MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION
NGUYEN THAI BINH
DEVELOPING PROFESSIONALISM FOR STUDENTS
IN TRAINING INDUSTRIAL ELECTRONICS
Major: Theory and Methodology of Teaching Industrial Technology
Code: 9.14.01.11
SUMMARY OF DOCTORAL THESIS
HANOI – 2020
THE THESIS WAS COMPLETED AT
HANOI NATIONAL UNIVERSITY OF EDUCATION
Academic Advisors
1. ASSOC. PROF. TRONG KHANH NGUYEN
2. DR. TRAN NGHIA NGUYEN
Reviewer 1: Assos.Prof. Dr. Mac Van Tien
National Institute For Vocational Education And Training
Reviewer 2: Assos.Prof. Dr. Do Anh Tuan
Hung Yen University of Technology and Education
Reviewer 3: Assos.Prof. Dr. Le Huy Hoang
Ha Noi National University of Education
This dissertation will be defended before the National review board at
Hanoi National University of Education
At ……………………………………………………
The dissertation is available at:
- National library;
- The Library of HNUE .
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INTRODUCTION
1. REASONS FOR CHOOSING THE THESIS
As Vietnam is deepening its relations with other countries in the region
and the world, it sees many opportunities altogether with challenges. The
socio-economic development strategy for the period 2011-2020 approved by
the XI National Congress of the Party indicates one of three strategic
breakthroughs: "Rapid development of human resources, especially high
quality human resources, focusing on fundamental and comprehensive
innovation of national education, etc.”
Resolution No. 29-NQ / TW dated November 4, 2013 of the 8th Plenum
of the XI Central Conference on fundamental and comprehensive renovation
of education and training clearly states: "pushing the educational process
from theory-centered into comprehensively developing learners’ competence
and quality.” Thereby, in addition to equipping learners with scientific
knowledge, skills, and professionalism, vocational training schools need to
equip them with learning methods, the ability to adapt with the development
of society, etc. to help them become capable workers, creative and oriented
to lifelong learning.
However, the current vocational training system still has shortcomings
such as: content, curriculum which has not yet been promptly modified in
accordance with the development of technology and production technology;
the content mainly focuses on theory. In practical lessons, teachers often give
priority to training skills that overlook the task of training quality for
learners. Therefore, the capacity and professionalism of graduates in
vocational schools today still fail to meet the development requirements of
the labor market.
For that reason, the author chooses the research topic: "Developing
professionalism for students in training industrial electronics."
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2. STUDYING PURPOSES
Creating measures to develop professionalism for learners and applying
in teaching Digital-Pulse Technique module in the training program of
Industrial Electronics.
3. SUBJECTS, OBJECTS, AND THE AREA OF RESEARCH
3.1. Subjects of research: The training process of industrial electronics
3.2. Objects of research: Theory of developing vocational quality for
students and applying in teaching vocational industrial electronic at
vocational colleges. The teaching process of Digital-Pulse Technique module
in the training program of Industrial Electronics.
3.3. The area of research: The teaching process of Digital-Pulse Technique
module in the training program of Industrial Electronics at some vocational
colleges in the South. Pedagogical experiments of proposed measures are
carried out at Electronic faculties of Thu Duc Economic and Technical
College and Ho Chi Minh City Vocational College.
4. SCIENTIFIC HYPOTHESIS
Completed measures directly impact on the factors boosting learners'
professionalism and the employment of these measures in teaching Digital-
Pulse Technique module would meet the goals of improving professionalism
and competencies for learners.
5. STUDYING TASKS
- Researching the theoretical basis of developing professionalism for
students;
- Study the objectives, content of training and survey, assess the reality
of teaching Digital-Pulse Technique module in college training electronics;
- Build a set of professionalism-oriented teaching methods for learners
in Digital-Pulse Technique module.
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- Assess and evaluate the applicability and effectiveness of proposed
measures.
