logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
high school education practical pedagogy pre service biology teachers teacher education

Exploring Practical Pedagogy in High School Biology Education: A Qualitative Study of Pre-Service Biology Teachers’ Experiences in Vietnam

Huynh Thi Thuy Diem , Mai Phuc Thinh , Vo Thi Thao Lam

This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges a.

T

This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges and transformative learning experiences encountered during their school-based internship. It aims to explore the dichotomy between specialized biology knowledge and practical applicability in high school teaching and uncover the significance of fostering student engagement through innovative strategies and the role of mentor teachers in guiding pre-service teachers. Semi-structured interviews were used to collect data from pre-service biology teachers who completed a school-based internship in the Mekong Delta. Thematic analysis was employed to analyze the interview data. The study highlights the challenges of bridging the gap between theoretical knowledge and classroom practice, emphasizing the importance of innovative teaching strategies for student engagement. It recognizes the role of mentor teachers in guiding and enhancing the skills of pre-service teachers in creating effective learning environments. Findings suggest the need for curriculum reforms that balance specialized biology knowledge and practical pedagogical skills. The study emphasizes the importance of experiential learning through teaching apprenticeships to better prepare pre-service teachers for their professional journey.

Keywords: High school education, practical pedagogy, pre-service biology teachers, teacher education.

cloud_download PDF
Cite
Article Metrics
Views
126
Download
78
Citations
Crossref
0

Scopus

References

Asadullah, M. N., Perera, L. D. H., & Xiao, S. (2020). Vietnam’s extraordinary performance in the PISA assessment: A cultural explanation of an education paradox. Journal of Policy Modeling, 42(5), 913-932. https://doi.org/10.1016/j.jpolmod.2020.02.007

Beka, A., & Kulinxha, G. (2021). Portfolio as a tool for self-reflection and professional development for pre-service teachers. International Journal of Learning, Teaching and Educational Research, 20(2), 22-35. https://doi.org/10.26803/ijlter.20.2.2

Can Tho University. (2020). Quyết định về việc ban hành trình độ đào tạo đại học (Số 1063/QĐ-ĐHCT) [Decision on the Issuance of University Degree Program (No. 1063/QD-DHCT)]. http://bit.ly/456mfc7

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399

Depaepe, F., & König, J. (2018). General pedagogical knowledge, self-efficacy an instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177-190. https://doi.org/10.1016/j.tate.2017.10.003

Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student's critical-thinking skills. Eurasia Journal of Mathematics Science and Technology Education, 12(12), 2887-2908. https://doi.org/10.12973/eurasia.2016.02311a

Gao, X. (2015). Promoting experiential learning in pre-service teacher education. Journal of Education for Teaching, 41(4), 435-438. https://doi.org/10.1080/02607476.2015.1080424

Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. M. (2019). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 944-963. https://doi.org/10.1080/09500693.2016.1265158

Hang, N. T. T., & Srisawasdi, N. (2021). Perception of the next generation science standard instructional practices among Vietnamese pre-service and in-service teachers. Journal of Technology and Science Education, 11(2), 440-456. https://doi.org/10.3926/jotse.1154

Hansen, A. K., Connors, P., Donnelly-Hermosillo, D., Full, R., Hove, A., Lanier, H., Lent, D., Nation, J., Tucker, P., Ward, J., Whitenack, L., & Zavaleta, E. (2021). Biology beyond the classroom: Experiential learning through authentic research, design, and community engagement. Integrative and Comparative Biology, 61(3), 926-933. https://doi.org/10.1093/icb/icab155

Hilfert-Rüppell, D., Meier, M., Horn, D., & Höner, K. (2021). Professional knowledge and self-efficacy expectations of pre-service teachers regarding scientific reasoning and diagnostics. Education Sciences, 11(10), Article 629. https://doi.org/10.3390/educsci11100629

Ho, L., & Dimmock, C. (2023). Changing teachers’ beliefs and practices towards learner centred education: Experiences and lessons from Vietnam’s education system reforms. Practice. Advance online publication. https://doi.org/10.1080/25783858.2023.2177191

Hudson, P., & Hudson, S. (2018). Mentoring preservice teachers: Identifying tensions and possible resolutions. Teacher Development, 22(1), 16-30. https://doi.org/10.1080/13664530.2017.1298535

