1 INTRODUCTION Reasons for choosing the topic 1.1 Human knowledge and awareness are derived from the process of life experience through real-life observing, listening and practicing This process is the premise of generalizing individual experiences into corresponding theoretical systems For each individual, experience allows them to accumulate new experiences which are the sources of learning and development Therefore, in teaching, the subjectivity and experience of a learner should be emphasized by organizing career experience activities in real contexts in order to accumulate experiences and develop personal abilities 1.2 Experiential learning-based teaching is a teaching strategy focusing on learner-centered activities It is valuable to train and develop action capacity of learners Therefore, this teaching strategy is currently being studied by schools in Vietnam and in the world 1.3 Vietnam is in the process of fundamental renovation and comprehensive education, which has set out the requirements for renewing education contents and methods In schools, what to teach and how to teach so that learners can apply their knowledge and experience to solve problems of real life is one of urgent requirements 1.4 The pedagogical universities in Vietnam are implementing an educational reform according to learning outcomes It is necessary to renovate teaching methods in order to develop professional capacity of students An effective way to it is to strengthen the organization of experiential activities of real professional issues for students in teaching subjects based on their knowledge and experience The student experience is considered as the center of teaching Thus, experiential learning-based teaching needs to be applied to teaching in the current pedagogical universities so as to develop the professional capacity of students and then meet the learning outcomes 1.5 Pedagogy is a professional subject at pedagogical schools This subject contains concepts that are very close to the realities of education but not easily applied to solving practical problems Therefore, after completion of this subject, students of the current pedagogical schools only have a knowledge system of teaching and education, but have not developed the necessary professional capacity As a result, if a teacher strengthens the organization of real educational activities for students, they will be able to exploit and apply their own experiences to detect and solve problems so that the students will accumulate new experiences and develop the capacity of a teacher Thus, it is necessary to innovate the teaching of pedagogy based on experiential learning at pedagogical schools From the above analysis, the research topic of the dissertation is “Teaching pedagogy for students of pedagogical universities based on experiential learning” Purpose of the study: It is to develop a process of teaching pedagogy for students based on experiential learning in order to improve student learning outcomes and simultaneously develop the professional capacity for students of pedagogical universities Object and subject of the research 3.1 Object of the research: The teaching process of pedagogy in pedagogical universities 3.2 Subject of the research: The correlation between the teaching process of pedagogy based on experiential learning in pedagogical universities and learning outcomes of students Scientific hypothesis: Teaching pedagogy in pedagogical universities does not focus on organizing career experience activities for students through classroom activities, so the pedagogical capacity of the majority of students is limited If a teacher enhances the organization, orientation, support, opportunities and encouragement to students to practice professionally in accordance with the process, it will improve the learning outcomes of studying pedagogy, while developing professional capacity for pedagogical students Scope of the research 5.1 Content: The dissertation is based on David A Kolb's experiential learning cycle to focus on designing and organizing the pedagogy teaching for students in the field of pedagogy (not specialized in psychology and education) in a university The dissertation concentrates on organizing teaching activities of pedagogy to ensure that in these teaching activities, all students are oriented and created opportunities and conditions to receive knowledge, skills and professional values through experiences 5.2 Location: The surveys were conducted at pedagogical universities as follows: Hanoi Pedagogical University, Hanoi Pedagogical University No.2, Hai Phong University, Vinh University and Tan Trao University The survey respondents were teachers teaching pedagogy and 3rd year students of pedagogical major in basic departments (not specialized in psychology education) The mission is to experiment and evaluate the experimental results of the application of pedagogy teaching process based on experiential learning to teaching the second year students of Hanoi Pedagogical University No.2 Research duties 6.1 Researh on the theoretical background of teaching pedagogy based on experiential learning in pedagogical universities; 6.2 Surveying the real situation of teaching pedagogy based on experiential learning in pedagogical universities; 6.3 Proposing the organization process of teaching pedagogy based on experiential learning in pedagogical universities; 6.4 Experimenting the organization process of teaching pedagogy based on experiential learning in pedagogical universities, which is proposed by the thesis Approaches in researching topics and research methods 7.1 Approaches in researching the thesis - Experiential approach; Capacity-based approach; Systemetic approach 7.2 Research Methods 7.2.1 Research methods of reasoning 7.2.2 Practical research method: 