6. STUDYING METHODOLOGIES
studying methods, such as, Analysis, synthesis, - Theoretical
generalization, modeling, etc.
- Practical studying methods, such as, Examination, field survey, expert
and pedagogical experiment methods
- Mathematical statistics.
7. NEW CONTRIBUTIONS OF THE THESIS
- Developing the concept of professionalism and the rationale of
developing professionalism for learners in vocational training.
- Analyzing the reality of educating professionalism for learners in
training industrial electronics in vocational colleges.
- Proposing measures to develop professionalism for students in
training Industrial Electronics. Applying these measures to the teaching
process Digital-pulse module to improve vocational training quality and
meet social demand.
8. THESIS STRUCTURE
Apart from the introduction, summary and recommendations, the
thesis consists of three chapters
Chapter 1: Theoretical and practical basis of developing
professionalism for learners
Chapter 2: Developing professionalism for students in teaching
Digital-Pulse Technique module
Chapter 3: Experiment and assessment
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MAIN CONTENTS
CHAPTER 1: THEORETICAL AND PRACTICAL BASIS OF
DEVELOPING PROFESSIONALISM FOR LEARNERS
1.1. OVERVIEW OF DEVELOPING PROFESSIONALISM FOR
LEARNERS
This section presents the research works, as well as the views of
domestic and foreign researchers on professionalism. In general, most of the
researches on professionalism are related to professional ethics, psychology,
etc. in various career fields. In particular, some studies have analyzed the
theoretical and practical basis of some occupations in the fields of Medicine;
Pedagogy; Tourism, etc.
However, so far in technical field, especially industrial electronics,
there has been no topic of in-depth research on developing professionalism
for learners.
1.2. BASIC CONCEPTS
1.2.1. Quality
The term "quality" is understood and stated in many different ways,
from various viewpoints. Based on above analysis, when mentioning human
quality, it can be understood: "Quality is a combination of factors about
attitude, will, morality, character, behavior, etc. It creates personal values".
1.2.2. Professionalism
Nowadays, in addition to the research of some authors in: professional
ethical education (PEE); Quality of career psychology, which partially relate
to professionalism.
Through analyzing statements related to professionalism under the
perspective of vocational education, it can be seen: "Professionalism are
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rules and norms of social professional ethics that must be followed in
professional activities; it contains the characteristics of profession.”
1.2.3. Structure of professionalism
- Honesty: This is one of the important quality, creating the orientation of
human values throughout their career.
- Responsibility: one of the quality that one must possess in any field of
work, especially in vocational education.
- Self-discipline: a set of rules regulating personal behavior of employees,
built on legal basis and social norms.
- Collaboration: working together, assisting and supporting one another in
tasks or a field to achieve the common goal.
- Job passion: training for learners to passionate their job, love the work they
are doing.
- Progressive: It is a spirit of learning, always striving and practicing the
professionalism of learners.
- Flexibility and creativity: positive attitude, always active and flexible to
handle situations in learning, working to improve product quality and work
efficiency associated with their own careers.
- Precision: this is a necessary quality that learners need to be equipped and
trained to achieve high efficiency in their work.
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Self-discinpline
Honesty
Collaboration
Responsibility
Professionalism
Figure 1.1: Structure model of Professionalism
1.2.4. Associated concepts
1.2.4.1. Profession
There are many different ways to understand the concept of profession. By
analyzing the concepts, definitions, etc. above, it is can be seen that
"professtion is a collection of specialties with occupational objects,
requirements for workers, with similar purposes but different in practice.”
1.2.4.2. Vocational training
Article 3 of the Law on Vocational Education 2014 clearly states that:
“vocational training is a teaching and learning activity aimed at equipping
the knowledge, skills and professional attitudes necessary for learners to be
able to find jobs or create jobs by itself after completing the course or
improving professional qualification.”
