Exploring Student Teachers’ Competence in Organizing Experiential Activities at High Schools

Abstract

This study aims to elucidate the current state of student teachers’ competence in organizing experiential activities using participants from selected Vietnamese teacher education universities. The mixed methods approach, using surveys and interviews, was employed to collect relevant data, which was mainly quantitative in nature. The study involved surveying 773 sophomores and juniors as well as 30 lecturers teaching courses in educational studies. In addition, 22 students and eight lecturers from three universities specializing in teacher education - one from each of the three regions of Vietnam (the North, Central, and South) - were interviewed. The findings show that in general, most students demonstrate a good level of competence in organizing experiential activities and perform best in developing plans for such activities according to specific themes. The research also reveals that student teachers’ lowest level of competence involves assessing the results of organizing experiential activities. In addition, statistically significant differences exist between male and female students, those from rural and urban areas, those from various universities, and those with different academic performances. It is hoped that the research results will provide teacher education universities in similar contexts to the ones selected herein with information for improving training activities, ensuring enhanced conditions to develop student teachers’ competence in organizing experiential activities.