General Education Program Research Articles

Teachers’ Perception of Professional Development through Lesson Study to Implement the Vietnamese General Education Program 2028

Professional development through lesson study is a teacher training model that is widely applied around the world. This exploratory research was conducted to understand teachers' perceptions of professional development through lesson study to implement the general education program 2018 at lower secondary schools in Thai Nguyen City, a northern city in Vietnam. 90 English teachers from 37 lower secondary schools in Thai Nguyen City were chosen as the subjects of this study. Questionnaires and interviews were employed as the two data collection instruments to collect information about teachers' perceptions of professional development through lesson study. The data collected was analyzed quantitatively using Microsoft Excel to calculate the percentages and qualitatively using the conceptual content analysis method, then the data was familiarized, coded and analyzed. The research findings reveal that while teachers recognize the benefits of lesson study for professional development, its implementation at Thai Nguyen lower secondary schools has been limited in both frequency and attention. Most teachers agreed that lesson study significantly improves lesson planning quality and enhances teachers' knowledge, which in turn positively impacts students' achievement. These findings were consistent across both the online questionnaires and face-to-face interviews. However, challenges were also identified, including a lack of understanding of the lesson study process due to time constraints and limited knowledge. Additionally, many teachers prefer working in isolation, making it difficult to organize collaborative groups. These challenges were echoed in both the quantitative and qualitative data, highlighting key areas for improvement in fostering a more collaborative and supportive professional development environment for teachers in Thai Nguyen City.

The Effect of Stem Education on Academic Performance: A Meta-Analysis Study

Vietnam started rolling out a new comprehensive education program in 2018, planning to implement it across different grade levels to improve the overall quality of education in the country. The new general education program creates a legal corridor for integrating the STEM education model into subject topics, contributing to the development of qualities and capacities for students. The study assesses the importance of applying STEM education in teaching and effectively implementing STEM education in high schools in Vietnam. The study also assesses the impact of STEM on students' academic performance. Through survey data with a sample data set of 350 students, the data were collected through interviews and an online survey. Data were processed and analyzed using SPSS 26. The results showed that students expressed a strong desire for support in improving academic achievement, including: (a) STEM education improving their understanding of the world, developing analytical and critical thinking skills, and enhancing problem-solving abilities; (b) STEM education fostering collaboration and teamwork, promoting curiosity and exploration, being engaging and exciting, and improving mathematical problem-solving skills; (c) improving problem-solving abilities in science, enhancing the ability to understand and use technology, thus helping them become more innovative. These research findings serve as a critical foundation for educational managers to formulate policies and implement the support mechanisms that are essential for the success of STEM education. The success of STEM education contributes to improving the quality and capacity of students in the fields of engineering, science and technology.

Integrating learner-centered design and user-centered design for meaningful instructor onboarding: Supporting large-scale curricular changes to general education

Supporting instructors through large-scale curricular changes to cross-disciplinary programs such as general education is a complex challenge. In this case-based narrative, we describe how one large R1 university in the Southwest United States developed and implemented an instructor support program during a large-scale general education program redesign for a program that had not been substantively revised since 1998. This program typically offers about 500 courses each semester and is taught by roughly 650 instructors. To support the phased rollout of the new program curriculum, we designed and implemented a Quick Start program to support instructors revising courses for the new program, serving over 400 instructors during its first year of implementation. We discuss our integration of learner-centered design principles (McCombs & Whisler, 1997; Weimer, 2013) to guide the development of the Quick Start program and user-centered design principles (Greer & Harris, 2018; Tham, 2022) to create accessible, useful, and context-driven learning content for the instructors. While these frameworks have been integrated in the past to develop learning materials for students (Jones, 2018; Shivers-McNair et al., 2018), our case-based descriptive analysis presents a novel application of this integration for faculty development. We describe how we integrated these principles to design, scale, iterate, and implement instructor onboarding to the new curriculum. Specifically, we offer four guiding pillars: (i) creating an aligned learning experience, (ii) building an instructional community, (iii) foregrounding an asset-based approach, and (iv) creating useful and usable materials to operationalize such an integration of learner-centered and user-centered design approaches for faculty development.

