Monday - 13/08/2018 09:49
          Physics teacher education program (PTEP) was designed and first applied in 2000 as  an  academic  year training  program.  It  consists  of  210  learning  units  within  04 academic years, of which 01  learning unit  is equivalent  to 15 hours at class (time for one hour is 45 minutes).  
          In  2006,  according  to  the  requirement  of  higher  education  innovation  of  the Ministry of Education  and Training (MOET), PTEP was  transformed  from academic year  training  to  credit-based  training  system. Consequently,  the  teaching  volume changed from 210  learning units  to 120 credits. 01 credit  is equivalent to 15 hours at class and 30 self-study hours. The time for one hour increases to 50 minutes. However,  the feedback  of  lecturers  and  students  revealed  that  the  number  of credits was not enough to organize all teaching and learning activities as planned and required by  the PTEP. Therefore,  in 2010,  the University of Danang  - University of Science and Education (UD-UED) Council decided  to  increase  the number of credits 
from 120 to 135. Simultaneously, several selective courses were added to the PTEP to ensure that the ratio of compulsory credits to selective credits was 110 to 25. 

            In  2013,  the  PTEP  was  revised  again.  The  content  of  general  courses  were redesigned  in  the  direction  of interconnection  between  the  training  branches. Furthermore, English-skill requirement  for graduation, which is B1  level  in Common European Framework of Reference for Languages (CEFR), was applied to students. In other words,  in order  to graduate  from  the PTEP,  students  enrolled  from 2013 must accumulated enough 135 credits and have B1-level English certificate. Further improvement of PTEP was done in 2015. The number of credits was kept at 135, but  there were  some adjustments  in  the program expected  learning outcomes (PLOs)  and  the  ratio  of  knowledge  clusters.  In  details,  the PLOs were  adjusted  in  a measurable  direction. The  courses’  content  and methods  of  teaching  and  assessment were  also updated  and  improved  to help  students meet published PLOs.  In  addition, the  total  credits  for  the  practical  and  professional  courses  were  increased,  and  the courses  which  did  not  contribute  much  to  PLOs  were  removed.  Also  in  2015,  a satellite school model of  internship was  first applied with a practice  time of up  to 20 weeks, which was twice longer time and held earlier than the previous model. On the 2 basis  of  the  demand  from  the  labor  market,  information  technology  skill  (IT-skill) requirement for graduation was applied for students enrolled from 2014 as well.  
               After  two  years  of  application,  the  satellite  school model  of  internship  received positive  reviews  from  both students  and  teachers  (employers)  at  high  schools. However,  this  model  had  two  issues  that  need  to  be addressed.  Firstly,  since  the practice time at  the satellite schools was long, the remained courses at the UED were overloaded for students. Secondly, the students were not adequately equipped with the knowledge and skills for practice at satellite schools because  internship was held one semester earlier compared to the curriculum schedule. 
                  Therefore,  in  the  most  recent  revision,  the  PTEP  was  rearranged  so  that  the professional courses were learned earlier. The total credits at the 6th and 7th semesters were also  reduced  to 15 and 10,  respectively. Moreover, a course of "Introduction  to Physics Teacher Education" was added to the PTEP at the 2nd semester to help students access the professional knowledge. Faculty of Physics (FP) is planning to improve the PTEP towards the conceive-design-implement-operate (CDIO) standards

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