1) Pedagogical observation; 2) Conversation; 3) Questionnaire; 4) Expert method; 5) Research on educational products; 6) Pedagogical experiments 7.2.3 Method of mathematical statistics: Using SPSS and Microsoft Excel 2010 to process data from surveys and pedagogical experiments Viewpoints needed to be defended - Although, nowadays, teaching pedagogy for pedagogical students in a university has been innovated in method, it has not yet focused on organizing career experience activities through class activities to develop general capacities and professional capacity for students As a result, the study result is not as expected and does not meet the target - It is necessary to be based on students’ existing knowledge and experience and consider the students’ experience as the center of teaching to teach pedagogy based on experiential learning - Teaching pedagogy based on experiential learning will help to develop general capacities and professional capacity for students 4 - Teaching pedagogy based on experiential learning in pedagogical universities is only effective when: 1) Experiential exercises must be associated with professional practice and practical service; 2) Teachers follow teaching process of experiential learning; 3) There are concern and support from the school managing board; 4) Teachers have good understanding of pedagogy content and are always active in teaching under experiential learning; 5) There are reference materials for teaching under experiential learning New contributions of the research 9.1 Determining the concept category of teaching based on experiential learning and the framework for teaching pedagogy based on experiential learning in pedagogical universities It is a Theoretical background for teachers teaching pedagogy in pedagogical universities to be able to teach this subject based on experiential learning 9.2 Identifying real situation of teaching pedagogy based on experiential learning in some pedagogical universities It is an important practical basis for teachers teaching pedagogy to improve teaching quality in general and teaching quality of pedagogy based on experiential learning in pedagogical universities in particular 9.3 Introducing the process of teaching pedagogy to pedagogical students based on experiential learning, allowing teachers to apply to teaching pedagogy and having initially tested and confirmed the effectiveness and feasibility of that process 10 Structure of the thesis Apart from the introduction, conclusion and recommendations, the dissertation is divided into four chapters: Chapter 1: Theoretical background of teaching pedagogy for students in pedagogical universities based on experiential learning Chapter 2: Real situation of teaching pedagogy for students in pedagogical universities based on experiential learning Chapter 3: Organizing the teaching of pedagogy for students in pedagogical universities based on experiential learning Chapter 4: Pedagogical experiment CHAPTER 1: THEORETICAL BACKGROUND OF TEACHING PEDAGOGY FOR STUDENTS IN PEDAGOGICAL UNIVERSITIES BASED ON EXPERIENTAL APPROACH 1.1 Overview of researches related to the topic 1.1.1 Studies on experiential learning Theory of experiential learning was built in the early twentieth century John Dewey, Jean Piaget, Kurt Lewin are great representatives of this theory In addition, William James, Carl Jung, Paulo Freire, Carl Rogers, D.A Kolb, who contribute significantly to the development of experiential learning theory When developing and applying experiential learning theory, most authors emphasize subjective experience and personal feelings in learning Therefore, it is necessary to stimulate the positive experience through the organization of interaction between learners and environment, creating an open and healthy learning environment in order to help learners to mobilize their available experiences to solve learning tasks well Together with researches on nature of experiential learning, there are many authors who are interested in studying the methods of organizing experiential activities, namely: Mellor; Sprau and Keig; Hickox; Roger Greenaway, Garry Shirts, Lorraine Ukens, Terrence L Gargiulo, Brian Remer in the work of Melvin L Silberman; Kurt Lewin; Osland, Kolb, Rubin, Turner; Schoel, Prouty and Radcliffe; Kolb, Rubin, and McIntyre 1.1.2 Studies on experiential teaching There are many authors who have studied experiential teaching, but they go deeper into different perspectives such as: 1) The role of teaching based on experiental approach 2) Instructional design based on experiental approach 3) Studies on teaching based on experiental approach in the curriculum of general education and tertiary education in our country 4) Studies on teaching pedagogy based on experiential learning in pedagogical universities Thus, experiential learning issues have been studied by many authors, who have come up with the ideas of experiential learning and confirmed the greatest advantage of experiential learning is to contribute to change educational thinking from teacher- centered lessons to learnercentered activities towards the development of personal ability and assuring a targeted life Consequently, there have been many studies at master's dissertation and doctoral dissertation levels on the application of experiential learning theories to teaching These studies, however, are narrow and object-specific They are not representatives of all general school teachers Experiential teaching approaches have not yet been reflected the role of the teacher is to orient, support, encourage the process of experiential learning of learners Therefore, the application of experiential learning theories to teaching should continue to be researched and developed In particular, Kolb's theory of learning is highly valued, and the use