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1.2.4.3. Skills
There are many different interpretations of skill concept. However, it
can also be understood that skills "are formed when ones apply knowledge
into practice and show the ability to complete tasks based on the integration
of learned knowledge to achieve specific goals.”
1.2.4.4. Capacity
When it comes to capacity, there are also many concepts that are
given, understood and stated differently. However, it is generally considered
"Competence is the integration of human knowledge, skills and attitudes to
successfully carry out a task under certain conditions."
1.3. THE RATIONALE OF DEVELOPING PROFESSIONALISM IN
VOCATIONAL TRAINING
1.3.1. The relationship between professionalism and professional
capacity
The relationship between professionalism and professional capacity in
particular or between quality and capacity is generally a mutual relationship
that interacts each other. This dominance could lead to mutual stimulation or
suppression.
In vocational training, developing professionalism will have a positive
effect on developing professionalism for learners. In order to have a
professionalism, learners must possess professional capacity at a certain
level. Thus, developing professionalism and professional capacity must
always go hand in hand.
1.3.2. The teaching process of forming and developing professionalism
for learners
Training personality, professionalism for learners in the teaching
process is considered one of the key and important tasks to train human
resources to meet the rising demand of society. In order to accomplish this
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task, in addition to building the necessary skills, teachers need to invest more
on developing professionalism for learners, especially in the teaching and
practice processes. From the analysis of research on the teaching process and
field survey, it is possible to establish the process of forming and developing
professionalism for learners as below:
Step 1: Determine the necessary criteria to assess learners'
professionalism.
In addition to the specific competencies for each profession, there are
always professionalism that are specific to that profession. Therefore, it is
necessary to identify the common criteria of professionalism as a basis for
applying to each specific lesson (Table 1.1).
Step 2: Identifying the learning content employ teaching methods to form the
professionalism for learners.
Teachers based on lesson objectives determine the learning content.
On that basis, teachers will determine the knowledge that should be
equipped, the skills need to be trained and the training criteria to form a
suitable professionalism for learners (Figure 1.2).
Step 3: Implement learning contents in classroom.
* Preparation: Teachers should prepare carefully the lesson plan,
lesson outline, etc. He should focus and analyze factors related to lessons
such as knowledge, skills, professionalism, etc. then construct the criteria
that need to achieve during the teaching and learning process.
* Teaching implementation: instruct learners of technical processes,
manipulations, labor behavior, etc. Provide criteria for evaluating the
knowledge, skills and professionalism that learners need to practice. In
addition, teachers must always observe the learners' activities, if detecting
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the non-compliance of learners in terms of quality, teachers need to shape
and train them.
* Examination and evaluation: Teachers evaluate the implementing
process based on criteria and leaners’ results. While assessing learners,
teachers should not only base on the manipulations of skills, completed
products, but also their attitude of during learning and producing process
(Figure 1.3).
1.3.3. Some measures of developing professionalism for learners
* Measure 1: Develop criteria for assessing learners' learning
outcomes including skills, knowledge and professionalism.
a) Scope: Building specific criteria for practice activities that students
base on which to perform and also a basis to help teachers to evaluate
learning outcomes and forging professionalism of students.
b) Measure details: assessing learning outcomes for learners is a task
that teachers should accomplish after each lesson or subject/module. The
evaluating content includes: knowledge, skills and professionalism, etc.
Teachers must base on the content of the lesson or the characteristics of the
subject/module to build the criteria for assessing knowledge, skills and
professionalism that students need to achieve in that learning process.
Through these criteria, a rating scale can be developed (Table 1.2).
* Measure 2: Build educational situations in teaching technical
practice to form professionalism for learners.
a) Scope: Creating educational situations integrated in the process of
teaching technical practice to partially assess the formation and development of
learners' personality. At the same time, it shows the results of educating
professionalism for learners to timely adjust the teaching content and methods
to help students gradually form good habits and behaviors in future career.
