RESEARCH ARTICLE


Teaching According to the Competency-based at Technical Pedagogical Universities



Chinh Danh Cao1, Hang Thi Thuy Vu2, *, Thanh Thi Nguyen3, Hung Thanh Nguyen4
1 Vinh University of Technology Education, Nghe An Province, Vietnam
2 University of Education, Vietnam National University, Hanoi, Vietnam
3 Hong Duc University, Thanh Hoa Province, Vietnam
4 University of Education, Hue University, Thua Thien Hue Province, Vietnam


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Creative Commons License
© 2022 Cao et al.

open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

* Address correspondence to this author at the University of Education, Vietnam National University, Hanoi, Vietnam; E-mail: hangvuthithuy@vnu.edu.vn


Abstract

Background:

Six basic characteristics of competency-based teaching are: (1) teaching is conducted based on performance and individual needs; (2) the process can provide immediate learner feedback; (3) performance competencies are determined based on work analysis; (4) the program contains measurable goals and (6) uses performance standards as a reference for performance evaluation.

Objective:

This study is conducted to investigate the training quality of Technical Pedagogical University according to competency-based teaching.

Methods:

This study uses a quantitative approach, a survey of 54 school administrators and 186 lecturers from Technical Pedagogical University and 43 school administrators from Vocational Schools in Vietnam.

Results:

The main findings of the current study are (i) the training quality at Technical Pedagogical University that school administrators and lecturers from Technical Pedagogical University reported was relatively high; (ii) the levels of satisfaction with task requirements at Technical Pedagogical University reported by school administrators at vocational schools were relatively high.

Conclusion:

Although the evaluation from school administrators and lecturers from the two institutes is quite high, educators should focus on diversified and effective methods to enhance the quality of teaching in educational settings, especially competency-based teaching in universities.

Keywords: Competency-based teaching, School administrators, Training quality, Satisfaction, Task requirement, Universities.