI NGUYEN UNIVERSITY ––––––––––––––––––– LE THUY LINH TEACHING PEDAGOGY AT UNIVERSITIES OF EDUCATION USING COMPETENCE -BASED APPROACH Major: Theorical and Educational history Code : 62.14.01.02 SUMMARY OF DOCTORAL THESIS THAI NGUYEN - 2013 The thesis was conducted at: University of Education - Thai Nguyen University Supervisors: 1. Assoc. Prof. Dr VU TRONG RY 2. Assoc. Prof. Dr NGUYEN THI TINH Criticizers: 1: 2: 3: The thesis will be approved School committee at University of Education - Thai Nguyen University At date month year 2013 The thesis can be found at: Vietnam National Library Thai Nguyen University Library 1 INTRODUCTION 1. The reasons for choosing topic 1.1. The era of economy, knowledge and international integration have put education system in general and higher education system in particular in fundamental changes to maintain a key position in ensuring quality of human resources training for the country. Higher education training helps students shape and develop capacity in real life and actual context. Thus, graduate students should quickly integrate, adapt and meet the demands of practical career. 1.2. Competence - based approach in education is interested by many educational researchers as the theoretical system on Education and Training of many countries in the world have confirmed that this approach becomes a guarantee for higher education in terms of training high-quality human resources to promote the society development. 1.3. The research findings report on: “Actual status of training secondary teacher” concluded that general quality of pedagogic students currently is not good enough to meet all the requirements of professional capacity standards and pedagogical training reality. The subjects on pedagogical skills (especially education studies and teaching theoretical background) are characteristic of the training program in most pedagogical universities but they neither meet the duration need nor have direct impact on shaping teaching and educational capacity. 1.4. With the above insights, we do hope to apply competence- based approach in teaching Pedagogy - an important professional teaching skill subject expressing typical and unique identification of the pedagogical university. This will be expected to be a promising research direction which contributes to narrow the gap between on- the-job training and performance, theory and practice in teacher training at pedagogical universities. Basing on above theoretical and practical backgrounds, we would like to choose the research title: “Teaching pedagogy at Universities of Education using competence-based approach”. 2. Research objectives The research will design the pedagogy teaching procedure at the Universities of Education applying competence - based approach 2 with the aim of improving the quality of teaching and teacher training of Education Universities, enriching theoretical system of pedagogy teaching. 3. The subject and object of study: 3.1. The object of study: the process of teaching pedagogy at Universities of Education 3.2. The subject of study: the process of pedagogy at Universities of Education using competence - based approach 4. Hypothesis The formation of competence - based approach in teaching profession among students has close relationships with the process of teaching Pedagogy. As the procedure of teaching pedagogy designed under competence-based approach is feasible, it will help to shape better teaching profession capacity in students’ mind, contributing to improve the quality of teacher training. 5. Research Tasks 5.1. Research theoretical backgrounds of teaching Pedagogy at Universities of Education using competence-based approach. 5.2. Survey and evaluate the situation of employing competence- based approach in teaching Pedagogy at the University of Education. 5.3. Design the procedure of teaching Pedagogy at Universities of Education using competence-based approach. 5.4. Conduct pedagogical experiments to test outcomes of teaching Pedagogy using competence-based approach and assess its impact on shaping teaching competence among students and the quality of teaching Pedagogy. 6. Limitation of the study - In the dissertation, the procedure of teaching Pedagogy at University of Education is employing competence-based approach with specific instructions for lecturers to apply to their own teaching activities design. - The design of Pedagogy teaching sample activities principles in the dissertation consists of teaching principles, teaching methods and forms of teaching organization. - The survey and assessment of the teaching situation is conducted in 5 locations: Thai Nguyen University of Education, Xuan Hoa University of Education, Faculty of Education - Hong Duc 3 University, Faculty of Education - Can Tho University and Vinh University of Education. - The experimental contents were conducted on students of Thai Nguyen University of Education. 7. Research Methods 7.1. Methodology (1). System-based approach. (2). Practice-based approach. (3) outcome-based approach: implementation capacity 7.2. Specific research methods. 7.2.1. Theory research methods to construct theoretical backgrounds for the research problem. 7.2.2. Practical research methods to collect information on the situation of employing competence-based approach in teaching Pedagogy and results of Pedagogical experiments. 