PROPOSAL FOR A MODEL PROGRAM
OF SCIENCE TEACHER EDUCATION
IN VIETNAM

Thesis for the Degree of Ph. D.
MICHIGAN STATE UNIVERSITY
PHAN MY-LINH
1972

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ABSTRACT

PROPOSAL FOR A MODEL PROGRAM
OF SCIENCE TEACHER EDUCATION
IN VIETNAM

BY

Phan M§~Linh

Purpose

The purpose of this study is to design a science

teacher education program which will provide prospective

teachers necessary skills and knowledge to assume the

task of modern science teaching in Vietnamese secondary

schools.

Methodology

 

For this purpose, the following processes were

employed:

(1)

(2)

Documentary analysis of current science teacher
education programs in Vietnam, in comparison with
that of some other countries in South-East Asia:

The Philippines, Thailand, and Indonesia;

Library research study of principles and assumptions
which might be used for planning a sound teacher

education program for Vietnam;

Phan M§LLinh

(3) Formulation of objectives, and design of a pro-
posed model science teacher education program,
appropriate to the existing Vietnamese insti-

tutions' condition and situation.

Findings
The criteria of an effective science teacher

education program that evolved out of the documentary

research and analysis are as follows:

1. The curriculum should be at least a four-year

program.

2. Teachers should be broadly and liberally edu-

cated.

3. Student teaching should be organized from easy

to difficult, from simple to complex.

4. Internship is necessary for the professional and

personal growth of the career teachers.

5. Integration between different components of the

program should be provided.

From these criteria, the proposed model science
teacher program was formulated. It consists of four com-
ponents which make a total requirement of 140 semester
credits: general education (30 per cent), professional edu-
cation (20 per cent), concentration in major and minor

fields (44 per cent), and electives (6 per cent).

Phan M§LLinh

The evaluation of the proposed program led to the

conclusion that, in this program, more provision for

intellectual and professional growth is offered, and the

distribution of courses is more rational than in the

existing programs of the Faculties of Pedagogy in Saigon

and in Cantho.

Recommendations

 

For the implementation of the proposed model

developed in the study, the following recommendations are

listed:

1.

Supervisors for student-teaching and internship
should be selected among qualified and experienced

science teachers.

To upgrade and update teachers, graduate as well
as in-service programs need to be offered through

the Faculty of Pedagogy curriculum.

To facilitate the evaluation of students' cre-
dentials and curricula, a credit system should

be adopted.

PROPOSAL FOR A MODEL PROGRAM
OF SCIENCE TEACHER EDUCATION

IN VIETNAM

BY

Phan Mvainh

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Secondary Education and Curriculum
College of Education

1972

ACKNOWLEDGMENTS

I wish to express my deep appreciation and grati-
tude to all who have contributed to the development and
completion of this study.

Special acknowledgment is due to Dr. Wayne Taylor,
chairman of the writer's doctoral committee, who has
exhibited patience and support and has given valuable
time for the guidance and correction of this dissertation.

Sincere gratitude is also expressed to Dr. Alice
M. Davis, Dr. Vandel C. Johnson, and Dr. Richard J. McLeod
for their guidance, encouragement, and for serving as
members of my dissertation committee.

To Dr. Vi Marie Taylor who has taken pains in
reading and correcting my thesis draft, I am grateful.

I also wish to extend my sincere thanks to
Dr. Nguyéh-Van-Thuy for providing me information and
references. His assistance greatly contributes to the
completion of this study.

Appreciation is also due to all Vietnamese stu-
dents at Michigan State University for their kindness and

moral support.

ii

I also would like to acknowledge Miss Phung—thi-
Nguyét-Hdhg for checking of the manuscript and the help
she has given to me during the final steps of completion
of this work.

Finally, I wish to express my deep gratitude to
Mrs. Gladys O. Philfrott whose help and assistance were
of great value in enabling me to complete my doctoral

program and to accomplish this study.

iii

TABLE OF CONTENTS

Chapter
I. THE PROBLEM . . . . . . . . . .
The Purpose of the Study . . . . .
The Statement of the Problem. . . .
Rationale . . . . . . . . . .

Procedure . . . . .
The Sources of Data. .
Definition of Terms. . . . . . .

Overview of the Study . . . . .
Limitation of the Study . . . . .

II. REVIEW OF THE LITERATURE. . . . . .

Literature Related to Current Trends
in Teacher Education in Asia . . .

The Final Report of the Regional
Meeting of Teacher Educators

in Asia . . . . . . . . .
v/Elementary School Teacher Education
for the Republic of Vietnam. . .

Program for the Preparation of
Elementary Teacher Educators in
Vietnam . . .

Review of Ohio Report . . . . .
Summary of the Chapter. . . . . .
III. THE COMPARATIVE STUDY. . . . . . .

Teacher Education in Southeast Asia .

Teacher Education in the Philippines
Teacher Education in Thailand. . .
Teacher Education in Indonesia . .
History of Teacher Education in
Vietnam . . . . .

Programs of Science Teacher Education,

Faculty of Pedagogy of Saigon . .

iv

12

12
17
18
19
21
22
22
22
31
41
45

55

Chapter

Continuity and Sequence . . . . .

Integrated Learning-Practicing. . .

Programs of Science Teacher Edu—
cation, Faculty of Pedagogy of

Cantho . . . . . . . . . .
Conclusion . . . . . . . .
Summary of the Chapter . . . . . .

IV. THE PROPOSED MODEL PROGRAM OF SECONDARY
SCIENCE TEACHER EDUCATION. . . . . .

Current Trends in Teacher Education
in Vietnam . . . . . . . . .
The Proposed Program. . . . . . .

Definition of Objectives of the
Proposed Program of Science Teacher
Education in Vietnam . . . . .

Assumptions . . .

The Patterns of the PrOposed Program
of Science Teacher Education. . .

Evaluation of the Proposed Program
for Secondary Science Teachers . .

Summary of the Chapter . . . . . .
V. CONCLUSIONS AND RECOMMENDATIONS. .
Summary of the Findings. . . .

The PrOposed Model Program of Secondary
Science Teacher Education . . . .

Recommendations . . . . . . . .
Conclusion . . . . . . . . . .
BIBLIOGRAPHY o o o o o o o o o o o o

Page
70
71
72
77
78

79

79
86

86
87

100
111
117
119
119
119
121
123

125

LIST OF TABLES

Table Page

3.1 General Curriculum: Bachelor of Science
in Education, College of Education,
The University of the Philippines . . . 28

3.2 Requirements for Bachelor of Science in
Education (B.S.E. Curriculum) . . . . 29

3.3 The Approved B.S.E. Curriculum (1964
Revamp Committee) . . . . . . . . 32

3.4 Levels of Teacher Qualification . . . . 34

3.5 Higher Certificate of Education Curriculum
(Paw Kaw Saw Sung) . . . . . . . . 36

3.6 General Requirements Leading to a Bachelor
of Arts or Bachelor of Science in
Education . . . . . . . . . . . 38

3.7 Common First-, Second-, and Third—Year
Curriculum in Education, Faculty of
Education, Khon Kaen University. . . . 39

3.8 Fourth Year Curriculum in Education,
Faculty of Education, Khon Kaen
University. . . . . . . . . . . 40

3.9 Class-Hour Requirements in Biology
Curriculum at FKIP, Malang, Indonesia,
1960-1961 . . . . . . . . . . . 43

3.10 Requirements of Instruction by Departments
at FKIP, Malang, 1960-1961 . . . . . 45

3.11 Program of Science Teacher Education,
Section: Physical Sciences . . . . . 58

vi

Table

3.12

3.13

3.14

3.15

3.20

3.21

Program of Science Teacher Education,
Section: Natural Sciences . . .

Program of Science Teacher Education,
Section: Mathematics. . . . .

Program of Science Teacher Education,
Section: Natural Sciences . . .

Program of Science Teacher Education,
Section: Physical Sciences and
Mathematics . . . . . . . .

Program of Science Teacher Education,
Section: Physical Sciences. . .

Program of Science Teacher Education,
Section: Natural Sciences . . .

Program of Science Teacher Education,
Section: Mathematics. . . . .

Program of Science Teacher Education,

Common Professional Requirements for
All Sections: Mathematics, Physical,

Natural Sciences . . . . . .
Program of Science Teacher Education,

Section: Physical Sciences and

Mathematics . . . . . . . .

Program of Science Teacher Education,
Section: Natural Sciences . . .

Distribution of Courses in General

Education in the Proposed Program of

Science Teacher Education . . .

Distribution of Professional Courses in
the Proposed Program of Science Teacher

Education. . . . . . . . .

Requirements of the Proposed Program for
Secondary Science Teachers, According

to Different Sections and Majors .

Proposed Model Program for Secondary

Science Teachers, Section: Physical

Sciences, Major Physics . . . .

vii

Page

59

60

61

62

63

64

65

66

74

75

101

104

112

113

LIST OF FIGURES
Figure Page

3.1 The Control and Regulation of the School
System by the State . . . . . . . 24

viii

CHAPTER I

THE PROBLEM

The Purpose of the Study

 

The purpose of this study is three-fold:

(1) To investigate science teacher education programs
in some South-East Asian countries in order to
incorporate their best features in a science

teacher education model for Vietnam;

(2) To study principles and assumptions for planning

a sound science teacher education program;

(3) To propose a model science teacher education pro-
gram with regard to the considerations posed in
(2), appropriate to the existing Vietnamese

institutions' condition and situation.

The Statement of the Problem

 

This study is stimulated by three following

factors:

1. The existing science teacher education programs
in all institutions in Vietnam--the faculties of

Pedagogy in Saigon, Hue, and Cantho--appear

inadequately relevant to realistic problems of

education in the country or even the local region.

2. Science teacher education deals much with

quantity production in teacher preparation with-
out concomitant attention to improvement of quali-
tative standards. The kind and amount of practical
experiences that science teachers have received at
the pre-service level, the undergraduate level, do
not provide them with minimum requirements for
cultivation of functional instructional skills.
Requirements and standards in the faculties of
Pedagogy are not developed relative to organization
and administration of curriculum, instructional

and administrative personnel; and physical plant
and facilities are not adequate for implementing

science education programs.

3. The insufficient competent staff and educational
budgets to maintain high standards of quality,
e.g., the supervision of student teachers, pose
difficult problems for adequate review and evalu-
ation of science teacher education programs in
terms of long range planning for sound national

objectives.

Specifically then, the problem of this study is
to design a model secondary school science teacher edu-

cation program for Vietnam.

Rationale

 

In 1969, educators from sixteen countries in Asia
gathered in Quezon City, Philippines, to discuss and con-
vey their thoughts and ideas in teacher education in
their countries.1 From the overall picture of the existing
situation, trends and issues in teacher education that
emerged from the discussions in the meeting and the
presentations by the participants, the general report
came out with the following aims and objectives:

1. That the education of teachers should make them
capable not merely of adapting themselves to
change but of interpreting it to the people if
they are to play their part as community leaders
in promoting social betterment and universal
human brotherhood. . . .

2. That the specific objectives of the curriculum
of teacher education be enunciated in terms of
behavior changes and that these be categorized
under three broad heads: (1) cognitive,

(2) affective, and (3) psychomotor. Such an
enunciation could help direct teacher education
programs more clearly and closely toward
development of desirable understandings, atti-
tudes, skills and abilities. . . .2

Focusing especially on science teacher education,
the discrepancy between what is desired and the actual
problems in preparation of science teachers in developing
countries in South East Asia is stimulating. Some of

these fundamental problems are:

 

1Regional Meeting of Teacher Educators in Asia,
Curriculum Development in Teacher Education in Asia; Final
Report (Bangkok: UNESCO Regional Office for Education in
Asia, 1970).

2Ibid., p. 6.

10.

Inadequacy of teacher education programs and
laboratory experiences, both pre-service and

in-service.

Rigidity of school programs, course content, and

methods of teaching.

The handicap of using results on state and/or
national examinations as the sole basis for pro-

moting pupils and awarding degrees.

The dictation of school policy by small groups of

administrators.

Caliber of students entering the teaching pro-

fession.

Quality and quantity of science apparatus and

the lack of appropriate lists for various courses.

Inadequacy of local manufacturing and distribution

of science apparatus and supplies.

Inadequate facilities in the classroom, laboratory,

and libraries.

Feeling of complete success upon receiving
degree(s) and a government position--teaching

fits this category.

Ineffective use of native educators who have

studied and obtained degrees abroad.

I O I 3
11. Lack of sc1ence centers for 1n-serv1ce programs.

These problems are also fundamentally relevant
to Vietnam if one is expecting the programs of science
teacher education to be more contributive to post-war

reconstruction.

Procedure

 

Teaching science in Vietnamese high schools has
long merely consisted of lectures without discussion,
demonstration, or laboratory work. Students are asked
to listen to their teachers, take notes, memorize facts,
and recite them back to their teachers, or even repro-
duce them on examination.4

This method of teaching and learning is no
longer adequate with regard to tremendous rapid
progress in science and technology. Verbalism, telling,
rote learning cannot develop skills nor do they give
vocational orientation. Hence, the need to change
teacher-centered teaching situations into a more Open
learning process is urgent and understandable. Current

attempts to change science curricula in high schools

 

3Charlest.Koelsche, "Science Education Programs
in the Developing Countries of South and Southeast Asia,"
Science Education, XLVIII, No. 4 (October, 1964), 349.

 

4Edgar N. Pike, "Public and Private Education in
Vietnam," Asian Culture, II, No. 2 (April-June, 1960), 112.

 

have been initiated,5

but facing up to the lack of quali-
fied teachers in today's secondary schools for undertaking
science education programs reformulated under new objec-
tives, one might emphasize this observation, which is
true everywhere:
. . . the quality and character of our elementary and
secondary schools are dependent largely upon the
quality and character of teachers who staff them.
The teachers, in turn, strongly reflect the strengths
and shortcomings of colleges that recruit them and
provide initial preparation. . . . If schools must
change to meet the challenges of our time, the edu-
cation of teachers must change as well.6
To speed that expected change, the curriculum of science
teacher education should not be an accumulation of pieces
of courses which are added along as far as the needs in
high school require.7 But, rather, it presents a good
balance between the proportion of academic and professional
education; it is organized into sequential components and
courses in such a way that theory and practice can com-

plement each other, hence provide better professional

growth of prospective teachers.

 

5B6 Giao-duc, Chddng-Trihh Trung:hpg (1970) [Min-
istry of Education, Secondary Education Curriculum] (Sai-
gon: BO Giéo-duc, 1970).

 

6George W. Denemark, "Teacher Education: Repair,
Reform, or Revolution?" Educational Leadership, XXVII,
No. 6 (March, 1970), 539.

 

7L. W. Lewis, "Getting Good Teachers for Develop-
ing Countries," International Review of Education, XVI,
No. 4 (1970), 399}

 

This study follows these steps:

1. The description of current programs of science
teacher education in some developing countries
in Southeast-Asia, i.e., Thailand, Indonesia,

the Philippines;

2. A review of the history and development of

teacher education in Vietnam;

3. A description and analysis of contemporary
science teacher education in Vietnam regarding
selection and admission of students, academic

and professional programs, and student teaching;

4. A formulation of desirable characteristics for

Vietnamese science teacher education;

5. A formulation of a proposed model program of
science teacher education in Vietnam based on

the previous four items.

The Sources of Data

 

This study is descriptive and involves no
hypothesis testing. The data sources for this research
consist of: (1) publications of the United Nations Edu-
cational, Scientific and Cultural Organization, (2) pub-
lications of the United States Department of Health,
Education and Welfare, Educational Resources Information

Center (ERIC), (3) pamphlets and reports published by

the United States Agency for International Development,
Mission to Vietnam, Saigon, (4) programs of teacher edu-
cation of the Faculties of Pedagogy in Saigon and Cantho,
(5) publications of the Ministry of Education in Vietnam
and the Ministries of Education in different relevant
countries, (6) research studies in Asian teacher edu-
cation curriculum, and (7) related literature pertaining

to teacher education in general.

Definition of Terms

 

To better convey connotations throughout this
study, the following terms are defined for such a

purpose:

Teacher Education. Within the context of this

 

study, teacher education has a meaning slightly different
from teacher training. It denotes all the processes of,
beside helping qualify a person to undertake the responsi-
bility involved in the teaching job, educating him, i.e.,
providing him the basis for the growth of his intellectual
life, helping him develop attitudes and abilities of

positive values to live in his society.