THE METHODOLOGY OF DIGITALIZATION IN THE INDEPENDENT LEARNING PROCESS FOR PREPARING SPEECH THERAPY STUDENTS FOR INCLUSIVE ACTIVITIES

Depending on the severity of speech disorders, school-aged children receive various forms of speech therapy support. Children with mild speech defects are admitted to public schools and can be treated in school speech therapy centers. The role of speech therapy centers is to correct verbal and written speech disorders in students, prevent and eliminate difficulties in mastering general education programs in a timely manner, and conduct educational work with teachers and parents on speech disorders.This article addresses the issues of digitalizing the independent learning process in preparing speech therapy students for inclusive activities.

Teaching Decimal Operations to Develop Mathematical Thinking and Reasoning Competency for Primary School Students in Vietnam

Vietnam is in the process of comprehensively reforming education. In 2018, the Vietnamese Ministry of Education and Training issued the General Education Program. In addition to general competencies, the 2018 General Education Program also aims to develop specific competencies for students, including mathematical competency. Mathematical competency includes 5 component competencies: mathematical thinking and reasoning; mathematical modeling competency; mathematical problem solving competency; mathematical communication competency; competency in using mathematical tools and means. This article presents some measures to develop mathematical thinking and reasoning competency for 5th grade students through teaching the content of calculations with decimals in primary school. These are also some suggestions for managers and teachers of primary schools in Vietnam to improve the quality of teaching Mathematics in general.

Children with disabilities and inclusive education in general schools: pricipals’ attitudes

Abstract Background As inclusive education is being implemented nationwide in Lithuania, various attitudes towards education of children with disabilities in general schools are observed. We aimed to assess the attitudes of heads of general schools towards the provision of education to children with disabilities in general education schools of Lithuania. Methods Heads of all schools in the Lithuanian capital and its surrounding municipalities implementing general education programmes were invited to take part in this study. 115 persons agreed to participate and completed the questionnaire in spring of 2024. The distribution of the respondents by their answers to the questions about the attitudes towards the provision of inclusive education was compared according to gender, age, education level, work experience, school location (municipality), language of education, type of school, subordination, number of pupils, teachers, teaching assistants and pupils with disabilities. Results The most frequently indicated barriers for inclusive education provision were the lack of specialists, compensatory measures, methodological tools, adaptation of the physical environment, and high number of pupils (87.8%, 84.3%, 78.8% and 76.6% respectively). Attitudes of the respondents were similar in most of the cases when compared according to socio-demographic factors (p more than 0.05). Negative attitudes towards the possibilities for provision of inclusive education were more common among respondents from schools with fewer pupils and higher relative number of teachers, positive attitudes - among those from schools located in municipalities with lower number of residents and schools with more teaching assistants (p less than 0.05). Conclusions While attitudes of heads of general schools towards the provision of inclusive education for children with disabilities are similar in most of the cases, negative attitudes are more common among those from schools with fewer pupils and more teachers. Key messages • While attitudes of heads of general schools towards the inclusive education are similar in most of the cases, negative attitudes are more common among those from smaller schools. • Higher number of teaching assistants and smaller municipalities were associated with positive attitudes towards inclusive education of children with disabilies in general schools.

Developing the Competence of Using Tools and Materials in Learning Mathematics for 4th-Grade Students in Geometry and Measurement Content

In Vietnam's general education program, Mathematics is a significant tool for many other subjects. Mathematics originates from practicality and serves as the "key" in most human activities, as well as in learning other subjects. In teaching Mathematics, teachers not only guide students to acquire knowledge but also form and develop students' abilities and intellectual qualities, training their critical thinking and creativity. The ability to use tools and learning materials for Mathematics is one of the five components of mathematical competence in the 2018 Mathematics curriculum for general education. This article focuses on proposing some basic measures to develop and nurture the ability of using tools and materials in learning Mathematics for fourth-grade students through teaching Geometry and Measurement content.

Pre-vocational education as a factor in the development of human resources in the healthcare system

