DEVELOPING A TEAM OF NATURAL SCIENCE TEACHERS IN LOWER SECONDARY SCHOOLS IN VIETNAM TO MEET THE REQUIREMENTS OF FUNDAMENTAL AND COMPREHENSIVE EDUCATIONAL REFORM

Forfattere

  • Luu Van Thong University of Education, Vietnam National University, Hanoi, Vietnam

DOI:

https://doi.org/10.46827/ejes.v11i11.5696

Nøgleord:

education and training, competency and qualities, human resources, general education, lower secondary school teachers

Resumé

Lower secondary education plays a crucial role in shaping and developing human resources to support national growth. In practice, teachers in general, and natural science teachers in particular, represent a key human resource for the successful implementation of the general education curriculum. This study focuses on developing a team of natural science teachers in lower secondary schools through a competency-based approach, aiming to assess and propose solutions for improving teacher quality to meet the requirements of fundamental and comprehensive educational reform in Vietnam.

 

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Forfatterbiografi

  • Luu Van Thong, University of Education, Vietnam National University, Hanoi, Vietnam

    Luu Van Thong is a doctoral candidate at the University of Education, Vietnam National University, Hanoi, Vietnam. His research focuses on educational management and the development of teacher competencies in the context of educational reform. He can be reached at thong@caugiay.edu.vn.

Referencer

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MOET. (2018a). General Education Curriculum Framework (Promulgated by Circular No. 32/2018/TT-BGDDT on December 26, 2018).

MOET. (2018b). General Education Curriculum for Natural Sciences (Promulgated by Circular No. 32/2018/TT-BGDDT on December 26, 2018).

Bui Quy Khiem. (n.d.). Natural sciences at the lower secondary level in the new General Education Curriculum. Retrieved from https://dongthap.edu.vn/tin-tuc2/mon-khoa-hoc-tu-nhien-cap-trung-hoc-co-so-trong-chuong-trinh.html.

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Do Thi Bich Ngoc. (2019). Developing primary school teachers in Thanh Xuan District, Hanoi, in response to current educational reform (Master's thesis). Hanoi, Vietnam.

Hoang Thi Thuy Phuong. (2020). Managing experiential activities for Natural Sciences in lower secondary schools in Van Don District, Quang Ninh Province, under the new General Education Curriculum (Master's thesis). Thai Nguyen, Vietnam.

Weinert, F. E. (2001). Competencies and key competencies: Educational perspectives. In International Encyclopedia of the Social and Behavioral Sciences (pp. 2433–2436). Retrieved from https://www.researchgate.net/publication/38138028_Competencies_and_Key_Competencies_Educational_Perspective

Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–65). Hogrefe & Huber Publishers. Retrieved from https://psycnet.apa.org/record/2001-05275-003

Ennis, M. R. (2008). Competency models: A review of the literature and the role of the Employment and Training Administration (ETA). U.S. Department of Labor. Retrieved from https://www.dol.gov/sites/dolgov/files/ETA/publications/Competency%20Models%20-%20A%20Review%20of%20Literature%20and%20the%20Role%20of%20the%20Employment%20and%20Training%20Administration.pdf

Nguyen Thi Hong Thuy, & Nguyen Vu Bich Hien. (2023). Current situation of evaluating lower secondary teachers in Hanoi under a competency-based approach. Vietnam Journal of Educational Sciences, 19(09-2023).

SEAMEO & The Teachers’ Council of Thailand. (2018). Southeast Asia Teachers Competency Framework (SEA-TCF). Bangkok, Thailand: Teachers’ Council of Thailand. Retrieved from https://www.seameo-innotech.org/wp-content/uploads/2020/09/SEA-TCF_2018.pdf

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Publiceret

2024-11-27

Nummer

Årg. 11 Nr. 11 (2024)

Sektion

Articles

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