Cooperating Teacher. A teacher of school pupils

 

who is given the responsibility of directing the work of

a student teacher with the same pupils.8

 

8Jim Johnson and Floyd Perry, Readings in Student
Teachin (Dubuque, Iowa: Kendall/Hunt Publishing Company,
1969 , p. 15. '

 

College Supervisor. “A regular college staff

 

member who has as a part or all his assigned work load
the supervision of the activities of student teachers
and the relationships and conditions under which these

students carry on their work."9

Internship. An integral part of professional

 

education of teachers, having been preceded by successful
observation, participation, student teaching. In it the
student is exposed to teacher duties under appropriate
supervision and guidance for the purpose of making the
transition from his college life to teaching a continuous

process of growth and development.

Integration. The process or practice of combin-

 

ing different school subjects and presenting them as

aspects of one unifying project or activity.10

First Cycle of Secondary Education. The period

 

of education, in Vietnam, extending from grade seven
to grade four (which is equivalent to grade six to grade

nine in the American school system).

Second Cycle of Secondary Education. The period

 

of education, in Vietnam, extending from grade three to

 

91bid.

10Good, Dictionary of Education, p. 221.

 

10

grade one (which is equivalent to grade ten to grade

twelve in the American school system).

Science Education. The activities and experiences

 

by which the individual is helped to develop necessary
intellectual resources (including necessary factual
information), values, attitudes, and inquiry skills
which promote in him the ability to interpret experience
within frameworks of theory and practice, to understand
the interrelationships between science and technology,
and other facets of society, including social and eco-

nomic development.

Overview of the Study

 

Subsequent chapters, as listed below, delineate
procedures, conclusions, and recommendations developed
in this study.

Chapter II is a review of the literature per-
taining to current trends in teacher education in Asia,
and to teacher education in Vietnam.

Chapter III is a comparative study consisting
of brief descriptions, as well as current and prOposed
revisions of teacher education in Southeast Asian countries
and Vietnam. Emphasis is given to the status of teacher
education in Vietnam, including its historical develop-

ment and science teacher education programs.

11

Chapter IV takes into account current trends in
teacher education; the proposed model program of science
teacher education is presented with regard to assumptions
of effective science teacher programs.

Finally, the summary of the findings and the
recommendations for implementation of the proposed model
program of science teacher education are included as

Chapter V.

Limitation of the Study

 

Because of the difficulty of getting materials
from abroad, especially the current ones, this study is
restricted (l) for Vietnam, to the analysis of teacher
education programs of uniquely two faculties: the
Faculty of Pedagogy in Saigon and the Faculty of
Pedagogy in Cantho, (2) for other Southeast Asian
countries, to only the study of the nearest programs

that the writer has at hand.

CHAPTER II

REVIEW OF THE LITERATURE

The objective of this chapter is to review the
studies and/or research relevant to this dissertation.
The chapter consists of two separate parts, one part
dealing with teacher education in Asia and the other

with Vietnam.

Literature Related to Current Trends
in Teacher Educatibn in Asia

The Final Report of the Regional
Meeting of Teacher Educators
in Asiaf

The report consists of three sections: (1) A
general survey of teacher education in Asia with sug-
gestions for improvement, (2) Summaries of speeches
delivered at the opening sessions with a list of con-

ference participants, and (3) A guide for curriculum

development recommended by the conference.

 

1Curriculum Development in Teacher Education in
Asia (BanEKOEe UNESCO Regibnal Office for Education in
A81a, 1970).

12

13

In the first section of the report is included
a discussion of suggestions for curriculum development
in teacher education.

First, the Report suggests six criteria listed
as principles of curriculum deveIOpment. They are:
(1) balance between general and professional education,
(2) practical experience, (3) the role of cooperating
schools, (4) new methods and techniques in teacher edu—
cation, (5) methods of evaluation, and (6) research and
experimentation in curriculum. The Meeting recommended
that the curriculum for the preparation of teachers
include "courses which are (a) general, for the purpose
of a broad, liberal education of the individual, (b) aca-
demic, which mainly aims at increasing competence in
content areas, and (c) professional, which includes
theoretical studies as well as practical experiences."2
The recommendation, that 40 per cent to 60 per cent of
the total curriculum requirements should constitute pro-
fessional courses, including practical experience (50 per
cent of the professional courses are required to cover
practical experience of the teacher's work), appears more
ideal than practical. It seems that teachers need to in-

crease their competencies in content areas, and that the

requirement for professional courses is inappropriate

 

21bid., p. 7.

14

in maintaining a good balance between, on one side,
general and academic education, and, on the other side,
professional education.

Second, the meeting recommends that the division
of the school program into primary and secondary should
be discarded as there is a growing trend to consider the
entire period of schooling as one continuous unit.
"Hence, the need for a common teacher education pro-
gram to cover both primary and secondary school teachers
together,"3 is desirable.

Finally, the Meeting suggests that a sound inte-
grated curriculum might include the following subject

areas:

I. Foundations of Education: philosophical;
psychological; social
II. Teaching materials and methods, evaluation,
and research
III. School organization and administration
IV. Student teaching
V. Community and adult education
VI. Health and physical education
VII. Practical arts 4
VIII. Education for recreation and leisure

An outline of course content in each subject is pre-

sented in Appendix B.

 

4

Ibid., p. 11. Ibid., p. 13.

15

In the last section of the Report, the formu-
lation of general objectives for teacher education as
well as objectives of each subject area is worthy of
consideration.

Courses which deal with the foundations of edu-
cation would create interest in student teachers as they
are mastering their future role and duty in schools.
Man's insights are deeply influenced by educational
processes--teaching-learning processes--and by social
interactions, particularly within his peer group. This
is the concept upon which the Meeting emphasizes the
importance of philosophical education, and social foun-
dations of education.5

Courses in teaching materials and methods,
evaluation and research would enable teachers to make
a more valuable contribution toward achieving the
objectives of education. The objectives of these
courses are to help student teachers acquire familiarity
with the use of instructional media available to them;
the use of different methods and techniques of teaching
that would offer the pupils opportunities to develop
their learning aspirations and needs; the types and ways

of evaluating the outcomes of educational processes and

 

51bid.. pp. 39ff.

16

programs as well as of the student's achievement; and
finally, the procedure through which surveys and studies
should be conducted for improving teacher education.6
Courses in school organization and administration
are found essentially practical, as far as science
teachers have responsibility too, to school management
and governance, and to other special roles in the ful—
fillment of the national goals for education, i.e., cur-
riculum planning and manpower development planning.
The outlines of these courses are found also relevant
to the proposed model program for science teacher edu-
cation in Vietnam.7
Little comment seems necessary on the statements
of the objectives of courses in student teaching but it
would be relevant to work out a student teaching program
to implement the Meeting's recommendations on (1) the
scope, (2) the stages, (3) the organization, and (4) the
supervision and evaluation of student teaching programs.
Recommendations concerning courses in the last
three subject areas might be used to design a sound pro-
gram in science teacher education, if one did not wish

that program to remain literary and theoretical.

 

6 7

Ibid., pp. 49ff. Ibid., pp. 55ff.

8Ibid., pp. 59ff.

17

Elementary School Teacher Edu-
cation for the Repuinc of
Vietnam97

 

 

In this dissertation, a two-year college program
of elementary teacher education is proposed. This pro-
posed program consists of 120 quarter-hour credits or
approximately two and a half years of intensive study,
and includes 3 components: (a) professional education,
50 per cent, (b) general education as guided electives,
25 per cent and (c) community education, 25 per cent.19

The program is intended to serve as a first step
in moving toward the establishment of a junior college,
since the author hopes that, in the general steps, the
program will lead eventually to four years of college with
more general education and subject specialization.

One of the author's proposals found relevant to
this study is the use of a wide array of public ele-
mentary classrooms throughout the country as laboratory
schools. It is believed that current laboratory schools
organized within a college or school of education for
such a purpose cannot present the real problems faced
by elementary--or even secondary--teachers in the

country.

 

1 a»
9B5ng Q. Nguyén, "Elementary School Teacher Edu—
cation for the Republic of Vietnam" (unpublished Ed.D.
dissertation, George Peabody College for Teachers, 1967).

loIbid., p. 190.

18

Finally, also found pertinent to this research
is the recommendation for the involvement of student
teachers in a period of full-time contact with children
and adults in the community.

Program for the Preparation of

Elementary Teacher Educators
ifi'Vietnamll

 

 

 

The author of this study has concern over
major problems of Vietnamese education, i.e., inadequate
training of elementary school teachers, lack of qualified
teacher education staff, challenge for change in edu-
cation. Thus, the study deals with the proposal of a
one-year professional program to provide pre-service
training for qualified individuals to become normal
school instructors and/or to prepare them for other
leadership positions in elementary education.

The study is found relevant to this dissertation

in regard to the following features:

1. The analysis of geographical, historical, and
social factors which have influenced Vietnamese
education; the details given in this analysis
will be most useful for designing an appropriate
program of science teacher education, as far as

basic knowledge in science is concerned.

 

llKhanh H. Doan, "A Proposed Program for the
Preparation of Elementary Teacher Educators in Vietnam"
(unpublished Ph.D. dissertation, The University of New
Mexico, 1968) . '

l9

2. The four interrelated parts of the program
focusing on professional knowledge in philosophy
of education, psychological foundations of cur-
riculum, principles and methods of teaching, and

research methodology.

Review of Ohio Report12

 

The Ohio University team has made several reports
concerning its activity progress and program development
in Vietnam as pertinent to science teaching and teacher
education programs.

In these reports, the following has been noted:

1. At the Faculty of Pedagogy in Saigon, a new
course in science teaching which "exemplifies
effective procedures with limited facilities,"
has been recently introduced into the teacher
education program (Report of July 1, 1967--

January 1, 1968, p. 31);

2. Action has been taken (Report of July 1, 1967--
January 1, 1968, p. 68) to develOp in Cantho a
demonstration high school attached to the Faculty
of Pedagogy for the purpose of “serv[ing] as a
model for the comprehensive secondary education

concept";

 

12Ohio University Contract, USAID/Education, Semi-
.Annual Report, USAID EducatiOn Division, Teacher Training.
(Mimeographed.)

 

 

20

To respond to the urgent needs in schools, a
design of a "crash program," for the production
of an addition of 500 first-cycle secondary
school teachers, has been developed (Report of

January l-~July 1, 1967, pp. 16f);

It has been suggested (Report of July 1, 1967--
January 1, 1968, p. 34) that Faculties of
Pedagogy "should be equipped in science in a
way to serve as examples for the secondary

schools to follow."

For the purpose of "broadening the base of
selection of students" to teacher education
programs, suggestions have also been made that
the admission requirement for the first year at
the Faculty of Pedagogy should be based not on
the Propaedeutic Certificate but on the
Baccalaureat II (Report of January 1--Ju1y l,

1968, pp. 14f);

It has been also mentioned (Report of July 1,
1967--January 1, 1968, pp. 133ff) that the
science workshop at Cantho in July, 1967, has
had a great effect on the learning and education
of teachers: it encouraged more participation,
freer exchange of ideas among participants and

again, it made the university aware of its role

21

and responsibility for providing a broader edu-

cation to future science teachers;

7. Attempt has been made, at the Faculty of Pedagogy
in Cantho,to "incorporate related aspects of
guidance into the educational psychology courses,"
but because of the non-availability of pro-
fessors in the subject field, the plan has not
been realized (Report of January l--July l, 1968,

p. 42).

Summary of the Chapter

 

In this chapter, the review of related literature
points out: (1) the present tendencies in improving
teacher education in Asian countries and Vietnam, (2) the
trends in designing a proposed teacher education program
with three traditional components: general education,
professional education including student teaching, and
concentration in the content of teaching areas, and

(3) emphasis on professional education.

CHAPTER III

THE COMPARATIVE STUDY

The purpose of the chapter is three-fold:
(1) to describe teacher education in the following South—
east Asian countries: Thailand, Indonesia, and the
Philippines, and (2) to describe teacher education in
Vietnam with regard to its (a) historical development,
and (b) programs for science teacher education.

The analysis of the present programs of science
teacher education constitutes the major emphasis of this

chapter.

Teacher Education in Southeast Asia

 

Teacher Education in the
Philippines

 

 

Teacher education in the Philippines, deeply
influenced by a long colonial history and nationalistic
trends, indicates a strong will to develop moral character,
personal discipline, civic conscience, and vocational
efficiency, and to teach duties of citizenship. It has

been harmoniously developed within the national educational

22

23

system. Summarily, the Philippine education system,
as outlined in Figure 3.1, consists of two levels of
control. State colleges, state universities, and
other state institutions report directly to the Presi-
dent of the Philippines, and have only professional
relationships with the Department of Education. The
Department of Education has only the authority over
all elementary, secondary, normal, technical, special
vocational schools, as well as private colleges and/or

universities.

Goals and Objectives of Teacher Education. The
government undertakes the education and the training of
teachers for elementary and secondary schools, and junior
colleges as well. Secondary teacher education programs
are offered in teachers colleges and schools or colleges
of education in state universities.

The formulation of objectives of teacher edu-
cation in the Philippines may be stated differently
from one institution to another; but for the whole
national system, the National Board of Education has
formulated the following:

1. To inculcate moral and spiritual values inspired
by an abiding faith in God;

2. To develop an enlightened, patriotic, useful,
and upright citizenry in a democratic society;

.am .a .xamma ..ucH .mmsom mcflamflansm m>an<
omwmmflafinm mo mamfiucommm .cflmmu .m ouscmo ocm mNocmmum .m owocouoam

 

"mHflcmz “.oo .POHV mfioumhm Hmcowumosom

“mousom

.oumum on» an Eoummm Hoonom on» no cowumaswou pom Houucoo osBII.H.m ousmwm

 

waoonow xuoumuonmq
HmEuoz cfl

 

 

 

 

 

 

 

 

 

 

 

 

 

cwuummumocwm _
m 00 om .
mHoocom moauflmuo>flco mumwcomo maoocom mHoonom Hoocom
HmsoHuMoo> one ocm Hm HmEuoz can unmocoowm mumucOEOHm
m
H How m mmmoawou couummnoocflx Hooficcowa #

 

_

.
I I I I I..
mHoonom mum>fium

 

maoozom mum>wum mo smmummg

_

24

 

 

 

mHoosom OHHQom mo smmusm#

J

 

 

OHSuHSOHHm< Ho mooaoc
Isoos Mo mousufluwcH
Ho mommaaou oumum

mooumsua mo oumom

 

 

 

 

 

 

muouumz Honsumz one
ofimquOflom .HMGOHumosom
co scammwsfioo Hmcowumz

 

 

 

 

 

mmmoaaoo Ho coflumospm
mOHuHmHO>flco oumum mo oumom
mucmmum mo osmom Hmcofiumz

 

 

 

 

 

 

 

onsaoaam III
mo szmzemammo

 

 

 

L

 

IIIIIIIII

 

 

 

 

 

 

mmcflmmsaaam may mo unmeammaa
ucoecnm>ou Hmcowumz

25

3. To instill habits of industry and thrift, and to
prepare individuals to contribute to the economic
develOpment and wise conservation of the nation's
natural resources;

4. To maintain family solidarity, to improve com-
munity life, to perpetuate all that is desirable
in our national heritage and to serve the cause
of world peace;

5. To promote the sciences, art, and letters for the
enrichment of life and the recognition of the
human person.1
These general objectives, among many others,

reflect (l) eminent aims for the citizenry, (2) an entire
devotion to teacher preparation as professional prepar-
ation, and (3) an awareness and willingness to achieve
national socio-economic goals as a part of educational

objectives.

Organization of Teacher Education Programs.
Programs of Teacher Education usually lead to the
degree of Bachelor of Science in Education (B.S.E.)
for secondary school teaching, and Bachelor of Science in
Elementary Education (B.S.E.Ed.) for elementary school
teaching. "These programs are offered either at insti-

tutions of learning recognized by, and subject to, the

 

1As quoted in Professor Priscila Manalang's

unpublished paper, "Teacher Education in the Philippines"
(College of Education, The University of the Philippines),
p. 5. (Mimeographed, 29p.)

26

Department of Education, or in colleges of education
which are units of universities, or in state colleges
operating under their own charters."2 Bachelor degrees
for vocational education, with fields of teaching
specialization, are also offered through the above
mentioned colleges or schools of education.3 Advanced
degree programs (master's and doctoral) in teacher edu-
cation are developed within few colleges of education in
state universities.

In addition, private institutions in teacher edu-
cation contribute as much as 10 per cent of the total
annual national teacher-graduates. However, the evalu—
ation of their programs made on the national level may

be summarized in these terms.

The private institutions, on the other hand, present
a different type of problem because they are largely
profit-making organizations. Consequently they con-
centrate on fields of study which involve less
expense, and correspondingly neglect costly tech-
nical, vocational and scientific courses urgently

 

2Ibid., p. 7.

3Raymond G. Bass, "Teacher Training in New South
Wales and the Philippines," The Education Quarterly,
XIII, Nos. 2 and 3 (October, l965-January, 1966), 70.

