The Implementation of the CDIO Approach in Teacher Training Programs: The Vietnamese Case

Huong Thi  Pham; Giang Chau Thi  Nguyen; My Thanh  Nguyen; Quynh Anh Thi  Nguyen; Linh Hai  Che

doi:10.36941/jesr-2021-0109

Authors

Huong Thi Pham School of Natural Science Education, Vinh University, Vinh City, Nghe An Province, Vietnam
Giang Chau Thi Nguyen Education Department, Vinh University, Vinh City, Nghe An Province, Vietnam
My Thanh Nguyen Department of Academic Affairs, Vinh University, Vinh City, Nghe An Province, Vietnam
Quynh Anh Thi Nguyen Education Department, Vinh University, Vinh City, Nghe An Province, Vietnam
Linh Hai Che Education Department, Vinh University, Vinh City, Nghe An Province, Vietnam

DOI:

https://doi.org/10.36941/jesr-2021-0109

Keywords:

CDIO approach, teacher training program, competence, integration, higher education, Vietnam

Abstract

The CDIO (Conceive-Design-Implement-Operate) approach was originally developed for engineering education programs. However, this approach has also been adopted to support non-engineering programs. This paper aims to discuss the implementation of the CDIO approach in teacher training programs in a university in Vietnam. Five tests focusing on assessing students’ competence of lesson plan preparation, lesson planning, teaching organization, student learning assessment, and teaching portfolio management were developed and administered to the experimental group of 40 last-year students and the control group of 40 last-year students. When the data were collected and analyzed with the assistance of the SPSS statistics, the p-value was .000 (p=.000 p < .05), which means that the experimental group and control group had statistically meaningful difference. The results of this study show that students enrolling in programs that implemented the CDIO approach performed better than those who enrolled in programs without the support of the CDIO approach.

Received: 6 July 2021 / Accepted: 2 August 2021 / Published: 5 September 2021