MINISTRY OF EDUCATION AND TRAINING
VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES
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NGUYEN THI DUYEN
DEVELOPING CAREER COUNSELING SKILL FOR STUDENTS OF
TECHNOLOGY EDUCATION THROUGH PEDAGOGICAL TRAINING
BASED ON EXPERIENTIAL LEARNING
Major: Theory and history of education
Code: 9 14 01 02
THE SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE
HA NOI, 2021
This thesis has been completed at
Vietnam National Institute of Educational Sciences
Scientific instructors: 1. Prof.Dr. Nguyen Thi Hoang Yen
2. Dr. Duong Quang Ngoc
Reviewer 1: ....................................................................
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Reviewer 2: ....................................................................
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Reviewer 3: ....................................................................
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The thesis will be defended by an institute-level board of thesis evaluation at Vietnam
National Institute of Educational Sciences, 101 Tran Hung Dao street, Hanoi
At…. :00, ……………….2021
A copy of the thesis is available at:
- Vietnam National Library - Library of Vietnam National Institute of Educational Sciences
LIST OF THE AUTHOR’S PUBLISHED WORKS RELATED TO THE THESIS
through
[1] Nguyen Thi Duyen (2015), “Integrating vocational education in training Teacher of Industrial Engineering”, Education Equipment Magazine, No.Special, July 2015, pp 53- 57. [2] Nguyen Thi Duyen (2016), “Basic career education capacity of the teacher in sacondary school”, Today’s Teaching & Learning Magazine, No.June 2016, pp.144-145. [3] Nguyen Thi Duyen (2017), “Educating vocational counseling skills for students in technical pedagogy major teaching pedagogy profession”, Journal of Educational Science, No.147, December 2017, pp 40 - 44. [4] Nguyen Thi Duyen (2017), The training measure for career counseling skill for teacher at High school in Vietnam, International Engineering and Technology Education Conference (IETEC’17). Engineering and Technology Education Quality Assurance: Embracing the Future, Deakin University Australia. 4-6 December 2017, Hanoi, Vietnam, pp 212-224. The paper received the "Best paper award" and continues to be posted at International Journal of Quality Assurance in Engineering and Technology Education Volume 6, Issue 2, July-December 2017 with the title “The Assessment for Career Counseling Skill for Teacher at High School A Case Study in Vietnam”.
Link paper “https://www.igiglobal.com/viewtitlesample.aspx?id=221383”; “https://www.igi-global.com/article/the-assessment-for-career-counseling-skill-for- teacher-at-high-school/221383”.
[5] Nguyen Thi Duyen (2018), “Applying case studies in teaching professional pedagogical to develop career counseling skills for technical pedagogical students”, Journal of Educational Science, No.09, September 2018.
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INTRODUCTION
1. Reasons for choosing the topic
Career-oriented education in high schools is of special importance, providing and guiding students to systematically find career information, training systems and labor market, helping Students to choose a career that suits their own capabilities and the needs of the society.
In recent years, the rate of unemployed graduates has increased. Those who can find a job either choose the wrong profession to their field of study or have to retrain. Meanwhile, some industries still lack human resources. One of the causes of the above situation is that students’ job choices are not appropriate. Many high schools have not fully implemented the contents of career-oriented education, have not implemented or effectively implemented career counseling for students.
Developing career counseling skill for students of technology education in the universities of technology and education can be done through many different ways. In particular, pedagogical training (pedagogical skills) is the most basic, convenient and effective path.
Therefore, developing career counseling skill for students of technology education is very necessary in order to help the graduates to well undertake professional teaching, have professional knowledge and skills to improve the efficiency of career counseling in educational institutions.
From the above reasons, the author chose "Developing career counseling skills for students of technology education through pedagogical training based on experiential learning" as a doctoral thesis subject.
2. Research purposes
On the basis of theoretical and practical research on career counseling skill of students of technology education, proposing the process of developing career counseling skill for the students through pedagogical training based on experiential learning.
3. Research object and subject
3.1. Research object
The process of training students of technology education at some Universities of Technology and Education
3.2. Research subject
The process of developing career counseling skill for students of technology education through pedagogical training based on experiential learning.
4. Scientific hypothesis
Developing career counseling skill for students of technology education is essential and consistent with the innovation trend of the 2018 high school education program. However, at present, the training of technology education teachers at universities of technology and education has not properly attached importance to this issue. If the process of developing career counseling skill for students of technology education is built through pedagogical training based on appropriate experiential
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learning, the effectiveness of career counseling skill development will be improved for the students.
5. Research missions
- Developing theoretical basis for the development of career counseling skill for students of technology education through pedagogical training based on experiential learning. - Carrying out survey on the status of developing career counseling skill for students of technology education through pedagogical training. - Proposing the process of developing career counseling skill for students of technology education through pedagogical training based on experiential learning. - Training pedagogical skill according to the proposed process in order to develop career counseling skill for students of technology education.
6. Research scope
- Limitation in term of content: The topic focuses on the development of career counseling skill for students of technology education through pedagogical training modules. After graduation, students will work as career counselors at high schools.
- Limitation in term of survey subject: Lecturers and students at Hung Yen University of Technology and Education, Nam Dinh University of Technology and Education, Ho Chi Minh City University of Technology and Education
- Training pedagogical skills according to the proposed process in order to develop carreer counseling skill for students of technology education at Hung Yen University of Technology and Education.
7. Methodology and research methods
7.1. Methodology
The thesis is carried out with following approaches: experiential approach,
system-structure approach, practical approach, development approach. 7.2. Research method
7.2.1. Theoretical research
Including methods of analysis, synthesis, classification, systematization, and modeling.
7.2.2. Practice-based resarch
- Survey method by questionnaire - Observation method - Research methods of educational activities - Experimental method In addition, interview method, conversation method, consulting opinions from experts are also used.
8. The arguments need to be defended
- Developing career counseling skills for students of technology education is a very necessary requirement today, meeting the requirements of teaching Experience- Career activities in the general education program in 2018 and improving the efficiency of career guidance in educational institutions.
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- The modules in pedagogical program used in training technology education teachers have many opportunities and are most suitable for developing career counseling skill for students of technology education.
- Experiential learning in pedagogical training is an effective strategy to develop career counseling skills for students of technology education because experiential learning will, based on the available knowledge and experience of students, organize appropriate teaching activities to help develop career counseling skills for students of technology education.