27

needed for development purposes. While there is
some attempt at state supervision and regulation
of these private institutions, it is generally
ineffective.4

'

Structure of Teacher Education Programs: The

B.S.E. Curriculum. The curriculum of the Bachelor of

 

Science in Education (B.S.E.) of the University of the
Philippines (Tables 3.1 and 3.2) is an example for such

a consideration.

This curriculum is based upon a broad foundation
of culture courses given in the College of Arts and
Sciences.

It is assumed that the teachers should have, first
of all, and fundamental to all other preparations,

a broad and liberal education; second that they
should be masters of some special subject or group
of subjects which they expect to teach; and, that
this training should be supplemented by professional
education which will give a new meaning to the sub-
jects of instruction, and a knowledge of the pupil
to be taught and the problems to be met.5

Hence, students are required to spend their first
two under-graduate years in the College of Arts and
Sciences and the last two years of undergraduate edu-
cation in the College of Education. Requirements for

admission to the College of Education are determined by

the academic records of the students in the College of

 

4Ibid., p. 13.

5The University of the Philippines, General
Catalogue 1968-1969, p. 317.

 

TABLE 3.1.--General Curriculum:

Bachelor of Science in

Education, College of Education, The University of the
Philippines.

 

First Year

 

First Semester (15 units)

 

Second Semester (15 units)

 

 

English I (3) English IV (3)
English II (3) Introduction to Asian
English III (3) Civilization (3)
Math I (3) Philippine History and
Speech I (3) Institutions (3)
Spanish I and II (6)
Second Year

 

First Semester (18 units)

 

Humanities I (3)
Natural Sciences

I and II (6)
Spanish 12 (3)
Major (3)
Major (3)

Second Semester (18 units)

 

Western Thought I (3)
Western Thought II (3)
Psychology II (3)
Spanish 13 (3)
Major (3)
Major (3)

 

Third Year

 

First Semester (18 units)

 

History of Education (3)
Educational Psychology (3)

Second Semester (18 units)

 

Philippine Education (3)
Philosophy of Edu-

 

Measurement and cation (3)
Evaluation (3) Education (Teacher's
Major (3) Course) (3)
Major (3) Professional Ethics (2)
Major (3) Major (3)
Major (3)
Major (3)
Fourth Year

 

First Semester (18 units)

 

Second Semester'(18 units)

 

 

Education 181: Philippine
Professional Labora- Institutions 100 (3)
tory Requirements (3) Introduction to

Elective (3) Education (3)
Elective (3) Internship (3)
Major (3) Major (3)
Major (3) Major (3)
Major (3) Major (3)
Source: The University of the Philippines, General

Catalog 1968-1969, pp.

318-19.

29

TABLE 3.2.--Requirements for Bachelor of Science in Edu-
cation (B.S.E. Curriculum).

 

 

Credits
General Education Program 66
A. Required G.E. 48

B. Electives for Professional Programs

(Including Spanish) 18
Major 46
A. Advanced 36
B. Preparatory (G.E.) 10
Minor 12
Philippine Institutions 100 3

Education 19-29

146 (to
156)

 

Source: The University of the Philippines, General
Catalogue 1968-69, p. 319.

Arts and Sciences, with a general average grade of 2.5

or better in the major fields elected by them (grade point

in the Philippine system is reverse from that in many

American institutions of higher education; a 1.0 grade cor-

responds to A, and 5.0 grade corresponds to F (Fail).
Requirements for graduation in the Bachelor of.

Science in Education (B.S.E.), as listed in Table 3.2,

consist of three components: General Education program

(G.E.), major and minor, with a sum of 146 to 156

semester credits. The requirements from the University

of the Philippines are slightly different from other

institutions of teacher education. A general revision

indicates that, at the national standard, a secondary

teacher education curriculum consists of:

30

General Education: 69 units
Professional Education: 24 units
Major 36 units
Minor 18 units

Details of the distribution of these requirements are
referred to Table 3.3. Both programs reveal that,
although almost half of the curriculum is devoted to
General Education, about 60 per cent of the requirements
in this component are spent in language courses. The
large proportion of hours requirements for language in
the Philippine teacher education curriculum stems from
the language dilemma of the country.

Actually, in the Philippines, Pilipino (derived
from Tagalog) is recognized as the national language and,
consequently, proficiency in this language is recommended
for all prospective teachers. However, this language is
spoken only by people living in certain areas. For pros-
pective teachers who do not come from these areas, the
learning of Tagalog or Pilipino at a higher level is a
problem.

In addition, the prospective teachers are
required to have full mastery of English, the language
of instruction in all present Philippine schools.

The recent reduction of the requirements for
Spanish--from twenty-four units to twelve units--brings
about new trends in adding more courses in subject

majors to the curriculum.

31

TAIL! 3.3.--The approved B.S.E. Curriculum (1964 Revamp
Committee).

 

 

A. General Education Unite Nature of Coureee
(Minimum)
1. Englieh 18 6 unite of Compoeition;

3 unite of Literature;
3 with Elective

2. Pilipino 6 6 unite of Compoeition
3. Spanieh 24 (Ae now prescribed 12)
4. Social Science 12 3unite of Philippine

Hietory and Inetitutione
3 unite of Government
3 unite of Weltern Thoughte
3 unite of General Pey-

chology

5. Natural Science 10 Two S-unit Laboratory
Coureee

6. Mathematice or

Philoeophy 6 3 unite of Elementary

Mathematice

7. Phyeical Education 4 (he now preecribed)

8. Rizal Couree 1 (Ae a eeparate l-unit
Couree)

81:69 (minue 12 unite of Spanieh)
8. Profeeeional Education

1. Introduction to
Education 3 (Including Philippine
Educational Syetem)
2. Educational Pey-

chology 3
3. Meaeurement and
Evaluation 3
4. Secondary Edu-
cation 3
5. Student Teaching 6 3 unite of Profeeeional
IT Laboratory Experience

(on-campue); 3 unite
of Internehip (oft-
campue)

Sgggeeted Electivee

l. Philoeophy of
Education 3
2. Adminietration

and Supervieion 3
3. Curriculum

Development 3
4. Guidance in the

Secondary

School 3

C. §ppcialization in Major and Minor

36 unite ehall be required for the major field and 18
unite in the minor, except for Englieh and Spanieh
where more than 36 may be allowed; but at leaet 24 unite
are required for the minor in Englieh and 30 unite in
Spanieh.

The computation of the unite ie the minor and major
tielde includee the unite earned in the general edu-
cation coureee.

D. Egggirement for Graduation

General Education Profeeeional Education Major Minor
81 26 36 18
(Including general education unite)

 

Source: Priecila Manalang. ”Teacher Education in the
Philippinee' (unpubliehed paper). P. 19.

32

Student Teaching. Student teaching begins with

 

the fourth year. It consists of two periods. "The
first period . . . includes orientation, observation
and participation, and practice teaching in the campus
training school."6 This period extends for one semester.

The second period involves two sessions, the
sessions respectively lasting for four and twelve weeks.
During the first session the prospective teachers help
evaluate student-teachers' practice-teaching and perform
demonstration lessons for the latter. The second session
refers to an internship away from the main campus. Four
areas are expected to be parts of the off-campus intern-
ship program. They are: work with children, work with
school personnel, work with community, and written
reports. In addition, student-teachers are provided
with insight into educational administrative and super-
visory processes, and public relations as well, beside
other regular programs in teaching practice.
Egacher Education in
ThaiIand

"Teacher education in Thailand has a comparatively-

7

brief history." The emergent demands in teacher

 

6Florencio P. Freshoza and Canuto P. Casium,

op. cit., p. 341.

7Edward J. Kelly, Henry J. Hermanowick, and Her-
bert A. Smith, Teacher Education in Thailand:p1Problems
and Prospects (Greely, Colorado: UniVerSity of Northern
Colorado, October, 1971), p. 6. (Mimeographed.)

 

33

education for the country became urgent only after World
War II, as modern concepts of training teachers at the
college level were initiated in 1958 in six different

colleges.8

Ogganization of Teacher Education. ‘The organi-

 

zational structure of teacher education programs is com-
plicated. But, in general, qualifications for teaching
are enforced through two main streams.

The Ministry of Education, with all its insti-
tutions under its jurisdiction and a national network of
teachers colleges, undertakes the training of teachers
for different teaching levels: Higher Certificate of
Education for general secondary teaching; Diploma of
Education, Bachelor of Education; and Master of Edu-
cation.9' 10

In addition, teacher education programs are
offered at the faculties of education in the following
universities: Chieng-Mai, Chulalongkorn, Kasetstart,
mon Kaen, Silparkorn, and Prince of Songla. These pro-
grams all lead to the degree of Bachelor in Education.

A Master's degree in education is also offered at the

University of Chulalongkorn.

 

8 9

Ibid., Appendix B, p. 108. Ibid., p. 9.

10Howard Hayden, Higher Education and Development
in South-East Asia, Vol. 2, Country ProfiIes Paris:
UNESCO and IAU, I967), Pp. 143-44.

 

34

The major levels of teacher qualification are

as follows:

TABLE 3.4.--Levels of teacher qualification.

 

 

Certification .
Title Nature Requ1rements
1. Paw Kaw Saw Certificate in 2 years of high school
(P.K.S.) Education (M.S. 1-2) plus 2
years of teacher
training
2. Paw Kaw Saw Higher Certifi- Paw Kaw Saw plus 2
Sung date in Edu- additional years of
(P.K.S.S.) cation teacher training or
5 years of high
school (M.S. 1-5) and
2 years of teacher
training
3. Bachelor's B.Ed., B.A., Completion of an under-
Degree or B.S.Ed. graduate collegiate
program
4. Graduate Advanced Diploma 1 year of graduate
Level in Special level of study in a

Fields or M.Ed. given field for the
Advanced Diploma or
2 years of graduate
study in an approved
program for the Mas-
ter's degree

 

Source: Edward J. Kelly, et a1., op. cit., p. 15.

Structure of Teacher Education Programs. The

 

Curriculum of Higher Certificate in Education (Paw Kaw
Saw Sung) designed for secondary teachers, consists of
three components with the requirements distributed as
listed in Table 3.5.

Candidates admitted to this program are (1) those

who earn the Paw Kaw Saw (Certificate in Education), and

35

(2) those who earn no certification, but have five years
of secondary schooling (Table 3.4).

Thus, in order to provide as much as possible
competencies in special fields to their students who do
not complete the high-school training, the Paw Kaw Saw's
programs intend to concentrate on the major field. (Eighty
per cent of the total program is devoted to that train-
ing.) However, with this distribution, it appears that
there is not much time left in the curriculum for pro-
fessional preparation. Twenty quarter credits required

for professional courses may lead to the following

results:

-- Inexperienced and inadequately prepared teachers

at the teacher training institutions;

-- Ambiguity and lack of congruency of alleged goals
for teacher education with the subject matter and

instruction emphasized in the program.11

With regard to the curriculum for the bachelor's degree
in education, the following comments are noteworthy.
First, the curriculum presents a pattern of requirement
setting that does not show the same rationality in pro-
fessional, general, and specialized education. For
instance, the requirements for professional education

vary from thirty-four semester credits in Khon Kaen

 

11Edward J. Kelly, et a1., op. cit., p. 23.

36

TABLE 3.5.--Higher Certificate of Education Curriculum (Paw Kaw Saw Sung).

 

1. Completion of a minimum of six regular sessions (two academic years).
One session consists of at least 12 weeks, each of which consists of
five school days with 30 hours of classes.

2. Completion of a minimum of 130 credits, the quality of which is defined
by the regulations for evaluation issued by the Ministry of Education.

3. Distribution requirements:

3.1 General Courses (30 quarter credits)
Thai 10
English 10
Electives 10

3.1.1 Geography and History

3.1.2 General Science
3.1.3 Mathematics
3.1.4 Religion, Culture and Thai Customs
3.2 Majors and Minors (80 quarter credits)
One major 40
Two minors, each 20

Selection can be made from the following,
but any major or minor chosen must not be
the same as already chosen from 3.1 Courses
for majors and minors:

2 1 Thai

2 2 English

2 3 Social Studies
2.4 Mathematics

2 5 Science

2 6 Home Economics

Courses for minors only:

3.2.7 Agriculture
3.2.8 Art
3.2.9 Practical Arts
3.2.10 Decorative Art
3.3 Education (20 quarter credits)

General Principles of Education 3
Adolescent Development 2
Educational Psychology 2
General Principles of Teaching
in Secondary Schools 2
Teaching Thai, English, Mathematics,
Science, Social Studies, Agriculture,
Home Economics, Arts, or Handicrafts
in Secondary Schools (2 credits for

each area taken) 6
Student Teaching 5
Total 130 quarter credits

 

Source: Higper Certificate of Education Curriculum (Bangkok, Thailand:
Ministry Of Education, 1967).

37

University to fifty-one semester credits in Chieng-Mai
University, requirements that encompass the following
courses: History of Education, Philosophy of Education,
Educational Psychology, Social Foundation of Education,
Teaching Methods, Measurement and Evaluation, Introduction
to Audio-Visual, and Curriculum Development.

Second, there are tendencies in requiring as
much as possible knowledge in liberal arts or general
education, i.e., about 30 per cent of the total require-
ments are inclined as liberal arts at Chieng-Mai Uni-
versity, and 55 per cent at Khon Kaen University. Third
and finally, the tendency at the latter university to
group the first and second-year teacher education pro-
grams into a common curriculum required of all students
regardless of their major areas. This occurs during the
third and fourth year of the program and indicates a new
pattern of curriculum design of this university (Tables
3.7 and 3.8).

In addition to the above mentioned formal teacher
training programs, one may note that there exists in
Thailand a program named the "twilight-program." This
program is designed primarily for in-service training,
but later, through an abusive admission process, it

becomes a "backdoor approach for entry into teaching."12

 

12Ibid., p. 75.

38

TABLE 3.6.--Genera1 requirements leading to a Bachelor of
Arts or Bachelor of Science in Education.

 

Subject Fields

Requirements

 

A. Liberal Arts

4.
5.

English
Humanities and/or
Social Science

Science and/or
Mathematics
Library Science
Psychology

B. Education

1.
2.

Required Courses
Electives

C. Physical Education

D. Major Teaching Area

E. Minor Teaching Area

a minimum of 51 semester

hours
a minimum
a minimum
a minimum
a minimum
a minimum

a minimum
hours

a minimum
a minimum

of
of
of
of
of
of

of
of

18

wwm

51 semester

46
5

(4 semesters) no credits

a minimum of 30-36 semester

hours

a minimum of 12 semester

 

hours
Total 150 semester
hours
Source: Chieng Mai University, Faculty of Education,

Handbook of Information,

 

1969-1970.

.39

 

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HHIm mo>NuooNu
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N >Eocouum< Neuocou
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muNOONO m meacoeoe ucocsum

 

en. 11’!“ III” dill!!! .II'I fl'hlj IIII ,llI‘.‘ E’Nl It‘ll...

 

.xuaeuo>fic: coax cons .coNucosom mo muasoem .coNuoosoo EN anacoNuuso new» :uusomII.m.m uqm¢e

41

Students who are admitted to this program usually demon—
strate inexperience in pre-teaching. Hence, the "'twi-
1ight' program for pre—service teachers could result in
imposing thousands of sub-standard teachers in the
Thailand system of education. This could develop

into . . . a deterioration rather than an advancement

in the quality of education provided in Thailand."13

Teacher Education in Indonesia

 

Teacher education in this world's largest archi-
pelago is confronted with tremendously increasing
dimensions in education, in terms of growth of enroll-
ments and number of schools, to meet the thirst for

knowledge of the Indonesians.

Organization of Teacher Education. Teacher edu-

 

cation in Indonesia was first established in 1954 in
institutions called Perguruan Tinggi Pendidikan Guru
(PTPG or Teacher Education at the Higher-Education
level). By 1956, Indonesia had seven institutions of
this type, either public or church-related institutions.
Later, in 1958, the PTPG'sinstitutions changed

their name and became Fakultas Keguruan dan Ilmu Pedidikan

 

(FKIP or Faculty of Teacher Training and the science

 

131bid.

42

education15 which, after the Tjibulang conference,l6

again changed their names to Institut Keguruan dan Ilmu

 

Pedidikan (IKIP or Institute of Teacher Training and the

 

Science of Education).

The administrative organization of each IKIP
is similar to that of a university in Southeast Asia;
its academic structure consists of faculties, namely:
education, social science education, physical—science

education, technical education.

Structure of Teacher Education Program. The

 

preparation and education of teachers in Indonesia in-
volves three years, leading to the Sardjana Muda
(Bachelor's) degree, and five years, leading to the
Sardjana (Master's) degree.

