Developing geographical education capacity for students majoring in Geography Education

Geography pedagogy programs at universities in Korea include three main groups: basic education of pedagogical knowledge (undertaken by the Department of Education); Geography pedagogical knowledge including Geography teaching methods and Geography learning theory (taught by the Department of Geography); and Geography knowledge as a main subject of the curriculum [139].

Improving the quality of geography teacher training, at the macro level, needs to be placed in relation to all components of the higher education system to overcome limitations such as geography teachers paying little attention to teacher training methods, or a part of them not being well trained in geography, as stated by Sarah W. Bednarz and Robert S. Bednarz in their study on Geography Teacher Training [120]. Regarding teacher training programs, the study: Proposing a model of a geography teacher training course [141] by Jerry T. Mitchell answers the question : How to improve higher education through teacher training programs? The study shares a model of a higher education methods course for teacher education students, in which geography content is combined with other pedagogical strategies and other areas related to teaching geography in schools. In this vein, Sarah Witham Bednarz & Joseph P. Stoltman and Jongwon Lee in Geography Teacher Education in the United States , present the training process including: current status, influencing factors, training model transformation and consider the problems that geography educators will face in the next decade and the research to be able to solve them. The questions to be solved include: What geographical knowledge should teachers have? How should geography teachers be prepared with pedagogical knowledge? What is the relationship between academic geography courses and Geography? How much geographical knowledge do teachers need to become effective geography teachers? How does the combination of pedagogical methods, topics and experiences create the optimal level of pedagogical content knowledge in geography?... [122]. In another study, Harte, W., & Reitano, P. (2015) tracked the progress of geography teacher education students at the end of their training, focusing on their confidence in their knowledge, skills and teaching of geography. Data collected from two surveys and interviews after micro-lessons indicated that: Students had the necessary competence in geography knowledge and skills. These results have implications for the courses on geography taught in teacher education programs (Geography teachers' confidence in geography knowledge and skills in teaching geography) [132]. Emphasis on professionalism in geography teacher education. The author group Jennifer Hill has summarized the teaching and training of geography teachers in the UK in the work "Professional development" . Professional development for geography teachers provides them with the tools to cope with and find solutions to professional challenges. In a rapidly changing world, it is important to enable geography teachers to continue to expand their perspectives, learn collaboratively, continually change their pedagogical approaches and apply them effectively in the classroom [134].

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A prominent work by D. Lambert and D. Baderstone: Learning to teach geography in secondary schools [135] addresses modern theoretical issues of the process of teaching geography in secondary schools such as the importance of teaching geography, the process of learning geography of students, teaching methods... In another study, Lambert and Mitchell discuss how to develop subject knowledge that needs to be formed in the process of training students to become secondary school teachers, studying the case of geography students. The authors argue that the purpose of geography education has been oversimplified and separated from pedagogical methods as well as students' experiences. Therefore, it is necessary to re-establish the subject structure as well as the curriculum. The concept of "good teacher" is also proposed in this study ( Subject knowledge and secondary school teacher training in England: a case study of Geography ) [141].

6.2. Vietnam

Geographical education and geographical education capacity are concepts that have not been used much in studies on educational science in our country. Therefore, the thesis approaches studies originating from Geography and geography teaching to clarify the concept of geographical education. Nguyen Duoc's theory of geography teaching systematically mentioned Geography in general schools. In which, the authors analyzed the relationship between Geography and Geographical science, the position, function, and tasks of the subject; the geographical knowledge system in general schools includes knowledge, skills, and techniques selected from geographical science and arranged in a certain order to provide a certain amount of knowledge and educate students according to the training goals of the school [27].

The 2018 Geography General Education Program is the most complete and updated work on Geography in our country at present. It identifies the role and importance of Geography. The Geography subject's specific competency framework includes: Geographical science awareness; Geography study and Application of learned knowledge and skills. The content of Geography includes: general geography, world geography, Vietnamese geography, local geography [17]. Previously, Nguyen Viet Thinh and Do Thi Minh Duc systematically mentioned and analyzed the nature of the structure of specific geography competencies and the method of assessing students' geographical competencies in the study Determining specific geography competencies and assessing students' achieved competencies in the new general education program [97].

The relationship between teaching professional knowledge and methods is a field that many domestic educators have researched. Nguyen Viet Thinh and Do Thi Minh Duc analyzed the role of teachers and basic science teaching departments in forming and improving pedagogical capacity for geography students . The study showed that faculties and departments training teachers need to improve the quality of training in both basic science and pedagogical skills, reflected in specific plans to anticipate changes in general education. Geography pedagogical students need to be equipped with a solid foundation of knowledge and skills, a motivation to learn and

Geography teaching is large enough to promote this in students. There needs to be more coordination between subjects in forming and training basic geographical skills for students, because there is no skill that is not based on the foundation of basic knowledge; it is necessary to regularly reinforce geographical thinking for students, creating professional habits: looking at problems from a geographical perspective [98].