9. New contributions of the dissertation
- The dissertation has supplemented and clarified the concept and nature of university teaching according to experiential learning; - The dissertation has contributed to renew more components in the structure of
career counseling skill in the training for students of technology education.
- The dissertation has clarified the status of developing career counseling skills for students of technology education through pedagogical training in some Universities of Technology and Education. This is an important practical basis to propose the process of developing career counseling skill for students of technology education through pedagogical training based on experiential learning.
- The dissertation proposes the process of developing career counseling skill for students of technology education through pedagogical training based on experiential learning.
10. Structure of the dissertation
In addition to the introduction, conclusion and recommendation, list of the author's published works, references, appendices, the dissertation includes 4 chapters:
Chapter 1: Theoretical basis for developing career counseling skill for students of technology education through pedagogical training based on experiential learning. Chapter 2: Current situation of developing career counseling skill for students of technology education through pedagogical training based on experiential learning Chapter 3: Procedure of developing career counseling skill for students of technology education through pedagogical training based on experiential learning Chapter 4: Experimental pedagogy
Chapter 1. THEORETICAL BASIS FOR DEVELOPING CARREER COUNSELING SKILL FOR STUDENTS OF TECHNOLOGY EDUCATION THROUGH PEDAGOGICAL TRAINING BASED ON EXPERIENTIAL LEARNING
1.1. Overview 1.1.1. Research on career counseling
* In the world - Research direction on the theory of career counseling - Research direction on the goals, content, stages of career counseling for the subjects outside of high schools - Research direction on the goals, content, and stages of career counseling for the subjects in high schools
* In Vietnam: - Research on career consultation in Vietnam
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- Research on career counseling in Vietnam 1.1.2. Research on teaching by experiential learning In the 20th century, experiential learning-based teaching was known as a modern educational theory associated with the names of authors such as John Dewey (1859-1952), Jean Piaget (1896-1980), Vygotsky ( 1896-1934), Lewin (1890-1947), George Santayana (1863-1952). The authors affirm that teaching by experiential learning plays an important role in training and developing learners' competencies. And experiential learning-based teaching has become the trend and foundation of education in the 21st century.
Although experiential learning-based teaching has appeared in the world for a long time, the research works on this have only been presented in Vietnam in recent years: The authors have researched on experiential learning-based teaching, on applying educational experience learning for each specific field. The authors have pointed out the characteristics and nature of experiential learning, of teaching and education based on experiential approach and proposed specific teaching models and measures for each field. 1.1.3. Research on the development of career counseling skill through pedagogical training based on experiential learning - Research on pedagogical training - Research on skill development through pedagogical training - Research on developing career counseling skill based on experiential learning
1.1.4. General review There have been many studies on career consultation and counseling of domestic and foreign authors. In addition to the research on pedagogical training, many authors also have in-depth research into the development of skill through training pedagogical skill to different subjects.
Thus, through an overview of the research works related to the dissertation, it can be confirmed that up to now, there is no research on the development of career counseling skill for students of technology education through pedagogical training based on experiential learning.
The research on developing career counseling skill for students of technology education needed to be studied and developed. And the development of career counseling skill for students of technology education through pedagogical training based on experiential learning will improve the quality of classroom activities of teachers and students, improve the quality of pedagogical training, and at the same time practice career counseling skill for students of technology education, helping to achieve dual goals in training technical teachers.
1.2. Career counseling in high schools
1.2.1. The concept of career counseling
1.2.1.1. Definition of career counseling
“Career counseling is helping clients to improve their capacity to deal with difficulties in choosing a career and choosing a career for themselves on a scientific basis”.
1.2.1.2. Distinguishing career counseling and career consultation
1.2.2. The goal of career counseling in high schools
- Students solve difficulties in the career selection process
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- Achieving the goals of career-oriented education, specifically: + Students have the ability to self-discover: their capabilities, personalities, interests, values, desires, aspirations.
+ Students have full knowledge of the profession and the school. + Students have the ability to choose suitable careers.
1.2.3. Contents of career counseling in high schools
- Helping high school students to be aware of themselves - Helping high school students learn about the professional world and social needs - Helping students to make scientific-based decisions to choose a career and solve difficulties in choosing a career
1.2.4. Forms of career counseling in high schools
- Providing career counseling for individual students - Providing career counseling for groups of students
1.2.5. Career counseling processes in high schools
Author Jennifer M Kidd (2006) [127] gave a career counseling process consisting of 4 stages: 1 / Building relationship; 2 / Helping the client to be aware of themselve; 3 / Discovering new perspectives; 4 / Formulating strategies and plans. Author Truong Thi Hoa [41] has built a 3-stage, 11-step carreer counseling process.
1.2.6. Factors affecting career counseling in high schools
- Factors belongs to the school
- Factors belongs to the consultant (Teacher) - Factors belongs to the student
1.3. Career counseling skill need to be developed for students of technology education
1.3.1. Definition of career counseling skills and skill
“Skill is a form of action that is performed voluntarily based on knowledge, experience and psychological conditions within each individual in different situations to achieve a set goal”.
“Career counseling skills are a form of action performed voluntarily by the subject, with results based on scientific knowledge about career counseling activities and relevant biological, psychological and social conditions in order to assist an individual in choosing a career on the scientific basis”.
1.3.2. Career counseling skills need to be developed for students of technology education
1.3.2.1. The basis of determining a system of career counseling skills for students of technology education
1.3.2.2. Career counseling skills required for students of technology education
Table 1.3: Career counseling skills required for students of technology education
No Career counseling skills
1/ Skill to learn students' physiological characteristics
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2/ Skill to find and use multiple choice tools suitable for students
3/ Skill to collect and analyze information about students 1
Group of preparation 1 skills
4/ Skill to establish career counseling profiles for each student/ group of students 5/ Skill to collect, analyze and maintain databases on the professional world, on the demand for human resources of the labor market 6/ Skill to design career counseling activities
7/ Skill to identify problems related to student selection
8/ Skill to guide students in self-awareness and self-assessment
2
3
Group of 2 organizational skills to perform the career counseling process 3 Group of skills after career counseling process 9/ Skill to guide students to learn and evaluate information about careers, occupations, vocational schools, human resource needs 10/ Skill to guide students to solve relevant psychological difficulties in the career selection process 11/ Skill to guide students to make decisions to choose suitable professions and occupations based on scientific basis 12/ Skill to analyze information of students / groups of students after the counseling process 13/ Skill to store counseling records of students / groups of students 14/ Skill to evaluate the results of the counseling process
15/ Skill to adjust and plan the next counseling process
1.3.3. Ways to develop career counseling skills for students of technology education
- Developing career counseling skills for students of technology education through pedagogical training - Developing career counseling skills for students of technology education through pedagogical practice - Developing career counseling skills for students of technology education through extracurricular educational activities - Developing career counseling skills for students of technology education through self-education, self-study, self-training
1.4. Developing career counseling skills for students of technology education through pedagogical training based on experiential approach
1.4.1. Developing career counseling skills
“Developing career counseling skills for students of technology education is the process of organizing teaching and educational activities to help students from not having career counseling skills to acquiring career counseling skills, help students to independently and effectively handle tasks of career counseling in the learning process and in the future career activities”. 1.4.2. Pedagogical training based on experiential learning
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1.4.2.1. Definition
1/ Experiences and experience “Experience is the process in which the subject directly participates in practical activities in life. In that process, the subject uses his or her knowledge and experience under certain conditions from which to acquire, perceive and enrich his or her own knowledge and experience”.