The curriculum in Biology offered at FKIP Malang
in 1960 (Table 3.9) indicates that courses in professional
education were spread throughout the three-year training.
This is favorable for a simultaneous learning experience,
since a student while studying "methods" in professional

education, also has a chance to associate his professional

preparations with his major . . . and, from this

 

15R. Murray Thomas, Teacher Education Pgoject in
Indonesia, "A History and Evaluation 1957-1966," p. 16.
(Mimeographed.)

 

161bid., p. 30.

43

TABLE 3.9.--Class-hour requirements in biology curriculum
at FKIP, Malang, Indonesia, 1960-1961.

 

Class Year Total

Course Distribution I II III Requirements

 

I. Basic Courses (46)
A. Education: 12

General Psychology 1
Education Psychology 1
Foundation of Education 1

History of Education 1
Sociology 2
Indonesian Anthropology 2

General Teaching Methods 1 1
Special Teaching Methods 2

IN)l\)l\)t\)|---‘l--'I--‘I--l

B. General 2

Indonesian Language
English Language 2 2
German Language

C. Practice: 32

Student Teaching

Botany Laboratory 2
Zoology Laboratory 2
Histology Laboratory

Human Anatomy and Physiology 2

II. Principal Subjects (36)

Botany (Morphology) 2 2 2 6
Botany (Anatomy and

Physiology) 2 2 2 6
Zoology (Anatomy and

Physiology) 2 2 2
Comparative Anatomy 2
Cytology
General Histology
Cytology/Histology 2 2
Embryology
Human Anatomy and Physiology 2 2
Genetics
Hygiene

NNUJN
NNLAJLUON
ONDCDCDON

mm

NNNN
NNO‘Nb

III. Supporting Subjects (11)

Physics
Inorganic Chemistry
Organic Chemistry

Totals 28 3

NNH
O NNH
Abba

35 93

 

Source: Henry Gould,op. cit., Table IV, p. 284.

44

association, to see how different areas fit together
as part of his future teaching duties.17

However, provision for general education seems to
be neglected in the program. Courses which deal with
topics such as conservation of natural resources,
economics, and commerce that appear more relevant to
the Indonesian's life did not figure in the three-year
program.18

Furthermore, regarding the total requirements,
there was a lack of an overview of the university as a
whole, but rather emphasis on a departmental or divi-
sional subject area (Table 3.10).

To assure a good preparation of future teachers
with similar standards, a conference was held at Malang
in 1960. Participants to that conference have decided

the uniform requirement for teacher education insti-

tutions in Indonesia as follows:19

 

 

 

Subject Area Units and Percentage
General Education: Minimum of 13 units or 12.3%
Professional Education: Minimum of 23 units or 21.7%
Subject Matter

(Major and Minor): 70 units or 66%
17

Edward R. Fagan, "Extending the Roots of
Indonesian Teacher Education," International Review of
Education, IX, No. 3 (1963-1964), 283.

 

18Ibid., p. 281.

19R. Murray Thomas, op. cit., p. 32.

45

TABLE 3.10.--Requirements of instruction by departments at
FKIP, Malang, 1960-1961.

 

 

Department Year Total
lst 2nd 3rd

Indonesian language 22 24 17 63
English language 30 26 17 73
History 23 24 15 62
Mathematics and Physics 22 22 16 60
Biology 28 30 35 93
Economics 21 23 13 57
Education 20 22 16 58

 

Source: Henry Gould, op. cit., Table III, p. 282.

Later, the 1969 conference brought new suggestions for
the proportions of the bachelor's degree which will

become finally:2

 

 

Subject Area Percentgge
General Education 25
Professional Education 12
Major and Minor 60

History of Teacher Education
Ifi'Vietnam

 

 

The purpose of this section is to describe the
historical development of education for teachers in Viet-
nam. Three patterns of educational development were
found linked with social changes and foreign influences:
(1) the traditional mandarin education, (2) the French

colonial education, and (3) the present educational

 

201bid., p. 34.

46

system. Hence, teacher education respected the tra-
ditional setting, keeping its curriculum as close as
possible to the training of civil servants rather than

educators.

Teacher Education in the Traditional Mandarin

 

Education. Vietnamese traditional education aimed to

 

educate all citizens loyal to the sovereign, pious to

21

parents, and respectful to authority. It was basically

structured on human relationships, but strictly prepared a
man for the Mandarinate.22

This educational philosophy was conducted in two
types of school organization according to the needs of
individuals and the community.

First it was relatively widespread that school
was primarily organized within the family. For one
reason, it is inexpensive.23 For another reason, the
family is itself a real school of education where con-

cepts of life, social ethics, and responsibility results

in love and respect.

 

21Edgar N. Pike, "Public and Private Education in
Vietnam," Asian Culture, II, No. 2 (April-June, 1960), 80.

 

22Ich T. V3} "A Historical Survey of Educational
Development in Vietnam," Bulletin of the Bureau of School
Services, College of Educatidh, UniVersity of Kentucky,
XXXII, No. 2 (December 28, 1959), 29.

23Ibid., p. 31.

47

The teaching was a hierarchy held by either
grandfather or father who "[take] care of the early
studies of the children,"24 but family education was
soon extended to formal education in small private
schools. These schools, having no official status,
received no financial assistance either from the com-
munity or the state, and were run by private tutors
hired by one or more families. All boys reaching the
age of six or seven and wishing an access to the man-
darinate ought to take formal education, but not many
of them could go beyond the primary level.

Thus, no teacher training programs were adopted,
as "teachers were often recruited from among the unsuc-
cessful aspirants for the mandarinate examination."25

Second, it was not until 1076, under the sover-

eignty of the Ly emperors (1009-1225 A.D.)25 when the

l
QuSO-Tu-Giém or National Academy was founded for children

 

in the court, that attempts in establishing teacher-
mandarins education were made. This program was
favored by a hierarchy of teacher-mandarins which ranked

. . . s ,1
from the National AcademiCian or Han-Lam Hoc-Si on the

 

top of the scale to the teacher-mandarin of the seventh

 

24 25

Ibid. Ibid., p. 29.

 

26Ibid., p. 32.

48

class or Hugn-dao who supervised the formal education in
each country or huy§n.

However, since there was no clear distinction
in primary, secondary, and higher education; educational
programs for teachers merely remained as a competitive
examination for selecting outstanding scholars, and
retired mandarins served as teachers in the national
schools. But institutions for teacher education were
practically non-existent up to the coming to the country

of the French in 1856.27

Teacher Education in French Colonial Education.

 

French colonial education developed rapidly as it was
influenced by three major factors: (1) the awareness
of the western world's progress in technology and science,
(2) the development of a national language that appears
much easier than the old scholars' language which was
based upon Chinese, and (3) the favoritism of the regime
toward the learners.

Therefore, the French colonial government con-
ceived education as a means to exploit more effectively

the colony's production28 and to expand French ideas and

 

27Kim T. Trgnn Viét—Nam Sdidec (History of Vietnam)
(Saigon: Tan-Viét XuatSBan, 1955), pp. 518ff.

 

 

' . 28Albert Sarraut, "Sur le Développement de
lJniseignement Indigéne," L'Asie Frangaise, CXXCVIII
(Janvier, 1921), 23f.

 

49

culture throughout the Orient.29 Thus, teacher education

programs were major concentrations of the government that
urgently needed teachers to carry out such educational
aims.

The bill presented by Governor Le Myre de
Villers in 1880 providing free public elementary edu-
cation for all Vietnamese children and establishing at
least one elementary school in each country or populated

district30

offered an opportunity to approach the
creation of normal schools or other institutions for
teacher education.

It was reported that, up to 1869, there were
126 combined French-Vietnamese elementary schools. The
first high school was instituted in Saigon in 1870, and
the pioneer in normal schools was created in Gia-Dinh
province in 1871.

The first high school, created in Saigon, did not
widely open its doors to Vietnamese students up to 1875,

while it was known as College Indigéne3l; it later changed

 

 

29Edouard Marquis , "L ' Enseignement en Cochi nchine , "
Revue du Pacifigue, VII, VIII (Juillet-Aout, 1935), 463.

 

30Rene Fauchois, "L'Enseignement au Cambodge, au
Laos et Sud-Vietnam," L'Afrique et L'Asie, XXCV, XXCVI
(1969), 53.

 

31The term "college" has no equivalent meaning
with the English word "college" and connotes a junior
high school.

50

its name to as College Chasseloup Laubat. This high

 

school was soon accredited by the State Department of
Education in Paris. However, all existing secondary
schools still remained in a combined status, offering at
the same time a curriculum designed for French children,
and another curriculum strictly for the indigenes or
Vietnamese. But all children were required to take one
type of examination, the French Baccalaureat, in order
to complete their secondary education.

In Hanoi, a similar situation happened to the

Lycée Albert Sarraut. Its combined French-Vietnamese

 

curriculum finally was transferred to the Lycee du Pro-
tectorat in 1924.

Thus, the French Indochinese General Government
made every effort to build two separate educational
systems in Vietnam. Schools serving only Eur0pean stu-

dents were: in the South, the Lycee Yersin at Dalat, the

 

Lycee Marie-Curie in Saigon; in the Center, the Lycee

 

Nha-Trapg, the Lycée Da-Néhg; and in the North, the

 

 

Lycée Frappais for women in Hanoi. Vietnamese high

 

schools grew over that number with, in the South, the

College Le Myre de Villers at My-Tho, the Collége de

 

 

Cantho, the College Gia-Long for women in Saigon; in

 

the Center, the College QuOc-Hoc at Hue, the College de

 

 

Vinh, the Junior High School at Qui-thn, and the College

ang-Khénh and College de Héi-PhOng. The growth of

 

 

51

secondary schools during the colonial period required
an efficient supply of teachers.
Hence, teacher education was offered in the
following normal schools: Normal School in Hanoi,
Normal School in Nam-Dinh, both for male teachers;
Normal School for women, also in Hanoi; Normal School
in Saigon and Normal School in Cantho,both coeducational;
Normal School in Qui-thn; and finally, programs for

teacher education were adopted in the CollégerOc-Hpc

 

for male students, and in the College ang-Khénh for

 

women. But, the objectives of teacher education in
these normal schools were limited to development of a
civil servant holding a teaching job in elementary
schools. The standard requirements were the first cycle
of secondary school graduation with either the DiplOme

d'Etudes Primaires Supérieures Indochinoises or the

 

Brevet Elementaire. A two-year curriculum led to no

 

degree, but a graduation certificate that assured the
graduate a tenure appointment.

At the higher level, teacher education remained
limited to the University of Hanoi. The training of
teachers for secondary schools was exclusively under-

taken by the Ecole Supérieure de Pédagogie at Hanoi.

 

Admission standard requirement was the First Cycle of
Secondary school graduation and a three-year program

led to a First Cycle of Secondary Education Teacher

52

Certificate. But, later on, as the number of holders of
the Baccalaureat II--a high school graduation certificate--
grew out of the capacity of the Higher School of Pedagogy.
The admission standard then required that degree for
entrance examination, and the length of the program was
reduced from three to two years. Graduates were assigned
to teach in secondary schools, and only in the First
Cycle classes.

In any case, students who entered the Normal
schools and the Higher School of Pedagogy at Hanoi, when
graduated, were required to teach for ten years in a
public school, and wherever they were appointed in the
country. However, not many young men and women were
attracted to such careers as teachers often earn a very
low income, in comparison with other fields of study
such as engineering, law, and medicine, which are tradi-
tionally and socially esteemed. Hence, scholarships
were usually given to students who were admitted to
either a normal school or the School of Pedagogy at

Hanoi.

Teacher Education in the Present Educational

 

System. The Ecole Supérieure de Pédagogie at Hanoi

 

moved to Saigon after the Geneva Conference (1954), and

continued to offer a two-year program for the training of

53

teachers for the First Cycle of Secondary Schools. The
admission requirement still is the Baccalaureat II.

Up to 1956, there existed no training schools
for teachers of the Second Cycle of Secondary Schools,
as the teaching at that level is carried out by holders
of cfi—nhan or license (bachelor's degree), graduated
from the universities of Hanoi or Saigon or from other
institutions of higher education in countries abroad.

Later, in 1957, the Higher School of Pedagogy in

Saigon (Trudpg Cao-Déhg Su-pham Saigon) was chartered

 

to change its status, and become the Faculty of Pedagogy,
then included in the University of Saigon. The Faculty
offered one three-year program leading to the Second
Cycle of Secondary Education Teaching Certificate, and

a one-year program leading to the First Cycle of Secon-
dary Education Teaching Certificate. Admission require-

ments were still (1) the Baccalaureat II, and (2) passing

 

a competitive entrance examination. However, in the
academic year 1963-1964, the requirements for admission
into the three-year program were changed to the Pro-
paedeutic Certificate (e.g., Propaedeutic certificates
in Science: General Mathematics and Physics or MGP,
Mathematics-Physice-Chemistry or MPC), instead

of the Baccalaureat II. Hence, students were

required to choose their teaching subject major before

entering into the Faculty of Pedagogy. For instance,

54

only the students who held the Propaedeutic Certificate
in Letters were allowed to compete in an entrance exami-
nation into a three-year program, section History-
Geography, or Vietnamese, or Foreign Languages, or
Philosophy-Psychology. For the same reason, students
who wished to be admitted into the Natural Sciences
section ought to have the Propaedeutic Certificate of
Physical and Natural Science, or S.P.C.N.

This "early selection and crystalization of pro-
gram [might] infuse curriculum with difficult inflexi-
bilities."32

The blossom of institutions of higher education
that followed the establishment of the University of
Hug in 1957 appeared much more favorable to programs of
training of teachers at the university level.

Hence,the opening of a university was generally
accompanied with the establishment of a faculty of
pedagogy. At the present, there are three public
Faculties of Pedagogy--in Saigon, Hug, and Cantho, and
three private ones--at the Dalat University, the Van-
Hanh University, and the Hda-Hdo University.

Recently, the creation of a national system of
community junior colleges opens another channel to liberal
education and teacher education. The first two community

junior colleges are in Mytho and Nhatrang.

 

32Edward R. Fagan, op. cit., p. 281.

55

In summary, the development of teacher education
in Vietnam appears as a natural outgrowth of an edu-
cational system that diverts from the traditional edu-
cation. This education focuses much on the "interest in
man and in human relations," e.g., the respect of man for
his superior, but lessens the development of scientific
attitudes and technical skills in the citizen.

The education for teachers in Vietnam so far
steps up with duplication and proliferation of programs
of instruction that do not meet the needs of the indi-
vidual who, at the same time, acts as teacher and citi-
zen. The unawareness of most,if not all, teachers in
today's schools is probably the result of this national
policy in teacher education which considers teachers as

more civil servants than educators.

Programs of Science Teacher Education. In this

 

section, current programs of teacher education in the
Faculties of Pedagogy of Saigon and Cantho are analyzed.
Special attention is given to the programs of science
teacher preparation offered at these two Faculties; each
program is evaluated in terms of breadth, depth, conti-
nuity and sequence and integrated learning-practicing.
Programs of Science Teacher Education,
Faculty of Pedagogy of Saigon

Beginning the academic year 1970-1971, the

Faculty of Pedagogy of Saigon offered three types of

56

science teacher education programs. These were: (1)
accelerated programs for first cycle secondary school
teachers, (2) regular programs for first cycle secondary
school teachers, and (3) regular programs for second
cycle secondary school teachers.

Accelerated programs for first cycle secondary
school science teachers are two-year programs. Student
teachers admitted to this program are required to have
the Baccalaureat II (Mathematics or Experimental
Sciences Sections with grade C), to maintain good stan-
dards in the subject field in their high school records
[i.e., students must show their records as among the
first ten outstanding in physics and/or chemistry if
they apply for the entrance in the Physical Sciences
Section], and to pass a competitive examination.

The accelerated programs involve two basic periods
of nine months each of preparation. After completion of
this first period, prospective teachers are assigned by
the Ministry of Education as temporary first cycle
secondary school teachers. They,then,teach for one
year in a public secondary school. In the following
year, they return to the Faculty of Pedagogy, and
attend the second period for the completion of the
requirements. They ,then, are graduated as regular

first cycle secondary school science teachers.

57

These accelerated teacher education programs
intend to provide secondary teachers for the urgent
needs of the present time (Tables 3.11, 3.12, 3.13).

Parallel to the accelerated programs, the Faculty
of Pedagogy adopted regular programs of training of
first cycle secondary school teachers, programs which
consist of three consecutive terms lasting for twelve
months (Table 3.14, 3.15). The requirements for admission
culminate in a propaedeutic certificate awarded by the
Faculty of Sciences and related to the section subject
(i.e., student must hold the Propaedeutic Certificate in
Physical and Natural Sciences--SPCN Certificate--if
applied for entrance in Natural Sciences section), and

passing of the entrance examination.