of this theory to develop a process of teaching pedagogy to students in pedagogical universities can improve the quality of classroom activities of teachers and students, aiming at shaping and enhancing professional capacity for future teachers 1.2 Some basic concepts of the dissertation 1.2.1 Experience: Within the scope of the dissertation, we think that: Experience is the process which the subject directly participates in the practical activities of life through the use of its modified, innovated and added knowledge and experience available in specific environment and conditions 1.2.2 Experiential learning: Some authors provide concepts of experiential learning such as Kolb (1984); Dang Thanh Hung (2002); Dewey (2012) Within the scope of the dissertation, we think that: Experiential learning is not only a type of emotional learning, but also a process by which individuals maximize the available knowledge and experience through directly participating in practical activities to create new knowledge and experiences for themselves to complete their learning tasks 1.2.3 Experiential teaching Experiential teaching is the process that a teacher bases on general theoretical issues such as philosophy, perspective, characteristics, about experience Experiental learning is to lead, organize and controll learners with available knowledge and experience to actively use human senses and thinking activities to directly and continuously participate in practical activities in specific environment and conditions in order to create new knowledge and experience for themselves to meet the teaching objectives This is a teaching activity that has feedback, evaluation, and adjustment while enhancing the subjective experience of learners 7 1.2.4 The process of organizing the teaching under experiential teaching The process of organizing the teaching under experiential teaching is the teaching process including the stages, steps, manipulations and behaviors of teachers and learners, arranged and conducted according to the rules of experience to create opportunities for active learners, directly involved in experience activities to create new knowledge and experiences for themselves 1.3 Experiential teaching in a university 1.3.1 Characteristics of university teaching process 1.3.2 Characteristics of experiential teaching in a university 1) Experiential teaching in a university change the perceptions of the teacher's role in teaching and students’ in learning activities 2) In experiential teaching in a university, students’ learning process is constantly evolving from available experiences to create new experiences 3) The content of experiential teaching is highly differential 4) In experiential teaching in a university, students’ learning process is a comprehensive adaptation process 5) Experiential teaching in a university enables students to gain experiences in a number of knowledge areas without any learning method to be able to be implemented, through which they recognize the value of experience 6) In experiential teaching in a university, students must always interact with materials and learning environment to complete learning tasks 7) In experiential teaching in a university, teachers always encourage students to balance between positive experiences and negative experiences 8) In experiential teaching in a university, the assessment of students is not only based on scores, but also focuses on process assessment (assessment of how students learn to create new knowledge and experience) 1.3.3 Advantages and disadvantages of experiential teaching in a university The greatest advantage of experiential teaching in a university is that it maximizes students’ learning competence The biggest disadvantage of experiential teaching in a university is that the learning outcomes of experiental learning process is based primarily on student's self-assessment; It is very personal and makes it difficult for us to understand and explain the change of knowledge and experience of each student 1.3.4 The appropriateness of experiential teaching with the characteristics of academic performance of university students Experiential teaching is perfectly suited to the characteristics of academic performance of university students 1.4 Teaching Pedagogy in pedagogical universities 1.4.1 Characteristics of teaching in a pedagogical university A pedagogical university is a place: - To train students to become researchers of basic science, education science and applied science at advanced level - It is a teaching and learning environment for students who specialize in teaching, educational management in educational institutions with graduate and post-graduate degrees and have ideal, belief, virtue and good political quality of a modern teacher - Since the object of a teacher is human, teaching contents in pedagogical universities are not only a basic system of basic knowledge, professional skills, attitudes and ethics of the teaching job, but also focus on what the teacher needs to know to to ensure that all of their students are educated 1.4.2 Teaching pedagogy based on experiential learning 1.4.2.1 Objective of teaching pedagogy based on experiential learning Pedagogy is the subject of pedagogical science The main objective of teaching pedagogy is to improve the learning outcomes of the subject while developing professional capacity of students through the organization of experiential learning of pedagogy knowledge for them Specific capacities need to be developed for students in teaching pedagogy based on experiential learning as follows: 1) Capacity to apply pedagogy knowledge to professional practice such as: * Teaching capacity: Capacity to apply the method and form of teaching the subject: Capacity to organize learning activities of students; Capacity of class