Phát triển năng lực giao tiếp sư phạm cho sinh viên theo tiếp cận trải nghiệm: Nghiên cứu thực nghiệm

Tóm tắt

In the context of competence-oriented educational reform, pedagogical communication competence (PCC) is identified as a core competence for teachers. However, current teacher training practices show limited development of PCC among students, largely due to an approach that prioritizes knowledge transmission over professional experience. This paper addresses PCC development through the lens of experiential learning theory, aiming to clarify the theoretical basis, propose a development model, and verify its effectiveness via empirical research. A quasi-experimental design was employed with 120 pre-service teachers, divided into experimental and control groups. Data collection tools included questionnaires, observation checklists, reflective journals, and in-depth interviews. Statistical analysis revealed that the experimental group demonstrated significant and superior improvement in PCC compared to the control group following the intervention (t = 5.24; p = 0.000 < 0.05; Cohen’s d = 0.96). Additionally, the study proposes a competency framework and assessment rubric for PCC based on the experiential approach, incorporating qualitative analysis of reflective journals to illustrate students' self-regulation competences. The findings provide a scientific and practical basis for reforming teacher training toward competence development.