Finally, the regular programs for second cycle
secondary school teachers involve a three-year curriculum
(3.16, 3.17, 3.18, 3.19). The admission requirements are
the same as in the case of the regular programs for first

cycle secondary school teachers.

Breadth. A study of the three programs of
science teacher education of the Faculty of Saigon leads

to the following remarks:

1. There is a lack of introductory interdisciplinary
courses required for general education. Stu-

dents are not equipped with an understanding of

58

TABLE 3.11.--Program of Science Teacher Education, Section:
Physical Sciences.

 

 

University of Saigon First Cycle of Secondary

Faculty of Pedagogy Education

Academic Year 1970-1971 Accelerated Programs
Course Titles Hours/Week

 

FFirst period

 

.5

Physics 1: Electricity and Mechanics

Chemistry 1: General Chemistry and
Inorganic Chemistry

Mathematics 1: Analyses

Mathematics 2: Arithmetic and Algebra

Educational Psychology 1 '

General Methods of Teaching

Educational Administration

Educational Guidance

Practice in Teaching Physics 1

Practice in Teaching Chemistry 1

mmwwwwwwo

Second Period

 

Physics 2: Electricity, Thermodynamics,
Optics

Chemistry 2: Organic Chemistry

Mathematics 3: Analyses

Mathematics 4: Arithmetic and Algebra

Educational Psychology 2

Psychology of the Adolescent

Educational Concepts

Health Education

Practice in Teaching Physics 2

Practice in Teaching Chemistry 2

oxmtooawcouubcsm

 

Source: Official Data

59

TABLE 3.12.--Program of Science Teacher Education, Section:
Natural Sciences.

 

 

 

 

 

University of Saigon First Cycle of Secondary
Faculty of Pedagogy Education
Academic Year 1970-1971 Accelerated Programs
Course Titles Hours/Week
First Period Lecture Laboratory
Zoology l 3 3
Botany 1 3 3
Geology 1 3 3
Physics 3
Educational Psychology 1 3
General Methods of Teaching 3
Educational Administration 3
Educational Guidance 3
Practice in Teaching 1 4

Second Period

 

Zoology 2 3
Botany 2 3
Geology 2 3
Chemistry

Educational Psychology 2
Psychology of the Adolescent
Educational Concepts

Health Education

Practice in Teaching 2

owwwwwwww

 

Source: Official Data

60

TABLE 3.13.--Program of Science Teacher Education,iSection:

 

 

Mathematics.
University of Saigon First Cycle of Secondary
Faculty of Pedagogy Education
Academic Year 1970-1971 Accelerated Programs
Course Title Hours/Week

 

First Period

Arithmetic 1

Analyses 1

Algebra 1

Physics: Electro-Mechanics
Mathematics: Exercises
Educational Psychology 1
General Methods of Teaching
Educational Administration
Educational Guidance
Practice in Teaching

 

nwwwwwowww

Second Period

Arithmetic 2

Analyses 2

Algebra 2

Mathematics: Exercises
Educational Psychology 2
Psychology of the Adolescent
Educational Concepts

Health Education

Practice in Teaching

 

owwwwwwww

 

Source: Official Data

61

TABLE 3.14.--Program of Science Teacher Education, Section:
Natural Sciences.

 

University of Saigon First Cycle of Secondary
Faculty of Pedagogy Education
Academic Year 1970-1971

 

Course Titles Hours/Week,

 

First Term

 

Geology

Geology Laboratory

Inorganic Chemistry

Physics

Concepts in Education

General Methods of Teaching

Educational Psychology 1

National Education

Practice in Teaching Physical and
Natural Sciences

wwwwwwbo

I-‘
|-‘

Second Term

 

Zoology

Zoology Laboratory

Physics

Educational Psychology 2

Psychology of the Adolescent

Introductory to Educational
Guidance

International Education

Practice in Teaching Physical and
Natural Sciences 9

wwwmm

woo

Third Term

 

Botany

Botany Laboratory

Organic Chemistry

Educational Administration

Health Education

Educational Media

Psychology of the Adolescent

Educational Guidance

Practice in Teaching Physical and
Natural Sciences

wwwwwwmm

l—'
O

 

Source: Official Data

62

TABLE 3.15.--Program of Science Teacher Education, Section:
Physical Sciences and Mathematics.

 

University of Saigon First Cycle of Secondary
Faculty of Pedagogy Education
Academic Year 1970-1971

 

Course Titles Hours/Week

 

First Term

Arithmetic and Algebra

Analyses

Mechanics and Electricity

Modern Algebra: Exercises

Concepts in Education

General Methods of Teaching

Educational Psychology 1

National Education

Practice in Teaching Mathematics,
Physics, and Chemistry

 

wwwwwwww

H
0

Second Term

Arithmetic and Algebra

Analyses

Electro-Magnetism

Inorganic Chemistry

Modern Algebra: Exercises

Educational Psychology 2

Psychology of the Adolescent

Introductory to Educational Guidance

International Education

Practice in Teaching Mathematics,
Physics, and Chemistry

 

wwwwwowww

I—‘
0

Third Term

Arithmetic and Algebra

Analyses

Applied Physics

Mathematics: Exercises

Educational Administration

Health Education

Educational Media

Psychology of the Adolescent

Educational Guidance

Practice in Teaching Mathematics,
Physics, and Chemistry

 

wwwwwwwmm

1.;
O

 

Source: Official Data

63

TABLE 3.16.--Program of Science Teacher Education, Section:
Physical Sciences.

 

 

 

University of Saigon Second Cycle of Secondary
Faculty of Pedagogy Education
Academic Year 1970-1971
Course Titles Hours/Week
A. Academic Requirements Lecture Laboratory

 

 

First Year

 

Certificate of Physical Sciences I 5 3
Electives:
Mathematical Techniques in )
Physics I 4 3
Mechanics I

Second Year

 

Certificate of Organic Structural
Chemistry I 4 ~ 3

Electives:
Mechanics
Electricity 4 3
Electronics
Thermodynamics

Third Year

Certificate of Organic Structural

 

Chemistry II 4 3
Electives:

Organic Chemistry I

Organic Chemistry II 4 3

Applied Physics
B. Professional Requirements
(See Table 3.10)

 

 

Source: Official Data

64

TABLE 3.17.--Program of Science Teacher Education, Section:
Natural Sciences.

 

 

 

 

 

 

University of Saigon Second Cycle of Secondary
Faculty of Pedagogy Education
Academic Year 1970-1971
Course Titles Hours/Week
A. Academic Requirements Lecture Laboratogy
First Year
Certificate of Zoology I 5 3
Certificate of Zoology II 5 3

Second Year
Certificate of Botany I 4 1/2 3 1/2

Electives:
Plant Physiology I
Plant Physiology II
Cryptogams I 4 1/2 3 1/2
Phanerogams
Algae

 

 

Third Year

 

Certificate of Animal Physiology 5 5

Electives:
Crystallography and Mineralogy
Introductory Geology
Applied Physics > 4 4
World's Geological History
Geological History of Indochina
Paleontology .

‘

 

B. Professional Requirements
(See Table

 

Source: Official Data

65

TABLE 3.18.--Program of Science Teacher Education, Section:
Mathematics.

 

 

 

 

 

 

University of Saigon Second Cycle of Secondary
Faculty of Pedagogy Education
Academic Year 1970-1971
Course Titles Hours/Week
A. Academic Requirements Lecture Laboratory
First Year
Certificate of Mathematics I 4 2
Arithmetics
Algebra
Mathematics Applied in Mechanics 4 2

Applied Physics
Second Year
Certificate of Mathematics II 4 2

Electives:
Thermodynamics, or
Optics, or 4 2
Electricity, or
Theoretical Physics

Third Year
Certificate of Statistics 4 2

 

 

Electives:
Thermodynamics, or

 

 

Optics, or I

Electricity, or

Theoretical Physics > 4 3
Applied Mechanics I

Algebra II

Mechanics ‘

B. Professional Requirements
(See Table

 

Source: Official Data

66

TABLE 3.19.--Program of Science Teacher Education, common
professional requirements for all sections: mathematics,
phy81ca1, natural sciences.

 

University of Saigon Second Cycle of Secondary
Faculty of Pedagogy Education
Academic Year 1970-1971

 

Course Titles Hours/Week

 

Professional Requirements

 

First Year

 

First Semester

 

History and Philosophy of Education 2
Issues in National Education 2

Second Semester

 

Educational Psychology 2
Testing and Evaluation 2
Foreign Languages: French and English 2

Second Year

 

First Semester

 

 

 

 

Psychology of the Adolescent 2
Health Education 2
Second Semester
School Management and Inspection 2
Problems in International Education 2
Foreign Languages: French and English 2
Third Year
First Semester
School Management and Inspection 2
Educational Media 2

Second Semester

 

Professional Morality and Public Relations 2
History and Development of Science a 2
History and Development of Mathematics 2

 

aStudents in Mathematics section should not take
course in History and development of science.

Source: Official Data

67

human life, liberal arts, philosophy, sociology

. . . which permitS'Uuanto see social implications
of scientific discovery and thinking. Their
learning is confined to rigid "built in"
specialized courses which do not provide them

a perSpective view beyond their subject field.

2. The separation among the sections within one
program of teacher education leaves the prospec-
tive teachers unable to understand the structure
of and basic concepts in various disciplines
related to their major field. For instance,
students in the Natural Sciences section of the
Accelerated First Cycle Secondary School
teachers program (Table 3.12) do not receive
any courses in Mathematics; however, study in
some Natural Sciences sub-fields such as Bio-
metrics, Ecology, etc., does require a good under-
standing in Calculus at the collegiate level.
This narrowness in the students' learning would
limit their future self-improvement either for

their own interests or their teaching careers.

For another circumstance, prOSpective teachers
"must be able not only to help their [future] students
understand physics or biology but also must, themselves;

comprehend the field of biophysics, which incorporates

68

physics and chemistry as well as biology and related

. 33
sc1ences."

Discussion plays an important role in
today's science teaching. It may happen that during a
chemistry class, for example, a question concerned with
anatomy or plant physiology is raised. Certainly, the
teachers are not obliged to answer all their students'
questions but if the curiosity of the latter are

always not satisfied, their interest for the subject

might be, for this reason, reduced and the motivation in

their learning inhibited.

Depth. The need for depth in science teacher
education programs has two reasons:

The first basic reason . . . is scientific in
nature. The successful science teacher should
experience continuous intellectual growth in a
number of directions. . . .

The second argument for depth is professional
in nature and emanates from the need of the teacher
to be able to stimulate students intellectually.
Much of this ability follows from the teacher's
competence in dealing with recent developments in
science. Through a depth of study in science, the
science teacher is able to stimulate the studentS'
interests and to guide their individual study.34

The program for the first cycle of secondary

school teachers, a short period of one or two years

 

33John S. Richardson, et a1., "The Education of
Science Teachers," in Rethinking Science Education, ed. by
JNelson B. Henry, The 59th Yearbook of NSSE (Chicago: The
Lhaiversity of Chicago Press, 1960), chapter XIV, p. 266.

 

341bid., pp. 266f.

69

training, is insufficient to assure to prospective
teachers depth in the major field.

The four-year program of teacher education at
the Faculty of Pedagogy of Saigon (Table 3.16, 3.17,
3.18) reveals that thirty year credits or fifty-three
semester credits, beyond the propaedeutic preparation (one
year credit is equivalent to thirty to seventeen semester
credits with an understanding that one semester includes
seventeen weeks) required for the major and minor in each
field are large enough to provide depth in the subject area.
However: (1) the "usual“ way of dictating the lecture-
notes to students-~as a result of a lack of textbooks--
often requires more time than is spent for a normal
lecture; hence, the length of courses tends to be reduced;
consequently, students learn less than they might;
(2) the depth is narrowed into a very small area of
the field of the scientist as a researcher rather than
as a secondary school teacher. For instance, in the
section of Physical Sciences (Table 3.16), students are
required to get depth in only one of the following areas:
Mechanics, Electricity, Thermodynamics, Electronics.
However, an intensive knowledge in all of them, or at
least in the first three subjects, is necessary for the

teaching of physics in secondary schools.

70

Continuipy and Sequence

 

In assessing the worth of the curriculum of science

teacher education of the Faculty of Pedagogy of Saigon

in terms of sequential and continuing learning experience,

criticism would fall into the following points:

1.

In the accelerated program (Table 3.11, 3.12,
3.13), since prospective teachers are going to
temporarily undertake the teaching job for one
year at the end of the first period, for an
effective learning of the behavioral attitude of
the pupils as well as of the peer group, a course
in Psychology of the Adolescent and Educational
Concepts would be better offered in the first
period of the program in place of the two
courses, Educational AdminiStration, and Edu-
cational Guidance, which can be delayed until the
next period. In addition, in the second cycle

of the secondary school teacher programs

(Table 3.19), questions would be raised: How
relevant is the course in Testing and Evaluation
while students do not have an introductory course
in the nature of teaching? Will it be useful to
have Introductory or General Psychology before
taking Educational Psychology and Psychology of

the Adolescent?

71

2. The design of the curriculum of the preparation of
second and first cycle secondary teachers in all
natural sciences sections (Table 3.14,

3.17) shows that the intention of breaking the
body of learning into small pieces of knowledge
applied to the setting of the certificates
assigned to each term or each year, e.g.,
zoology for the first year, botany for the
second year, and animal physiology for the
third year, does not involve in the learner an
integral knowledge of the field but rather
develops in him an uncorrelated and restricted

view of different areas of the learning subject.

3. Finally the practice teaching offered in the
second period of the accelerated program (3.11,
3.12, 3.13) appears unnecessary for the prospec-
tive teachers since they have already been

experiencing teaching for one year.

Integrated Learning-Practicing

The main purpose of practice-teaching in the
Faculty of Pedagogy of Saigon is to teach prospective
teachers how to prepare and to present lecture notes.
This practice-teaching does not provide to prospective
teachers the opportunity to practice what they have

learned in other professional courses, i.e., psychology,

72

philosophy, school administration, testing, and evalu-
ation. The limited amount of time allowed in each
practice teaching class (one hour) does not afford the
student teachers an appropriate time to get acquainted
with pupils, to find out the differences in their interest
and educational background, in their way of learning,
etc. Each student teacher comes and stays in an assigned
school, only as long as the practice-teaching requires.
Hence, he fails to have the occasion of communicating
with teachers in the school, of participating in school
meetings for getting experience in solving current

school problems that he will meet later in his future
profession.

Programs of Science Teacher Education
Faculty of Pedagogy of Cantho

 

Since this Faculty has a tendency to duplicate
the programs cf instruction of the Faculty of Pedagogy of
Saigon, it is likely to perpetuate the weaknessess
mentioned previously.

In addition to its regular prograerOf the First
Cycle of Secondary Science Teachers, the Faculty of
Pedagogy of Cantho has a similar curriculum but operates
under accelerated programs. The regular programs are
two-year programs, encompassing two sections, Physical
Sciences and Mathematics, and Natural Sciences,leading

to the First Cycle of Secondary school teacher certificate.

73

During the freshman year, student teachers are required
to take prescribed courses in the Faculty of Science.
Professional courses are given in the second year at
the Faculty of Pedagogy (Table 3.20, 3.21).

Admission requirements to these programs are the

Baccalaureat II, section Mathematics, (B) or Experimental

 

Sciences (A), and passing of a competitive entrance exami-
nation.

The review of the curriculum of science teacher
education at the University of Cantho leads to the follow-

ing remarks:

1. There are some possibilities of reorganizing the
setting of introductory courses into a more
rational distribution and, hence, avoiding
costly and duplicating courses, i.e., the courses
in Fundamentals of Chemistry 1 and 2 are appro-
priate to both programs; introductory courses in
mathematics or physics could be organized in
packages of required courses for all freshmen,
rather than divided separately for each section.
For a similar reason, professional courses in the
sophomore year (Educational Psychology, General
Education, History and Philosophy of Science,
School Administration, Science Education) would

be better offered under required courses given in

74

TABLE 3.20.-—Program of Science Teacher Education, Section:
Physical Sciences and Mathematics.

