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Hoai Nam Nguyen1, Xuan Quang Le1, Van Hien Nguyen1, Van Bien Nguyen1, Thi Thu Trang Nguyen2, Hoai Minh Thai2, Hai My Ngan Le2
  • 1 Hanoi National University of Education, 136 Xuanthuy, Caugiay, Hanoi, Vietnam
  • 2 Ho Chi Minh City University of Education, 280 Anduongvuong, District 5, Hochiminh city, Vietnam

Transformative Perceptions of In-Service Teachers towards STEM Education: The Vietnamese Case Study

2020. No. 2. P. 204–229 [issue contents]
Nguyen Hoai Nam — PhD in Theoretical Physics, Associate Professor in Philosophy and Methodology of Technology Education and Vice Dean of the Faculty of Technology Education, Hanoi National University of Education. E-mail: namnh@hnue.edu.vn

Le Xuan Quang — PhD in Philosophy and Methodology of Technology Education, Lecturer of the Faculty of Technology Education, Vice Director of University of Education Publishing House, Hanoi National University of Education. E-mail: quanglx@hnue.edu.vn

Nguyen Van Hien — PhD in Philosophy and Methodology of Biology Education, Associate Professor in Philosophy and Methodology of Biology Education of the Faculty of Biology, Hanoi National University of Education. E-mail: hiennv@hnue.edu.vn

Nguyen Van Bien — PhD in Philosophy and Methodology of Physics Education, Associate Professor in Philosophy and Methodology of Physics Education of the Faculty of Physics, Hanoi National University of Education. E-mail: biennv@hnue.edu.vn

Address: 136 Xuanthuy, Caugiay, Hanoi, Vietnam. 

Nguyen Thi Thu Trang — PhD in Material Chemistry, Director of STEM Education Center, Lecturer of the Faculty of Chemistry, Ho Chi Minh City University of Education. E-mail: thutrang@hcmup.edu.vn

Thai Hoai Minh — PhD in Philosophy and Methodology of Chemistry Education, Vice Dean of the Faculty of Chemistry, Ho Chi Minh City University of Education. E-mail: minhth@hcmue.edu.vn

Le Hai My Ngan — PhD Student in Philosophy and Methodology of Physics Education, Lecturer of the Faculty of Physics, Ho Chi Minh City University of Education. E-mail: nganlhm@hcmue.edu.vn

Address: 280 Anduongvuong, District 5, Hochiminh city, Vietnam.

Science, Technology, Engineering and Mathematics (STEM) education has attracted numerous concerns of scholars and governments. In order to implement the school curriculum on the approach of STEM education, the training of in-service teachers plays an important role. This study conducted the transformative perception of Vietnamese in-service teachers in secondary schools towards STEM education after they had participated in the teacher professional development program (TDP) on engineering designed-based approach hold on by the Second Upper Secondary Education Development Project 2. Having two separate online and offline phases, the course was designed under the format of TDP developed by Garet et al. In order to assess participants’ demographics and their perceptions on STEM education, the instrument was generated on the basis of modification from several previous studies upon engineering design-based learning and to adapt the theme of STEM content knowledge (CK) and STEM pedagogical content knowledge (PCK) for in-service teachers. Full data sets were conducted with 150 participants from 11 provinces of Vietnam who had completed all surveys with the help of Google Form at the beginning and the end of TDP’s offline phase. The data were cleaned, then analyzed with SPSS version 20 to assure the validity and reliability. Findings from this study show the positive effectiveness and suitability of the course on the in-service teachers’ attitudes towards STEM education, which consequently allow to suggest the future similar courses design.
Citation: Nguyen H., Le X., Nguyen V., Nguyen V., Nguyen T., Thai H., Le H. (2020) Kak menyayutsya sub"ektivnye predstavleniya pedagogov o STEM-obrazovanii [Transformative Perceptions of In-Service Teachers towards STEM Education: The Vietnamese Case Study]. Voprosy obrazovaniya / Educational Studies Moscow, no2, pp. 204-229.
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