2/ Experiential learning-based teaching “Teaching pedagogical skills based on experiential approach is the process in which teachers design and organize teaching activities for pedagogical skills modules based on the knowledge and experience of students, giving students the opportunity to feel, experience, exchange, share to solve problems together to achieve the goal of pedagogical training”.
1.4.2.2. Characteristics of pedagogical training based on experiential learning
The nature of pedagogical training based on experiential approach is to mobilize learners' knowledge and experience to organize activities for students to participate in solving learning tasks. In the process, teachers must have measures to motivate, encourage and promote the initiative and activeness of learners both cognitively and emotionally in a learning environment where all individuals have the opportunity to promote their ability to work. It is not only independent of individual research but also cooperation and sharing among members in the group work process. It is not only the independent research of each individual but also the cooperation and sharing among members of the team in the working process.
1.4.3. Developing career counseling skill for students of technology education through pedagogical training based on experiential learning 1.4.3.1. Definition
“Developing career counseling skill for students of technology education through pedagogical training based on experiential learning is the process of design and organization of teaching activities of pedagogical modules by teachers based on the knowledge and experience of students, which gives students the opportunity to feel, experience, exchange and share to solve problems together. Career counseling content is integrated into pedagogical training tasks, thereby helping students from not having career counseling skill to obtaining career counseling skil, from having weak career counseling skill to having perfect career counseling skill to meet the requirements of later jobs”.
1.4.3.2. Goals
Developing career counseling skill for students of technology education through pedagogical training based on experiential learning is to help students deeply understand the career counseling content, how to conduct career counseling for high school students, factors affecting career counseling, which helps students conduct career counseling for individuals and groups of high school students in specific situations. Thereby, it contributes to promote activities of learning and career training for students of technology education. 1.4.3.3. Principles
- Principle of ensuring goals - Suitable for technical teacher training program
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- Suitable for psychological characteristics of students of technology education - Creating opportunities for students to experience situations associated with professional practice
1.4.3.4. Content
Content 1
- Career counseling concept - Form and degree of career counseling - Principles of career counseling - Task and content of career counseling
General issues about career counseling
- Theories are used in career counseling - Tests are often used in career counseling
Content 2
Content 3
Theory and testing are used in career counseling Determine the student's vocational competency
Content 4
Skills are used in career counseling
to be met when organizing
Content 5
Organize the career counseling process
- Self-awareness - Occupational awareness - Labor market - Group of preparation skills for career counseling - Group of organizational skills to implement the career counseling process - Group of skills after career counseling process - Purpose and significance of the career consultation process - Scale and conditions for the career consultation process - Requirements the career consultation processImplementation steps: Preparation stage; Implementation stage to organize the career counseling process; stage after the career counseling process.
integration with career
lessons with potential
Content 6
Career counseling through teaching subjects
- Theory of integration in teaching subjects - Determine the content of career counseling that needs educating students - Select counseling content - Design and organize specialized subject teaching with integrating career counseling content.
1.4.3.5. Teaching method
- Project-based teaching - Case-based teaching - Method of raising and solving problems - Role-playing method - Brainstorming method
1.5. Factors affecting developing career counseling skill for students of technology education through pedagogical training based on experiential learning
- Lecturers of pedagogical training - Students - Facilities
Conclusion of chapter 1
In the world, there are many research projects on career-oriented education and career counseling for subjects inside and outside of high schools. In Vietnam, career counseling is a newly researched issue in recent years. However, there has been no research relating to developing career counseling skill for students of technology education.
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Career counseling is one of the ways for career-oriented education to help learners solve difficulties in career choosing on the scientific basis. The force performing the career counseling is not only teachers at high schools but also other forces, especially lecturers at colleges and professional intermediate schools.
Developing career counseling skill for students of technology education can be done through multiple pathways. In particular, developing career counseling skill for students of technology education through pedagogical trainingis the most basic way to provide students of technical education the opportunity to learn and experience in situations of career counseling, thereby training and developing career counseling skill for students of technical education.
Developing career counseling skill for students of technology education through teaching based on experiential learning is influenced by many factors such as educators, student activeness, teaching content and methods, facilities for teaching activities, etc. In the process of developing career counseling skill for students of technology education, it is necessary to consider the impact of these factors to organize pedagogical training activities based on experiential learning with a view to developing career counseling skill for students of technical education in an appropriate way.
Chapter 2. CURRENT SITUATION OF DEVELOPING CAREER
COUNSELING SKILL FOR STUDENTS OF TECHNOLOGY EDUCATION THROUGH PEDAGOGICAL TRAINING BASED ON EXPERIENTIAL LEARNING
2.1. Overview of current situation survey
2.1.1. Purpose of survey
The survey is to show the current situation of developing career counseling skill for students of technology education. This is the basis for proposing the procedure developing career counseling skill for students of technology education through pedagogical training based on experiential learning. 2.1.2. Content and tools of survey
Questionnaire
2.1.3. Subjects and areas of survey
Hung Yen University of Technology and Education, Nam Dinh University of
Technology Education, Ho Chi Minh City University of Technology and Education 2.1.4. Survey scale
On the basis of applying the sample number determination formula, we sent the questionnaires to 342 students and 50 lecturers, resulting in 300 sheets of student and 45 sheets of leturers. 2.1.5. Method and time of survey conducting
Send the questionnaires directly or via email to collect data. Conducting time: The first semester of 2017-2018 school year.
2.1.6. Data processing techniques
All collected data are processed and validated using SPSS 22.0 software.