 

 

University of Cantho First Cycle of Secondary
Faculty of Pedagogy Education
Course Titles Hours/Week Credits

 

Freshman Year

 

Fundamentals of Chemistry 1; General

Chemistry 1 1
Fundamentals of Chemistry 2; Organic

Chemistry 1 1
Fundamentals of Chemistry 3;

Inorganic Chemistry 1 1
Fundamentals of Mathematics 1; Algebra 1 1
Fundamentals of Mathematics 2;

Analytical Geometry 3 3
Fundamentals of Mathematics 3;

Geometry l 1
Fundamentals of Mathematics 4;

Calculus l l 1
Fundamentals of Mathematics 5;

Laboratory 2 1

Fundamentals of Physics 1; Mechanics

 

and Thermodynamics l l/2 1 1/2
Fundamentals of Physics 2; Electricity 1 1/2 1 1/2
Fundamentals of Physics 3; Optics 1 1
Fundamentals of Physics 4; Laboratory 2 1/2 1
Fundamentals of Chemistry 4;

Laboratory 2 1/2 1
Foreign Language 2 1
Electives:

History of Science 1 l

Sociology 1 1

2'4"
Sophomore Year
Educational Psychology 1 1
General Education 1 1
History and PhiloSOphy of Science 2 2
School Administration 1 1
Science Education 2 2

Methods of Teaching Mathematics 1/2 1/2

Teaching of Mathematics 1 1/2 1 1/2
Teaching of Physical Sciences 1 l/2 1 1/2
Chemistry for Secondary School 2 2
Physics for Secondary School 2 2
Algebra for Secondary School 2 2
Geometry for Secondary School 2 2

18 172

 

Source: Official Data

75

TABLE 3.21.--Program of Science Teacher Education, Section:
Natural Sciences.

 

 

University of Cantho First Cycle of Secondary
Faculty of Pedagogy Education
Course Titles Hours/Week Credits

 

Freshman Year

 

N
N

Introductory Animal Biology
Introductory Animal Biology
Laboratory
Fundamentals of Botany
Fundamentals of Botany Laboratory
Fundamentals of Physics
Fundamentals of Physics Laboratory
Fundamentals of Chemistry: General
and Inorganic Chemistry
Fundamentals of Chemistry: Organic
Chemistry
Fundamentals of Chemistry
Laboratory
Fundamentals of Mathematics
Introductory Geology
Introductory Geology Laboratory
Foreign Language
Electives:
History of Science, or
Sociology

RINLSRJw
F‘NFHNJH

1/2

H
[—1

H
I-‘

1/2

thk3HlQ
HI~ HFHNQHFH

2:1,...

Sophomore Year

 

Educational Psychology

General Education

School Administration

Science Education

History and Philosophy of Science

Methods of Teaching Natural
Sciences 1/2 1/2

Rimrahap
hiwhahaw

Teaching of Physical Sciences 1 1/2 1 1/2
Teaching of Natural Sciences 1 1/2 1 1/2
Zoology for Secondary School 2 2
Zoology for Secondary School

Laboratory 3 l
Botany for Secondary School 1 l
Botany for Secondary School

Laboratory 2 1
Animal Physiology 2 2
General Geology 2 2
General Geology Laboratory 3 1
Electives:

Animal Physiology 2, or 1 1

Chemistry for Secondary School 1 l

27 l

 

Source: Official Data

76

different sections as needed and student teachers

may then select the section of their choice.

Courses in special subject fields (i.e., chemistry,
physics, algebra, geometry, zoology, botany)
designed for secondary schools are given with
the intention that they could be more useful to
the prospective teachers in their later teaching
job, but could not avoid a duplication of
lectures on the fundamental or basic principles
and concepts (e.g., the basic concept of wdrk and
energy will certainly be repeated in the course
in physics for secondary schools--Tab1e 3.20).

It is hoped that these courses in
special subject fields designed for secondary
schools could be included in courses in methods
of teaching since the latter are also dealing

‘with those in the special field.

The programsfor science teachers of the Faculty
of Pedagogy of Cantho fail to meet the require-
ments for professional orientation for student
teachers during their freshman year. The pro-
spective teachers do not have any guidance in the
professional field of teaching nor do they
receive counseling regarding their future career

when they enter into the Faculty of Pedagogy.

77

Conclusion

 

From the above descriptions and analyses of pro-
grams, the following major points seem pertinent as a
result of this comparative study.

First, almost all of the curricula described
above indicate new trends toward a design patterned on
four basic components: general education, professional
education, specialized education (major and minor areas
of study) and electives.

General education intends to equip the prospective
teachers with broad knowledge that would permit them to
become educated men and, at the same time, make them able
to handle their later teaching in secondary schools.

Professional education provides them the full
mastery in both their role and function as teachers,
school administrators, and business managers.

Specialized education focuses on major and minor
areas of concentration which would deepen the student
teachers' knowledge in the field that they will teach.
However, several curricula have shown more departmental
than any other components (i.e., the case of Indo-
nesia and Vietnam).

Regarding free elective courses, some curricula
offer this option to student teachers.

The curriculum of the Faculties of Pedagogy in

Vietnam is not among these since their electives only

78

permit a choice of specializing in a small area of the
concentration field. Each of these elective courses is
provided with five or six credits per year and usually
represents one-third of the requirement for the major
field.

Second, it appears that internship is helpful
and necessary to provide professional maturation of
prospective teachers.

Third, it seems that the appropriate period of
teacher training requires four years beyond high school
graduation. This is a premise of an effective teacher
education program.

For short—term planning, the four-year program
probably could not immediately be implemented, but it
should be retained as a goal for long-range planning

in terms of the quality of teaching.

Summary of the Chapter

 

In this chapter are presented (1) the different
aspects of teacher education in the Philippines, Indo-
nesia, and Thailand, and (2) the historical development and
present status of teacher education in Vietnam. The review
of the present curricula of the Faculties of Pedagogy in
Saigon and Cantho reveals major weaknesses in curriculum
planning. A conclusion that points out three common
aspects of the curricula studied suggests an approach to
deal with a philosophy of the preparation of science

teachers which will be presented in the following chapter.

CHAPTER IV

THE PROPOSED MODEL PROGRAM OF
SECONDARY SCIENCE TEACHER

EDUCATION

The major purpose of the present chapter is to
propose a model program of secondary science teacher edu-
cation for Vietnam, taking into account current trends in
the preparation of teachers in the country as it is
facing up to post-war problems.

In dealing with the proposed model program, the
following sequential topics will be considered: (a) clari-
fication of objectives of the proposed program, (b) assump-
tions, (c) the proposed program with its components and
pattern, (d) evaluation of the proposed program, and
(e) conclusions.

Current Trends in Teacher Education
in Vietnam

 

Teacher education in Vietnam, recently, involves
much in improving its programs to meet the urgent needs
of the rapid growth of both elementary and secondary

schools.

79

80

One of the most significant moves toward its
improvement is the setting up of a National Commission
on Developmental Research in Education and Pedagogy (HOi-
Dghg Nghign-Cdu Phét-triéh GiaOPduc v5 Sd-Pham), in
October, 1971, by the Ministry of Education. The com—
mission is organized in a Permanent Central Committee
and four Task Forces, each task force dealing with an
assigned duty. They are: Curriculum Task Force, Task
Force on Minimum Standards for Developing Teacher Edu-
cation Institutions and Programs; Task Force on Course
Credit System; Task Force on Educational and Pedagogical
Research; and Task Force on Graduate Education.

The Task Force on Curriculum focuses its attention
on the curriculum content of a modern Teacher Education
Program for Vietnam that must be based upon the following
criteria: (1) the kind and amount of general and pro-
fessional courses and eXperiences needed by all Vietnamese
teachers, (2) the kind and amount of study that will be
necessary for teaching in Vietnamese schools--particularly
elementary schools, comprehensive secondary schools,
technical and vocational schools--, and (3) the length of
time for practical experiences that all teachers should
have at the pre-service level, the graduate level, and
the in-service program.

It is suggested that the task force will follow

these steps:

81

Survey the opinion of parents, and other lay per-
sons, as to the role of the school in Vietnam:

What the school should do for children and youth;

Survey the opinion of education service chiefs,
school principals and Ministry of Education
officials who employ teachers: What strengths
exist in the present programs of teacher education?
What weaknesses? How can the teacher education

programs be improved?

Survey resources not now being used but which

should be tapped in educating teachers;

Conduct a study of the constitution, ministerial
decrees, addresses by the President, Prime Min—
ister, and others to ascertain the Government of
Vietnam's goals and objectives for Vietnamese

education--hence teacher education;

Make a comparative study of the content of exist-
ing teacher education programs in all insti-

tutions;

Review recent published accounts of teacher edu-
cation programs in other developing countries and
in countries with well-established systems of

education;

Invite consultants with recent specialized study
in some aspects of teacher education to work with

the task force;

82

h. Formulate models of teacher education cur-
ricula for the various levels and fields of
teacher education including the preparation of

school administrators and supervisors;

1. Prepare recommendations for the Ministry of Edu-
cation and representatives of teacher education

institutions to consider for implementation;

j. Prepare a time-table and suggestions for phasing

in the new teacher education curricula;

k. Based upon the study and recommendations, prepare
a draft of a guide for curriculum development in

Vietnamese teacher education institutions.

The outline of the duty of the Task Force on
Minimum Standards for teacher education programs draws
heavily on the recommendations for the preparation of
teachers who would play a significant role in the
nation's post-war develOpment. It is planned that the
Task Force consider the actual educational situation con-
cerning the organization and administration of curriculum,
the teaching and administrative personnel, and the physi-
cal plant and facilities for implementing the program.
At the same time the quality of the programs, including
minimum requirements for the future teachers in terms of
professional knowledge and skills, must be part of the

charge of the commission.

83

The National Commission on Developmental Research

in Education and Pedagogy suggests the following pro-

cedures in initiating the work of this task force as

indicated in the Commission's proposal:

1.

Make comparative studies of present organization
of courses in each teacher education institution
or program: (a) entrance requirements, length of
program in weeks, months, or years, hours of
instruction per day, out-of—school study require-
ments; (b) requirements for diplomas or degrees,
and grading systems; (c) the qualifications of
the staff’2for‘the instruction and administration
of the schools: academic preparation, experience,
civil service rating, hours of teaching required;
(d) characteristics of the plant and facilities
of the teacher education institution: classroom
space, library space and number of volumes,
cafeteria or lunch room, administrative offices,

dormitories.

Study guides and handbooks related to accredited
or approved teacher education programs in

develOped countries.

Discuss and formulate with consultants, selected
administrators, and teachers, a workable set of
requirements for Vietnamese institutions which

will unify and equalize preparation.

84

4. Make recommendations to the Ministry of Education
which will enable teacher education institutions
to raise the quality level of teacher education

programs.

The Task Force on Course Credit System will study,
develop, and make recommendations on a unified system of
conferring credit either at the professional or academic
undergraduate level. The primary purpose of such a sys-
tem is to enable both pre-service and in-service teachers

to:

1. Receive recognition for the described units of

subject matter which they have studied.

2. Accumulate credit for all professional study
which will lead to a certificate, diploma, and
salary increment which meets minimum standards

as recommended by the Task Force on Standards.

3. Transfer from one institution to another without

loss of time.

4. Pursue studies while on the job or at intervals

without loss of credit.

This task force's job description includes its
(1) responsibility of developing plans that can assure
all types of programs of teacher education without dupli-
cation of study done in the interim programs and (2)

coordination with the task force on Minimum Standards.

85

Finally, the two last task forces--on Educational
and Pedagogical Research and on Graduate Education--are
designed to improve teacher education programs through
current studies. Since they are newly created, the job
descriptions of these task forces are not included in the
Commission's proposal.

Recent trends in teacher education are also
noticeable with two programs offered (1) one at the
National Technical Center at Phu-Thg and (2) another one
at the National Agricultural Center in Saigon. The first
type of teacher education program is administered by the

\ Vt
Higher School of Technical Pedagogy (Trddng Cao-Dang

 

Sd-Pham Ky-Thuat). The length of the program is five
years, the first four years being concentrated on the
specialization training, and the last year of the pro-
gram involving the professional training. The second
type of vocational teacher education program is concerned
with the preparation of agricultural science teachers,
and is under the auspices of the Higher School of Agri-

E v" A e
cultural Pedagogy (Trudng Cao-Dang Sd-Pham Nong-Nghi§p).

 

The curriculum pattern is similar to that of the program
of technical education teachers, with four years of
subject concentration courses and one year of pro-
fessional courses.

Both these programs of vocational teacher edu-
cation are provided to train more secondary vocational

teachers for vocational and technical schools.

86

Thus, these new trends in teacher training are
of great interest in designing a proposed program for

science teachers.

The Proposed Program

 

Definition of opjectives of
gngrpposed Program of
Science Teacher Education
in Vietnam

 

 

 

 

Conscious of science education as the development of
inquiry skills,of public education as the guardian of a
democratic society, and of the vocational and cultural
needs and interests of the Vietnamese teachers as the
citizen's welfare, the objectives of the proposed pro-

gram for science teachers may be described as follows:

1. To provide the prospective teachers with broad
general education that affords them enlightened
learning in the basic ideas of civilization,
thus making them responsible teachers and edu-

cators as well as cognizant citizens.

2. To afford the prospective teachers an approach
to the development of knowledge and understanding
in children; and to acquire skills to help young
people develop and learn to the fullest extent of

their abilities.

87

To provide the student teachers with a demon-
strated competence in professional knowledge with
particular skills in communicating with, motivat-
ing, and stimulating students in a fruitful two-
fold relationship: student-teacher-subjects
leading toward academic and educational achieve-

ments.

To develop in the student teachers a resource-
fulness and proficiency in the preparation of
future citizenry of a democratic society, using
science education as a resource for vitalizing
and enriching the community life, activity, and

progress.

The foregoing statements of objectives are made

in favor of the proposed program of science teacher edu—
cation as it will meet the urgent needs of post-war
reconstruction and social problems. It is understood
that these objectives are subject to change as far as

education must be the challenge of the society.

Assumptions

 

For the purpose of the above objectives, the pro-

posed program of science teacher education is developed

in accord with the following assumptions:

It is assumed that:

88

1. "All teachers need to be broadly and liberally
educated."l 'If not broadly grounded [they] can become
narrowly absorbed in [their] subject, with consequent
loss of contact with students of many and varied interests.
It is especially vital for [them] to acquire in college
a good knowledge of fields other than [their] own--not
the knowledge or the interest of the expert [is] but that
of the intelligent alive citizen[s]."2 This general edu-
cation will lay in teachers a broad and firm base for a
lifetime of learning and stress the interrelatedness of
major concepts within the various disciplines and make
teachers capable of interpreting content and technological
concepts in terms of the humanistic needs of the indi-
vidual. 'This liberal education is required of every
educated person, regardless of vocational or professional

I O 0 3
aims and aspirations."

 

1National Commission on Teacher Education and Pro-
fessional Standards, The Education of Teachers, Report of
the Kansas TEPS Conference 1959, Curricfilum Programs
(Washington, D.C.: National Education Association of the
United States, 1959), p. 36.

 

2Committee on Teacher Training of the National
Council of Independent Schools, Preparation of Teachers
for Secondary Schools, A Report TBoston, Mass.: NatiOnal
Council of Independent Schools, 1958), p. 12.

 

 

3G. K. Hodenfield and T. M. Stinnett, The Edu-

cation of Teachers--Conf1ict and Consensus (New Jersey:
Prentice-Hall, Inc., 1961), p. 48.

 

89

2. The program of general education should

involve materials from each of the following fields:

-- Physical Sciences and Mathematics, which should
cover the materials from chemistry, physics,
geology, astronomy, and mathematics;

-- Biological Sciences, which should include materials
from general biology, botany, physiology, and
biOrchemistry;

-- Social Sciences, which should include materials
from economics, political science, anthropology,
sociology, and history;

-— Humanities, which, in terms of general education,
should include materials from philosophy, psy-
chology, and literature, as well as oral and
written expression in one's native language and
probably in a foreign language;

-- Fine Arts, which should include learning in
variqus types of arts, e.g., writing, music,
etc.

3. An undergraduate program for secondary
school science teachers should include a major in the
teaching field of sufficient depth to make possible
further study of this subject field at the graduate

level.5

 

4Lindley J. Stiles, A. S. Barr, Harl R. Douglass,
and Hubert H. Mills, Teacher Education in the United
States (New York: The Ronald Press Company, 1960), p. 169.

 

5AAAS Commission on Science Education and the
National Association of State Directors of Teacher
Education and Certification, Guidelines and Standards
for the Education of Secondary School Teachers of Science
and Mathematics—TWashington, D.C.: American Association
for the Advancement of Science, 1971), p. 21.

