THE EFFECTIVENESS OF EXPERIENTIAL LEARNING MODELS IN TEACHER TRAINING: A CASE STUDY IN THAI NGUYEN PROVINCE, VIETNAM

Authors

  • Nguyen Thi Thu Ha Thai Nguyen University of Education, Vietnam, orcid.org/0009-0008-4428-9404
  • Cao Tien Khoa Thai Nguyen University of Education, Vietnam, orcid.org/0000-0001-5503-3625
  • Le Thi Thu Huong Thai Nguyen University of Education, Vietnam, orcid.org/0009-0001-5754-0863
  • Nguyen Quang Linh Thai Nguyen University of Education, Vietnam, orcid.org/0000-0003-3369-358X,
  • Nguyen Thi Bich Thai Nguyen University of Education, Vietnam, orcid.org/0000-0002-5257-6170

DOI:

https://doi.org/10.46827/ejes.v10i7.4899

Keywords:

teacher training, model, Vietnam, learning via experience

Abstract

The quality of education may be raised in large part by investing in teacher training. It contributes to the expansion and updating of professional knowledge, teaching abilities, and new and improved methods of approaching students. Teachers can also continue to grow individually via the refresher process, reflect on their teaching methods, and adjust to shifts in the educational landscape and the needs of their students. The purpose of the project is to identify an experiential learning-based teacher training paradigm that is efficient and workable. A pedagogical experiment using this model was conducted with two classes and 35 high school teachers in Thai Nguyen Province, Vietnam. The findings of the research, which used the document research approach together with expert opinion, demonstrate that learning via experience in teacher training has accomplished the desired objective in 5 key stages: (1) (1) Choosing a few standard lessons to organize to teach illustrations; (2) preparing to organize the illustration teaching after the standard lesson has been chosen; (3) practicing demonstration teaching; (4) organizing the discussion after attending the demonstration lesson; and (5) making personal plans to organize the lesson in accordance with the training's content.

 

Article visualizations:

Hit counter

Author Biographies

  • Nguyen Thi Thu Ha, Thai Nguyen University of Education, Vietnam, orcid.org/0009-0008-4428-9404

    Nguyen Thi Thu Ha is a Doctor of Education, and a major lecturer at Thai Nguyen University of Education, Vietnam. Dr. Nguyen Thi Thu Ha has published many articles in prestigious scientific journals in list of Scopus. The research interests of Dr. Nguyen Thi Thu Ha include: developing student capacity in teaching, STEM education in teaching, teaching physics in school, training and fostering teachers.

  • Cao Tien Khoa, Thai Nguyen University of Education, Vietnam, orcid.org/0000-0001-5503-3625

    Khoa Cao Tien is a major lecturer at the Faculty of Physics, University of Education, Thai Nguyen University, Vietnam. Dr. Khoa Cao Tien has published many articles in prestigious scientific journals in the list of ISI, Scopus. The research interests of Dr. Khoa Cao Tien include materials science and physics education; information and communication technology application in education; developing students' capacity in teaching physics, STEM education to develop students' competencies and qualities, Training and fostering physics teachers.

  • Le Thi Thu Huong, Thai Nguyen University of Education, Vietnam, orcid.org/0009-0001-5754-0863
    Le Thi Thu Huong is a Doctor of Education Sciences and a key lecturer in the History Department at the Thai Nguyen University of Education. Dr. Huong has published numerous articles in prestigious scientific journals. Her research interests include integrated teaching, differentiated instruction, teaching for the development of student character and capabilities, and pedagogical experimentation.
  • Nguyen Quang Linh, Thai Nguyen University of Education, Vietnam, orcid.org/0000-0003-3369-358X,

    Nguyen Thi Thu Ha is a Doctor of Education, and a major lecturer at Thai Nguyen University of Education, Vietnam. Dr. Nguyen Thi Thu Ha has published many articles in prestigious scientific journals in list of Scopus. The research interests of Dr. Nguyen Thi Thu Ha include: developing student capacity in teaching, STEM education in teaching, teaching physics in school, training and fostering teachers.

  • Nguyen Thi Bich, Thai Nguyen University of Education, Vietnam, orcid.org/0000-0002-5257-6170
    Nguyen Thi Bich is a Doctor of Education, and a senior lecturer at the Thai Nguyen University of Education, Vietnam. Dr. Nguyen Thi Bich has published many articles in prestigious scientific journals in the list of Scopus. The main research interests of Dr Nguyen Thi Bich include: Education for ethnic minority students, teaching according to STEM education, developing student capacity and experimenting in teaching, teaching literature in high school.

References

Anh, Nguyen Van, Bien, N. Van, & Phuong, L. T. (2021). Tổng quan về bồi dưỡng giáo viên trung học theo mô hình dạy học kết hợp [Overview of Secondary Teacher Professional Development in the Integrated Teaching Model]. The 5th National Physics Teaching Conference, 1–17. https://www.researchgate.net/publication/357448420_Tong_quan_ve_boi_duong_giao_vien_trung_hoc_theo_mo_hinh_day_hoc_ket_hop

Bao, D. Q. (2021). Đổi mới mô hình đào tạo giáo viên [Revolutionizing Teacher Training Models]. Hung Vuong University Journal of Science and Technology, 22(1), 46–54.

Chi, C. T. P., Ha, V. T., Thao, B. T., & Thao, N. T. T. (2022). Kinh nghiệm thế giới về bồi dưỡng giáo viên trong thời đại công nghệ số [Global Experiences in Teacher Professional Development in the Digital Age]. Vietnamese Journal of Educational Science, 18(5), 75–80.