2.1.7. Evaluation criteria and scale
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Rank the necessary
Scale value level
Rank of difficulty level
Rate of use
Necessary
Level 1: (1.0 ≤Average score <1.67) Level 2: (1.67 ≤Average score <2.34) Normal Level 3: (2.34 ≤Average score <3)
Unnecessary Not hard
Much difficulty Regularly Sometimes Little difficulty Never
Skill level
No skill yet Medium level skills Skill level is quite good Skill level is good
Average Score From 1 to less than 1.75 From 1.75 to less than 2.5 From 2.5 to less than 3.25 From 3.25 to 4
2.2. Research results 2.2.1. The current situation of career counseling skill for students of techonology education 2.2.1.1. The current situation of each group of career counseling skill for students of techonology education
in out students' activities","Skills
Although there is a difference in average values and rankings among the career counseling skills, the mean of all skills is relatively low: “Skills in designing career psychophysiological finding counseling characteristics", "Skills in collecting, analyzing and maintaining databases on the world of works and the human resource needs of the labor market", "Skills in identifying problems relating to career choosing of students" are the weakest skills of students of technology education. The cause is that the current program of training technical teacher at the universities of technology education does not have specific modules to develop career counseling skill for students. The curriculum has not focused on the integration of content of career-oriented education in general and career counseling in particular for students of technology education. Therefore, the proposal of the procedure of developing career counseling skill for students of technology education is very necessary, bringing great significance in educational theory and practice. 2.2.1.2. General evaluation of career counseling skill for students of technology education
There are 227/345 (accounting for 65.8%) opinions of career counseling skill of students of technology education at the unskilled level and the average level. There are only 115/345 (accounting for 33.3%) opinions of career counseling skill of students of technology education at the good level and only 0.9% of the opinion at a very good level. Thus, in general, career counseling skills are not good, so it is extremely necessary to propose the procedure of developing career counseling skills for students of technology education in the current context. 2.2.2. Awareness of the necessity of developing career counseling skill for students of technology education
There are 293/345 (accounting for 84.9%) opinions state that developing career counseling skill for students of technology education is “necessary”. There are only 52/345 (accounting for 15.1%) opinions of developing career counseling skill for students of technology education at a normal level and no lecturers or students think that it is unnecessary.
2.2.3. Current situation of developing career counseling skill for students of technology education at universities of technology education 2.2.3.1. Ways of developing career counseling skill for students of technology education 2.2.3.2. Level of organizing experiental activities to develop career counseling skill for students of technology education
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The results show that, in teaching pedagogical skills, lecturers have not regularly organized experiential activities in the positive direction to develop career counseling skill for students of technology education.
2.2.3.3. Level of necessity and usage of experiental activites in pedagogical training to develop career counseling skill for students of technology education
Some experiential activities in pedagogical training with a huge difference in the rank of the level of necessity and usage are:
- Activity of “practical experience” has the necessary level ranked "3" (mean = 2.78), but its level of usage is ranked "11" (mean = 2.174). That means lecturers and students think that this activity is very necessary; however, in fact, it is rarely used. Therefore, it is necessary to have a prodedure to guide lecturers to organize practical experience activities of pedagogy in order to develop career counseling skills effectively. - Similarly, the "project exercises" is ranked “9” in the level of necessity (mean = 2.501), but its level of usage is ranked "12" (2,165). That means that teachers and students think that the project exercises are necessary but not regularly used. Therefore, it is also necessary to propose an appropriate way to enhance the role of learning projects in pedagogical experience to develop career counseling skills for students.
Thus, in order to enhance the effectiveness of developing career counseling skill through pedagogical training, it is essential to propose a procedure to help teachers design experiential activities of pedagogical skills in the positive and proactive direction.
2.2.4. Level of difficulty in developing career counseling skill for students of technology education through pedagogical training based on experiential learning
When developing career counseling skill for students of technology education through pedagogical training based on experiential learning, there are four most difficult issues that teachers will face: Students do not actively participating in activities (mean = 2.42); Determining the content of career counseling to be taught for students of technology education (mean = 2.301); Selecting appropriate content in the pedagogical training program to integrate into career counseling content (mean = 2.235); Methods to build teaching plans and organize teaching activities of pedagogical skills based on experiential learning to develop career counseling skill for students of technology education (mean = 2.261). These are the main problems and difficulties which the thesis will focus on to take measures.
Conclusion of chapter 2 The results of this research have achieved the proposed research purpose of outlining a general picture of the situation of developing career counseling skills for students of technology education at universities of technology education. That points out some important tasks for the procedure which will be discussed and proposed in the next chapter to improve and enhance the effectiveness for developing career counseling skills: - In the context that it is impossible to orgarnize developing vocational counseling skills as a regular module in the training program, the most effective solution is to integrate it into appropriate subjects or topics. In which, the most effective way is to integrate it into the pedagogical training program. Following this, there are two main issues that need to be considered and resolved: (1) Selecting the most necessary career counseling content to be integrated into the pedagogical training program, (2) Considering suitable pedagogical subject for that integration.
- The next issue is the consideration of designing the pedagogical experience acivities in the direction of enhancing the student's role and active participation. It is the consideration and selection of teaching methods and design in order to achieve both the goal
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of pedagogical training and the goal of developing career counseling skills. Strategies of project-based teaching and case-based teaching may be appropriate to be considered. - The results of this research also outlined a general picture of the development of career counseling skills for students of technology education.
Chapter 3. PROCEDURE OF DEVELOPING CAREER COUNSELING
SKILL FOR STUDENTS OF TECHNOLOGY EDUCATION THROUGH PEDAGOGICAL TRAINING BASED ON EXPERIENTIAL LEARNING
3.1. Procedure of developing career counseling skill for students of technology education through pedagogical training based on experiential learning
The dissertation proposes the procedure of developing career counseling skill for students of technology education through pedagogical training based on experiential learning, including the following stages and steps:
In this procedure, in order to develop career counseling skills for students of technology education, the teaching of pedagogical skills based on experiential learning will be implemented through three stages with seven steps, specifically:
Stage 1: Preparation 1/ Step 1: Select the content in pedagogical training program suitable for teaching based on experiential learning and having the potential to integrate content of career counseling
This is the first step in the stage of preparing the process of developing career counseling skills for students of technology education through pedagogical training based on experiential learning. Pedagogical training program at universities of technology education consists of many modules with many different contents but not all of them are suitable for integrating career counseling content into teaching to develop career counseling skills for students of technology education. Therefore, in order to develop career counseling skills for students of technology education through pedagogical training based on experiential learning, it is necessary to first analyze the pedagogical training program at universities of technology education and select the content in the modules of pedagogical training program suitable for teaching based on experiential learning and having the potential to integrate content of career counseling. 2/ Step 2: Develop pedagogical practice exercises suitable for teaching based on experiential learning
In order to organize pedagogical training according to experiential approach, teaching preparation plays a very important role. The design and use of pedagogical practice exercises associated with real or fictitious situations that show the work of a technical teacher are very important in the teaching process.
