Tổng quan nghiên cứu về phát triển năng lực dạy học đọc hiểu cho sinh viên ngành Giáo dục tiểu học: Trường hợp dạy học truyện cổ dân gian

Tóm tắt

Enhancing pre-service primary teachers’ competence in teaching reading comprehension of folk tales has become an essential demand in contemporary teacher education. However, practical implementation faces considerable challenges due to the interdisciplinary nature of primary education curricula, which often constrain the time and depth available for developing specialized pedagogical competencies. This paper presents a systematic review conducted in accordance with the PRISMA framework, aiming to analyze and synthesize relevant literature from both national and international sources. The reviewed studies focus on key themes including teaching competence, strategies for competence development, folk literature, and reading comprehension, with particular emphasis on pre-service primary education students. The findings highlight three dominant trends in research and practice: (1) the development and application of specialized teaching competency frameworks; (2) the integration of the Lesson Study model into teacher education programs; and (3) the promotion of strategic instruction to enhance reading comprehension skills. Drawing on these insights, the paper proposes a set of pedagogical measures designed to foster the ability of preservice teachers to teach reading comprehension of folk tales effectively. These recommendations emphasize the need for a more systematic and integrated approach to incorporating folk literature into professional training pathways.