organization and management and creating an effective learning environment * Educational capacity: Educational capacity through teaching the subject; Capacity to develop student education plan; Capacity to apply the method of education; Capacity to organize educational activities; Capacity to handle educational situations 9 2) Other capacities: Independent working capacity; Cooperation capacity; Exploration and creativity capacity; Capacity for self- perceiving and motivation 1.4.2.2 Contents of pedagogy based on experiential learning In order to determine what contents of pedagogy are appropriate for experiential teaching, teachers should base on the following issues: * Characteristics of experiential teaching in a university * The advantages and disadvantages of experiential teaching in a university * The objective of teaching pedagogy based on experiential learning in pedagogical universities * Reality of teaching activities and educational activities in general schools * Based on new issues, it really serves teaching affairs and education * Based on the structure of pedagogy content in pedagogical universities With the above bases, the content of teaching pedagogy under the experiential approach is the content of teaching and learning activities, in which teachers design lessons in the content of pedagogy in the form of experience exercises for professional practices such as situations, systems cases, project topics Then, teachers organize, lead and control students to self-plan, self-solve the experience exercises, self-view and self-assess the problem under a new perspective, thereby achieving the educational goal of experiential teaching and learning under the proposed experiential approach 1.4.2.3 Teaching method of pedagogy based on experiential learning Teaching method of pedagogy is based on experiential learning There are a number of typical approaches of teaching pedagogy based on experiential learning, namely: 1) Project-based learning method; 2) Situational method; 3) Problem solving method; 4) Group discussion method 1.4.2.4 Organization form of teaching pedagogy based on experiential learning There are many organization forms of teaching, but each form has certain advantages and disadvantages Teaching pedagogy based on experiential learning can use the following organization forms: 1) Teaching in classroom; 2) Self-study; 3) Scientific research; 4) Study tours; 5) Practice 10 1.4.2.5 Teaching activity of lecturers in teaching pedagogy based on experiential learning Lecturers who teach pedagogy based on experiential learning in pedagogical universities always play the role of organization, leadership and control of students’ learning activities and are expressed through the following specific activities: Creating interactive learning environment; Organizing project-based assignments for students; Directing students to study situations associated with professional practice; Controlling and encouraging students to practice pedagogy knowledge in class; Organizing students to watch films and videos related to the subjects; Encouraging students to write learning logs; Guiding students to self-assess and crossevaluate 1.4.2.6 Evaluating learning outcomes of pedagogy based on experiential learning Based on the characteristics of experiential teaching in a university, we believe that the evaluation of learning outcomes of pedagogy based on experiential learning should be directed to the assessment of students’ participation process in experiential learning of pedagogy and evaluates periodic tests and educational activity products 1.4.2.7 Factors influencing the organization of teaching pedagogy based on experiential learning * Objective factors: 1) Curriculum content of pedagogy; 2) Existing knowledge and experience of students in relation to the content of pedagogy; 3) Self-awareness, positiveness, self-reliant learning through experience of students; 4) Facility conditions needed for teaching based on experiential learning in class; 5) Number of students in class; 6) Guidance and reference materials of teaching pedagogy based on experiential learning in Vietnam * Subjective factors: 1) Experiential teaching capacity of lecturers who teach pedagogy; 2) Widespread application - dissemination of experiential teaching strategies of lecturers in pedagogical universities; 3) The investment of lecturers teaching pedagogy in researching, studying and implementing modern teaching strategies, including experiential teaching Conclusion of chapter 1 Experiential teaching is a positive, modern teaching strategy with a great impact on the effectiveness of teaching 11 In Vietnam, there are many authors interested in studying this teaching strategy, but mainly focus on the potential subjects in general schools For tertiary education, the researches on this issue is very few and there are no studies on teaching pedagogy based on experiential learning for students in pedagogical universities Teaching pedagogy based on experiential learning in pedagogical universities is in fact based on: viewpoints, philosophy of experience; Kolb's experiential learning cycle (1984); characteristics of experiential teaching in pedagogical universities; objectives, contents, methods and experiential teaching way to organize the pedagogy teaching in order to enhance student learning outcomes and contribute to the development of professional skills for them Teaching pedagogy based on experiential learning in pedagogical universities is a process that a lecturer focus on directing and assisting students to create experiences and lead them to actively learn through experiential learning via a number of modern teaching methods, thereby forming, developing professional capacity and values for themselves and meeting learning outcomes of current