Regarding teacher training in general, there are many different school models. Key pedagogical universities such as Hanoi Pedagogical University and Ho Chi Minh City Pedagogical University are specialized in teacher training. Pedagogical school models belonging to multidisciplinary universities such as Hue Pedagogical University under Hue University, Da Nang Pedagogical University under Da Nang University, University of Education under Vietnam National University, Hanoi... In addition, there are also models of pedagogical faculties belonging to multidisciplinary universities (Faculty of Pedagogical University under Can Tho University, An Giang University, Dong Thap University...).

Teacher training in the direction of professional capacity development is one of the trends that has attracted a lot of research from educators in recent years. The author roughly divides these studies into 3 groups to serve as a basis for an overview: Studies on general theories related to educational plans, studies on viewpoints and teaching methods in teacher training and studies applied to specific majors.

First of all, the group of studies on general theories related to typical educational sciences with "Developing vocational capacity for students of pedagogical universities" by Bui Minh Duc (2017) studied the current context of general teacher training; The trend of building and developing professional standards for teachers according to the competency approach of some countries in the world. The focus of the study is on developing professional capacity for pedagogical students according to the competency approach, including the concept, framework of professional capacity of secondary school teachers, output standards on capacity of pedagogical students, teaching methods, assessment of professional capacity for pedagogical students [37]. The teacher training model according to the orientation of developing vocational capacity by Vu Thi Son (2013) presented views on the teacher training model, the teacher training model according to the orientation of developing capacity. The study seeks answers to 3 questions: 1) What capacities need to be formed? How to develop those capacities? 3) How to measure the development of professional competence in students [91]. Some other studies by Phan Trong Ngo: Approaching teaching professional competence in teacher training (2014)

[77] and Solutions for teacher training to meet the requirements of general education innovation (2015) [78] or Educational capacity of general teachers: some theoretical and practical issues [79] show that: in the field of teacher training, the competency-based approach first of all requires a correct perception of capacity from a modern perspective, determining the output competency framework, determining the goals of the competencies that need to be trained, designing the program and organizing

training organization according to new methods compared to training according to content. Dang Van Duc (2016) in the study: Innovation of teacher training programs according to competency development orientation shows: Competency-based education aims to provide students with knowledge, skills, attitudes, forming qualities and abilities so that they can recognize and solve problems within the scope of future work. This requires students to take more responsibility for their learning process through competency-based learning tasks [41]. In a specific study, Nguyen Thi Kim Dung and colleagues (2015), based on the vocational competency approach, established a process for developing a pedagogical training program towards vocational competency formation [24]. Trinh Thanh Hai & Tran Viet Cuong and the group of authors (2015) Developing pedagogical capacity for students in training at teacher training colleges [46] studied the factors affecting the path of forming pedagogical capacity of teachers in three stages: During high school (pre-pedagogical), training at teacher training colleges and in the teaching environment at general schools to develop capacity, the study proposed a number of measures to develop pedagogical capacity for students. Regarding capacity assessment , the Competency Framework for Assessing Graduates of Pedagogical Universities [25] by Nguyen Thi Kim Dung (2018) presented innovative directions for assessing graduate students, emphasizing: Assessment content must take the trained pedagogical capacity as the main focus. The author proposed a framework of values and professional capacity for graduates of teacher training colleges including 3 groups of values and 3 groups of professional capacity.

The second group includes studies related to the viewpoints, methods, and ways of training teachers according to the competency approach. Pham Quang Tiep (2017), Training teachers according to the interactive teaching approach proposed five interactive teaching models in teacher training [102]. Pham Thanh Thuy and colleagues (2015), studied teaching according to constructivist theory in pedagogical universities to apply constructivist theory to the student training process through teaching design measures, measures to guide students in learning, and measures to organize a constructivist learning environment [100]. Tuong Duy Hai, Do Huong Tra (2016), Learning through experience: A training model for integrated teaching of science subjects for future teachers concluded: Integrated teaching training needs to be carried out alternately in the process of training in basic science, education science and pedagogy, and at the same time, it is necessary to mobilize the cooperation of teachers to create conditions for students to learn in an integrated environment through experiential activities, creating connections between subjects [45]. Studies on assessment in university education: Nguyen Thanh Nhan (2016) proposed a model for assessing learning outcomes according to the orientation of developing student capacity in credit-based training and counted the feasibility of the model in Assessing subject learning outcomes according to the orientation of developing student capacity [80]. Ho Thi Nhat (2019), Assessment for learning progress in university education provides a general analysis of assessment innovation and

Introduce types, methods, and assessment tools for university teaching. The dominant perspective of this study is assessment for the progress of learners [81].

