Based on data table 3.13, it shows that from the perspective of learning outcomes, there is a clear difference in the perception of learning and practicing pedagogy between type 1 and type 2 students, and type 1 students have a much more positive perception of learning and practicing pedagogy than type 2 students (general average 3.89/3.56).
For type 1 students, they all highly appreciated all the contents and the GPA was also quite high (from 3.68 to 4.13). In particular, they realized that through the learning process, "I have a talent for teaching" (81.3%), and "I find teaching suitable for my personality" (83.7%). As for type 2 students, they also quite agreed with the above contents but lower than type 1 students (only 63.6% for the first content and 46.4% for the second content). It is worth noting that in the content "Through the learning process, I find teaching suitable for my aspirations" with TTest testing, there was a clear difference between type 1 and type 2 students (p < 0.001). In other words, there are quite a few type 2 students who do not feel satisfied with the teaching profession (49.2% of students choose options 4 and 5 while the number of type 1 students is up to 74.4%) and are at risk of falling into the third level of "Half right, half wrong".
From the above analysis, it can be seen that the perception of the teaching profession in the learning and training process of preschool students according to the cross-section of learning outcomes, although there is no significant difference in statistical significance, there is a significant difference in their perception of the profession. Almost all preschool students with good academic performance have a more positive, correct, complete and perfect perception of the profession.
There are many aspects that need to be studied and cultivated to become a good teacher while still in school, while preschool students with weaker academic performance do not have a full and positive view. This greatly affects their active learning and training.
3.3.2.2. Needs and desires for learning and vocational training among preschool students
young
a. Needs and desires for learning and vocational training among preschool students
from a holistic perspective
Needs and desires are one of the important manifestations of personality trends. Individuals show the positive side of their personality in the process of satisfying needs and desires. In social psychology, needs and desires for a career are also the source of actively cultivating knowledge and professional skills. In the questionnaire, we raised a number of issues to find out the needs and desires for learning and practicing pedagogical profession of preschool students. After conducting statistical data, we obtained the following results:
Table 3.14. Needs and desires for learning and training in the teaching profession
of preschool students
STT
Contents | Average | DLC | |
1 | Desire to accumulate a lot of knowledge and meaning of the profession I am studying. | 3.31 | 0.882 |
2 | Want to practice many skills of the profession you are studying (singing, dancing, storytelling, reading poetry, organizing) corner function…) | 3.40 | 0.817 |
3 | Try to practice and cultivate professional ethics to meet the requirements of society. festival | 3.35 | 0.794 |
4 | Honestly, I'm not interested in it either. teaching profession | 2.21 | 1,218 |
5 | Want to study well to become a teacher good | 3.63 | 0.978 |
6 | Wish to continue studying at university level | 2.53 | 1,345 |
Maybe you are interested!
-
Theoretical mechanics of Metal cutting profession - Vocational college Part 2 - General Department of Vocational Training - 9 -
Autocad Textbook for Metal Cutting Profession - College of Technology - Dong Thap Vocational College - 12 -
Teaching towards developing cooperative learning skills for students of Pedagogical University - 21 -
Wireless Network Technology Network Administration Profession - Vocational College - General Department of Vocational Training - 7 -
Refrigeration Safety Course Profession: Refrigeration and air conditioning engineering - College - Dong Thap Vocational College - 2
preschool education | |||
GPA | 3.07 | ||
From table 3.14, we can see that in general, preschool students do not really have the need or desire to acquire knowledge and practice professional skills for their chosen profession. This is clearly shown in the very low average GPA (3.07) and is only equivalent to the average level of "Half right, half wrong". Obviously, preschool education is not very attractive to a large number of preschool students. We think that it is possible that students who come to the profession only focus on external motivations, so when they start learning, they have not found the real motivation to promote their learning activities. In addition, the new learning environment with very new knowledge content
plus a completely different teaching method
high school
informed...
partly dampens the need to acquire knowledge, practice skills and cultivate
foster the moral qualities necessary for their profession. This
is considered a worrying sign, because it is the needs that will influence the specific activities of the children. However, the good news is that the
Many students really want to study well to
return
become good teachers (62.3%) and have
Many students want to continue studying at higher levels (41%).