Pre-professional medical education in high school provides not only a more in-depth study of individual subjects of general education programs, but also expands the opportunities for self-determination of students, ensures continuity of the educational process, allows boys and girls to adapt more successfully mastering higher medical professional education programs and is the basis for a successful career.Aim. To evaluate the results of the introduction and implementation of the model of pre-professional medical and pharmaceutical education using the example of the Resource Center «Medical Sechenov Pre-University» of the Sechenov First Moscow State Medical University (Sechenov University) (hereinafter referred to as the Pre-University) as a means of developing the human resources potential of the healthcare system on the territory of the Russian Federation.Materials and methods. During the work, a theoretical analysis of domestic and foreign literature on the problem of developing the human resources potential of the healthcare system was carried out. A study was conducted in the comparative aspect of the basic readiness of students in grades 8-11 at the Pre-University and specialized medical and biological classes of regional educational institutions to the choice of medical specialties using a test questionnaire with the identification of three key aspects: readiness to master medical specialties; self-assessment of capabilities and erudition in the field of modern medicine. 1465 people took part in the survey. The reliability of the results was carried using the Mann-Whitney U test. Assessment of the statistical significance of differences between the means was carried out at a critical level of p = 0.05.Results. Studying at the Pre-University of Sechenov University allowed the majority of adolescents to achieve higher levels of formation of the main indicators of basic readiness to choose medical specialties. The share of students with a high level of readiness to master medical specialties at the Pre-University is 13.8 % higher compared to students of specialized medical and biological classes, with high erudition – 13.8 % and 6.7 % higher those who highly assess their prospects for entering a medical university.Conclusion. Pre-professional education based on close interaction between the Pre-University and Sechenov University allows students to develop motivation to choose a medical profession, as well as a clear understanding of the learning process in the chosen profession and is an important link in the system of continuous educational trajectory «pre-university–university–clinic».

XÂY DỰNG THANG ĐO XÁC ĐỊNH CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN HÀNH VI CỦA GIÁO VIÊN TRUNG HỌC CƠ SỞ TRONG VIỆC TRIỂN KHAI CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018

Drawing on the TPB theory and the CBAM model to analyze teachers' attitudes toward innovation in curriculum development, this study has developed a scale to identify factors influencing the behavior of middle school teachers in implementing the 2018 general education program. Our survey was conducted online, involving 250 middle school teachers representing diverse regional characteristics. Structural equation analysis of the results demonstrated the scale's reliability and validity, effectively identifying factors affecting teachers' behavioral intention to implement the 2018 program. The primary factors influencing the behavioral intentions of Vietnamese secondary school teachers towards the 2018 program were found to be subjective norms, personal autonomy, and teachers' attitudes, aligning with research from other countries. Additionally, by delving into broader literature and discussion, we propose that our findings can contribute to studies on behavioral intention to implement the 2018 curriculum and innovation in education more broadly, particularly for school teachers.

NGHIÊN CỨU THỰC TRẠNG QUẢN LÍ HOẠT ĐỘNG DẠY HỌC MÔN CÔNG NGHỆ BẬC TIỂU HỌC Ở TRƯỜNG LIÊN CẤP VIỆT – ÚC

Management of teaching activities for Technology subjects at Primary schools according to the General Education program in 2018 has demonstrated various changes. The Technology subject at Primary aims for students to be able to evaluate the role of use, the comment on technology products, and the design of some technical handicraft products. However, the current situation of managing Technology teaching activities in elementary schools, especially private schools, requires a thorough assessment to design and propose effective management of Technology teaching activities. This research was conducted on a typical case study at a private primary school in Hanoi city and will present the current situation of managing teaching activities in Technology subjects.

Endocrine surgery fellowship is necessary for competent endocrine surgical practice: perspectives from Australia and New Zealand.

Currently pathways to practice in endocrine surgery vary based on location and surgical training programme. International data highlights the impact of surgeon volume on outcomes, and the importance of understanding the learning curve in developing minimum training competencies. This study aims to explore how surgeons obtain competence in endocrine surgery in Australia and New Zealand, and perceptions around competence and scope of practice. A web-based survey was distributed to fellows practicing endocrine surgery. Participants were invited to complete a semi-structured interview to explore key themes around competence. Thematic analysis was performed. Responses from 87 surgeons, with 30% practicing primarily in a regional or rural area, showed 94% emphasized post-fellowship training to be competent in endocrine surgery. Median primary operator procedural volume learning curves were 50 thyroid, 30 parathyroid and 20 laparoscopic adrenalectomy procedures. Semi-structured interviews with 12 participants identified four major themes: (1) learning opportunities during general surgical education and training programmes alone are insufficient for consultant-level competence; (2) the importance of sufficient training to develop clinical decision-making, insight and judgement to appropriately select patients in the management of endocrine disease; (3) expected standards of clinical and technical performance are independent of practice location or context; (4) the importance of multi-disciplinary teams for complex cases including advanced cancers. Practicing endocrine surgeons acknowledge formal fellowship training is required to achieve competence across technical and non-technical domains. The definition of competence and expectations regarding technical outcomes are independent of practice location or context.