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b) Measure details: During the teaching process, teachers build
educational situations to form and develop quality for students, especially in
practical or integrated teaching sessions. These situations are the processes
and movements that students frequently make mistake. Based on the
educational situations given to students, teachers give specific criteria for
evaluating and educating necessary professionalism for students.
* Measure 3: Organize and guide learners to assess and review one
another after each technical practice session.
a) Scope: give teachers a specific assessment scale and show the
degree of forging professionalism of learners; Teachers will know the degree
of forging the professionalism of learners; Accurately assess the ability and
professionalism of the learners; learn by experiences on the content and
teaching methods for timely adjustment needed.
b) Measure details: Teachers develop scales for evaluation criteria of
individuals in groups (Table 1.3) and group evaluation worksheets of
teachers (Table 1.4). These criteria must be provided in advance to students
as a basis for individuals in the group to assess and review on each other in
order to promote good quality and train unsatisfactory quality in following
practice sessions.
* Measure 4: Teaching professionalism for learners through
internship in production business.
a) Scope: improving skills will help learners have a proper awareness
of the professionalism; thus, learners have a sense of self-training for
themselves and industrial style to develop career.
b) Measure details: Students will be trained in the theoretical content
of the module at the vocational training facility, the practice will be carried
out at the enterprise.
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1.3.4. Assessing professionalism of learners in vocational training
Assessing learners in criteria, such as knowledge, skills, personal
character, training process, etc.
In vocational training, assessing professionalism and capacity should
base on learning outcomes, training process. Therefore, teachers should
provide specific assessing criteria based on standard and capacity that
learners should achieve to form professionalism according to each teaching
forms (theoretical, practical, and combined teaching) or through field trip of
learners. Assessing criteria should be sent to learners in advance to show
them the way to perform task meeting criteria for desired outcomes.
1.4. THE REALITY OF EDUCATING PROFESSIONALISM IN
TRAINING INDUSTRIAL ELECTRONICS IN VOCATIONAL SCHOOL
1.4.1. The purpose, content, object, method and area of survey
a) The purpose of survey: Surveying the reality of educating
professionalism for industrial electronic students.
b) The content of survey: The awareness of teachers and students about
the importance of forging vocational skills; The degree of teacher concerns
to the training of professionalism for students; teachers’ view on developing
professionalism; students’ feedback on teaching professionalism; The
practicing process of students; students’ interest on the criteria of scoring
professional capacity and quality.
c) The objects of survey: Surveys of 60 teachers and managers who are
currently working at vocational colleges training industrial electronics
(Appendix 3); Survey of 250 students who are currently studying industrial
electronics at vocational colleges.
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d) Survey methods: survey by questionnaire; interview; observing of
some practical lessons; Statistic methods and summarizing the results of
survey, analyzing and processing of data to assess the situation.
e) The scope of survey: The scope of the research is some colleges that
teach industrial electronics at college level.
1.4.2. The results of survey
Through survey with questionnaires and interviewing of 250 students
and 60 teachers-managers, the research has studied the reality of teaching
and learning in following schools: Thu Duc Technology College; Thu Duc
Economic and Technical College; Tien Giang College; Vocational College
No. 8; Quy Nhon Technology and Technical College; Viet Duc - Ha Tinh
vocational college; Hanoi High-Tech Vocational College; Hanoi Industrial
College; Agri-Mechanical College; Ho Chi Minh Vocational College, etc.
The survey results indicate:
Overall, teachers are well aware of the importance of professionalism,
yet they mostly focus on training professional skills, but look down
professionalism training.
Most students pay less attention on training itself professionalism due to
the lack of teachers’ interest on this topic. Consequently, graduates are well
equipped with knowledge and skills but poor in professional manner. That is
the reason why many of them fail to meet the demand of workforce.
Despite of the desire to develop learners’ professionalism, educational
managers and teachers have not duly invested in seeking measures to push
the issue ahead.