 

 

90

Assuming a minimum of one hundred and twenty semester
hours of academic work for graduation . . ., one-half
of the student's time for preparation in his teach-
ing area seems reasonable to expect if he is to be
properly prepared. Furthermore, this amount of con-
centration can give such depth that it will be pos-
sible for him to build on it later with a fifth year
or more of content material to further improve his
competence in the science area. . . . On the other
hand, if multiple teaching assignments are necessary,
some favorable combinations are physics and mathe-

matics, chemistry and physics, and biology and health.6

4. Teacher education programs

. . . should include preparation in areas related
to the subject to be taught. To acquire an adequate
mastery of mathematics and breadth of understanding
in the sciences, the prospective physics teacher will
be required to devote approximately [one] fourth of
his college program to courses in these areas:

A. A year course in the general principles of
chemistry. . . . This course should include compo-
sition and structure of matter, atomic and molecular
theory, states and transitions of matter, stoichiOmetry
nature of solutions, periodic tables and relation-
ships, rates of reaction and equilibrium . . . , oxi-
dation-reduction and electrochemistry, and colloidal
state.

B. The equivalent of four semester courses in
mathematics including a year course in calculus is
essential, and one semester of differential equations
is desirable. If mathematics is to be a second teach-
ing field,additional mathematics courses would also
be necessary.

C. A year course in principles of biology,
including characteristics of living organisms, cell
theory, structural systems of plants and animals,
metabolism, maintenance of individual (health and
disease) is recommended.

 

6Alfred B. Garrett, g; 31., "Recommendation for
the Preparation of High School Teachers of Science and
Mathematics,"School Science and Mathematics, LIX, No. 4
(April, 1959), 283.

91

D. A one-semester course selected from one of the
following fields: geology, meteorology, physical
geography, or astronomy is also recommended.

The requirement for a teacher of biology appears to
be more difficult to outline than for the teachers
of other sciences and mathematics. . . . A year of
college physics together with a year of college
chemistry may suffice to provide a background; but
it should be emphasized that in the field of chem-
istry an introduction to organic chemistry and bio—
chemistry is needed. . . . Some mathematics is
required for an understanding of modern genetics,
ecology, and physiology. This may include intro-
ductory calculus and a good foundation in probability
and statistics. Psychology is important to the
understanding of behavior. . . . All in all, about
one-fourth of the total four-year college program
of a prospective secondary school biology teacher
should be allotted to the related science fields
and mathematics, approximately equal to the amount
of work taken in biology itself.3

5. The courses which are recommended in each
teaching area, together with supporting courses should

be outlined approximately as follows.9

 

7National Association of State Directors of
Teacher Education and Certification, Guidelines for
Epeparation Programs of Teachers of Secondary Schbol
Science and MathematiCs'TWashington, D.C.: American
Association for Ehe Advancement of Science, 1961), p. 15f.

 

 

 

81bid.’ p. 9f.

9Alfred B. Garrett, et a1., op. cit., p. 284ff.

92

I. SUGGESTED COURSES IN BIOLOGY AND OTHER
SCIENCES FOR THE PREPARATION OF
HIGH SCHOOL TEACHERS OF BIOLOGY
(Given in semester hours)

 

 

 

Suggested Courses 4-year
(See notes Below) A B C D E total
Biology 10 8 4 5 4 30
Chemistry 12
Physics 8
Earth Science 3
Mathematics 6
Totals 59

 

Description of Biology Courses

 

Principles of Biology. Characteristics of living
organisms, cell theory, structural system of plants
and animals, metabolism, maintenance of individual,
(health and disease).

Plant and Animal Physiology and Anatomy. Morphology,
study of tissues, functional activities of cells and
tissues, reflexes and tropisms, functional units of
systems, catalysts, and enzymes.

Ecology and Conservation. Environment, soil, popu-
lations, relatibnships of species, distribution of
communities. Field work should be an integral part
of this course. This course could be coordinated
with the work in Earth Sciences.

Developmental Anatomy and Genetics. Growth and
dévelopment, principles of heredity, evolution.
Preparation and Use of Biological Materials. This
course should Be conducted By one conversant with
the problems of biology teachers. Consideration
must be given to teaching techniques peculiar to
biology. Preparation and proper use of demonstration
and laboratory materials, teaching aids and methods
should be emphasized.

 

 

 

 

 

93

II. SUGGESTED COURSES IN CHEMISTRY AND OTHER
SCIENCES FOR HIGH SCHOOL TEACHERS
OF CHEMISTRY

(Given in semester hours)

 

 

 

 

Suggested Courses A B C D 4-year
(See Notes Below) total
Chemistry 8 8 4 8 28
Physics 3
Biology 3
Earth Science 12
Mathematics
Totals 59

 

Description of Chemistgy Courses

 

General Principles: Composition and structure of
matter, atomic and molecular theory, states and
transitions of matter, stoichiometry, nature of
solutions, periodic tables and relationships, rates
of reactions and equilibrium, ionic equilibrium

and properties of electrolytes, oxidation-reduction
and electro-chemistry, energy relationships and
colloidal state.

Organic: Nomenclature, hydrocarbon series, functional
groups and their basic reactions, typical methods of
preparation, application.

Analytical: Gravimetric and volumetric and instru-
mental methods and their applications and limitations.
Physical: Determination of precise physical proper-
ties an the application of these data to problems

of reaction rates, equilibrium systems and structure
determinations.

 

 

A.

94

III. SUGGESTED COURSES IN PHYSICS AND OTHER SCIENCES
FOR THE PREPARATION OF HIGH SCHOOL TEACHERS
OF PHYSICS

(Given in semester hours)

 

 

 

Suggested Courses A B C 4-year
(See notes Below) total
Physics 10 10 5 25
Chemistry 13
Biology 6
Earth Science 3
Mathematics 13
Totals 60

 

Description of Ppysics Courses

 

Introductory Course in College Physics: A course which
covers the conventional areas of mechanics, sound,
heat, electricity, magnetism, light and some aspects
of modern physics. Problem work and laboratory
experience should make up at least half of course
activities.

A second year course in Physics: A composite of the
advanced courses in heat, light and electricity
especially planned for the needs of the secondary
teacher of physics. Emphasis should be on a thorough
treatment of a limited number of concepts and prin-
ciples in these areas. Experiences should be pro-
vided in planning experimental demonstrations and
laboratory work associated with these concepts and
principles. The usual courses in advanced light,

etc. may be substituted in the absence of such a
course planned for teachers.

Modern Physics: A course that covers the phenomena,
concepts, and experimental techniques of modern atomic
and nuclear physics using mathematics through Calculus.
At least 25 per cent of the course should be laboratory
experience.

 

 

95

IV. SUGGESTED COURSES FOR THE TEACHER WHO IS

PREPARING TO TEACH BOTH PHYSICS AND
CHEMISTRY OR COURSES IN PHYSICAL
SCIENCE

(Given in semester hours)

 

 

 

4-year
A B C total
Physics 8 6 4 18
Chemistry 18
Biology 6
Earth Science 5
Mathematics 13
Totals 60

 

6. The professional education should provide to

prospective teachers the following experiences and learn-

ing categorized in three groups.

10 The first group of

learning necessary to all teachers regardless of their

concentration in the major field should consist of:

A.

An understanding of the school as a social insti-
tution: Through this understanding, prospective
teachers should possess knowledge of varied

bases of school control and support, and the
school's role as an agent in continuous inter-
action with an evolving culture, They should be

able to make objective judgments regarding:

 

Science
Science
service
Science

1968), 88f.

10Association for the Education of Teachers in
and Cooperative Committee on the Teaching of
and Mathematics, "Guidelinesfor Content of Pre-
Professional Education for Secondary School
Teachers," Science Teacher, XXXV, No. 5 (May,

96

(a) the history of national education; (b) basic
issues and controversies in education; (c) major
criticisms of the educational system and the
implementation of these criticisms for the
continuing evolution of the system; (d) repre-
sentative philosophies of education and their
implementation for educational practice;

(e) process of education through which social
change is initiated and/or implemented; (f) the
school as an educational institution, its rela-

tionship to other institutions.

An understanding of the administration and

organization of education.

Provision for individual difference: During this
preparation for teaching, each individual should
have an opportunity to acquire knowledge con-
cerning: (a) the great variety of individual
differences operating in the classroom; e.g.,
intelligence, creativity, social and cultural
background, personality and interests; (b) the
patterns of thought generally characteristic of
students at the different developmental levels;
(c) the differences in frustration and tolerance

among secondary school pupils.

Development of an understanding and skill in

general techniques of instruction, the techniques

97

conductive to the maintenance of a classroom
climate which motivates learning and which
exploits the natural curiosity of interest of

youth.

E. An understanding of learning theory: Prospective
teachers should recognize that effective learning
results in change in behavior and involves
cognitive, affective, and kinesthetic dimensions.
Prospective teachers should be cognizant of
different learning levels, the essential con-
tinuity in learning, and the complex interactions
and associations which occur if learning is to

progress efficiently.

F. A command of knowledge of Measurement and Evalu-
ation through which the prospective teachersshould
understand the relation which evaluation has to
instructional objectives and the profound effects
of methods and types of evaluation on the future

of the student.

G. Development of a sense of professional responsi-

bilities and duties.

The second group of learning and experiences
specific for all science teachers should include the

following elements:

(l)

(2)

(3)

(4)

(5)

(6)

(7)

98
An understanding of science instruction in
relation to the total educational program;

An understanding of purposes and contributions

of science instruction;

The development of skills in demonstration to

techniques;

Knowledge of selecting and organizing science

content for instructional purposes;

Using laboratory experience, maintaining, and

equipping laboratories;

Familiarization with basic literature of science

education;

Understanding of the methods of inquiry and
guidance of students in the interpretation of

data.

Finally, the third group of experiences,referred

to individualized for the "chosen teaching field" should

involve:

(1)

(2)

(3)

Development of skills of independent study;

Development of skills through practical

experiences (observation and student teaching);

Command of knowledge in designing, improving,

and trying out special equipmentsand materials.

99

7. The student teaching experience be organized

into these principles:

A. The student teacher should be gradually inducted

to the responsibilities of actual teaching.

B. The plan of inducting the student teacher will
then be from the easy to the difficult, from the
simple to the complex, from observation to par-

ticipation, and to long-term teaching.

C. The student teacher is to be thought of as a
distinct personality, capable of growth, sensi-
tive to success and failure, and deserving of

help and consideration.

D. The student teaching activities should be con-
ducted in as natural and typical situation as

possible.11

8. The pattern of the professional program is
the four-year distribution sequence,12 leading toward
the Bachelor's degree of Science in Science Education

or Bachelor's of Arts in Science Teaching.

9. Teacher education should be a “tightly

integrated, intricately interwoven, and carefully

 

11Joseph A. Del Popolo, "Experiences a Student
Teacher Should Have," The Journal of Teacher Education,
XI, No. 1 (March, 1960?, 76-77.

 

12Lindley J. Stiles, et a1., op. cit., p. 217.

100

coordinated total process."13

The program of experi-
mental learning should begin just as early as the pro—
gram of intellectual analysis, and should proceed
alongside it, step by step. At every step, the two
should be interwoven. Every bit of experience should
fit naturally into the next step of intellectualization
and every intellectual increment should enrich the next

bit of experience.14

The Patternp of the Proposed
Program of Science Teacher
EducatiOn

 

 

 

The proposed program of science teacher education
is structured with the following general pattern.

Percentage of the

 

Credits Total Requirements
General Education 42 30
Professional Education 28 20
Concentration Areas:
Major
Minor 64 46
Electives 6 4
l O 100
13

N. V. Scarfe, Conflicting Ideas in Teacher
Education (Columbus, Ohio: The College of Education,
Ohio State University, 1960), p. 34.

 

 

14Fred T. Wilhelms, "Realignment for Teacher Edu-
cation," in Association of Teacher Educators, Teacher
Education: Future Directions, A Report of the Fiftieth
Anniversary Conference of the Association for Student
Teaching 1970 (Washington, D.C.: AACTE, 1970), p. 10.

 

101

Courses in General Education are distributed in nine dif-
ferent subject fields as indicated in Table 4.1. These
subject fields are: Basic Mathematics, Physics, Chemistry,
Biological Sciences, General Psychology, General Philosophy,

Sociology, Economics, and Language.

TABLE 4.1.--Distribution of courses in General Education in
the proposed program of Science Teacher Education.

 

Subject Fields Credits

 

1. Basic Mathematics:
Calculus }

Statistics 6

2. Physics 6
3. Chemistry 6
4. Biology 6
5. General Psychology 3
6. General Philosophy 3
7. Sociology 3
8. Economics 3
9. Language _3_
Total Requirements 42

 

In view of the profound influence of the sciences on
modern life, a first—hand knowledge of more than one of
them is essential to liberal education.

Biology will deal with living things both in
terms of their development, behavior, interaction with
environment and process and substance that compose each
living system.

Chemistry will be concerned with composition and

 

change in composition and properties of all substances

102

under the influence of temperature or pressure or
interaction with other substances.
Physics has as its aims the development of
systems and their interactions. These are dealt with
in terms of gravitational interaction, electric charge
separation, energy transfer, storage, and distribution.
Mathematics will provide prospective teachers
an acquaintance with mathematical techniques which include
basic principles of differential and integral calculus,

and some knowledge of probability and statistics.

In addition, Sociology will deal with examination

 

of general features of cultural and social life in complex
civilization. This approach leads to better understanding
of process and principles of sociology (social role and
culture conflict, personality and culture interaction,
collective behavior development, interaction and social
process, accommodation and social organization) that

are alike and that are different from one part of man-
kind to another. This helps the student see himself,

his groups, and his society in a meaningful relationship

to each other.

General Philosophy will concern philosophic

 

thinking through the examination of problems of freedom,
knowledge, and value, and to such problems in politics,
religion, and what is worthy of consideration.

General Psychology will deal with a basic survey

 

of the principles of human behavior, maturation,

103

motivation, sensory and perceptual processes, learning
and thought, and of the application of psychology to
practical problems of life.

Economics will familiarize student teachers with

 

fundamental economic principles and develop in them an
understanding of critical economic problems facing the
country and the world today.

Finally, the mastery of a foreign language is
desirable in the proposed program for science teachers,
since recently college students are required to
demonstrate their proficiency in a non-native language
for their graduation. The objectives of teaching
foreign languages to prospective teachers are to pro-
vide them the ability (1) "to understand the foreign
language when spoken at an average rate of speed by
a native speaker[,] (2) . . . to respond intelligently
in a reasonable conversational situation[,] and (3) . . .
to read materials of moderate difficulty in the general
areas of human knowledge."15

The proposed range of professional education
courses for prospective secondary school science teachers
runs from twenty-seven to twenty-nine semester hours.

The distribution of these professional courses is as

follows:

 

15G. K. Hodenfield and T. M. Stinnett, op. cit.,

'_.I

104

TABLE 4.2.--Distribution of professional courses in the
proposed program of science teacher education.

 

Courses Credits

 

Introduction to Education
Educational Psychology
Educational Philosophy
Methods of Teaching
Educational Sociology
Communication—Speech
Measurement and Evaluation
Observation
Practice-teaching I and II
Internship

0 O
IFJwLORQwLOOJN
oLn

OOCDQO‘U'TDUJNH
O.

u b
l

 

N
\l
l
N
\0

Total Requirements:

 

The following are the objectives and the

descriptions of the courses in professional education:

1. Introduction to Education. Orienting the

 

prospective teachers to teaching and the teaching pro-

fession, to problems and trends in modern education, to
ethics of the profession and finally to the teacher's
relationship to the community and professional organi-

zations.

2. Communication-Speech. Helping the prospective

 

teachers acquire the clearness, the correctness, as well

as the effectiveness and the logic of expression.

3. Educational Psychology. 'Providing to the

 

prospective teachersan understanding of the growth and

development of the child, the learning process,

105

individual differences, and social and motivating factors

of adjustment as they contribute to education.

4. Educational Philosophy.' Helping the student

 

teachers(l) understand how different philosophies affect
education, (2) examine how far the present educational
system in any country is based on or related to its own
philosophies, (3) understand the philosophies of aims,
organization, and practice of education in the country,
and finally (4) cultivate the spirit of inquiry with
regard to problems of education and develop the ability

to relate them to philosophical principles and methods.16

Methods of Teaching. This course will include

 

both general methods and methods of teaching in a
special field, i.e., science. It is aimed to help the

prospective teachers:

1. Understand the application of principles of psy-
chology to classroom teaching, i.e., diagnosing,
planning, and maintaining effective learning

climates;

2. [Acquire knowledge in] formulat[ing] an acceptable
statement to which he is committed regarding the
purpose of the teaching of science in the secon-
dary school;

3. [Acquire skill in] developling] procedures for
the teaching of science which encourage autonomous
inquiry;

 

16Curriculum Develppment in Teacher Education in
Asia, op. cit., p. 38ff.

 

106

4. Understand the planning and use of appropriate
classroom management techniques, e.g., laboratory
planning, demonstration teaching, student activi-
ties, daily and extended lesson plans;

5. Be able to apply suitable criteria for selection
of general instructional materials, and specialized
materials for science instruction;

6. Be aware of the technological resources available
to teachers, e.g., films, transparencies, labora-
tory and demonstration equipment, and other audio-
visual aids;17

7. Realize that method is essentially personal to
every teacher and that teaching involves the
manipulation of a number of techniques as

occasion demands.