This also shows that, although the demand and desire for the teaching profession is not positive, the majority of preschool students still want to stick with the profession and want to continue studying to improve their qualifications. This is considered a great motivation to help them overcome difficulties, strive to acquire knowledge, practice professional skills, and cultivate the necessary moral qualities of the preschool teaching profession.
We asked the question: Is there any correlation between awareness and need for vocational training? To answer this question, we looked for correlations and correlation coefficients between some contents expressed in awareness (in question 3 of the questionnaire) and some related contents expressed in the current need for vocational training of preschool students (in question 5 of the questionnaire). The results are shown in the data table below:
Table 3.15. Correlation between awareness of job activities and needs and desires for the job of preschool students
STT
Awareness of operational aspects (question 3) | Needs and desires for the profession (question 5) | Coefficient Pearson correlation (r) | |
1 | 3.1. Accumulate knowledge | 5.1. Desire to accumulate a lot useful knowledge, meaning of the profession I am studying | 0.58 |
2 | 3.2. Skill training | 5.1. Want to practice skills of the profession you are studying | 0.55 |
3 | 3.3. Cultivating moral qualities | 5.3. Try to practice and cultivate moral qualities job | 0.39 |
This shows that there is a gap between the awareness and current needs of preschool students.
correlated with each other (Sig < 0.001) and the correlation coefficient between them is shown
presently
The data table above allows us to confirm that the factors
This has a relationship.
positively correlated (r > 0), related to each other but the correlation between them is not high and only reaches the average level (in the range of 0.6 < r > 0.4), even some factors only reach a low correlation level (between the factor of awareness of "Cultivating moral qualities" and the desire to "Try to practice and cultivate professional moral qualities".
Table 3.16. Preschool students have positive awareness and needs in social work
STT
Factors | Awareness | Desire | |||
SL | % | SL | % | ||
1 | Accumulate knowledge | 223 | 74.3 | 150 | 50.0 |
2 | Skill training | 195 | 65.0 | 147 | 49.0 |
3 | Cultivating moral qualities virtue | 188 | 62.7 | 134 | 44.0 |
Total | 300 | 100 | 300 | 100 | |
Figure 3.3. Preschool students have positive awareness and needs in social work.
From table 3.16 and chart 3.3, we can see that there is no unity or harmony between the current awareness and needs of preschool students about preschool education. Most of them are aware that the above activities are very meaningful and practical for their careers, but they do not have the need or desire to acquire, cultivate and practice them. Therefore, the important task of the lecturer who directly teaches or does leadership management is not only to help preschool students realize the importance of knowledge, skills or moral qualities necessary for the preschool education profession, but also to arouse in them the need and desire to acquire them, helping them to be motivated, interested and passionate in learning.
b. Needs and desires for learning and vocational training among preschool students under the cross-section of the training system.
Table 3.17. Needs and desires for learning and vocational training among preschool students under cross-section of training system
STT
Content | Intermediate | College | t(298) | |||
Average | DLC | Average | DCL | |||
1 | Real desire to accumulate a lot of knowledge and meaning of the profession I am studying. | 3.14 | 0.873 | 3.43 | 0.872 | 2,184 |
2 | Want to practice many skills of the profession you are studying (singing, dancing, storytelling, reading poetry, organizing activities) corner…) | 3.28 | 0.791 | 3.47 | 0.828 | 1,970 |
3 | Try to practice and cultivate professional ethics to meet the requirements of the job. society | 3.27 | 0.923 | 3.41 | 0.691 | 1,462* |
4 | Honestly, I also not very interested in teaching | 2.12 | 1,168 | 2.27 | 1,250 | 1,099 |
5 | Want to study well to become a successful person become a good teacher | 3.52 | 1,092 | 3.70 | 0.890 | 1,531* |
6 | Hope to continue studying at university level in preschool education young | 2.54 | 1,371 | 2.52 | 1,331 | 0.122 |
GPA | 2.98 | 3.13 | ||||
From the perspective of the training system, some factors of the needs and desires for the XHNSP of the intermediate and college systems also have certain differences in meaning.
