THỰC TRẠNG NĂNG LỰC CHUYỂN VỊ DIDACTIC CỦA GIÁO VIÊN VẬT LÍ TRUNG HỌC PHỔ THÔNG TRONG BỐI CẢNH ĐỔI MỚI CHƯƠNG TRÌNH GIÁO DỤC: MỘT NGHIÊN CỨU KHẢO SÁT

Abstract

This study investigates the conceptions, practices, challenges, and professional development needs related to the didactic transposition competency of high school Physics teachers in the context of the 2018 General Education Curriculum. Using a cross-sectional survey with a mixed-methods approach, the study collected data from 42 teachers in Thai Nguyen Province and surrounding areas through a structured questionnaire. The data were analyzed using descriptive statistics and thematic analysis. The results indicate a substantial gap between pedagogical conceptions and teaching practices, largely due to the strong influence of examination pressure. In addition, there is an imbalance in teachers’ didactic transposition competency, reflected in greater emphasis on in-class practical skills than on the ability to analyze the curriculum and learning materials. The main challenges include time constraints, a heavy curriculum, and inadequate facilities. Although the study is limited by its small sample size and reliance on self-reported data, it clarifies important barriers to the implementation of the new curriculum. It therefore provides an empirical basis for proposing more effective professional development and training solutions for Physics teachers.