From the general trend of teacher training in the direction of capacity development, researchers in specialized fields have appropriate applications for their fields. Therefore, research works in this field are quite diverse. The group of natural sciences has typical studies such as: Tran Trung, Tran Viet Cuong (2013), Modern approach in training pedagogical capacity for mathematics students at universities [109] presented the results of applying the project teaching model to teaching theoretical modules and teaching Mathematics. Developing the capacity to apply active teaching methods for chemistry pedagogical students at universities by Kieu Phuong Hao (2017) [47], the author proposed the structure of capacity to apply active teaching methods and a set of capacity assessment tools, and at the same time proposed measures to develop this capacity for students. More specifically, there is a study by Nguyen Mau Duc (2016) Developing teaching capacity for students majoring in Chemistry Education through applying the lesson study model [35]. The author uses the lesson study perspective through micro-teaching methods combined with the support of learning websites to develop the capacity of students majoring in Chemistry Education when teaching theoretical subjects and teaching methods. Developing the capacity to apply IT&TT in teaching for students of chemistry education at universities by Thai Hoai Minh (2018) [72] describes the structure of IT&TT application capacity for students of chemistry education, proposes and verifies the process and measures to develop this capacity in training students at pedagogical universities. The Social Sciences group has the following typical studies: Le Thi Kim Loan, (2019), "Developing IT capacity in teaching for students of pedagogy at universities" [68]. Tran Thi Loan, (2019), "Training lesson design skills according to competency approach for university students of education" [67]. Developing teaching capacity for college students of education through micro-teaching [76] by Uong Thi Le Na, 2017. These studies overview the theoretical basis for developing teaching capacity for students, surveying, evaluating the current situation and proposing measures to develop component teaching capacities through specific measures.

Innovation in training geography teachers in the direction of capacity development is also a trend that focuses on many studies of educationalists, teachers, and researchers. The prominent studies of a general orientation that need to be mentioned are: " Scientific basis and practice of innovation in training in the direction of improving pedagogical capacity for students of the Geography Department of Hanoi National University of Education to meet the requirements of general education reform after 2015" (2013) [42] by Dang Van Duc and Pham Thi Thanh. The authors, based on the theory of capacity-based approach programs, pedagogical capacity of teachers, as well as practical basis, have proposed some basic orientations for innovation in training in the direction of improving capacity for geography pedagogical students on

Aspects: Training programs and content to suit new requirements; university teaching methods; application of information technology in geography teaching.

Based on the general orientation, models, measures, methods and ways to develop capacity for students majoring in Geography Education are specified in many studies. Regarding the training program: "Innovation of the geography teacher training program at An Giang University to meet the requirements of the general education program" by Bui Hoang Anh, Tran Phuoc Hau (2018) on the basis of inheriting and promoting the advantages of the current program (Geography Education), improving it to suit the orientation of developing the qualities and capacities of learners to meet the requirements of the new general education program [2]. Building a geography teacher training program at Thai Nguyen University of Education to meet the requirements of the new context by Nguyen Thanh Mai, Pham Huong Giang (2019) has overviewed the geography teacher training program at Thai Nguyen University of Education, thereby building a teacher training program in the new context and regularly reviewing and updating to meet the needs of the labor market [146].

Regarding the method of developing capacity for Geography pedagogical students, researchers approach specific aspects and components of capacity. Regarding the development of teaching skills: Training teaching skills for Geography pedagogical students using micro-teaching methods

[101] by Tran Thi Thanh Thuy, 2013, identified the core teaching skills system that needs to be equipped for students majoring in Geography in two groups: Lesson planning (skills in determining goals, skills in designing teaching activities, skills in designing testing and evaluation tasks, etc.), Lesson planning implementation (skills in using questions, explanations, using geography teaching methods, combining teaching methods, etc.). More importantly, the author applied micro-teaching methods to train and develop these skills for students in a competency-based approach with specific processes and methods. Similarly, Nguyen Ngoc Minh, 2014, in the study: Forming and training regular NVSP skills for geography students at pedagogical universities according to the credit training method [73] presented the results of methods for forming and training 7 groups of skills for geography pedagogical students and forms of organizing NVSP skills training at pedagogical universities according to the credit training method.

