Bài báo khoa học

In order to meet the requirements of the Industrial Revolution 4.0, Vietnam’s K-12 education has shifted from content-based to competency-based approach. Teacher education institutions are, therefore, required to make comprehensive curriculum reforms to be aligned with the K-12 education innovation. This paper is concerned with the adoption of the CDIO initiative for teacher training programs at Vinh University in Central Vietnam. It gives an account of the large-scale changes that involve significant shifts in the culture of management, teaching, learning and assessment, revamp of the structure and contents of the curricula, along with enhancement of faculty teaching competence, personal and interpersonal skills, product, process, and system building skills, as well as disciplinary fundamentals. It also describes how the university adapts the 12 CDIO standards for teacher training programs, how teacher training spaces, outcome-based assessment and program evaluation have been adjusted in accordance with the CDIO principles. Evaluation of the first phase of the education reform indicates that the CDIO approach is highly applicable for teacher training programs; it fits the outcome-based teaching and assessment and well suits the development of professional skills and competencies that future teachers need to be equipped with.