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In this step, it is necessary to provide techniques to build pedagogical practice exercises according to certain requirements to use in the next teaching stage.
Stage 2: Implementation 3/ Step 3: Determine the student's experience To accomplish this step, in the teaching process of pedagogical skills, teachers can organize for students to observe videos, recall past experiences, investigate, observe, read documents, simulate, do a field researh, do a case study, interview, brainstorm, write learning diaries, repeat their own experiences, etc. Thereby, students will show their experiences associted to contexts or situations related to career counseling. On the basis of students' experience, teachers will organize teaching activities in the direction of enhancing experience to help develop career counseling skills for students. 4/ Step 4: Orient students to research, give personal opinions on pedagogical practice exercises integrated with career counseling content
In this step, students will be divided into groups with equal quantity and quality. After that, lecturers give them practical exercises of pedagogical skills with integrated career counseling content for students to study and give comments on those exercises. The pedagogical exercises can be designed in the form of videos, case studies, stories, and so on.
In this step, students will use their previous experience in career counseling to observe and reflect on the ongoing tasks and requirements in pedagogical exercises related to career counseling, and then give their own opinions on the problem to be solved. 5/ Step 5: Orient students to solve pedagogical practice exercises integrated with career counseling content
In the previous step, students have studied practical exercises of pedagogical skills with the integration of career counseling content; students have made a comparison between reality with their own experience and among members in the group or in the class when performing the assigned tasks. To effectively solve practical exercises of pedagogical skills assigned to groups, it should be noted:
- Depending on the assigned practical exercises of pedagogical skills, teachers can guide students to implement learning projects, case studies, role-playing, field work, simulation, research on related reports, etc. 6/ Step 6: Organize for students to practice career counseling skills through pedagogical practice exercises This is an important step for students to demonstrate and practice their career counseling skills.
In this step, the groups will report the results of the task implementation and the requirements in practical exercises of pedagogical skills in front of the lecturers and the class under different forms such as: Presentation, role-playing, theatricalization etc. In addition, the groups also shared the advantages, difficulties and experiences gained through solving practical exercises of pedagogical skills. Teachers and students in the class observe, follow and may give comments, supplementation, and suggestions to the group as needed.
Stage 3: Conclusion 7/ Step 7: Comments, assessment Based on each of the contents, the lecturer will organize the activity of comment and assessment on the performance of the group according to certain criteria with different forms such as self-assessment, assessment from other groups and the assessment of the lecturer.
Next, the lecturer will give comments and conclusion on the quality of the groups' performance, give directions to adjust, supplement and complete if necessary. Thereby, students can correct their mistakes and reinforce their own knowledge and skills.
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3.2. Applying the process of developing career counseling skill for students of technology education through pedagogical training based on experiential learning
3.2.1. Applying the proposed process to develop a group of skills to prepare for the consultation process Stage 1: Preparation
1/Step 1: Select the content in pedagogical training program suitable for teaching based on experiential learning and having the potential to integrate content of career counseling * Analyzing technology education training program the pedagogical in universities
* Content selection
Table 3.2: The topics / lessons of pedagogical training that are suitable for teaching based on experiential learning and have the potential to incorporate career counseling content under the pedagogical training program at Hung Yen University of Technology and Education
Time
No.
Theory
Total
Career counseling skills trained and developed
Exercise/ Discussion
Self- study
On-site internship
Integrated career counselling content
Topics/ lessons
I. Career psychology
1
and
3
2
7
0
12
- Content 2 - Content 3 - Content 4
-
5
3
12
0
20
Personality tendencies personality motives 2 Temperament Personality
3
2
7
0
12
Group of preparation skills
3 Capacity 4
3
2
7
0
12
Technical teacher personality psychology
- Content 3 - Content 4 - Content 5 - Content 6
5
- Content 3 - Content 5
4
2
9
0
15
Age characteristics of high school students
6
- Content 1 - Content 2 - Content 4 - Content 5
Career orientation
6
4
14
0
24
Group of organizational skills to conduct the consultation process; Group of skills after consultation process
II. Career education
1 Purposes,
- Content 1 - Content 5
Group of preparation skills
3
2
0
12
7
principles and system of national education
5
2
11
0
18
2
- Content 1 - Content 6
- Content 1 - Content 5
3
Education process Class homeroom work
3
2
7
0
12
Group of organizational skills to conduct the consultation process; Group of skills after consultation process
15
III. Scientific research methodology
4
2
9
0
15 - Content 2 - Content 3
topics building
2
by
Group of preparation skills Group of skills after consultation process
3
2
12
7
0
1 Selecting and research outlines Investigation questionnaires, interviews etc.
3 Data
3
2
12
7
0
collection, and
analysis synthesis
4 Writing scientific
3
2
12
7
0
reports
IV. Specialized teaching methods and teaching skills
theory
4
2
9
0
15 - Content 3 - Content 4 - Content 6
1 Designing lessons 2 Designing
4
2
9
0
15
exercises
3 Design integrated
6
4
24
14
0
Group of preparation skills Group of organizational skills to conduct the consultation process
lessons 4 Practicing
theory
4
2
15
9
0
lessons teaching
4
2
15
9
0
5 Practicing practice lessons teaching
4
2
15
9
0
lessons
6 Practicing integrated teaching
V. Development a Curriculum a
to
3
2
0
12
Content 3
1 Development Curriculum the according vocational analysis method
7
2 Developing
Group of preparation skills Group of organizational skills to conduct the consultation process Group of preparation skills
7
0
3
2
12
- Content 2 - Content 3
questionnaires to survey information the serve to curriculum quality assessment
16
Week 1, 2: Training student research skills
- Content 2 - Content 3
Group of preparation skills
0
0
0
80h
80h
skills
- Content 5 - Content 6
0
0
0
80h
80h
Group of skills after counseling process Group of organizational skills to conduct the consultation process
skills
0
0
0
80h
80h
Week 3, 4: Practice design in and teaching performing homeroom teacher work Week 5,6: Training and teaching organizational skills of the homeroom teacher
VI. Pedagogical internship (6 weeks)
2/ Step 2: Develop pedagogical practice exercises suitable for teaching based
on experiential learning
* Design techniques of pedagogical practice exercises in the form of projects (1) Select topics incorporated career counseling content suitable for using projects
for teaching
(2) Identify relevant problems in practice (3) Build up the tasks of the learning project (4) Develop criteria for evaluating the results of learning projects that have been built * Design illustration of pedagogical practice exercises in the form of projects Project: “Using multiple-choice questions in learning students' temperament
and personality”
Stage 2: Implementation The topic "Temperament - Personality" belongs to the section of Career Psychology in the pedagogical training program at Hung Yen University of Technology and Education with 05 hours of theory learning, 03 hours of discussion / doing exercises / practice, 12 hours of self-study, self-research. The main content of a learning project for this topic has been designed in step 2 (section 3.2.1) of the dissertation.
