Research on the Current State of Competency-Based Pedagogical Training at Universities with Teacher Education Programs in the Southwest Region of Vietnam
Saved in:
| Title: | Research on the Current State of Competency-Based Pedagogical Training at Universities with Teacher Education Programs in the Southwest Region of Vietnam |
|---|---|
| Language: | English |
| Authors: | Minh Nhut Tran (ORCID |
| Source: | Educational Process: International Journal. Article e2025241 2025 16. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Competency Based Teacher Education, Teacher Education Programs, Universities, Preservice Teacher Education |
| Geographic Terms: | Vietnam |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose. The quality of pedagogical training in universities is critical to preparing future educators who can meet the demands of contemporary educational reforms. In the Southwestern region, challenges persist in managing pedagogical training programs, particularly in aligning learning outcomes with competency-based standards. This study aims to analyze and evaluate the current state of pedagogical training management to propose solutions that enhance training quality and ensure graduates possess the necessary pedagogical competencies. Materials/methods. The study employed a mixed-methods approach to assess the management of training outcomes, the implementation of competency-based evaluation standards, and the effectiveness of output information management in teacher education programs. Results. Findings indicate that the management of training outcomes has not been effectively based on competency standards, limiting its role in assessing and improving pedagogical training quality. Furthermore, output information management remains insufficiently emphasized, leading to gaps in the evaluation process. These shortcomings hinder the ability of graduates to meet the evolving requirements of primary and secondary education systems. Conclusion. To enhance the quality of pedagogical training, universities must adopt a competency-based approach in managing learning outcomes and establish a structured, closed-loop process for output information management. Strengthening these aspects will enable training institutions to align their programs with contemporary educational reforms, improve graduate readiness, and contribute to the overall development of the education sector. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483521 |
| Database: | ERIC |
| Abstract: | Background/purpose. The quality of pedagogical training in universities is critical to preparing future educators who can meet the demands of contemporary educational reforms. In the Southwestern region, challenges persist in managing pedagogical training programs, particularly in aligning learning outcomes with competency-based standards. This study aims to analyze and evaluate the current state of pedagogical training management to propose solutions that enhance training quality and ensure graduates possess the necessary pedagogical competencies. Materials/methods. The study employed a mixed-methods approach to assess the management of training outcomes, the implementation of competency-based evaluation standards, and the effectiveness of output information management in teacher education programs. Results. Findings indicate that the management of training outcomes has not been effectively based on competency standards, limiting its role in assessing and improving pedagogical training quality. Furthermore, output information management remains insufficiently emphasized, leading to gaps in the evaluation process. These shortcomings hinder the ability of graduates to meet the evolving requirements of primary and secondary education systems. Conclusion. To enhance the quality of pedagogical training, universities must adopt a competency-based approach in managing learning outcomes and establish a structured, closed-loop process for output information management. Strengthening these aspects will enable training institutions to align their programs with contemporary educational reforms, improve graduate readiness, and contribute to the overall development of the education sector. |
|---|---|
| ISSN: | 2147-0901 2564-8020 |