7.2.3 The complementary methods: mathematical statistics were used to analyze quantitative and qualitative of the research results. 8. The protection arguments Competence-based approach motivates Pedagogy teaching at Universities of Education to perform better results, contributing to make the training of teachers at pedagogical universities to meet the requirements of social practices for teaching profession. Pedagogy teaching at Universities of Education on competence-based approach requires the teaching process to carry out the survey of implementation competence, determine implementation competence standards, define program objectives and program design, training and ultimately evaluate competence-based approach standard. 9. New contributions of the thesis 9.1. In theory - The study has expanded teaching theories on competence-based approach and clarified some new theoretical issues such as the relationship between competence-based approach and "learning outcomes", teaching on competence-based approach to train teachers, teaching Pedagogy on competence-based approach. - The study has also defined teaching processes on competence- based approach at training program and course level. - The study identified the principles and design of the teaching processes on competence-based approach with specific steps which 4 clearly described goals, and how to implement and conditional execution. 9.2. In practice - Results of the survey helped to identify and assess the status of Pedagogy teaching context at Universities of Education from competence-based approach angle. - The results of pedagogical experiments have confirmed the feasibility of the process of teaching pedagogy using competence- based approach - These results are helpful in designing illustrated lesson plans to guide teachers in their teaching process using competence-based approach. 10. The structure of the dissertation The dissertation consists of four chapters apart from the introduction, conclusion, list of references and appendix. CHAPTER I THEORETICAL BACKGROUND OF TEACHING PEDAGOGY AT UNIVERSITIES OF EDUCATION ON COMPETENCED-BASED APPROACH 1.1. Overview of studies on teaching using competence-based approach and pedagogy teaching *As can be seen from the overview of studies on pedagogy teaching using competence-based approach, we have some conclusions: (1) Competence-based approach training is not a new method in the world, but has just been applied in Viet Nam in terms of vocational training. The research on this approach is still limited and not systematic. The advantages of competence-based approach training should be applied more widely. (2) Applying teaching theories on competence-based approach to pedagogy teaching at Universities of Education can be taken as a quite new problem, thus the study on teaching pedagogy at Universities of Education using competence-based approach is a new direction, contributing to improve the effectiveness of teaching professional subjects. 5 During this research, we have studied, inherited, and collated with many theses and data from the above mentioned studies. 1.2. The nature of the teaching process at universities: Teaching process at universities is the process of vocational training at a high level to train the future professionals in a certain occupational field. This process can be considered as a dynamic balance system of three most important basic elements including scientific knowledge, teaching and learning activities which interact, penetrate and regulate one another to perform the same task of teaching and learning, to shape and develop learners’ personality with the aim of satisfying the demand of the socio-economic development in the occupational fields at each particular stage. At tertiary education, lecturers not only convey knowledge, but more importantly the organizers of awareness and scientific research activities to help students develop their own potentials and learn in a creative way to dominate scientific knowledge. 1.3. Competence-based approach teaching 1.3.1. Capacity and competency 1.3.1.1. Capacity Capacity is seen as the potential qualities of an individual and the demands of the job to perform the given tasks successfully. Capacity is taken as a set of knowledge, skills and attitudes and other personal qualities (motivation, characteristics, self-identity, desires to perform ) that is essential and important in the formation of the output products. 1.3.1.2. Competency Inheriting and developing the previous studies and authors, the concept “competency” in the research direction of this dissertation is “comprised of the elements of knowledge, professional skills and attitudes to ensure that all performers practice their work effectively according to the learning outcomes standard in certain situations or occupational tasks. In particular, the skill is an important element of competency”. - Competency can be recognized through the following characteristics: (+) is the knowledge, skills, attitudes and necessary principles of workers to perform the entire or some contents of specific professional employees. 