APPLYING DESIGN THINKING IN PRE-SERVICE TEACHER EDUCATION AT THE FACULTY OF HISTORY, HANOI PEDAGOGICAL UNIVERSITY 2: A CASE STUDY ON DESIGNING A COURSE PROJECT FOR THE MODULE “SYSTEM OF TEACHING METHODS”
DOI:
https://doi.org/10.18173/2354-1075.2025-0002Keywords:
design thinking, project-based learning, pre-service teacher education, pedagogical methodsAbstract
The article examines the integration of design thinking into the “System of Teaching Methods” course within the Bachelor of Education program at the Faculty of History, Hanoi Pedagogical University 2. The study involved 73 pre-service teachers in their third semester through a learning project employing a five-step design thinking model (Empathize, Define, Ideate, Prototype, and Test). Data were collected from student feedback, classroom observations, and analysis of learning products. The results indicate significant improvements in students' learning motivation, self-directed study skills, content creativity, and professional teaching practices. Additionally, the ability to apply theoretical knowledge to teaching practice was highly valued, as evidenced by student outputs and feedback. The study confirms that design thinking is an effective tool for innovating teaching methods and equipping pre-service teachers with the essential pedagogical competencies required in modern education. These findings suggest the potential for applying design thinking to other courses within teacher training programs.
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