8. Finally, build up a creative approach toward

teaching.

Measurement and Evaluation. This course is

 

intended to develop in the prospective teachers the

abilities:

1. To evaluate tests in terms of reliability,

validity, and usability;

2. To prepare and select appropriate evaluation
instruments for the assessment of student per-
formance with regard to the educational objec-

tives;

3. To interpret test results in a precise and mean-

ingful way;

 

17Association for the Education of Teachers in
Science and Cooperative Committee on the Teaching of
Science and Mathematics, op. cit., p. 90.

107

4. To diagnose students' weaknesses and undertake

remedial teaching work.18

Educational Sociology. This course will help

 

student teachers understand (1) social processes and
interaction patterns in educational organizations,

(2) the relationship of such organization to aspects’

of society, social class, and power, (3) social relations
within the school, college, and university, (4) role of

teachers, students, and administrators.

Practice. Organized under the guidance of super-
visors, it is designed to help student teachers (1) see
how theory is related to "reality," and (2) prepare them
to "assume, with a measure of confidence and competence,
the multifarious tasks and duties of their calling."19

It consists of three steps: observation, practice-

teaching, and internship.

Observation. This course is planned to provide

 

prospective teachers direCt contact with pupils and

is defined as a guided observation. In this course,
different aspects of Educational Psychology to be focused
on are outlined in advance by the supervisors. After

each period of observation, a short written report,

 

18Curriculum Develgpment in Teacher Education in
Asia, op: cit., p. 50.

 

 

19Ibid., p. 59.

108

from prospective teachers, to compare what they have

observed to what they have learned in theory, is necessary.

Practice-TeachinggI. The first course in practice

 

teaching is referred to as a tutorial period where the pro-
spective teachers are assigned to work with a COOperating
teacher, help him prepare demonstration techniques, and
organize and direct laboratory work. During this period

of practice teaching,insight into such aspects as moti-
vation of learning, and raising of effective questions
should be made. For the introduction to the Methods

course a short period of fifteen minutes of teaching is

also encouraged.

Practice-Teaching II. The provision of the

 

second course in Practice-teaching parallel with the
Methods course is made with the purpose of offering to
prospective teachers the opportunity to apply immediately
what they have learned, concurrently develop in them the
need for a deeper study in this course of Methodology,
i.e., while a student teacher does his practice teaching,
he is facing some problems that he does not know how to
solve; he goes back to the Methods course for the
solutions.

This practice teaching consists of two periods.
Each period involves two sections of two hours practice
each. The first period starts in the fourth week of

the semester. The second period takes place near the

109

end of the semester and is designed to help prospective
teachers see how they improve in the profession. For

this course the following points will be focused:
1. Planning lessons and teaching;
2. Understanding pupils and their learning activities;

3. Selecting, devising, and preparing the teaching

materials and aids;
4. Practicing creative approaches toward teaching;

5. Diagnosing the scholastic difficulties of pupils
and providing remedial instruction for those

who need them.

Finally, to permit prospective teachers to be
'familiar with and to understand pupils, the same class
should be used for at least two sections of practice

teaching.

Internship. Since a few hours of practice

 

teaching is insufficient (l) to develop in prospective
teachers necessary skills for the teaching job and (2) to
permit them to get insight into such areas as public
relationships, school administration, and organization,
the internship is designed to provide to prospective
teachers more opportunity to grow in their profession

under the guidance of experienced supervisors.

student

110

With four semester credits of this internship,

teachers are required to spend eight weeks,

with sixteen clock hours a week, in the cooperating

schools.

During this internship, the prospective teachers

might be placed in charge of the teaching of one class

(with, for instance, two or three hours of teaching per

week).

ties of

He is required to participate in all the activi-

the school and is encouraged to especially focus

on the following areas:

program

a.

Making effective use of local resources and
materials;

Preparing and administering evaluation tests;
Using appropriate means for assessing the
effectiveness of his teaching as well as the
progress of his pupils;

Carry out effectively the duties and responsi-
bilities involved in school organization and
management;

Establishing good human relations with students'
parents and other members of the community;

Acquiring desirable professional attitudes.

Regarding concentration areas, the proposed

is divided into the following sections:

Physical Sciences:
-- Major in physics with minor in chemistry, or

in mathematics or in earth sciences;

111

-- Major in chemistry with minor in physics or

in mathematics or in biology.
b. Mathematical Sciences:

-- Major in mathematics with minor in physics,

or in chemistry.
c. Biological Sciences:

-- Major in biology with minor in chemistry or

in earth sciences.

Details of the requirementsfor each individual
proposed program for each section are reported in
Table 4.3. A model of the proposed program, i.e.,
section Physical Sciences with major in physics is
presented in Table 4.4. This model pattern is
structured after a four-year program consisting of
eight semesters. Students are required to carry a
semester academic load ranging from sixteen to twenty
credits.

Evaluation of the Proposed

Program for Secondary
Science Teachers

 

 

 

The comparison with the actual programs of
secondary science teacher education, in both the Faculties
of Pedagogy of Saigon and Cantho, leads to the following

remarks in favor of the proposed program:

112

.aocaE MHDmHEmco How ooaasoma mam muapono moaz

M

.Oocmaom ounce Ho maumasoco on mos nocazo

.huumaEOco Ho moamxoo on See Mocaz

o

.moaumEooumE no .woOHOHQ .moamhno on was Hocazo

.aocaE anomafiono now monasooa mam muaoouo mouse

a

.Oocoaom guano no .moaumEocumE no .wuumasoco on has Hocazm

 

 

ova ova ova ova mucmsmaasomm amuoa
m o m m mo>auooam comm
Oma pma oma mma aocaz
ovINm ovINN oauom am H0.82
m Om m am muumaEmzooam
mm manm manm malma moaumfiocumz amcoauaoom
mN mN mN mN coaumosom accoammomoum
Nv Nv Nv Nv c0auoosom amaocoo
wooaoam moaumEonumz
nacho: "HOmmz maumafiocu "Hone: moammnm nacho:
moocoaom moocoaom madam Downnsm mo mmou<

amONOOHOHm amoaumEocumz moocmaom amoamhsm

 

.mHOnmE can mcoauoom ucouommao on mew
Ioaooom .maocomou oocmaom mucosooom How Ecaooao oomomouo on» NO

mucosouasoomII.m.v mamds

113

TABLE 4.4.--Proposed model program for secondary science teachers, Section:
Physical sciences, major physics.

 

First Year

 

First Semester

 

Second Semester

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Basic Mathematics 6 credits General Philosophy 3 credits
College Physics I 3 credits Biological Science I 3 credits
College Chemistry 2 3 credits College Physics 11 3 credits
Additional Mathematics Ia 3 credits College Chemistry I a 3 credits
General Psychology 3 credits Additional Mathematics II 3 credits
Introduction to Education 2 credits Major 3 credits
26 credits IE credits
Second Year
First Semester Second Semester
Educational Psychology 3 credits Educational Philosophy 3 credits
Observation 1 credit Additional Mathematics V 3 credits
Biological Science II a 3 credits Major 6 credits
Additional Mathematics III 3 credits Minor 3 credits
Additional Mathematics IVa 3 credits Languages 2 credits
Major 3 credits I7 credits
Language 2 credits
I8'credits
Third Year
First Semester Second Semester
Communication-Speech 3 credits Methods of Teaching 3 credits
Practice Teaching I 2 credits Practice Teaching 11 3 credits
Major 6 credits Major 6 credits
Minor 3 credits Minor 3 credits
Sociology 3 credits Elective 3 credits
Language 2 credits IS credits
I9 credits
Fourth Year
First Semester Second Semester
Economics 3 credits Internship 3-5 credits
Measurement and Evaluation 3 credits Minor 3 credits
Educational Sociology 3 credits Elective 3 credits
Major 6 credits 9:II credits
Minor 3 credits
IS credits
aAdditional to General Education.

114

The distribution of the requirements for general
education, professional education, concentration
in major and minor, and electives, appears more
rational in this program than is now offered at
the Faculties of Pedagogy; (1) there exists an
integration between different components of the
program; (2) difficulty and complexity of
practice-teaching and professional course
content are introduced gradually through the
four-year curriculum (for example, the course

in Introduction to Education is given first,
then the next stepswill be,in this order: Edu-
cational Psychology, Educational Philosophy,
Methods of Teaching, Evaluation; finally,the
course in Educational Sociology will end the
period of professional preparation and get the

student teachers ready for the internship.);

(3) continuity of learning is provided.

In addition, a comparative approach between
the above studied programs (Table 3.16, 3.17,
3.18, 3.19), and this proposed one shows the

following differences:

115

 

Percentage to the

 

 

 

Credits Total 4-Year
(Semester hours) Program
Requirements
Sugjzéis Current Current
Piggifigs Proposed Piggifizs Proposed
Faculties Program Faculties Program
of Pedagogy of Pedagogy
General
Education 0 42 0 30
Professional
Education 233 28 22 20
Concentration
in Major * **
and Minor 53a 64 78 46
Electives 0 6 0 4

 

aBased upon a conversion of one year—credit (of
30 weeks) to a semester-credit (of 17 weeks).

*
Beyond an average of 18 semester-credits provided
in the propaedeutic year.

**
Beyond the background of general education.

The reason for including general education
has been previously discussed (Chapter III and
IV) as purposeful to the intellectual growth of
the individual.20

The total requirements for professional edu-

cation of the current programs are comparably low

as referred to the proposed one. Furthermore,

 

20Lindley J. Stiles, et a1., 0 . cit., p. 164;
See also T. R. McConnell, ed., A Design for General Edu-
cation (Washington, D.C.: AmeriEan Councii on Edu-
cation, 1944), p. 56; T. R. McConnell, et a1., "General
Education," Encyclopedia of Education Research, ed. by
Walter S. Mourse (New York: MacMillan Co., 1950), p. 489;
B. Lamar Johnson, General Education in Action (Washington,
D.C.: American CounciIdon Education, 1952?, p. 20.

 

 

116

the introduction of elective courses into the
proposed curriculum is of great benefit to the
student teacher since he may want either to
deepen or to broaden his knowledge and pro-
fessional understanding or to provide himself

education for his later leisure time.

The requirements for major and minor fields of
the proposed four-year program of secondary
science teacher education seems in accord with

that proposed by many educators,21r 22, 23, 24

Professional courses of the proposed program of
secondary science teacher education are planned

to provide:

a. An understanding of the teacher's role with
regard to the wide range of students' abili-
ties at different age levels and with vary-

ing interests;

 

49.

1 O 0
James V. DeRose in a conference on sc1ence edu-

 

cation, Guidelines for ImprovinghCollege Science Programs,
Report of’IHarrisburg, Penn.: T
of Science, 1964), p. 16.

e Pennsylvania Academy

22G. K. Hodenfield and T. M. Stinnett, op. cit.,

23John S. Richardson, et a1., 0p. cit., p. 265.

24Alfred B. Garrett, et a1., op. cit., p. 283 ff.

117

b. A knowledge of learning theories which are
fundamental to good teaching; hence, it

would enhance the teaching-learning process;

c. An understanding of human relation principles
and social foundations that provide insight

into learning problems.

Thus, these professional courses would expose
the prospective teachers to a sequential learning
and practicing. This development of a professional
education sequence structured around pertinent
concepts is desirable, as education "must,. . .
assure young people of preparation for social

change."25

4. The proposed secondary science teacher education
program indicates a flexibility in organizing
various programs in different sections and
majors, without much affecting the total
requirements for the degree. This contrasts
to the rigidity of the existing programs in

Faculties of Pedagogy.

Summary of the Chapter

 

In this chapter, from a review of the current

trends in teacher education in Vietnam, the proposed

 

25Lindley T. Stiles, op. cit., p. 12.

118

secondary science teacher program first deals with the
objectives, then the assumptions that would allow the
presentation of the proposed pattern of the program of
science teacher education. The evaluation of this pro-
posed program indicates several basic criteria that pro-

vide further implementation of the program itself.

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

Summary of the Findings

 

There is a general trend in most Southeast Asian
developing countries in improving their teacher education
system to place major emphasis on professional education
since teaching is considered as a professional career.

The findings of this comparative study indicate
that (l) the common pattern of the program of secondary
science teacher education is usually presented as
follows: (a) general education, (b) professional edu-
cation, (c) concentration in major and minor fields,
and (d) electives; (2) an internship program is necessary
to provide to prospective teachers professional matur-
ation; and (3) the appropriate period of teacher education
requires at least four years beyond high school gradu-
ation.

The Proposed Model Program

of Secondary Science
TeaCher Education

 

 

 

With the assumptions that (1) teachers should be

broadly and liberally educated persons, (2) student

119

120

teaching should be organized into these principles:
graduation from easy to difficult and simple to com-
plex, commitment to learning; (3) teacher education
should involve four years, and (4) its curriculum
should be an integrated one.

The proposed program of secondary science teacher
education then consists of four basic components, namely:
(1) general education, (2) professional education,

(3) concentration in major and minor, and (4) electives.
The total requirements for the degree are 140 semester
credits, distributed quasi-equally through eight semes-
ters; students ought to carry each semester a minimum
academic load of sixteen credits. The evaluation of
this proposed program of secondary science teacher edu-
cation shows that (l) the distribution of the require-
ments for the degree of Bachelor of Science in Science
Education or Bachelor of Arts in Science Teaching is
reasonable and logical with regard to the students'
academic load, (2) the requirementsfor General Edu-
cation would satisfactorily respond to the implications
for providing to the prOSpective teachersas well as to
any other undergraduate college students an acceptable
general and liberal knowledge, (3) the course planning
is designed to provide sequential, gradual, and inte-

grated learning-practicing processes, and (4) the proposed

121

program seems more flexible than that currently adopted

in the Faculties of Pedagogy in Saigon and in Cantho.

Recommendations

 

The proposed program of secondary science teacher
education, together with the work that has been underway
at the Ministry of Education, imply a careful review of
the status of all public institutions for teacher edu-
cation and their programs. Thus, the following recom-
mendations should be considered for the implementation

of the study.

1. It is recommended that the programs for secondary
science teacher education should be four-year
programs leading to a Bachelor's Degree in Science
Education. The requirementsfor the degree should
be a minimum ranging from 130 to 140 semester
hour credits, with a maximum of allowed academic

load no more than twenty credits per semester.

2. It is recommended that a credit system be
adopted at all institutions of higher education
in Vietnam. This is the only means that colleges
and universities can effectively serve the stu-
dents and prevent them from wasting time by

repeating the whole year of study in case they
are not successful in one or a few courses.

Furthermore, it will be the rational

122

criteria upon which the evaluation of the stu-
dents' credentials and of the curriculum can

be conducted.

To conduct students' teaching practice as well

as the internship program, it is recommended that,
each department of Faculties of Pedagogy should
appoint two supervisors selected among qualified
and experienced secondary science teachers. It

is not recommended that young graduates

be appointed to supervisorships since they do

not have enough experience in teaching.

It is recommended that a seminar in supervision

be provided by Faculties of Pedagogy to orient
candidates to the supervisory task. It is
understood that command of knowledge of effective
teaching is not sufficient to assure them insights
into the profession which, in itself, also
requires many other skills such as skills in
clarifying intern values, the sensibility to

their needs, drive, emotion, ideals, and the

skills in analyzing and guiding teaching behavior.

It is recommended that, in order to provide
science teachers knowledge in, e.g., curriculum
development, counseling and guidance, edu-
cational research, etc., post-graduate courses--

at the Master's degree level--be regularly

123

offered through the Faculty of Pedagogy's cur—
riculum. The four-year program-~even with its
20 per cent devoted to courses in professional
education--still appears insufficient for

teachers in terms of professional preparation

in these areas.

6. It is recommended that the design for in-service
courses for additional professional refreshment
and updating should be undertaken and should not
be considered as a mean of upgrading teachers

from the Bachelor's to the Master's degree.

Conclusion

 

As far as Vietnam is undertaking tremendous
efforts in rebuilding its national education, the pro-
grams of secondary teacher education are of paramount
importance to the post-war reconstruction.

But, above all, the teacher qualifications must
be the most effective factor (1) in terms of reshaping
a developing country with its social trends and challenges,
with its new economic activities, and (2) in terms of con-
tributions to the teaching and training of younger gener-
ations to undertake social responsibility and indi-
vidual self-improvement. To provide such teacher quali-
fication, not only a well-balanced and organized program

should be offered but also the institution for teacher

124

education should be no longer a "training camp" but

rather a center for the education of educators.

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