Chung, P. K., & Cuong, T. Q. (2018). Tổ chức khóa học bồi dưỡng nghiệp vụ cho giáo viên theo mô hình dạy học kết hợp [The organization of professional development courses for teachers was carried out following a blended learning approach]. Journal of Science, Vietnam National University, Hanoi, 34(3), 1–8. https://doi.org/10.25073/2588-1159/vnuer.4099

Dichaba, M. M., & Mokhele, M. L. (2012). Does the cascade model work for teacher training? Analysis of teachers’ experiences. International Journal of Educational Sciences, 4(3), 249–254.

Hai, T. D., & Tra, D. H. (2016). Học qua trải nghiệm: Mô hình đào tạo dạy học tích hợp các môn khoa học cho các giáo viên tương lai [Learning through Experience: A Model of Integrated Science Education Training for Future Teachers]. VNU Journal of Science: Education Research, 32(1), 27–33. https://js.vnu.edu.vn/ER/article/view/663

Keeney, S., Hasson, F., & McKenna, H. P. (2001). A critical review of the Delphi technique as a research methodology for nursing. International Journal of Nursing Studies, 38(2), 195–200. https://doi.org/10.1016/S0020-7489(00)00044-4

Laia, A., Situmorang, B., Wau, Y., & Telaumbanua, N. (2022). Training management model to improve the competence of counselling guidance teachers. Cypriot Journal of Educational Sciences, 17(12), 4437–4450. https://doi.org/10.18844/cjes.v17i12.7959

Lim, C. P., & Wang, L. (2016). Blended learning for quality higher education: Selected case studies on implementation from Asia-Pacific. UNESCO Bangkok Office.

Linh, N. Q., Hai, T. D., & Bich, N. T. (2023). Obstacles and Challenges in Implementing STEM Education in High Schools: A Case Study in the Northern Mountains of Vietnam. European Journal of Educational Research, 12(3), 1363–1375. https://doi.org/10.12973/eu-jer.12.3.1363

Nam, N. D. (2021). Chuẩn nghề nghiệp giáo viên và mô hình đào tạo giáo viên theo định hướng chuẩn [Professional Standards for Teachers and Standard-Oriented Teacher Training Models]. TNU Journal of Science and Technology, 226(18), 3–11.

Renés-Arellano, P., Aguaded, I., & Hernández-Serrano, M. J. (2021). The Revolutionary Media Education Decade: From the {UNESCO} to the {ALFAMED} Curriculum for Teacher Training. In Teacher Education in the 21st Century - Emerging Skills for a Changing World. Intech Open. https://doi.org/10.5772/intechopen.97804

Rozak, A., Utomo, S., Kassymova, G. K., & Su’ad, S. (2022). Development of teacher online learning training model. Statistika, Učet i Audit, 85, 65–73. https://doi.org/10.51579/1563-2415.2022-2.09

Statistical Office of Vietnam. (2021). Niên giám thống kê 2021 [Statistical Yearbook 2021]. In Statistical publisher. https://www.gso.gov.vn/wp-content/uploads/2022/08/Sach-Nien-giam-TK-2021-1.pdf

Syamsudin, S., Tafsir, A., & Mujahidin, H. (2023). Development and Testing the Effectiveness of Teacher Training Models in Forming Islamic Character. AURELIA: Jurnal Penelitian Dan Pengabdian Masyarakat Indonesia, 2(1), 179–184. https://doi.org/10.57235/aurelia.v2i1.257

Thuy, N. T. H. (2022). Quản lí bồi dưỡng nghiệp vụ sư phạm cho giáo viên các trường trung học phổ thông chuyên theo mô hình CIPO [Management of Pedagogical Professional Development for Teachers in Specialized High Schools according to the CIPO Model]. Scientific Journal, 22(9), 15–19.

Thuy, N. T. T., Bien, N. Van, & Quy, D. X. (2020). Fostering teachers’ competence of the integrated STEM education. Jurnal Penelitian Dan Pembelajaran IPA, 6(2), 166–179.

Trung, T. T., & Nga, N. T. (2022). So sánh phương pháp phân tích CB-SEM và PLS-SEM trong kiểm định mô hình đánh giá hiệu quả của hình thức bồi dưỡng giáo viên trực tuyến [Comparing CB-SEM and PLS-SEM Methods in Evaluating the Effectiveness of Online Teacher Training Programs]. Scientific Journal, 19(2), 213. https://journal.hcmue.edu.vn/index.php/hcmuejos/article/view/3306

Vega-Marcote, P., Varela-Losada, M., & Álvarez-Suárez, P. (2015). Evaluation of an educational model based on the development of sustainable competencies in basic teacher training in Spain. Sustainability, 7(3), 2603–2622.

Vu, N. D. (2016). Quy trình nâng cao năng lực bồi dưỡng nâng cao năng lực giáo viên phổ thông đáp ứng chương trình giáo dục phổ thông mới [Process for Enhancing the Capacity of Secondary School Teachers to Meet the New General Education Curriculum]. Hue University Journal of Science: Social Sciences and Humanities, 125(11).

Xuan, T. K. (2019). Bước đầu tìm hiểu xây dựng hệ thống bồi dưỡng đào tạo giáo viên trung học phổ thông bằng phương pháp dạy học trực tuyến e-learning [Initial steps were taken to explore the development of a training system for secondary school teachers using the e-learning. Scientific Journal, 16(10), 506. https://journal.hcmue.edu.vn/index.php/hcmuejos/article/view/2414/2379.

Downloads

Published

2023-06-22

Issue

Vol. 10 No. 7 (2023)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).