Xu hướng lựa chọn phong cách dạy học của sinh viên sư phạm: Một nghiên cứu tại Trường Đại học Đồng Nai

Tóm tắt

In the context of educational reform and the implementation of the 2025 Law on Teachers alongside the 2026 Professional Standards for Teachers in General Education Institutions, investigating trends in future teaching styles among pre-service teachers plays a crucial role in teacher education. This study utilized Grasha’s teaching style model to survey trends in future teaching styles among pre-service teachers at Dong Nai University and examine differences across gender and major. The study employed a combination of document analysis and a questionnaire administered to 112 pre-service teachers; data were analyzed using descriptive statistics, Welch’s independent samples t-test, and one-way ANOVA. The findings indicated that all five of Grasha’s teaching styles were highly endorsed by the students, with the Expert style being the most preferred, followed by the Facilitator, Personal Model, Formal Authority, and Delegator. There were no significant differences in all five teaching styles across majors, nor in four out of five styles across gender; a statistically significant difference by gender was only observed in the Expert style, with the mean score of male students being higher than that of female students. These findings provide a scientific basis for developing measures to support pre-service teachers in forming and developing teaching styles aligned with current educational reform directions.