Life skills education capacity structure of teacher in the context of current education innovation

Abstract

The current general education innovation has clearly defined the quality and capacity goals that students need to achieve, in which shows the integration of life skills in the requirements of each quality and capacity at each educational level. With this innovation, the requirement on life skills education capacity of high school teachers is set. Thus, training in pedagogical schools should pay attention to developing this capacity for students. The article studies the structure of life skill education capacity of pedagogical students, creating a premise for pedagogical schools to develop this capacity for students, meeting the requirements of reforming the general education program in 2018.

Sharing and Knowing Learning Model: Is it Effective in Increasing Student Learning Activities and Understanding?

“…Remembering cognitive skills (critical thinking, problemsolving, perception of consequences, decision making, creativity, self-awareness, goal setting, value confirmation), emotional coping (motivation, sense of responsibility, commitment, stress management, emotional control, self-management, self-monitoring, and self-regulation), and social skills (communication skills; despondency; negotiation/rejection skills; active listening, cooperation, understanding, recognizing the sympathies of others). Previous studies were accepted widely as an essential attribute for student success in the academic and non-academic world (Giang et al, 2022). The results of research confirming the impact of applying the SHARK model to the life skills attribute will strengthen the acceptance of the SHARK model as one of the lecturers' choices in organizing their learning.…”

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Applying Montessori Education Philosophy in preschool education in Vietnam

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