<span><strong>Investigating</strong><strong> Vietnamese EFL high school teachers’ attitudes toward teaching moral values </strong></span>

Families, schools, and society in Vietnam are paying more attention to moral education. The current national general education program, in particular, strives to promote students’ knowledge, skills, and moral qualities in order to better prepare them for globalization in the twenty-first century. It also mandates all educators, teachers integrate moral values into the curricula and lessons. This study aims to investigate English as a Foreign Language (EFL) teachers’ attitudes towards teaching moral values in various high schools. Twenty-one Vietnamese EFL high school teachers from a province in the Mekong Delta participated in the study. Data were collected from a Google-Form survey comprising 14 closed and open-ended questions based on van Aalderen-Smeets et al.’s (2012) and Ualesi and Ward’s (2018) multi-dimensional framework. The findings showed the participants’ positive attitudes toward teaching moral values, and there was almost no significant difference in the attitudes of teachers regarding gender, level of education, and teaching contexts. However, the findings revealed that approximately 81 % of the respondents encountered difficulties when infusing moral values into EFL teaching, primarily relating to teachers’ perceptions and contextual factors. Based on the findings, some conclusions and pedagogical recommendations have been made.

A Mixed Methods Analysis of General Education Candidates’ Knowledge, Perceptions, and Application of Universal Design for Learning

Thirty general education candidates from elementary education, middle/secondary education, and arts education in multiple sections of one course engaged in a series of discussion posts and lesson plans related to creating inclusive general education lessons. Using candidate posts, rubric scores, feedback on lesson plans, and course evaluation ratings, a mixed methods approach was used to understand candidate knowledge, perceptions, and applications of Universal Design for Learning. The results from our research have important implications for policy, practice, and research. Policy makers must be aware of the lack of UDL in general education programs and IHEs need to do more than the cursory coverage of these principles. Additional research is needed for the implementation of lessons designed using UDL by general education candidates.

Examining the Effectiveness of Teaching Vietnamese Language among Ethnic Minority Primary Students in Son La Province

The Vietnamese language is the common language of different ethnic groups and also it is the official language used in the education sector. The development of the language skills of ethnic minority children is a fundamental issue in the development of education in ethnic regions. The main research question is; how effective are the current strategies in teaching the Vietnamese language to the ethnic minority primary students in Son La province? The methods used are collecting secondary documents, analyzing, and evaluating the situation. Data from the 2020-2021 and 2021-2022 school years show that ethnic minority students in primary schools in Son La province still face certain limitations in language proficiency when learning Vietnamese. The level of Vietnamese usage among ethnic minority students outside the classroom is 45%, and at home is only 5%. Based on the current situation, this article aims to propose some solutions to help ethnic minority primary school students in Son La province overcome language barriers, especially in light of the new requirements of the 2025 General Education Program, and to provide educators and teachers with guidance on building and selecting content as well as teaching methods that are more suitable for learners. Keywords: Ethnic Minorities, Primary Students, Language Barrier, General Education Program, Vietnamese Language, Son La Province.

Bittersweet Experiences for Brazilian Newcomers: Positive Interactions, Microaggressions, and Isolation in General and Dual Language Bilingual Education

ABSTRACT With the rise of the number of immigrant children in schools across the U.S. educational research has directed its attention to understanding these newcomers’ social experiences at school. Grounded in critical sociocultural theory, this interpretive phenomenological study shares the social experiences of four Brazilian newcomers in elementary school. Participants were adolescents who were reclassified English learners, had immigrated to the U.S. as children, and attended general education and/or world language dual language bilingual education (DLBE) programs. As adolescents, participants were able to look back on their experiences as designated-English learners and newcomers in elementary school with greater perspective. Analysis of interview data reveal three main themes: (a) positive interactions with other Brazilian students; (b) microaggressions from non-Brazilian students; and (c) isolation due to participants’ language barriers and English hegemony. Findings highlight the importance of Portuguese-English DLBE programs as a place for Brazilian newcomers to support one another, even if the program was considered a world language immersion program due to the low number of Portuguese speakers. Additionally, findings reveal the prevalence of microaggressions and isolation across general and DLBE settings, underscoring the need for schools and teacher preparation programs to equip teachers with tools to support newcomers.

