Pedagogical professional education for students of Hanoi National University of Education to meet the requirements of innovation and improve the quality of teacher training

Abstract

Nowadays, the modern world sets more requirements for the teacher position, especially in  professionalism - a decisive element affecting the success and failure in pedagogy firms. The objective of the research: find effective solutions aiming at improving the quality of pedagogical professionalism education for students of Hanoi National University of Education, Vietnam, to meet the requirements of social innovation as well as upgrade the standards in teacher training. Research Methodology: We surveyed to collect information on the current status of pedagogical professionalism education for students of the Faculty of Psychology and Pedagogy in HNUE, Vietnam. Students: 203 people, including 95 male students and 108 female students (Students participating in the survey, concerning school years, are divided into 4 relatively even groups: first-year students; second-year students; third-year students and fourth-year students.Directors and lecturers in the Faculty of Psychology and Pedagogy in HNUE: 18 people. In which, the proportion of females has 15 directors and lecturers (accounting for 83.3%), the proportion of males has 3 officers and lecturers (accounting for 16.7%). The type of method that is used in this survey is a questionnaire. The phrase "questionnaire" refers to the set of questions you are asking an individual. A survey is the process of gathering, analyzing, and interpreting information from a large number of people. Its goal is to discover information about a group of people. We created 2 opinion poll samples. They are almost similar except for the target responders. One is for students and the other is for directors and teachers.Research results: Solutions proposed by the research team for implementation at HNUE: Solution 1: The organizations should improve training to raise awareness of the value of Pedagogical professionalism among administrators, lecturers, and students and the educating process of Pedagogical professionalism for students at HNUE’s department of Psychology – Education; Solution 2: The leading department must implement a strategy for training Pedagogical professionalism for students at the University of Education’s Psychology – Education department; Solution 3: School administrators need to build more discussion to develop and execute strategies to support Pedagogical professionalism; Solution 4: Guarantee for students at the University of Education to have the resources they have to participate in the process of improving Pedagogical professionalism; Solution 5: Checking, evaluating, and adjusting the process of developing pedagogical professionalism for students in the University of Education’s Psychology – Education department.