ĐÁNH GIÁ NĂNG LỰC XÂY DỰNG KẾ HOẠCH BÀI DẠY KẾT HỢP: NGHIÊN CỨU TRƯỜNG HỢP SINH VIÊN SƯ PHẠM VẬT LÍ - TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI 2

Abstract

Along with the trend of applying Internet-based training, blended learning (B-learning) has become increasingly prevalent in general education schools. Therefore, training pre-service Physics teachers to design blended lesson plans plays a crucial role in meeting the practical teaching demands of general education. The objective of this paper is to assess the competency of pre-service Physics teachers in designing blended lesson plans prior to training, as well as to pilot the competency assessment instrument. To develop the survey questionnaire, the eDelphi method was employed to define three proficiency levels for the criteria of behavioral indicators related to the competency of designing blended lesson plans; the questionnaire was subsequently created based on these levels. The survey was distributed via Google Forms to the students, accompanied by descriptions of the behavioral indicator levels. The survey results at Hanoi Pedagogical University 2 showed that 74.2% of the responses were valid. Among these, 61.0% of students were at Level 1 (Basic), 34.7% were at Level 2 (Proficient), and 4.3% were at Level 3 (Advanced) regarding the competency of designing blended lesson plans. These initial results demonstrate the clarity and reliability of the competency assessment instrument. Furthermore, the study determined the students' competency prior to training, thereby confirming the necessity of fostering the competency to design blended lesson plans and developing a training curriculum aimed at equipping pre-service Physics teachers with this skill.