USING INFOGRAPHICS IN ORGANIZING ACTIVITIES TO EXPLORE STONE CARVING (NON NUOC STONE VILLAGE) TO DEVELOP QUALITIES IN ELEMENTARY STUDENTS

A new point in the 2018 General Education Program focuses on integrating national cultural education content into Social Science subjects and experiential activities. Using Infographics in teaching is significant in guiding students to self-study and develop necessary competencies. The article presents the teaching process using an infographic with the content of Stone Carving Craft (Non Nuoc Stone Village) in Experiential Activity 4 to develop students' qualities and meet the educational goals of the General Educational Program 2018. Research using pedagogical experimental methods on 02 classes and assess the difference between the ability groups of the two experimental classes using Independent Samples T-test through the ratio (%) groups of students achieved the corresponding quality components in each class. The results show that organizing the Stone Carving Activity (Non Nuoc Stone Village) through an infographic helps students develop qualities aligned with the 2018 General Education Program goals. Keywords: Cultural value; experience activities; infographic; grade 4; primary.

BUILDING STEM TOPICS IN BLENDED LEARNING ABOUT ENERGY TO CONTRIBUTE TO SUSTAINABLE DEVELOPMENT EDUCATION

With the goal of education aimed at sustainable development as reflected in the 2018 General Education Program, schools in general and the subject of physics in particular need to educate students to raise awareness about energy issues and how to use energy efficiently, safely, and reasonably. Therefore, this report presents the research results on building the STEM topic “Energy” in blended learning, contributing to sustainable development education. The research results propose a process of blended learning stages and the development of teaching materials to support teachers in teaching STEM topics about energy, helping students develop competencies and the ability to cope with future challenges. Keywords: STEM education; energy; blended learning; sustainable development education.

PROFESSIONAL CAPACITY DEVELOPMENT ACTIVITIES FOR PRIMARY SCHOOL TEACHERS TO MEET THE 2018 GENERAL EDUCATION PROGRAM

The fourth year of the 2018 general education program has commenced at the primary education level. Nonetheless, theoretical and practical urgency regarding elementary school teachers' professional growth is always relevant. Effective professional capacity development for primary school teachers requires a thorough understanding of the 2018 General Education Program's standards for this activity. In order to comply with the 2018 General Education Program, this activity must also be completed according to the goals, content, methodologies, assessment, and guarantee conditions of the outcomes of primary school teachers' professional capacity development. Keywords: Professional capacity; the 2018 General Education Program; professional capacity development activities; primary school teachers.

The capacity of primary school inclusive teachers meets the requirements of the 2018 general education program

The profession of integration teaching is currently receiving considerable attention. The competency framework for teachers is assessed based on the 2018 General Education Program (GEP), which emphasizes the development of students' personal competencies and sets new competency requirements for teachers. This program provides detailed guidelines for teaching and learning in the modern era. The objective of this study is to evaluate the extent to which teachers' training and teaching competencies align with the 2018 GEP. The present study surveyed 611 primary school integration teachers across 32 schools serving disabled students in five provinces and cities within Vietnam. In this study, an assessment of teachers' competencies in various aspects of education and teaching was conducted. The results revealed high levels of proficiency among teachers in assessing and nurturing students' qualities and competencies, as well as in devising pedagogical strategies to enhance students' inherent capabilities. The limited language proficiency, particularly in local and foreign languages, has significant implications for ethnic minority students, who rely on native language instruction for effective learning. This limitation hinders the implementation of the 2018 GEP, especially in regions with a high density of ethnic minority populations. Additionally, teachers showed proficiency in creating safe and culturally educational environments and establishing relationships among students, teachers, and parents. Nevertheless, collaboration with families and communities to achieve educational goals exhibited lower competency levels. Furthermore, teachers demonstrated capabilities in researching and updating subject knowledge, along with supporting colleagues in developing professional competencies. The study also explored stakeholders' perceptions regarding educational practices, indicating varying levels of correctness in responses. This study significantly contributes to the evaluation of current primary school teacher competencies and offers valuable data for school managers, administrators, and teachers to gain a more holistic understanding of this matter.

Реализация требований федеральной рабочей программы основного общего образования при обучении геометрии

The article is based on the main key ideas of formation, planned meta-subject results. The article considers the methodology of implementation of the requirements of the federal working program of basic general education in teaching mathematics, taking into account the goals of teaching mathematics. An approach to the formation of cognitive universal educational actions of students in teaching geometry is proposed, using educational tasks and educational assignments.