Lecturers will conduct teaching activities and guide students to implement learning activities in the lesson "Temperament - Personality" which clearly shows the 4 steps of Stage 2 in the process of developing career counseling skill for students of technology education through pedagogical training based on experiential learning, including: Step 3: Determine the student's experience; Step 4: Orienting students to research, give individual views on pedagogical practice exercises integrated career counseling content; Step 5: Orienting students to solve pedagogical practice exercises integrated career consulting content; Step 6: Organizing for students to practice career counseling skills through practical pedagogical skill exercises.
3/ Step 3: Determine students' experiences (0.5 hour) In this step, the lecturer gives a case of "Temperament - Personality" associated
with the target of high school students.
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Situation: Hoa is a student of class 12A9 at Hoang Hoa Tham High School. Hoa always prepares well before class but she is very shy, rarely participates in class activities and does not openly defend her opinion when challenged.
The lecturer asks questions: 4/ Step 4: Orient students to research, give personal opinions on pedagogical
practice exercises integrated with career counseling content (3.5 hours)
Firstly, the lecturers divide the class into groups of equal numbers and quality. During this process, students are encouraged to participate and build up the tasks to be carried out in the learning project. The lecturer will suggest a number of tasks for the research groups according to the concept of a study project that has been prepared:
After that, the lecturer organized the students to discuss and develop a plan for the group's task implementation, which clearly states the work to be done, the assignment of the performers, the expected time, the budget, the implementation method, the expected products. 5/ Step 5: Orient students to solve pedagogical practice exercises integrated
with career counseling content (12 hours of self-study and self-research)
During this time, the groups will organize themselves the implementation of their
group's tasks according to the given plan.
On the basis of performing the group's tasks through the process of reflection, sharing, exchange, feedback etc., students will form new concepts, knowledge about career counseling, how to find and use quizzes to find out students' temperaments and personalities, and identify careers that are suitable for each type of temperament etc.
6/ Step 6: Organize for students to practice career counseling skills through
pedagogical practice exercises (4 hours)
During this period, each group will practice career counseling skills through pedagogical training exercises in the form of projects that the group is assigned to by conducting tests. Members of other groups in the class will act as both students for the group to conduct experiments, and experts (along with the lecturers) to be able to observe, follow and give comments, supplements and suggestions for the group when necessary.
Stage 3: Conclusion 7/ Step 7: Comment, assessmet After the groups practice the career counseling skill as required, the lecturer
organizes an assessment of the report on the results of the group's tasks.
Next, the lecturers will comment, conclude on the quality of reports on the performance of each group's tasks and give adjustment directions if necessary. As a result, students can correct mistakes and consolidate knowledge for themselves. On the basis of the suggestions, the groups will discuss, edit and complete the report as required to submit to the lecturers.
Finally, the lecturers will make general comments on the quality of performing the assigned tasks for each group as well as the spirit, attitude, and cooperation among the group members to complete the common tasks.
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3.2.2. Applying the proposed process to develop the group of organizational skills to implement the counseling process and the group of skills after the consultation process.
Applying the process of developing vocational counseling skills for students through teaching pedagogical skills to develop the group of organizational skills to implement the consultation and the skill group after the consultation process includes the following steps :
Stage 1: Preparation
1/Step 1: Select the content in pedagogical training program suitable for teaching based on experiential learning and having the potential to integrate content of career counseling
Step to select content in pedagogy program suitable for teaching by experiential approach and have the potential to integrate the content of vocational consultation which has been analyzed specifically in section 3.2.1 in the thesis. The table 3.2 shows topics / lessons that can help develop the group of organizational skills to perform the consultation process and the skill group after the consultation process, including: Career guidance (in the vocational psychology module); The work of class-teacher (under the vocational education and training section); Select topics and build research outline Investigate by questionnaires, interviews ... Collect, analyze, synthesize data for writing scientific reports (in the scientific research methodology module); Design the theory, practice lesson, Design the integrated lesson, Practice teaching the theory, Practice teaching the practical lesson, Practice teaching the integrated lesson (belong to the teaching method and skills module) and pedagogical practice.
2/ Step 2: Develop pedagogical practice exercises suitable for teaching based
on experiential learning
* Design techniques of pedagogical practice exercises in the form of case studies (1) Selecting topics that integrate appropriate vocational consultation content with
the development of practical pedagogical exercises in the form of case studies
(2) Based on the goal of the topic / lesson, determine the learning task On the basis of the lesson objectives, there are learning tasks to be performed by students. This is the basis for selecting and building cases associated with learning tasks. (3) Choosing typical characters and events in practice that are related to learning problems (4) Build and perfect the case (5) Building a system of evaluation criteria for the case study implementation * Design illustration of pedagogical practice exercises in the form of a case study Case 1: Nguyen Dieu A is a student in class 12 A 1 at Chu Van An High School. She has excellent academic ability, good health, agility, flexibility, good communication, an open personality, good looks, and ability to sing. Dieu A's parents are civil servants, and the family economy is fine to take care of her education. I am very confused about which subject to choose to suit myself and the needs of society
1/ Could you comment / analyze factors related to Dieu A's career selection? 2/ Would you role-play and show the job counseling for Dieu A in the above case?
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Case 2: Implementation 3/ Step 3: Determine students' experiences (1 hour) 4/ Step 4: Orient students to research, give individual views on pedagogical
practice exercises integrated with career consultation content (1 hour)
5/ Step 5: Orient students to solve pedagogical practice exercises with integrated
consultation content (3 hours of classroom study and 14 hours of self-study)
6/ Step 6: Organize for students to practice career counseling skills through
pedagogical practice exercises (5 hours).