pedagogical universities CHAPTER 2: REAL SITUATION OF TEACHING PEDAGOGY FOR STUDENTS IN PEDAGOGICAL UNIVERSITIES BASED ON EXPERIENTIAL LEARNING 2.1 Overview of surveying process of real situation 2.1.1 Purpose of the survey: In order to evaluate real situation of awareness and pedagogy teaching based on experiential learning as a basis for guiding the organization of pedagogy teaching based on experiential learning in pedagogical universities so that it improves student learning outcomes and contribute to the development of their professional capacity 2.1.2 Contents of the survey: It focuses on the following basic contents: * Real situation of teachers’ awareness of pedagogy teaching based on experiential learning in pedagogical universities * Real situation of organizing the pedagogy teaching based on experiential learning in pedagogical universities * Strengths and limitations in teaching and learning pedagogy based on experiential learning in pedagogical universities * Factors affecting the organization of teaching pedagogy based on experiential learning in pedagogical universities 12 2.1.3 Survey subjects: Pedagogy teachers are the main survey subjects and 3rd year students who have completed the curriculum of pedagogy in the above-mentioned universities are the secondary survey subjects 2.1.4 Survey method: 1) Questionnaire; 2) Research on activity products; 3) Observation; 4) Interview 2.1.5 Data processing method: Using SPSS software to process data Questions that asked respondents to choose one or more criteria were processed with the number of responses and quantified percentage (%) For questionnaires at levels, they are sorted in descending order Corresponding scores of 5; 4; 3; 2; are processed under arithmetic mean score The difference degree of the arithmetic mean score in 5-level sentences is calculated by taking the highest point of the scale (5 points) minus the lowest point of the scale (1 point) and dividing into levels to obtain the difference score of 0.8 2.2 Survey results 2.2.1 Real situation of teachers’ awareness of pedagogy teaching based on experiential learning in pedagogical universities 2.2.1.1 Awareness of the characteristics of experiential teaching in a university 2.2.1.2 Awareness of advantanges and disadvantages of experiential teaching in a university 2.2.1.3 Awareness of the appropriateness of experiential teaching with activity characteristics of university students 2.2.1.4 Awareness of the role of organization method and form of experiential teaching to the learning outcomes of university students 2.2.2 Real situation of organizing the pedagogy teaching based on experiential learning in pedagogical universities 2.2.2.1 Determining learning objectives of pedagogy based on experiential learning 2.2.2.2 Designing teaching contents of pedagogy based on experiential learning 2.2.2.3 The use of teaching methods of pedagogy based on experiential learning 2.2.2.4 The use of the organization form of teaching pedagogy based on experiential learning 2.2.2.5 The use of teaching activities in teaching pedagogy based on experiential learning 13 2.2.2.6 The use of evaluation method in teaching pedagogy based on experiential learning 2.2.2.7 Real situation of student learning outcomes of pedagogy in pedagogical universities 2.2.3 Strengths and limitations in teaching and learning pedagogy based on experiential learning in pedagogical universities 2.2.4 Objective and subjective factors affecting pedagogy teaching based on experiential learning in pedagogical universities General idieas about the situation + Achievements The majority of teachers are quite well aware of the characteristics of experiential teaching and believe that the experiential learning is perfectly suited to the learning characteristics of university students When teaching pedagogy based on experiential learning, most teachers are interested in the content design, choice of teaching methods and forms of organization The teachers have pedagogical activities for pedagogy contents In addition, many teachers are well aware of the role of the method and organization form of experiential teaching, which is an important element that directly impacts student learning outcomes Therefore, after learning this subject, most students have mastered pedagogy knowledge system and like this subject A large number of teachers have learned a number of new teaching methods that have been introduced to pedagogical universities to reduce pedagogy teaching by presentation method + Existing issues Awareness: Some teachers teaching pedagogy have not really paid much attention to the teaching methods which have advantages in experiential teaching such as situation, projects, practice and problem solving methods Therefore, the application of new teaching strategies is not suitable and the linking of theoretical knowledge into practice is limited Thus, the assessment of students' learning results is still based heavily on the results of multiple choice questions and self-reflection tests, emphasizing knowledge reproduction rather than evaluating the studying way This is the reason for skills and occupational limitations of the majority of students, which is difficult to meet the requirements of modern teachers Until now, the application of this teaching strategy to teach pedagogy is not widespread For real situation of teaching pedagogy based 14 on experiential learning, many teachers always emphasize their role and less appreciate students’ role They often focus on helping students understand pedagogy knowledge by: studying syllabus and presentations combined with the use of audiovisual media to link theoretical knowledge to reality Students listen, observe and then draw general conclusions The organization of transforming students’ theoretical knowledge of