SUMMARY OF CHAPTER 1
Through studying theory and surveying the reality of teaching to
develop professionalism for students, there are several conclusions:
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1. Vocational training in the direction of developing professionalism
for learners is a policy on renovating human resource training in our country.
2. In order to train and form professionalism for learners during
practical section of vocational modules, it is necessary to well facilitate the
conditions for practical teaching; compiling lesson plans; lecture outline, etc.
3. Given the characteristics of professionalism, the right selection of
measures to develop professionalism for learners to apply in the curriculum
of industrial electronics will partly improve the quality of vocational
training. Vocational institutions should equip their trainees with knowledge,
professional skills, individual quality and good practice in working.
4. Through analyzing the theory of developing professionalism for
learners in vocational training and generalizing practical experience in the
teaching process, the thesis has also developed a number of measures to
develop professionalism for learners and the criteria for evaluating the
professionalism.
5. Through surveying and observing practice sessions of vocational
modules at some colleges, it is necessary to train vocational quality for
learners when since they are mostly interested in knowledge and professional
skills; Teachers have not yet integrated the educational content of
professionalism for learners and haven’t known how to implement it to
achieve desired outcomes.
CHAPTER 2: DEVELOPING PROFESSIONALISM FOR STUDENTS
IN TEACHING DIGITAL-PULSE TECHNIQUE MODULE
2.1. PULSE-DIGITAL TECHNIQUE MODULE IN THE TRAINING
PROGRAM OF INDUSTRIAL ELECTRONICS AT COLLEGE LEVEL.
2.1.1. The scope of the module
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- Describe the basic concept on electric pulse, its principal
characteristics, and its role in electronic technique;
- Present the structure of pulse generator circuits, pulse forming
circuits and the principal of some common digital circuits, such as counter,
flip-flop, switching, registry, and control circuits.
- Introducing the concept of digital technique, logic gates and their
symbols, principle as well as logic table.
- Assemble and test pulse circuits and basic digital circuits on actual
boards.
- Be self-disciplined in class and practice.
- Be self-oriented in performing tasks.
- Train carefulness, meticulousness, accuracy, thoughtfulness and
creativity.
2.1.2. The position and content of the module
The module is one of mandatory professional subjects in the
curriculum of Industrial Electronics; it is usually scheduled after the learner
has completed basic modules such as, Advanced Electronics, Analog-
Electronics, Sensing Technique, etc.
The module is divided into two sections which are Pulse and Digital
techniques. Pulse technique includes three lessons in 27 hours while digital
technique consists of 7 lessons in 93 hours. In both sections, theory accounts
for 25 percent of time; the rest is allocated for practice and experiment.
2.1.3. Characteristics and conditions for teaching Pulse-Digital
Technique
The module possesses all characteristics of a technical subjects which
are specificity, abstraction, synthesis and practicality.
The module requires well-equipped teaching tools and facilities.
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2.1.4. Desired criteria of students trained Pulse-Digital Technique
In teaching the module, teachers should focus on forming and
practicing following criteria in students:
- Adaptability, activeness, and creativity.
- Job passion, honestly, and responsibility.
- Progressive, collaborative, and supportiveness.
- Self-discipline.
- Meticulousness, precision, Economic and safety.
In order to successfully forming and practicing professionalism for
students, teachers should integrate those criteria into the scope, content and
methods of teaching as well as into the student evaluating criteria
2.2. DEVELOPING PROFESSIONALISM FOR STUDENTS IN
TEACHING PULSE-DIGITAL TECHNIQUE
Analysis of the objectives, content and conditions for teaching those
lessons shows that integrated teaching is more advantageous in practice. In
addition, developing professionalism for students through field trips and
internships in manufacturing enterprises is even more favorable. Therefore, this
section deals with the development of professionalism for students in teaching
Digital Pulse Technique through integrated practice at manufacturing
enterprises.
