Integrated Teaching Competency Framework for General Education Program: Suggestions and Recommendations for Natural Science Teachers
Main Article Content
Abstract
This article investigated the general structure of teaching competencies and integrated teaching competencies of natural science teachers in high school education, the actual situation of integrated teaching in Vietnam and some other countries in the world, and the designing of assessment templates to recognize difficulties of natural science teachers in integrated teaching. It is shown that natural science teachers are facing various challenges in integrated teaching: a lack of professional knowledge and skills in building integrated topics and teaching with this approach, problems in putting integrated teaching techniques into practice. On this foundation, the article presents a procedure for building an integrated teaching competency framework for natural science teachers, then proposes such a framework. This framework consists of 4 competencies and ten criteria with detailed indicators. Natural science teachers can use this framework to develop tools (checklists, rating scales, or questionnaires) to assess their integrated teaching quality and their “colleagues”, henceforth fostering their competencies as required by the General Education Program.
Keywords:
Teaching competencies, integrated teaching competency framework, natural science teachers, high school education.
References
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[2] X. Roegiers, Department of Integrated Pedagogy or How to Develop Competencies in Schools, Education Publishing House, 1996.
[3] F. F. Victoria, A. E. Paul, Enhancing Students' Achievement, Interest and Retention in Chemistry through an Integrated Teaching/Learning Approach. Journal of Education, Society and Behavior Science, Vol. 4, No. 12, 2014, pp. 653-1663.
[4] J. A. Luft, P. W. Hewson, Research on Teacher Professional Development Programs in Science, In S. K. Abell, N. Lederman (Eds.), Handbook of Research in Science Education, NY: Routledge, 2014, pp. 889-909.
[5] P. E. Harrell, Teaching an Integrated Science Curriculum: Linking Teacher Knowledge and Teaching Assignments, Issues in Teacher Education, Vol. 19, No. 1, 2010, pp. 145-165.
[6] C. Coggi, La Valutazione Delle Competenze, in C. Coggi and A. Notti (Eds.), Docimologia, Pensa-multimidia, Lecc, 2002, pp. 56-90.
[7] D. V. Diaconu, J. Radigan, M. Suskavcevic, C. Nichol, A multi-year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers, International Journal of Science Education, Vol. 34, No. 6, 2012, pp. 855-877.
[8] G. J. Venville, J. Wallace, L. J. Rennie, J. A. Malone, Curriculum Integration: Eroding the High Ground of Science as a School Subject, Studies in Science Education, Vol. 37, No. 1, 2002, pp. 43-83.
[9] J. R. Webster, The Implementation of an Integrated Approach to Teacher Training, British Journal of Teacher Education, Vol. 1, No. 2, 175, pp. 143-150.
[10] P. Joy, C. Maxine, Teacher Education: an Integrated Approach, South Pacific Journal of Teacher Education, Vol. 19, No. 1, 11, pp. 69-76.
[11] L. Hobbs, Examining the Aesthetic Dimensions of Teaching: Relationships between Teacher Knowledge, Identity and Passion, Teaching and Teacher Education, Vol. 28, 2012, pp. 718-727.
[12] E. Commission, Supporting Teacher Competence Development for better Learning Outcomes: Brussels: European Commission, 2013.
[13] D. H. Tra, Integrated Teaching Research: The Requirements Set in the Formulation, Selection of Content, and Organization of Teaching, Hanoi National Journal of University Science: Education Studies, Vol. 31, No. 1, 2015, pp. 44-51.
[14] D. T. T. An, T. T. Ninh, Develop an Integrated Teaching Capacity Framework for Chemistry Pedagogical Students, Journal of Science, Hanoi University of Education, Vol. 61, No. 6, 2016, pp. 79-86.
[15] V. T. T. Hoai, Fostering Integrated Teaching Capacity for Students in Chemistry Education at VNU University of Education, The 1st International Conference on Innovation of Teacher Education, 2019, pp. 209 -219.
[16] N. T. T. Trang, D. T. Oanh, P. T. Binh, STEM Integrated Teaching Capacity Framework for Chemistry Pedagogy Students, HNUE Journal of science, Vol. 65, No. 4, 2020, pp. 177-184, https://doi.org/10.18173/2354-1075.2020-0068.
[17] V. T. T. Hoai, Reality and Measures for Developing Integrated Teaching Capacity for High School Chemistry Teachers, VNU Journal of Science: Education Research, Vol. 36, No. 2, 2020, pp. 17-26.
[18] D. Ketele, L’évaluation des Acquis Scolaires: Quoi? Pourquoi? Pour quoi? Cited by Roegiers X. (2000) Une Pédagogie de L’intégration, Compétences et Intégration des Acquis Dans L’enseignement. Bruxelles, De Boeck, 1996, pp. 128.
[19] D. B. Vander, C. Borght, L'épistémologie Dans la Pratique de la Classe? Actes des XVIIièmes Journées Internationales sur la Communication, L'Education et la Culture Scientifiques et Techniques Chamonix: A. Giordan, J. L. Martinand, 1995, pp. 193-196.
[20] M. Pellerey, Sul Concetto di Competenza ed in Particolare di Competenza Sul Lavoro (Montedoro C. Ed.) Dalla Pratica Alla Teoria Per la Formazione: un Percorso di Ricerca Epistemologica, Franco Angeli, Milano, 2001, pp. 18-35.
[21] DeSeCo, Education - Lifelong Learning and the Knowledge Economy: Key Competencies for the Knowledge Society, In: Proceedings of the DeSeCo Symposium, Stuttgart, 2002.
[22] Ministry of Education and Training - MOET, Circular on Professional Standards for Teachers of High school Institution, 2012 (in Vietnamese).
[23] Ministry of Education and Training, General Education Program, Enclosed with Circular 32/2018 /TT-BGDDT, Hanoi, 2018.
[24] Maryline Coquide, Corinne Fortin, Christophe Lasson, Integrated Teaching of science and Technology in France, Paper presented at European Science Education Research Association, Lyon, France, 2012, pp. 46 -52.
[25] D. Sun, Z. H. Wang, W. T. Xie, C. C. Boon, Status of Integrated Science Instruction in Junior Secondary Schools of China: An Exploratory Study, International Journal of Science Education, Vol. 36, No. 5, 2014, pp. 808-838, https://doi.org/10.18173/2354-1075.2020-0103 10.1080/09500693.2013.829254.
[26] Ministry of Education and Training, Regulations on Professional Standards for Teachers of General Education Institutions, Enclosed with Circular 20/2018/TT-BGDDT, Hanoi, 2018.
[27] N. C. Khanh, D. T. Oanh, N. T. Hue, N. V. B. Hien, V. T. Son, N. V. Quang, Developing Standards for Learning Outcomes for Teacher Training Courses in Universities of Education. HNUE Journal Of Science Educational Sciences, Vol. 65, No. 9, 2020, pp. 164-179, https://doi.org/10.18173/2354-1075.2020-0103.