pedagogy into emotional and professional skills via teaching activities such as case study; project-based learning; pedagogy knowledge practice; learning logs is limited There are many subjective and subjective factors influencing the organization of pedagogy teaching based on experiential learning The subjective factors are the main influences Conclusion of chapter The survey results show that the achievements in organizing the teaching of pedagogy for students of pedagogical universities are good signs of positive change for the reform of pedagogy teaching in order to meet the requirements of teacher training renewal at current pedagogical universities The remaining aspects such as: the majority of teachers teaching pedagogy mainly use presentation method, thus a part of students know pedagogy knowledge very well but weak and lack of professional skills and limited to professional love to meet current requirements of educational reform The solution for this situation is that teachers need to bring into full play the advantages of teaching pedagogy based on experiential learning for students of pedagogical universities Many teachers are willing to innovate teaching pedagogy based on experiential learning to form professional capacity for students However, reference materials for this issue is limited, some teachers are confused in determining characteristics of the experiental approach Or some teachers are able to define correctly and sufficiently characteristics of experiential teaching, but due to the large number of students in a class and nonguaranteed facilities the application of this teaching strategy in teaching pedagogy has not achieved the desired results Therefore, the development of the teaching process of pedagogy based on experiential learning is always urgent as it will be an important source of information for teachers to apply for teaching and learning pedagogy in pedagogical universities, which contributes to the development of professional capacity for students 15 CHAPTER 3: ORGANIZING THE TEACHING OF PEDAGOGY FOR STUDENTS IN PEDAGOGICAL UNIVERSITIES BASED ON EXPERIENTIAL LEARNING 3.1 Requirements for the organization of teaching pedagogy to students at pedagogical universties based on experiential learning Based on the characteristics of experiential teaching in a university, we determine the specific requirements in teaching pedagogy to students based on experiential learning as follows: 3.1.1 Ensuring the objective of teaching pedagogy based on experiential learning 3.1.2 Teachers must correctly identify and respect available experiences of students, and organize them to learn pedagogy starting from those experiences 3.1.3 Teaching and learning is a social activity Therefore, it is necessary to arouse positive emotions for students by creating and maintaining a friendly and open relationship between teachers and students and among students themselves in teaching process of pedagogy 3.1.4 Teachers need to create conversation space in teaching 3.1.5 Providing opportunities for students to promote self-reliance and capacity to apply pedagogy knowledge to practice of teaching and education 3.2 Organization process of teaching pedagogy for students of pedagogical universities based on experiential learning In order to develop the organization process of teaching pedagogy based on experiential teaching in pedagogical universities, the exploitation and development of Kolb's experiential learning model is very important This model describes the four-stage experiential learning cycle: 1/ Specific experience; 2/ Observation - reflection; 3/ Abstract conceptualization; 4/ Active practice The four stages of Kolb's experiential learning operate in a continuous spiral cycle Within the scope of this dissertation, the four stages of Kolb's experiential learning are the core and the basis for proposing the teaching process of pedagogy based on experiential learning in pedagogical universities It includes the four steps that teachers need to help students learn through the study of experiential exercises of pedagogy, namely: Step 1: Directing students to collect information to design teaching content of pedagogy into experiential exercises and ask students to self-design their 16 own experiential exercises and plan to solve these exercises This step corresponds to the learning process from "specific experience" to "observation - reflection"; Step 2: Directing students to share, process, review the designed experiential exercises and solve/perform the experiential exercises This step corresponds to the learning process from observation - reflection " to "abstract conceptualization"; Step 3: Guiding and encouraging students to summarize and report the implementation results of the requirements and tasks in experiential exercises of pedagogy This step corresponds to the learning process from "abstract conceptualization" to "active practice"; Step 4: Controlling students to assess and adjust the solving of experiential exercises of pedagogy This step corresponds to the learning process from "active practice" to "concrete experience" The organization process of teaching pedagogy based on experiential learning in pedagogical universities is shown as follows: • Controlling students to assess and adjust the solving of experiential exercises of pedagogy • Guiding and encouraging students to summarize and report the implementation results of the requirements and tasks in experiential exercises of pedagogy • Directing students to collect information to design teaching content of pedagogy into experiential exercises and ask students to self-design their own experiential exercises and plan to solve these exercises Step Step Step Step • Directing students to share, process, review the designed experiential exercises and solve/perform