Đề xuất khung năng lực dạy học song ngữ của sinh viên sư phạm theo tiếp cận năng lực thực hiện

Tóm tắt

As English is increasingly used as a medium of intruction in schools, teacher education still lacks a bilingual teaching competence framework that integrates pedagogical competence with language competence in a systematic and operational manner. Drawing on theories of competence, performance-based education, and bilingual teaching, together with an analysis of educational policies and practical requirements, this study develops a bilingual teaching competence framework for pre-service teachers based on a performance-based approach. The study employs literature review, analytical-synthetic methods, and modeling. The findings propose a framework consisting of five competency domains: bilingual lesson preparation, bilingual instructional organization, language use in teaching, assessment in bilingual teaching, and professional development for bilingual teaching. Each domain is specified through performance standards and observable behavioral indicators associated with teachers’ professional tasks in bilingual learning environments. The proposed framework contributes to the theoretical foundation of bilingual teaching competence and provides a basis for developing learning outcomes, designing teacher education programs, and assessing the competencies of pre-service teachers in response to ongoing educational reforms and the increasing implementation of bilingual education policies.