Đề xuất khung năng lực chuyên ngành cho sinh viên ngành Sư phạm Lịch sử Trường Đại học Thủ đô Hà Nội

Tóm tắt

This study proposes a specialized competence framework for students majoring in History Teacher Education at Hanoi Metropolitan University, aiming to address the gap between the program learning outcomes and the requirements for competency assessment in specialized courses. The study employed document analysis, comparative analysis of domestic and international competency standards, a survey of 102 students and 5 lecturers in History Teacher Education, and expert consultation to develop and refine the framework. The findings propose a competence framework consisting of four domains: historical competence; history teaching competence; research and professional development competence; and competence in professional development, social responsibility, and innovation in history education. Each domain is specified into sub-competencies, indicators, and four developmental levels. The proposed competence framework can serve as a basis for reviewing course learning outcomes, designing learning tasks, developing assessment rubrics, organizing learning evidence, and improving History teacher education programs based on a competence-based approach.