the experiential exercises Figure 3.1 Organization process of teaching pedagogy based on experiential teaching in pedagogical universities Step 1: Directing students to collect information to design teaching content of pedagogy into experiential exercises and ask students to selfdesign their own experiential exercises and plan to solve these exercises 17 1) The teacher directs students to gather information to design teaching content of pedagogy into experiential exercises: - The information collecting process is to design experiential exercises of pedagogy * Students study the content of pedagogy * Students determine the objective of experiential exercises of pedagogy needed to be designed * Students exploit their available experience related to pedagogy contents * Students collect materials from practice related to contents * Students write experiential exercises of pedagogy * Students evaluate and complete experiential exercises - Requirements for experiential exercises of pedagogy: + Experiential exercises of pedagogy must follow the teaching objective of pedagogy + Experiential exercises of pedagogy must have a context + Experiential exercises of pedagogy make sure the fit 2) Teachers organize students to self-design experiential exercises of pedagogy 3) Students plan to solve experiential exercises of pedagogy Step 2: Directing students to share, process, review the designed experiential exercises and solve the experiential exercises Teachers direct, create opportunities and encourage students to as follows: - Dividing into groups to share, discuss and define clearly the function of members - Asking teachers and classmates questions to satisfy their aspirations, desires, wonderings in the experience process - Predicting situations and risks that may occur during the experiencing time - Students solve the experiential exercices under assigned plans and tasks Step 3: Guiding and encouraging students to summarize and report the implementation results of the requirements and tasks in experiential exercises of pedagogy - Individuals or groups of students share experiences - Students draw the experience meaning - Students report the results of required experience in exercises 18 Step 4: Controlling students to assess and adjust the solving of experiential exercises of pedagogy - Controlling students to self-assess and cross-evaluate the process and products of requirements and tasks in their experiential exercises of pedagogy and peers’ in order to recognize learning outcomes, successful experiences and shortcomings as well As such, it is possible to mobilize the support of peers and teachers to implement additional reinforcement activities to adjust and improve new educational experience for themselves When evaluating and commenting on the results of experiential exercises of pedagogy, it is necessary to use positive words Reviews, comments should follow the rules: 1: 1: (advantage: 1, restriction: 1, question: 1) The later comments not overlap previous comments - Encouraging students to make a general feedback about the learning process of pedagogy - The teacher needs to correct the knowledge, professional skills to train, develop and move to new pedagogy lessons starting from step to the last step of the teaching process of pedagogy based on experiential learning 3.3 Application of the organization process of teaching pedagogy based on experiential learning for students of pedagogical universities in project-based learning and situation-based learning The survey results of the current situation of teaching pedagogy based on experiential learning for students of pedagogical universities in Chapter show that most teachers use the presentation method as the main teaching method in teaching pedagogy It results in student study results The students’ knowledge and attitude towards pedagogy is very good but the capacity to apply that knowledge to reality is weak due to lack of skills, especially soft skills The specific methods for experiential teaching with advantage in the formation and development of emotion as well as professional capacity for students are less used by teachers of pedagogy Therefore, within the scope of the dissertation, the application of the organization process of teaching pedagogy based on experiential learning for students of pedagogical universities in project-based learning and situationbased learning is not only a useful source of information for teachers teaching pedagogy to use as reference and implementation in the teaching process so as to improve learning outcomes of students' pedagogy, but also help them to access to new teaching strategies to apply to teach effectively their subject during internship time and working time at general schools 19 3.3.1 Application of the organization process of teaching pedagogy based on experiential learning for students of pedagogical universities in project-based learning * Purpose * Process (following the four steps of the above macro process) *Example illustrating the organization process of teaching pedagogy based on experiential learning for students of pedagogical universities in project-based learning: Lesson: Teaching method 3.3.2 Application of the organization process of teaching pedagogy based on experiential learning for students of pedagogical universities in situation-based learning * Purpose * Process (following the four steps of the above macro process) * Example illustrating the organization process of teaching pedagogy based on experiential learning for students of pedagogical universities in situation-based learning: Lesson: Teaching principles 3.4 Basic conditions to ensure the organization process of teaching pedagogy based on experiential learning for students of pedagogical universities * The management and direction of the