Năng lực dạy học Khoa học tự nhiên của giáo viên trung học cơ sở: Tổng quan nghiên cứu và đề xuất quy trình
Tóm tắt
Although Natural Science has been implemented as a compulsory integrated subject in the 2018 General Education Program, systematically oriented literature reviews on the competency groups that lower secondary school teachers need to effectively teach this subject are still limited. This study uses a systematically oriented literature review method, combining content analysis and comparative framework analysis to present an overview of domestic and international works and relevant policy documents to identify core competencies in teaching Natural Science and propose directions for building a competency framework. The results show that competencies in teaching Natural Science can be broadly categorized into four groups: subject matter and integrated knowledge; design and organization of teaching activities; assessment in teaching; and professional development in teaching Natural Science. Integrated pedagogical content knowledge plays a central role in transforming interdisciplinary scientific knowledge into evidence-based learning and assessment activities, and in improving reflective teaching practices to develop students’ natural science competencies. The research results provide an initial theoretical basis for constructing and testing the suitability of a framework of natural science teaching competencies for lower secondary school teachers.
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