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All Journal International Journal of Evaluation and Research in Education (IJERE)
Pham Thi Binh
Hanoi National University of Education
Education

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An integrated professional framework for experimental chemistry teaching Pham Thi Thuy; Pham Thi Binh; Nguyen Mau Duc
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39418

Abstract

Experiment‑based teaching is a core feature of school chemistry education. However, existing accounts of teachers’ competence often treat laboratory techniques, pedagogical skills, and professional reflection as separate domains, leading to a fragmented understanding. The novelty of this study lies in establishing a unified, process-oriented competence framework that connects five components of experimental chemistry teaching and operationalizes them through 23 Delphi-validated manifestations. A mixed‑methods framework-development design was employed, using a two‑round Delphi method to establish consensus. The panel comprised 16 experts in chemistry education and teacher training. The final framework connects five components: cognition of experimental use, conducting experiments, designing learning activities, organizing classroom instruction, and evaluation and adjustment. All manifestations achieved strong expert consensus (Mdn=4.00-5.00; interquartile range (IQR)≤1.00) and high item‑level content validity index (I‑CVI=0.88-1.00). In conclusion, shifting from isolated skill lists to a process-oriented structure provides a coherent basis for chemistry teacher education, professional development (PD), and future research.
Teacher readiness for curriculum reform in Vietnam: understanding, attitudes, and self-efficacy Duc Dat Nguyen; Pham Thi Binh; Thao Phuong Nguyen; Bien Van Nguyen; Nguyen Thi To Khuyen
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39802

Abstract

In the context of the 2018 General Education Curriculum (GEC 2018) implementation in Vietnam, this study investigates lower secondary school teachers’ understanding (UND), attitudes (ATT), and self-efficacy (SE). The research developed a survey instrument grounded in social cognitive theory (SCT). Drawing from a large-scale survey of 1,444 teachers, descriptive statistics indicate that levels of UND, ATT, and SE all significantly exceed the theoretical midpoint (M>2.5). While teachers demonstrate the highest confidence in UND of periodic assessment techniques (M=3.98, SD=1.17), they exhibit the lowest UND of foundational legal documents (M=3.74, SD=1.31). Geographically, teachers in mountainous and Northern regions demonstrated a higher self-perceived UND and more positive ATT than their urban and Southern counterparts. Additionally, multiple linear regression analysis finds that UND and ATT are significant positive predictors, jointly explaining 37.2% of the variance in teachers’ SE. Notably, UND emerged as the stronger predictor (β=0.371) compared to ATT (β=0.268). These findings suggest the importance of pivoting pedagogical transformation from technical training only toward aligning with the curriculum’s core philosophy. Simultaneously, synchronized infrastructure investment is required to bridge the implementation gap between intended curriculum expectations and enacted curriculum realities.
Co-Authors Bien Van Nguyen Duc Dat Nguyen Nguyen Mau Duc Nguyen Thi To Khuyen Pham Thi Thuy Thao Phuong Nguyen