Examining Philology Teachers’ Lesson Planning Competencies in Vietnam

Abstract

Planning lessons is an essential responsibility for any competent teacher. This study focuses on examining Vietnamese Philology teachers’ competencies in developing lesson plans. We employ a quantitative research approach by surveying 1,001 primary, lower secondary and upper secondary teachers in different provinces and cities in Vietnam. The results show that teachers spend a significant amount of time developing their lesson plans and they normally prepare their lesson plans one to two weeks before teaching in the classroom. They usually collaborate with their colleagues to develop lesson plans. Textbooks, teacher books, and materials from the internet are the main resources they use to design their lesson plans. They encounter many difficulties in the lesson planning processes, such as large class sizes, new curricula, and new textbooks Training and retraining of teachers are essential for developing appropriate lesson plans.

Development of hots-based cognitive assessment instruments: ADDIE model

“…Teachers need training who develop student skills with an emphasis on openended, engaging questions that encourage students to take responsibility for their own development and explore their own qualities and abilities [28]. The teachers proposed various training contents to improve teaching ability [29], planning ability possibility to design questions and exercises for teaching and assessment. One of the things that teachers must pay attention to in making instruments is the teachers' question strategies and interactions that involve solving problems as well as questions that call for student HOTS [30] Based on the description above, this study aimed to design and determine the quality of HOTSbased cognitive assessment tools.…”