statistics (r <0.05). In general, college students expressed their needs and desires.
acquire, acquire knowledge and practice in a more positive direction than preschool secondary school students (general GPA 3.13/2.98). We think this is not difficult to understand because most preschool college students have determined their career since they were in high school, the motivation for choosing a career also focuses on internal motivations, so the awareness of career as well as desires during the vocational training process also
is shown quite clearly.
Specifically, the demand and desire for preschool teaching among students in the vocational training system is quite low, the majority of the average scores of the factors are only equivalent to level 3 "Half true, half false". Regarding the demand "Want to accumulate a lot of knowledge and meaning of the profession I am studying", in the vocational training system, only 38.4% of students chose options 4 and 5, while this number in the college system is 57.7% (the average score corresponds to level 4 "Mostly true for me"). Or regarding the demand "Want to practice many skills of the profession I am studying", in the college system, up to 55.6% of students chose options 4 and 5, while in the vocational system, only 39.2%. And the most common point of both training systems is that they both have "Want to study well to become a good teacher". Specifically, for the TC system, 52.5% of students chose options 4 and 5, for the College system, 78.9%. In addition, students of both systems also want to continue studying at university level (over 30%).
c. Needs and desires for learning and vocational training among preschool students under the cross-section of learning outcomes
Table 3.18. Needs and desires for learning and vocational training among preschool students from the perspective of learning outcomes
STT
Content | Type 1 (good, fair) | Type 2 (TBK, TB) | t(298) | |||
Average | DLC | Average | DCL | |||
1 | Desire to accumulate a lot of knowledge and meaning of the industry the profession i am studying | 3.50 | 0.952 | 3.10 | 0.742 | 4,083*** |
2 | Want to practice many skills of the profession you are studying (singing, dancing, storytelling, reading poetry, corner activities…) | 3.68 | 0.865 | 3.08 | 0.624 | 6,904*** |
3 | Try to cultivate professional ethics to meet the requirements of society. festival | 3.61 | 0.770 | 3.06 | 0.722 | 6,263 |
4 | Honestly, I don't either. interested in teaching | 2.30 | 1,202 | 2.11 | 1,233 | 1,370 |
very | ||||||
5 | Want to study well to become a successful person become a good teacher | 3.70 | 0.860 | 3.54 | 1,095 | 1,390 |
6 | Hope to continue studying at university level in preschool education young | 2.71 | 1,344 | 2.33 | 1,322 | 2,447 |
GPA | 3.25 | 2.87 | ||||
Figure 3.4. Needs and desires for learning and vocational training among preschool students from the perspective of learning outcomes
Through data table 3.18, it shows from the perspective
result
learning, needs,
The desires of type 1 students are much more positive than those of type 2 students (general average 3.25/2.87). Through the TTest test, it is shown that there is a significant difference in some needs in current desires between type 1 students and type 2 students (p < 0.0001). In other words, the needs and desires in some aspects of learning activities of the two groups of students are clearly different. Specifically: The need "Want to accumulate a lot of useful and meaningful knowledge of the profession you are studying", for type 1 students, 63.8% of students choose option 4 (while for type 2 students, it is 28.6%; and up to 52.9% of students choose option 3). For the need "Want to practice many skills of the profession you are studying", for type I students, 28.8% of students chose option 3 and up to 56.3% of students chose option 4 while this number for type 2 students was 58.6% and 56.3% respectively.
21.4%.