Education of pedagogical professionalism for HNUE’s students to satisfy the demands of innovation and improve the quality of teaching in Vietnam

Mai Quoc Khanh; Tran Trung Tinh

doi:10.53730/ijhs.v6nS4.12261

Authors

Mai Quoc Khanh
khanhmq.hnue@gmail.com
Hanoi National University of Education, Hanoi city, Viet Nam
Tran Trung Tinh National Academy of Education Management, Hanoi city, Vietnam

Keywords:

professional competence, pedagogic, pedagogical professional skills, psychological tracking, educational process

Abstract

Education is known as a phenomenon of forwarding historical and social experiences among generations. People who have specialized knowledge in any major can participate in social education with different levels, actively or randomly, either spontaneously or voluntarily. The social education process contributes to the variety and complicity of each individuals' development. In specific, the impact of formal educational lecturers or professors (or pedagogical professions) plays a significant role, which is different from the influence of “non-professional educators” such as parents, unions, local communities, etc. Objectives of the study: Assessing the process of students’ forming pedagogical professionalism at Hanoi National University of Education (HNUE), Vietnam. Research Methods: We used the polling method through questionnaires to collect information for the research process. Two questionnaires were designed for two groups of subjects, group 1 for 203 students and group 2 for 18 administrators and lecturers. We use mathematical statistical methods, and data analysis to make judgments. Research results: A part of students do not have a full sense of pedagogical professionalism. The process of forming students’ pedagogical professionalism has not been clearly shaped from the identification and implementation of goals, principles, content and activities involved in this process.

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