6 (+) is demonstrated to meet the requirements of the learning outcomes (the standard requires professional practice, but is not the standard of training). (+) the performance must be assessed and determined. In fact, the concept of capacity and competency is just the different statements of one problem. Capacity emphasizes the ability to perform, which means learners must “know to do, not only know to understand”, and “performance” here is associated with knowledge and skills rather than performing mechanically. Competency is the same, but the concept “must know and must perform effectively” here should be associated with certain occupational tasks. 1.3.2. Competence-based approach The teaching tendency on competence-based approach has been formed and widely-applied in many countries around the world. The name of this approach may be different, but the term is commonly used as competency - based training. - Paprock pointed out 5 basic characteristics of this approach: (1) Competence-based approach relies on learner-centered ideology. (2) Competence-based approach meets the demands of professional practice. (3) Competence-based approach has orientation to human’s realistic life. (4) Competence-based approach expresses the view of flexible and dynamic training and teaching. (5) Competence-based approach allows us to identify the capacity standards which are needed to shape in leaners explicitly. - With the above characteristics, competence-based approach teaching has some advantages: (1) Allow to personalize learning process. On this model, learners will self-supplement gaps in knowledge and skills to perform their own specific tasks. (2) Output orientation to regulate the teaching and learning activities. (3) Create the flexibility to achieve outputs in accordance with pace and cognitive characteristics of individual learners. (4) Provide favorable conditions in determining the outcomes of teaching process through a clear standard evaluation system. 7 1.3.3. Competence-based approach and “learning outcomes” 1.3.3.1. The relationship between “competency” and “learning outcomes” in competence-based approach teaching. Learning outcomes is a description of what students should learn, know or do after graduation. According to competence-based approach, learning outcomes is a description of the competencies system including corresponding levels of proficiency in the use of knowledge, skills and attitudes to solve the occupational practical tasks that can now happen in the future. (To distinguish and facilitate the text presentation, learning outcomes on competence-based approach is referred to as competency-based standard) 1.3.3.2. The steps to determine competence-based standard: - Survey of the necessary competencies of employees - Generalizing, arranging capacities into a certain standard system. With this approach, the competence-based standard of training program is built on 4 levels. Level 1 (X) consists of the necessary knowledge and skills to shape 4 core capacities (advanced capacity): 1. Knowledge and reasoning methods. 2. The professional skills, personal skills and attitude. 3. The communication skills: teamwork and communication. 4. Capacity of recognition, design, implementation and operation in the context of business and society. Level 2 (XX) divides knowledge, skills, attitudes and core capacities into specific contents which reflect practice and research capacity. Level 3 (XXX) and level 4 (XXXX) are determined in detail level and these levels are needed for the transition from the high-level goals into learning outcomes which can be taught and evaluated. 1.3.3.3. The role of competence-based standard in teaching process on competence-based approach. (1) Training program design orientation on competence-based approach (2) Subjects design orientation on competence-based approach (3) Orientation to organize teaching activities on competence- based approach (4) Orientation to assess the learning outcomes on competence- based approach. 8 1.3.4. Competence-based approach in the process of teacher training 1.3.4.1. Survey and describe the necessary capacities of teachers In the present social context, the secondary teachers need to: - Detect characteristics of educational objects, have ability to detect, apply contents of the course in reality. - Design organization and evaluation plans for teaching and education activities. - To implement teaching, education, test and evaluation activities. - Test and evaluation results in teaching and education process are utilized to adjust education teaching and education plan. - Self-assess to constantly improve the teachers’ personalities to meet the requirement of the society. 1.3.4.2. Competence-based standard determination of teacher training program - Detection capacity (identify characteristics of educational objects, educational environment characteristics, actual relation capacity of the course content) - Design capacity (design specific, detailed and feasible teaching goals system, plans for teaching and other educational activities, design evaluation plan, design a rich, diverse and attractive learning resource). - Performance capacity (plan implementation process, implement the teaching plan and educational plan, apply the principles, methods and forms of educational organization) - Improvement Capacity (self-assessment, self-learning, self-study and self-discipline, identify and resolve issues that arise in educational practice, apply assessment results to adjust teaching and learning activities and assess improvement and career development). 