2.2.1. Developing professionalism for students in practical teaching
This sections presents two examples in two sub-sections
2.2.1.1. Applying measure 1 to practical teaching "Assembling astable
multivibrator using NE555 IC".
2.2.1.2. Applying measure 2 to practical teaching "Assembling astable
multivibrator using NE555 IC".
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Both examples specifically instruct in preparation, implementation,
lesson plan, outline, study worksheet, evaluation worksheet, etc.
2.2.2. Developing professionalism for students through integrated
teaching
Integrated teaching accounts for a fairly big part of Pulse-Digital
Technique. It is a combination of teaching theory and practice, thus forming
required skills or quality to meet the objectives of the module. This sections
presents “The procedure of integrated teaching in orientation with
developing professionalism for students” and two examples, as below:
2.2.2.1. Applying measure 1 to practical teaching "Assembling astable
multivibrator using transistors".
2.2.2.2. Applying measure 2 to practical teaching "Assembling astable
multivibrator using transistors".
Both examples specifically instruct in preparation, implementation,
lesson plan, outline, study worksheet, evaluation worksheet, etc.
2.2.3. Developing professionalism for learners through internship in
manufacturers”
As mentioned in chapter 1, in order to facilitating students in
approaching practical productions relating subjects in the training program, it
is necessary and effective to develop professionalism for students through
internship in manufacturers. This measure would help students in addition to
applying the knowledge and skills learned at the school to solve practical
problems related to trained professionals, the access to actual production
related to the module being studied will help students improve their skills
and practice professionalism, such as, job-passion, unite and collaboration,
responsibility, discipline, and professional manners, etc. thus creating the
sense of self-improvement.
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This section introduces the development of students’ professionalism
through employing four measures in teaching "Multiplexer" of Pulse-Digital
Technique. In this lesson, students study theory at vocational training
institutions before moving to practice sections at manufaturers.
SUMMARY OF CHAPTER 2
Through analyzing the objectives, content, characteristics and teaching
conditions of Pulse-Digital Technique module, the thesis has studied and
implemented the application method into its practice section. There are
several comments as follows:
1. Pulse-Digital Technique module has practical applications in the field
of manufacturing electronic appliances. The process of teaching modules has
many advantages in applying measures as well as building contents,
educational situations, etc. to form and develop professionalism for students.
2. In order to apply the above measures in the teaching process, teachers
must strive in terms of professional and skills. At the same time, teachers
also need to have practical experience to build a scale of evaluation criteria,
educational situations, scorecards, evaluation worksheets to achieve the
highest efficiency.
3. The application of measures to develop professionalism and build
educational situations in the teaching process of Pulse-Digital Technique
modules will motivate students, develop thinking and calculation ability,
creativity, diligence. Therefore, this will help students to improve their sense
of discipline, professional manners, and job passion.
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CHAPTER 3: EXPERIMENT AND ASSESSMENT
3.1 THE PURPOSE, METHODS AND OBJECTS OF EXPERIMENT
3.1.1. The purpose of experiment
The purpose of experiment is to re-examine the feasibility of the
proposed measures in the thesis;
Evaluate the effectiveness and feasibility of measures that have been
applied to lesson plans of practical and integrated lessons.
3.1.2. Experimental methods
In order to assess the correctness of the scientific hypotheses, the thesis
has employed two methods to evaluate, namely expert method (EM) and
pedagogical experiment method (PEM)
3.1.3. The object of experiment
The object of pedagogical experiment is students at electronics
department of Thu Duc College of Economics and Technology and Ho Chi
Minh Vocational College.
- The object of expert experiment: consultation with teachers who are
studying and teaching electronics in universities and colleges such as: Ho
Chi Minh University of Education and Technology; Ho Chi Minh University
of Science and Technology, Ho Chi Minh Institute of Education and
Technology, Ho Chi Minh University of Transportation, Vinh Long
University of Education and Technology, Ho Chi Minh University of
Industrial, Ho Chi Minh National University, Cao Thang Technical College,
Ly Tu Trong College, etc.