Stage 3: Conclusion 7/ Step 7: Comments, assessment
Conclusion of chapter 3
The dissertation proposes the process of developing career counseling skills for students through teaching pedagogical skills following experiential approach including 3 stages with 7 steps: 1/ Selecting content in pedagogical training program suitable for teaching based on experiential learning and has the potential to integrate content of vocational consultation; 2/ Develop pedagogical practice exercises suitable for teaching based on experiential learning; 3/ Determine students' experiences; 4/ Orienting students to research, giving individual views on pedagogical practice exercises integrated career counseling content; 5/ Orienting students to solve pedagogical practice exercises integrated career counseling content; 6/ Organize for students to practice career counseling skills through practical pedagogical exercises; 7/ Reviews.
The pedagogy program at the technical pedagogical universities usually includes the following modules: Career Psychology, Vocational Education, Scientific Research Methodology, Teaching Technology, Methodology specialized teaching and teaching skills, Pedagogical practice. The dissertation will carry out a case study of the pedagogical profession program at Hung Yen University of Technology and Education to provide a table describing topics / lessons of pedagogical skills suitable for teaching with an experience approach and have the potential to integrate the content of vocational consultation under the pedagogical profession program at Hung Yen University of Technology and Education.
The illustration design applies the process of developing career counseling skills for students through teaching pedagogical skills according to experiential approach shown in 2 lessons "Temperament - Personality" and "Career Orientation" . This design is in compliance with the process of developing career counseling skills for students with vocational skills through teaching pedagogical skills according to proposed experiential approach.
Chapter 4. EXPERIMENTAL PEDAGOGY
4.1. Overview of the experimental pedagogy 4.1.1. Experimental purpose
Organize experimental pedagogy to check the correctness of scientific hypotheses built, confirm the efficiency and feasibility of developing vocational counseling skills for students
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through pedagogical training by approaching the experience that the topic has proposed. 4.1.2. Experimental subjects and sites
Experimental group (30 students) and control group (31 students). This study was conducted at Hung Yen University of Technology and Education,
during the second semester of the academic year 2017-2018. 4.1.3. Experimental content and tools to measure the results 4.1.3.1. For experiencing skill group development to prepare for the vocational consultation
Experimental content: Teaching the lesson "Temperament - character" in career psychology. The experimental class was taught in an experiential style, the classroom teachers were trained in new methods. The control class is still teaching according to tradition. 4.1.3.2. For experiencing skill group development in implementation of the vocational consultation and after the vocational consultation
Experimental content: Teaching the lesson "Career orientation" in the subject of
Vocational Psychology. 4.1.4. Data processing tools
All collected data were analyzed by SPSS.22.0 software
4.1.5. Experimental process
Stage 1: Prepare the experiment Stage 2: Deploying experiments Stage 3: Processing experimental results
4.2. Analyze results of experimental pedagogy 4.2.1. Test results before experiment
The results of the input survey show that the learning level in the control class and the experimental class is similar. The distribution of Excellent, Very Good, Good, and Average scores is similar, with no difference. 4.2.2. On the development of skills to prepare for the vocational consultation of students
* For the results of the trainer's assessment
After teaching experimentally on the topic "Temperament - character", the evaluation results of the development of groups of skills to prepare for the student consultation process showed: the results of experimental class students' scores are higher than that of the control class. The percentage of good and very good scores (from 7 and up) of the experimental class (76.7%) is higher than that of the control class (26.7%).
The results of average scores in experimental class (7.43 points) are higher than that of the control class (6.16 points), which means that there is a significant increase in scores of experimental class compared to the control class. From the above test results, it can be confirmed that the process of developing career counseling skills for students through teaching pedagogical skills following experiential approach has positively impacted the development of skills to prepare for the Student career counseling
* For student self-assessment results In addition to the lecturers' assessment, students are asked to answer a questionnaire about self-assessment of skill development in preparation for their own career counseling process. The results are shown: The average score in experimental
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class is higher than that of the control class in all evaluation criteria. The highest average score in the control class is 2.0968 points, comparing the lowest average score in experimental class is 3.5667 points, the difference to 1.4699 points is very large compared to the 4-level scale (from level 1 to 4). This result shows that the process of developing career counseling skills for students through teaching pedagogical skills according to the proposed experiential approach has a great impact on the development of skills to prepare for the consultation of the students from their own point of view 4.2.3. About the development of organizational skills to implement the consultation process and the skills after the consultation
* For the results of the trainer's assessment
The assessment results through observing students' demonstration of vocational counseling skills are fully collected with 61 students in experimental and control classes are shown: The average score in the experimental class is higher than the control class in all evaluation criteria. The highest average score in the control class was 2.3548 points, comparing the lowest average score in the experimental class was 3.333 points, the difference to 0.7785 points was high compared to the 4-level scale with the difference of 0.75 ( from level 1 to 4). This result shows that teaching pedagogical skills according to the proposed process has a great impact on the development of the group of organizational skills to implement the counseling process and after the vocational consultation of students.
* For self-assessment results of students
The average score in the experimental class is higher than that of the control class in all evaluation criteria. The highest average score in the control class is 2.1290 points, comparing the lowest average score in the experimental class is 3.5667 points, the difference to 1.4377 points is high compared to the 4-level scale with 0.75 difference (from level 1 to 4). This result shows that teaching pedagogical skills according to the proposed process has a positive impact on the students' learning of career counseling skills. 4.3. Expert’s opinion on counseling skills development for students 4.3.1. Purpose and Expert
- Purpose Evaluate the necessity and feasibility of developing career counseling skills for
students through teaching pedagogical skills according to experiential approach.
- Experts The author collects the opinions of 30 experts in the field of experiential learning.
4.3.2. Content
The content of the assessment includes central parts of the process of developing career counseling skills for students through teaching professional skills according to experiential approach. 4.3.3. Methods and techniques
1/ Preparation 2/ Proceeding to consult expert 3/ Data processing techniques and tools
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4.3.4. Evaluation results of expert 4.3.4.1. Evaluate the necessity of the process of developing career counseling skills for students and apply the process in teaching pedagogical skills to develop vocational counseling skills for students.
