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.
The aim of this research is twofold: (1) to evaluate the process of pedagogical professionalism development among students at Hanoi National University of Education (HNUE), Vietnam, and (2) to identify effective strategies to enhance the quality of pedagogical professionalism education for HNUE students, in order to meet the demands of social innovation and elevate the standards of teacher training. The research approach involved conducting a survey to gather information on the current state of pedagogical professionalism education for students enrolled in the Faculty of Psychology and Pedagogy at HNUE. The participants of the survey were 95 male students, 108 female students, and 18 lecturers. Based on the findings, the research team proposed several solutions for implementation at HNUE.
The aim of this study was to assess the current state of physical education program implementation and the socialization of physical education in high schools in Vietnam. A questionnaire was designed using Google Form, consisting of 15 questions. Questions 1 to 11 were related to the physical education program, while questions 12 to 15 focused on the socialization of physical education. The survey included 345 participants, including education administrators and high school teachers, and was conducted online in Hanoi city and Lai Chau province. The survey employed a rating scale divided into four levels: non-satisfied, partially satisfied, satisfied, and well satisfied. The results indicate that the actual implementation of physical education programs in high schools falls short of the targets set by the 2018 high school education program issued by the Ministry of Education and Training of Vietnam. Furthermore, there are significant limitations in terms of socializing physical education activities, as these activities have not had a substantial positive impact on the quality of physical education teaching in high schools.
In mathematics instruction, mathematical models are one of the powerful tools for promoting effective learning. However, it must be used properly. Teachers need to use mathematical models as part of their teaching methods. STEAM education represents a paradigm shift from a traditional education based on standardized test scores to modern ideas that focus on the valuation of learning process. In essence, we allow our students to be wrong, try many ideas, listen to alternative ideas and create a knowledge base that can be applied to real life. In this paper, the researcher studied the application of modeling in STEAM education projects.
In Vietnam, mental health in academic institutes is currently a topical issue that is significantly concerned by parents, schools, educational administrators and management levels. Research objective: To assess the current situation of extroverted behavior of students from 15 to 18 years old. Methodology: The study was conducted on a sample of 251 students in Hanoi, Vietnam, including: 46 15-year-old students, 77 16-year-old students, 34 17-year-old students and 94 18-year-old students. The method was applied is Youth Self Report (YSR) measure which is a part of the ASEBA built by psychologist T.M. Achenbach. Research results: research have shown that students' expression levels of extroverted behavior were quite diverse and mainly focused on delinquent and aggressive behavior. At the same time, there was a significant difference when comparing the delinquent and aggressive behavior with the students' conduct scores, in which for the weak conduct score students have the average score of delinquent behavior higher than the ones in the remaining conduct group (M1>M2, M3, M4; p=0.00).
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