Regarding specific methods, Nguyen Thi Viet Ha, in the work " Using project methods to improve teaching capacity for integrated climate change education for Geography pedagogical students", identified the objectives, content, principles, developed processes, designed and organized the implementation of a number of projects in teaching integrated climate change education for students [44]. Le Thi Lanh (2016), proposed and applied an innovative model to organize seminars on capacity development in training geography teachers through a number of case studies in the study: Building a seminar organization model

orientation for capacity development in training geography teachers at university level [65]. In another study, Le Thi Lanh and colleagues presented measures to innovate the organization of seminars, innovate the way to organize practical lessons, and apply project methods to guide students in carrying out educational activities through teaching some subjects on teaching methods ( Some measures to develop capacity for organizing educational activities for students majoring in Geography at Quy Nhon University, 2015 ) [64].

Regarding specific competency components, Ngo Thi Hai Yen studied " Innovation in teaching methods to improve problem-solving capacity for students of the Faculty of Geography, Hanoi National University of Education through the subject of Population Education - Reproductive Health" , 2010 [116]. " Developing experiential teaching capacity in training Geography pedagogical students at Can Tho University" (2021) [86] by Nguyen Thi Ngoc Phuc identified the specific components and manifestations of experiential teaching capacity in teaching geography. From there, the study proposed a process and measures to develop experiential teaching capacity in teaching geography for Geography pedagogical students at Can Tho University based on specific principles and requirements. The research results show that the development of experiential teaching capacity in training pedagogical students has been organized with many effective measures such as: Equipping students with basic knowledge and skills in experiential teaching in Geography, using a variety of active teaching methods and techniques in training students, enhancing the application of information technology and communication, improving the effectiveness of practical activities and pedagogical practice in high schools, and innovating testing and evaluation.

Applying ICT in developing capacity for Geography students is also a trend that attracts many studies. Dang Van Duc, 2005, Research on Applying ICT in innovating training methods at the Geography Department of Hanoi National University of Education [40] integrating through programs, content, teaching methods, forming skills and testing and evaluating students' learning outcomes. Tran Thi Ha Giang, 2018, Applying ICT in teaching geography for Primary Education students in the direction of developing capacity

[43] pointed out the theoretical and practical basis of applying IT & TT by blended learning model in teaching geography to students. The author proposed requirements, principles and procedures for applying blended learning in teaching geography to students of Primary Education in the direction of capacity development.

In summary, although the studies approach different aspects of geography teacher training, they all have the following outstanding points in common: i) Flexibly applying the perspective of approaching teaching competence in geography teacher training; ii) Identifying important competencies that need to be developed for geography pedagogical students to meet the practical innovation of general education; iii) Applying and verifying specific methods and measures in training.

Training geography teachers to develop capacity includes: Project-based learning, micro-teaching, experiential learning, seminars, theoretical practice exercises, and specific teaching techniques.

Based on an overview of domestic and foreign research works, the research on developing GDDL capacity for students majoring in Geography focuses on the following contents:

Firstly, to provide complete and accurate concepts of the core concepts of the topic: Higher Education, Higher Education capacity, and development of Higher Education capacity; thereby clarifying the structure of Higher Education capacity for undergraduate Geography pedagogy graduates with a system of criteria, indicators, and behavioral quality indexes.

Second, analyze the advantages and limitations of current geography teacher training mentioned in research and training programs of pedagogical schools. On that basis, the thesis inherits, selects and applies the results of previous studies, promotes existing advantages, and predicts solutions to overcome limitations in the training process.

Third, propose measures to develop the capacity of higher education for Geography pedagogical students, based on the selection, combination, application and improvement of viewpoints, methods, ways, means and educational content in the direction of developing professional capacity. From there, build a general process for developing higher education capacity and component capacity indicators. This is the basic and central task of the topic.

7. Contributions of the thesis

Based on theoretical, practical and TNSP foundations, the thesis has achieved results that meet the research objectives and tasks. The new point of the thesis is that it has initially applied modern perspectives on competency-based programs, competency standards and learner competency assessment to identify and describe the structure of GDDL competency and build DPTNL for each indicator. This result guides the process of identifying goals, applying processes and measures, as well as evaluating the results of the GDDL competency development process for students. Specific results:

In theory:

- Selectively apply theoretical issues to establish the concept of higher education, higher education capacity, and develop higher education capacity for pedagogical students. In addition, use the viewpoints on teacher training in the direction of developing professional capacity; learning and educational theories in the training process of Geography pedagogical students. This result is the basis for suggesting new approaches for research serving the development of higher education in the country.

- Identify and describe in detail the structure of GDDL competencies for Geography pedagogy graduates, including a system of indicators and behavioral quality indexes.

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