Khoảng cách giữa yêu cầu và mức độ chuẩn bị kĩ năng dạy học Toán của sinh viên ngành Giáo dục tiểu học trong bối cảnh chuyển đổi số

Tóm tắt

Digital transformation has changed professional expectations for primary teachers, especially in Mathematics. This study examined the gap between required and attained technology-related mathematics teaching skills among Vietnamese pre-service primary teachers and considered regional, professional and residence factors at a descriptive level. A cross-sectional survey was conducted with 530 participants from coded teacher-education institutions and partner/practicum primary schools, including 38 educational managers, 118 primary school teachers, 29 university lecturers and 345 pre-service teachers. The sample was purposively selected to cover the training-practice-employment chain. Findings show that six skill domains are highly necessary, while students’ preparedness remains moderate and is lower when judged by external stakeholders. The main gaps concern learning-data analysis, digital resource management, technology-integrated lesson planning and control of pupils’ device use. The study contextualizes TPACK and DigCompEdu for primary mathematics teaching and suggests applications in mathematics methods courses, rubric-based microteaching, e-portfolios and school-university collaboration. The findings underscore the need to strengthen the development of mathematics teaching skills in digital environments for pre-service primary teachers.