managing board of a pedagogical university * Pedagogy teaching staff * Facilities, instructional materials and reference materials on experiential learning Conclusion of chapter 1) Identifying and analyzing the requirements for the organization process of teaching pedagogy to students based on experiential learning in pedagogical universities 2) Exploiting and applying Kolb's experiential learning model to develop the organization process of teaching pedagogy based on experiential learning to students in pedagogical universities include steps to ensure the relevance to pedagogy and characteristics of learning activities of university students 3) Proposing the application of the organization process of teaching pedagogy based on experiential learning for students to project-based learning and situation-based learning and simlultaneously providing examples illustrating the use of the process Clarifying some basic 20 conditions to ensure that the organization process of teaching pedagogy based on experiential learning for students in pedagogical universities are effective CHAPTER 4: PEDAGOGICAL EXPERIMENT 4.1 General process of pedagogical experiment 4.1.1 Experimental purpose: Examining the correctness of the established scientific hypothesis, confirming the effectiveness and feasibility of the organization process of teaching pedagogy based on experiential learning for students in pedagogical universities proposed by the research: particularly, evaluating the impact of the organization process of teaching pedagogy based on experiential learning on student learning outcomes of this subject in pedagogical universities 4.1.2 Experimental content: In chapter 3, we design a macro process to organize the teaching of pedagogy based on experiential learning for pedagogical students including four basic steps From that, we apply this process in project-based learning and situation-based learning In the application process, teachers need to direct, help and support students to learn the subject by the way that they have to go through the four basic steps of the macro process so as to suit the characteristics of project-based learning and situation-based learning Therefore, in this chapter, it is clear that when conducting the experiment, we select a representative, that is: Application of the organization process of teaching pedagogy based on experiential learning for students of pedagogical universities in situationbased learning as described in Section 3.3.2 to teach the experimental lesson "Teaching principles" and "Teaching methods" in the theory of pedagogy curriculum at tertiary level 4.1.3 Experimental objects: Experimental objects and conditions are: students of course 41 and 42 at Hanoi Pedagogical University No.2 Each course selects two classes, including one experimental class and one control class The selection of experimental classes and control classes is based on student information collected from academic affairs department, faculties, from observing the classes that were set up to calculate the balance and correspond to the following criteria: 1/ students’ first year results; 2/ Pedagogical students in basic departments (not specialized in Psychology - Education); 3/ Gender and class size in each class; 4/ Condition of teaching facilities 21 4.1.4 Experimental method: Conducting pedagogical experiment in the first semester of the academic year 2016 - 2017 for students of course 41 and the first semester of the academic year 2017 - 2018 for students of course 42 in the pedagogical field of basic departments Both experimental and control classes are taught by the same author with the same content At the end of each experiment, we conducted a test of the experimental and control classes with the same test, the same time and the same criteria The control class was normally taught in traditional teaching The experimental class was taught in accordance with the procedures described in chapter 4.1.5 Experimental process: It includes: Experimental preparation stage; implementation stage; Analysis and evaluation of experimental results stage 4.1.6 Criteria for evaluation and processing method of experimental results The evaluation of pedagogical experiment results show three aspects: knowledge, skills and attitudes of the students, and the experimental results are reviewed and evaluated quantitatively and qualitatively 4.2 Analysis of pedagogical experiment results 4.2.1 Analysis of the quantitative experimental results 4.2.1.1 Analysis of pedagogical experiment results in round Experimental results of round quantitatively show that the output test scores of the experimental class students are higher than those of the control class In the experimental class, the output test scores are higher than the input ones The difference between the average scores and some other basic parameters is statistically significant However, this is only the first step to affirm the use of the organization process of teaching pedagogy based on experiential learning for students in pedagogical universities that can improve the student learning outcomes In order to ensure the stability, sustainability and development of the achieved values, the organization process of teaching pedagogy based on experiential learning should be continued experimentally in the second round in order to be implemented on a large scale This improves the teaching quality of pedagogy in particular and improves the teacher training quality at pedagogical schools in general 4.2.1.2 Analysis of experimental results in round The average score of class TN2 is 6.943396, the input is 6.320755 The output higher than the input is 0.62 points The absolute value of test Z (Z = 2.476) is greater than theory Z – Standard Z value is 0.05 in two dimensions (Zlt = 1,959) The P values (Z