A CDIO COMPETENCY FRAMEWORK FOR VINH UNIVERSITY'S TEACHING FACULTY

A CDIO COMPETENCY FRAMEWORK FOR VINH UNIVERSITY'S TEACHING FACULTY

T. Yến, T. Tiến, N. Bình (2021).  A CDIO COMPETENCY FRAMEWORK FOR VINH UNIVERSITY'S TEACHING FACULTY. 10.

Among factors that a university can control, teaching faculty plays the most crucial role (Hammond, Berry & Thoreson, 2010). This may explain why professional teachers at higher education institutes are generally required to possess essential competencies for the benefits of students. While many educators have agreed on the distinctive nature of higher education as compared to K12 levels, there seems to be no consensus on what competencies are the most fundamental. This paper in the first place argues for the necessity to formulate a lecturer competency framework for the teaching faculty at Vinh University, which has recently launched its newly designed CDIO curricula. The university has undergone a significant transformation since it joined the CDIO Initiative in 2005, thus being determined to reset its policy on requisite attributes for the lecturers. The paper also discusses the elements of competency, advantages of lecturer competency frameworks, and principles of formulating lecturer competency frameworks. In addition to that, reviews of teacher competency frameworks currently used by schools and universities around the world are provided. Finally, the paper describes the components included in the proposed framework together with explanations for the inclusion of those competencies.