3.2. EXPERIMENT BY PEDAGOGICAL PRACTICAL METHOD
3.2.1. The content and procedure of pedagogical experiment
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Researchers and teachers join in teaching and mutually select measure 1 to
develop practical and integrated lesson plans. This also integrates measures 2
and 3 into the teaching process.
3.2.2. Implementing the experiment
* Experiment round 1 was conducted during first semester of schoolyear
2018-2019 at Thu Duc College of Economic and Technology.
Teachers of experimental teaching chose practice lesson "Assembling
astable multivibrator using NE555 IC" and apply measures No. 1 and 2 to
develop lesson plans, outline, criteria for evaluation, evaluation worksheets,
etc.
* Experiment round 2 was conducted during second semester of
schoolyear 2018-2019 at HCMC Vocational College.
Teachers of experimenting chose an integrated teaching lesson namely "
Assembling monostable multivibrator using NE555 IC " and apply measures
1 and 3 to develop lesson plans; outline; evaluation criteria, evaluation
worksheets, etc.
3.2.3. Experimental results
a. The results of experiment and control classes at Thu Duc College of
Economic - Technology (Figures 3.1 and 3.2)
Figure 3.1. Frequency graph of two classes control and experiment 1.
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Figure 3.2. Cumulative Frequency graph of two classes control and
experiment 1.
b. The results of experiment and control classes at HCMC Vocational
College (Figures 3.3 and 3.4)
Figure 3.3. Frequency graph of two classes control and experiment 2.
Figure 3.4. Cumulative Frequency graph of two classes control and
experiment 2.
3.3. ASSESSING BY EXPERT METHOD
3.3.1. The content and implementing procedure
The council method is conducted through the reporting sessions,
faculty seminar and is carried out during the research time. Through the
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reporting sessions and seminars, many advisers have contributed ideas,
comments and evaluations on the rationale and proposed measures of the
thesis.
The interview method was conducted by the researcher at the same
time with the questionnaire method. The researcher has directly consulted
with some experts who are experienced in teaching electronics.
3.3.2. Experimental results
- Most teachers also realized the need to forge professionalism for
learners in the process of professional training; however, they do not have a
specific procedure or method to implement, but mainly based on individual
intuitive in the concept of learners' professionalism and how it is formed and
developed.
- The majority believed that the process of forming and developing
professionalism for the learners is necessary and feasible during the
implementation process, and specifying the criteria for assessing the quality
of the learners through specific learning contents is logical and convenient
for teachers in the teaching process as well as assessing the formation and
development of learners' professionalism.
- The proposed measures are logical and feasible in teaching
professions, thus forming and developing professionalism for learners,
thereby improving the quality of training profession in general.
- Most teachers believe that the educational situation in the illustrated
example suitable with the teaching process, the level, and the need of the
learners, so it can be applied to the teaching process to achieve high
efficiency.
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SUMMARY OF CHAPTER 3
Through testing the proposed measures, there are several statements as
below:
1. The application of measures to develop professionalism in
vocational training has partly improved the training quality and effectiveness
of forging professionalism for students.
2. Experimental results indicates the preliminary effectiveness of the
measures and have a positive effect on the development of traits for students.
3. Through the results, it can be seen that the proposed measures are
feasible and bring positive results in the development of professionalism for
students and improve the quality of vocational training at Thu Duc College
of Economics - Technology and Ho Chi Minh City Vocational College.
4. In order to effectively applying measures, teachers need to prepare
the content, forms, situations to apply appropriately.
5. Through the experiment by expert method, it is possible to draw a
judgment on: the necessity of forging professionalism for learners; the
process of formation and development of professionalism for learners;
proposed measures to develop professionalism for learners; the content of
the examples, etc.