Most experts evaluate the process of developing career counseling skills for students and applying the process in teaching pedagogical skills to develop vocational counseling skills for students is essential. 4.3.4.2. Evaluate the feasibility of the process of developing career counseling skills for students and apply the process in teaching professional skills to develop career counseling skills for students
Experts all highly appreciate the feasibility of the process of developing vocational counseling skills for students and apply the process in teaching pedagogical skills to develop career counseling skills for students. 4.3.4.3. Evaluating the quality of illustrative examples in chapter 3 of the thesis
Experts appreciate the quality of design illustrations in chapter 3 thesis. This result
also confirmed the quality of lessons designed to conduct pedagogical experimentation.
Conclusion of chapter 4
To verify the feasibility and effectiveness of the process of developing vocational counseling skills for students and apply the process in teaching pedagogical skills to develop vocational counseling skills for students that the thesis has proposed, it is necessary to conduct experimentation on the proposed process. The experimental results have been assessed both quantitatively (based on the results of evaluating the vocational counseling skills of students based on the established criteria system) and qualitatively evaluated by feedback of students participating in the experiment, through the opinions of experts in teaching pedagogical profession.
The empirical results of the process of developing vocational counseling skills for students through teaching pedagogical skills according to the experimental approach that the topic has suggested shows, the development of career counseling skills for students through Teaching professional skills is feasible, bringing about positive effects. Organizing teaching of pedagogical skills according to experiential approach not only helps to improve the efficiency of learning pedagogical skills, effectively the development of vocational counseling skills is integrated in the process of teaching pedagogical skills but also help students' learning process of pedagogical skills more exciting, students can participate and experience in situations associated with career activities later.
The expert's assessment results confirm that the process of developing career counseling skills for students is feasible and necessary. This process can be applied in teaching pedagogical skills in order to bring effectiveness in teaching pedagogical skills in general and to develop vocational consulting skills for students in particular.
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CONCLUSION AND RECOMMENDATION
1. Conclusion
Developing career counseling skills for students plays an important role, helping students after graduating to undertake both professional teaching and professional knowledge and skills to improve efficiency. Vocational counseling in educational institutions - This is one of the directions to achieve the dual goal of training technical teachers.
On the basis of analyzing the tasks and the work to be done when performing the vocational consultation of the teacher, the thesis proposes the necessary skills of teachers in job counseling. At the same time, the thesis also clarifies the theory of developing career counseling skills for students through teaching pedagogical skills by approaching experience and pointing out the characteristics of students to have a basis for proposing the process of developing career counseling skills for students through teaching pedagogical skills following an experiential approach including 7 steps: 1/ Selecting content in the pedagogical profession program suitable for teaching by experiential approach and has the potential to integrate vocational consultation content; 2/ Develop practical exercises for pedagogical cases suitable for teaching by experiential approach; 3/ Determine students' experiences; 4/ Orienting students to research, giving individual views on pedagogical practice exercises that incorporate vocational consultation content; 5/ Orienting students to solve pedagogical practice exercises integrating vocational consultation content; 6/ Organize for students to practice career counseling skills through practical pedagogical exercises; 7/ Reviews.
The practice of developing career counseling skills for students at Universities of Technology and Education shows: both lecturers and students are interested and aware of the importance and necessity of skill development. However, the awareness of vocational counseling and development of vocational counseling skills is still inadequate. Teaching pedagogical profession is still biased in theory, students' experiential activities in order to develop teaching skills in general and vocational counseling skills in particular have not been given adequate attention.
On the basis of the content of vocational consultation that needs to be taught to students, the thesis proposes and the case study of the pedagogical profession program at Hung Yen University of Technology and Education, the thesis builds a description of the subjects. The subject/lesson of pedagogy is suitable for teaching by experiential approach and has the potential to integrate the content of vocational consultation according to the professional program at Hung Yen University of Technology and Education. In the description sheet, it clearly indicates how long it will take for this topic/lesson to be selected in the pedagogical profession, the content of the consultation which will be integrated in it and help develop career counseling skills.
In order to develop vocational counseling skills for students, it is necessary to build a system of practical pedagogical practice exercises suitable with teaching by experiential approach. The thesis proposes the construction of pedagogical practice exercises in the form of a project and a case study.
For design techniques of pedagogical practice exercises in the form of a project: The thesis proposes steps to design a learning project, including: 1 / Selecting topics having the content of vocational consultation suitable for use of projects for teaching; 2 / Identify relevant problems in practice; 3 / Build the tasks of the learning project; Develop
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criteria for evaluating the results of learning projects that have been built. Then illustrate a learning project for the topic "Temperament - Personality" and illustrate the teaching process of pedagogical skills for this topic.
For design techniques of pedagogical practice exercises in the form of a case study: The thesis proposes learning project design steps, including: 1 / Selecting topics that incorporate consultation content suitable for case building; 2 / Based on the objectives of the topic / lesson, determine learning tasks; 3 / Select character, typical events in practice related to learning problems; 4 / Building and completing the case. Then, designing illustrates cases in the topic "Career-oriented education" and illustrating design of pedagogical profession teaching process for this topic.
Experimental pedagogy and expert method have proven the effectiveness and feasibility of the process of developing career counseling skills for students through teaching pedagogical skills by experiential approach.
2. Recommendations
* For universities training technical pedagogy student - Develop and integrate the pedagogical profession program into vocational education modules. In addition to the content of vocational education in general, it is necessary to focus on the content of vocational counseling and training of vocational counseling skills for students.
- Develop programs and organize training for teachers in teaching pedagogical skills according to experience approach, on integration of vocational consultation content in teaching pedagogical profession.
- Connect with colleges, vocational secondary schools, vocational - continuing education centers, school leaders to coordinate the organization of experiential activities, vocational consultation sessions to train career counseling skills for students.
- Strengthen facilities, the initiative in space and time for lecturers to flexibly use the forms of teaching with experiential approach to develop vocational counseling skills for students. * For teachers training pedagogy - Raising awareness about the importance of developing career counseling skills for students.
- Learning, improving professional skills, sharing experiences among lecturers on career counseling, teaching pedagogical skills by experiential approach, teaching pedagogical skills following experiential approach to develop career counseling skills for students.
- Actively researching and developing learning projects, cases related to vocational counseling to use in teaching pedagogical skills with appropriate methods to develop vocational counseling skills for student.
* For technical pedagogy students - Recognize the meaning of training career counseling skills in the process of learning pedagogical skills to meet the requirements of future careers.
- Self-consciously, actively participate in experiential activities to find information, solve learning tasks and accumulate practical experience for themselves. - Always strive and improve yourself every day in the learning process.