Authors (New): 
Trần Thị Ngọc Yến
Trần Bá Tiến
Nguyễn Xuân Bình
Pages: 
10
Affiliations: 
Vinh University, Vietnam
Keywords: 
faculty competence
teaching competence
CDIO competencies
CDIO competency framework
CDIO Standard 9
CDIO Standard 10
Year: 
2021
Reference: 
Algonquin College (2013). Professor of the 21st century. Centre for Organization Learning. Retrieved from https://www.algonquincollege.com/pd/files/2014/08: 
Babu, S., & Mendro, R. (2003). Teacher accountability: HLM-based teacher effectiveness indices in the investigation of teacher effects on student achievement in a state assessment program. Presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.: 
Boulter, N., Daziel, M., & Hill, J. (2003). People and competencies. Biddles, Ltd.: 
Cochran-Smith, M. & Lytle, S. L. (Eds.) (2009). Inquiry as Stance. Practitioner Research for the Next Generation. New York: Teacher College Press.: 
Crawley, E. F., Malmqvist, J., Brodeur, D. R. & Östlund, S. (2007). Rethinking Engineering Education - The CDIO Approach. New York: Springer-Verlag.: 
Đinh Xuân Khoa, Thái Văn Thành & Nguyễn Xuân Bình (2016). Quá trình xây dựng chuẩn đầu ra và chương trình đào tạo ngành sư phạm theo CDIO tại Trường Đại học Vinh. Tạp chí khoa học giáo dục, Số đặc biệt, 8-16.: 
Đoàn Thị Minh Trinh & Nguyễn Hội Nghĩa (2014). Hướng dẫn thiết kế và phát triển Chương trình đào tạo đáp ứng chuẩn đầu ra, Hồ Chí Minh: Nhà xuất bản Đại học Quốc Gia Thành phố Hồ Chí Minh.: 
European Commission (2013). Supporting teacher competence development for better learning outcomes. Retrieved from http://ec.europa.eu/education/school-education/teacher-cluster_en.htm.: 
Gee, Ng. C. (2018). The impact of lecturers’ competencies on students’ satisfaction. Journal of Arts and Social Sciences, 1(2), 74-86.: 
Hammond, L. D., Berry, B., & Thoreson, A., (2010). Does teacher certification matter? Evaluating the evidence. Retrieved on December 29, 2015 from http://www.teachingquality.org/sites/default/file s/11_doescertificationmatter.pdf: 
Hatano, G. & Oura, Y. (2003) Commentary: reconceptualising school learning using insight from expertise research. Educational Researcher, 32(8), 26-29.: 
Hong, J., Horn, J., Chan-Li, L. & ChanLin, L. (2008). Competency disparity between pre-service teacher education and in-service teaching requirements in Taiwan. International Journal of Educational Development, 28(1),4-20.: 
Houston, W. R. (1985). Competency-based education. In T. Husen & T. N. Postlethwaite (Eds). International encyclopedia of education. New York: Pegamon Press, pp. 898-906.: 
Huntley, H. (2003). Teachers' work: beginning teacher. Conceptions of Competence, Thesis, Central Queensland University.: 
Izumi, T. L., & Evers, W. M. (2002). Teacher Quality. San Francisco: Hoover Institutional Press.: 
Jackson, P. W. (1990). Life in classrooms. New York, NY: Teachers College Press.: 
Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M. & Jordan, A. (2008). Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers. Journal of Educational Psychology, 100(3), 716-725.: 
Leong, H., Singh, M. N. & Sale, D. (2016). Enhancing teaching skills: A professional development framework for lecturers. Proceedings of the 12th International CDIO Conference (pp. 760-770). Turku, Finland: Turku University of Applied Sciences.: 
Lê Thị Phương (2019). Kết hợp rubrics và CDIO trong xây dựng đề cương học phần ở trường Đại học. Tạp chí Giáo dục, 446(2), 51-57.: 
McLaughlin, M. & Talbert, J. (2001). Professional communities and the work of high-school teaching. Chicago: University of Chicago Press.: 
Ministerial Council on Education, Employment Training and Youth Affairs (2003). A national framework for professional standards for teaching.: 
Pahrudin, M. T. & Murtini, W. (2016). The Effect of Pedagogic Competency, Personality, Professional and Social Competency Teacher to Study Achievement of Economic Lesson in State Senior High School of East Lombok District Academic Year 2015/2016. Proceeding The 2nd International Conference On Teacher Training and Education. Surakarta: Sebelas Maret University.: 
Peklaj, C. (2015). Teacher competencies through the prism of educational research. C-E-P-S Journal, 5(3), 183-204.: 
Phạm Hữu Lộc (2016). Phát triển chương trình đào tạo theo tiếp cận CDIO nhằm nâng cao chất lượng đào tạo đáp ứng nhu cầu xã hội. Tạp chí Giáo dục, 381, 8-31.: 
Phạm Văn Hải (2017). Một số vấn đề khi triển khai CDIO ở trường Đại học Điện lực. Tạp chí Giáo dục, Số đặc biệt, 267-269.: 
Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center.: 
Selvi, K. (2007). The English language teachers’ competencies. The Fifth International JTET Conference, University of Debrecen, Hungary. 1-10.: 
Spencer, L. M., & Spencer, S. M. (1993). Competence work: Model for superior performance. John Wiley and Sons, Inc.: 
Tanguihan, L. G. (2016). Teaching Competencies of College Instructors in the Selected Higher Education Institutions of Surigao City. Proceedings Journal of Education, Psychology and Social Science Research, 3(1), 92-98.: 
The eleven Southeast Asian Countries. (2018). Southeast Asia teacher competency framework. Bangkok: The Teachers’ Council of Thailand.: 
Toompea, T. (2011). National curriculum for upper secondary schools. Retrieved from www.ibe.unesco.org/curricula/estonia/er_usfw_2011_eng.pdf: 
Vijay, M. S. K. (2013). The Influence of Teacher’s Professional Competence on Students’ Achievement. IOSR Journal of Engineering, 3(11), 12-18.: 
Vogt, F. & Rogalla, M. (2009). Developing Adaptive Teaching Competency through coaching. Teaching and Teacher Education, 25(8), 1051-1060.: 
Vrije University of Amsderdam. The five core competencies of the competence profile of a beginning lecturer at a university of applied sciences. Retrieved from https://www.vu.nl/nl/Images/Core_competencies_tcm289-776010.pdf: 
Wing Institute (2020). Teacher competencies. Retrieved from https://www.winginstitute.org/quality-teachers-compentencies.: 
Go to top
randomness