An initial teacher-education model integrating content knowledge and pedagogical professional knowledge for universities of education in

Main Article Content

Duan Nguyen
Dinh Thi Hong Van
Le Thi Thu Hang
Nguyen Tat Thang

Abstract

Teachers play an important role in improving the quality of education, ensuring the success of educational reform. In order to have teachers meet the innovation requirements, universities of education need to train pedagogical students to both develop content knowledge and pedagogical professional knowledge, which are the focus of this suggested model for initial teacher education in Vietnam. The model specifies integrated goals, integrated content, integration methods, and integration process.

Article Details

How to Cite
An initial teacher-education model integrating content knowledge and pedagogical professional knowledge for universities of education in . (2021). Journal of Social Transformation and Education, 2(4), 183-192. https://doi.org/10.54480/jste.v2i4.40
Section
Articles

How to Cite

An initial teacher-education model integrating content knowledge and pedagogical professional knowledge for universities of education in . (2021). Journal of Social Transformation and Education, 2(4), 183-192. https://doi.org/10.54480/jste.v2i4.40

References

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Education Research Journal, 47(1), 133-180.

Central Executive Committee (2013). Resolution No. 29-NQ/TW of November 04, 2013, on “fundamental and comprehensive innovation in education, serving industrialization and modernization in a socialist-oriented market economy during international integration.” https://vanbanphapluat.co/resolution-no-29-nq-tw-fundamental-and-comprehensive-innovation-in-education.

Coe, R., Aloisi, C., Higgins, S., & Elliot Major, L. (2014). What makes great teaching? Review of the underpinning research. London: Sutton Trust. http://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf.

Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12–25.

Hill, H.C., Rowan, B., & Ball, D.L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.

Krauss, S., Baumert, J., & Blum, W. (2008). Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: Validation of the COACTIV constructs. ZDM—The International Journal on Mathematics Education, 40(5), 873–892.

Ministry of Education and Training (2018a). Circular 20/2018/TT-BGDDT promulgating regulations on professional standards for teachers of general education institutions.

Ministry of Education and Training (2018b). Circular 26/2018/TT-BGDDT promulgating regulations on professional standards for preschool teachers.

Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261–284. 10.1007/s11165-007-9049-6.

Pham, T. K. A. (2011). Innovation in pedagogical training: Solutions to improve the quality of initial teacher education. Educational Journal, 269, p.17-19.269.

Siez, J., Voss, T., Kunter, M. (2015). When knowing is not enough – the relevance of teachers’s cognitive and emotional resources for classroom management. Frontline Learning Research, 3(1), 55-77.

Shulman L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411.

Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates’ general pedagogical / psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103(4), 952–969. 10.1037/a0025125.

Voss, T., Kunina-Habenicht, O., & Kunter, M. (2015). Stichwort Pädagogisches Wissen von Lehrkräften: Empirische Zugänge und Befunde [Teachers’ pedagogical knowledge: Empirical approaches and findings]. Zeitschrift für Erziehungswissenschaft. 10.1007/s11618-015-0626-6.

Similar Articles

You may also start an advanced similarity search for this article.