Huong, V. T. M., Tung, N. T. T., Hong, T. T. M., & Hung, D. H. (2020). Partnerships between teacher education universities and schools in practicum to train pre-service teachers of Vietnam. International Journal of Higher Education, 9(5), 134-152. https://doi.org/10.5430/ijhe.v9n5p134

Kaifa, J. M., Mukaro, J., & Parawira, W. (2023). Investigating ‘A’ level biology teachers’ content knowledge on biodiversity in midlands urban: A case of four selected teachers. European Journal of Mathematics and Science Education, 4(1), 49-63. https://doi.org/10.12973/ejmse.4.1.49

Kolb, A. Y., & Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. In S. J. Armstrong & C. V. Fukami (Eds.), The SAGE handbook of management learning, education and development (Vol. 7, pp. 42-68). Sage Publications. https://doi.org/10.4135/9780857021038.n3

Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44. https://doi.org/10.46787/elthe.v1i1.3362

König, J. (2013). First comes the theory, then the practice? On the acquisition of general pedagogical knowledge during initial teacher education. International Journal of Science and Mathematics Education, 11, 999-1028. https://doi.org/10.1007/s10763-013-9420-1

Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523

Korthagen, F. A. J. (2017). A foundation for effective teacher education: Teacher education pedagogy based on situated learning. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (Vol. 2, pp. 528-544). Sage Publications. https://doi.org/10.4135/9781526402042.n30

Kramer, M., Förtsch, C., Boone, W. J., Seidel, T., & Neuhaus, B. J. (2021). Investigating preservice biology teachers’ diagnostic competences: Relationships between professional knowledge, diagnostic activities, and diagnostic accuracy. Education Sciences, 11(3), Article 89. https://doi.org/10.3390/educsci11030089

Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 30(10), 1301-1320. https://doi.org/10.1080/09500690802187009

Mc Pherson-Geyser, G., de Villiers, R., & Kavai, P. (2020). The use of experiential learning as a teaching strategy in Life Sciences. International Journal of Instruction, 13(3), 877-894. https://doi.org/10.29333/iji.2020.13358a

Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47-59. https://doi.org/10.1016/j.tate.2017.03.024

Mesci, G., Schwartz, R. S., & Pleasants, B. A.-S. (2020). Enabling factors of preservice science teachers’ pedagogical content knowledge for nature of science and nature of scientific inquiry. Science and Education, 29, 263-297. https://doi.org/10.1007/s11191-019-00090-w

Ministry of Education and Training. (2018). Chương trình giáo dục phổ thông – Chương trình tổng thể [The 2018 national education curriculum – The comprehensive program]. https://bit.ly/46tayNE

Naidoo, L., & Wagner, S. (2020). Thriving, not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts. Teaching and Teacher Education, 96, Article 103185. https://doi.org/10.1016/j.tate.2020.103185

Naylor, D. A., Campbell-Evans, G., & Maloney, C. (2015). Learning to teach: What do pre-service teachers report. Australian Journal of Teacher Education, 40(11), Article 7. https://doi.org/10.14221/ajte.2015v40n11.7

Nesje, K., & Lejonberg, E. (2022). Tools for the school-based mentoring of pre-service teachers: A scoping review. Teaching and Teacher Education, 111, Article 103609. https://doi.org/10.1016/j.tate.2021.103609

Orland-Barak, L., & Wang, J. (2021). Teacher mentoring in service of preservice teachers’ learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform. Journal of Teacher Education, 72(1), 86-99. https://doi.org/10.1177/0022487119894230

Phang, B. L., Sani, B. B., & Azmin, N. A. B. M. (2020). Investigating mentor teachers’ roles in mentoring pre-service teachers’ reaching practicum: A Malaysian study. English Language Teaching, 13(11), 1-11. https://doi.org/10.5539/elt.v13n11p1

Phillips, H. N., & Condy, J. (2023). Pedagogical dilemma in teacher education: Bridging the theory practice gap. South African Journal of Higher Education, 37(2), 201-217. https://doi.org/10.20853/37-2-4610

 Sheridan, L., & Young, M. (2017). Genuine conversation: The enabler in good mentoring of pre-service teachers. Teachers and Teaching, 23(6), 658-673. https://doi.org/10.1080/13540602.2016.1218327

Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. Qualitative Psychology: A Practical Guide to Research Methods, 3, 222–248. https://doi.org/10.4135/9781526405555.n2

...