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CONCLUSIONS AND RECOMMENDATIONS
1. CONCLUSION
Through conducting the thesis of “Developing professionalism for
students in Training Industrial Electronics”, there are following conclusions:
1. In order to conduct the objectives of training in orientation with
developing learners' capabilities and qualities, vocational training institutions
should study the needs of the labor market and characteristics of the
vocational training process to formulate measures to develop professionalism
for students in the training process.
2. On the basis of systematic research on occupational qualities such as:
concepts and characteristics of professionalism; professionalism structure
model; process of forming and developing professionalism, and so on, the
thesis has studied and proposed measures to develop professionalism for
students. The proposed measures have ensured scientificity, feasibility, and
effectiveness.
3. Pulse-Digital under the curriculum of Industrial Electronics training at
college level is a typical module in vocational training, with a full range of
lectures and forms of training such as theoretical, practical, integrated
exercises, and internships at manufacturing businesses. That is the practical
basis fostering the process of implementing measures to develop
professionalism for students.
4. The experimental results of the proposals by expert and pedagogical
methods show that the scientific hypothesis of the thesis has been proven,
and the research purpose of the thesis has reached as expected.
5. The thesis provides both theoretical and practical implications when
applied to the vocational training process. Its proposal is not only for Pulse-
Digital module but can also be applied to modules and subjects with similar
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characteristics. The research shows that the thesis has achieved the set goals
and confirmed the initial scientific hypothesis has been proved.
2. RECOMMENDATIONS
Though the research has started an opening phase, in order to promote
the effectiveness of applying measures to develop professionalism for
students in the vocational training process, the following should be
continued:
1. Keep on research to supplement and improve measures to develop
professionalism for students not only in specific modules, specific training
programs but also for many other vocational training programs with similar
characteristics.
2. Investing in research to develop a set of professionalism criteria for
different professions. These sets will help vocational training institutions
develop training goals, comprehensive teaching goals in terms of both
competencies and qualities.
3. It is necessary to have measures to implement and encourage teachers
to teach in the orientation of developing professionalism for students in order
to improve the quality and effectiveness of vocational training.
4. When developing vocational training programs, it is necessary to focus
on the objective of competence and quality.
LIST OF PUBLICATIONS
1. Nguyen Thai Binh (2014), “Some measures to improve teaching quality at Ho
Chi Minh Vocational College”, Journal of Science and Education, No. 105
(June 2014), pp. 40-43.
2. Nguyen Thai Binh (2014), “Procedure of building inter-vocational training
program for Industrial Electronics at Ho Chi Minh City Vocational College”,
Journal of Science, Vol. 59, No. 1, 2014, Hanoi National University of
Education, pp. 167-171.
3. Nguyen Thai Binh (2014), “Improving vocational training quality in accordance
with international integration at Ho Chi Minh Vocational College, the reality
and solutions”, Journal of Science and Education, Special issue (June 2014),
pp. 39-40,85.
4. Nguyen Thai Binh (2014), “Solutions to improve vocational teacher quality at
Ho Chi Minh Vocational College”, Journal of Science, Vol. 59, No. 6, 2014,
Hanoi National University of Education, pp. 26-30.
5. Nguyen Thai Binh (2018), “Some measures to develop students’ capacity and
quality in vocational training”, Journal of Science and Vocational Training, No.
57-58, (Jun – July 2018), General Department of Vocational Training, pp. 15-19.
6. Nguyen Thai Binh
(2019), “The
reality and solutions
to develop
professionalism for students at Ho Chi Minh Vocational College”, Asian –
Pacific Journal, Special issue, (January 2019), Asia Pacific Economic Center,
pp. 66-68.
7. Nguyen Thai Binh (2019), “Developing professionalism through teaching
pulse-digital technique module of industrial electronics at Ho Chi Minh
Vocational College”, Asian – Pacific Journal, No. 539 (April 2019), Asia
Pacific Economic Center, pp. 31-33.