1.3.4.3. Design teacher training program using competence-based approach. Designing training program is an important work which requires intellectual and great efforts of many lecturers from different sectors and expertise. In this dissertation frame work, we do not go deep into the construction of training programs, but only refer to curriculum of some universities as a basis for determining the correlation between pedagogy subjects with other subjects. [...]... competence-based approach training was much explored and applied in program construction and vocational training organization There tudies of this theory application at Universities of Education except for several research projects on this application of theory at technical teacher training schools 2.2.3 The reality of teaching Pedagogy at University of education 2.3.3.1 the reality of identifying the... apply knowledge when solving problems and to improve their creative thinking abilities However, the tasks assigned to the group or individual are fully theoretical knowledge Therefore, the evaluation was mainly aimed at knowledge, thinking skills, and the theoretical problems rather than the practical issues + The summative assessment mainly focused more on the ability to memorize and reproduce knowledge... process The theoretical analysis proves that: It is possible to carry out the process of teaching pedagogy following the competence-based approach This improves the effectiveness of teaching process, which makes pedagogy take its role as a profession-oriented subject in an education institution 23 Third: In fact, currently teaching pedagogy in universities of education mainly focuses on theories and... consistent and focus on the basic knowledge When investigating the teaching schedule for each content we see that competence-based approach has not been represented yet Most of the teaching time is for theory Hours of practice, group discussion focus on clarifying the views, the perspectives, and the development trends of education (2) Designing the teaching content for each particular lesson The results... and understand that this effectively organized subject will contribute to improve the quality of teacher training at Universities of Education 10 However, perceptions of lecturers on pedagogy teaching theories from perspective of competence-based approach are not deep enough In particular: - The majority of teachers have not shown all the typical characteristics of the competence-based approach teaching... Pedagogy at University of Education from the perspective of competencebased approach Teaching Pedagogy at University of Education is currently not ef reasons: Firstly, the lecturers have not mastered the theoretical system of teaching from the perspective of competence-based approach, therefore there is no orientation throughout the teaching process, and there is no close connection between teaching objectives,... from the perspective of competence-based approach Designing the teaching process of pedagogy using competencebased approach must ensure the systematization, effectiveness and ensure the unity between theory and practice 3.2 Teaching procedure of Pedagogy at University of Education from the perspective of competence-based approach 3.2.1 Designing the procedure of Pedagogy teaching at the university... Combining various teaching methods and modern teaching aids in order to sharpen career skill for students of education colleges as well as modifying one way teaching method which focuses on providing theories es and behaviors - Providing detailed guidance to lecturers of pedagogy in colleges so that they know the procedure and steps of carrying out activities when they teach in competence-based approach... Pedagogy using competence-based approach 1.4.1 The role and task of the Pedagogy subject in education programs at universities of education Pedagogy not only equips pedagogical students with knowledge as a theoretical background for their future work of teaching and education but also gradually shape them teaching skills, especially solving skills arising in teaching and education activities Moreover, Pedagogy... the formation of teaching competence of students There are many objectives and subjective reasons but it cannot be denied that one of the major reasons is that teachers have not been equipped with the theory to instruct the process of teaching in a way which improves Fourth: To solve this problem, it is required to use the process of teaching pedagogy including: Identify objectives, design content; . 9. New contributions of the thesis 9.1. In theory - The study has expanded teaching theories on competence-based approach and clarified some new theoretical issues such as the relationship. outcome-based approach: implementation capacity 7.2. Specific research methods. 7.2.1. Theory research methods to construct theoretical backgrounds for the research problem. 7.2.2. Practical research. the gap between on- the-job training and performance, theory and practice in teacher training at pedagogical universities. Basing on above theoretical and practical backgrounds, we would like