Developing collaborative teaching capacity for language pedagogy students in Vietnam

Hanh-Phuong Thi Tran () and Kim-Ngan Thi Chau ()

Journal of Asian Scientific Research, 2024, vol. 14, issue 4, 686-705

Abstract: This study examines the developing collaborative teaching capacity for language pedagogy students in Vietnam. Collaborative teaching is one of the effective teaching methods that helps improve the quality of education, comprehensively develop learners' capacity, and meet the requirements of modern society. This study aims to investigate the relationship between impact strategies and the development of collaborative teaching capacity. A survey was conducted on 350 fourth-year students of Ho Chi Minh City University of Education, An Giang University, and Dong Nai University. Two main elements of collaborative teaching capacity are the capacity to develop lessons and the capacity to organize reading comprehension lessons in a cooperative manner. Questionnaire, observation sheets, and exercises are used to collect data. In addition, SPSS statistical tools show that the impact results have had significant effects on developing collaborative teaching capacity. Moreover, the qualitative analysis method reveals that the following impact strategies have a significant influence on teaching: (1) process to develop collaborative teaching capacity in reading comprehension lessons; (2) develop a system of exercises to practice the component skills of co-teaching capacity; (3) flexibly apply the combined online and face-to-face teaching method, which has a certain influence in teaching. The study’s results hold theoretical and practical significance, such as policy planning in relation to education innovation, teaching method improvement in pedagogical universities, and literature students in efforts to develop learning capacity.

Keywords: Capacity; Collaborative; Collaborative teaching; Collaborative teaching capacity; Literature pedagogy students; Teaching reading comprehension. (search for similar items in EconPapers)
Date: 2024
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