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<p>In the context of Vietnam’s competency-based education reform, this study addresses the gap between STEM policy mandates and teachers’ practical capacity. We evaluate a professional development model synthesizing the Research-Practice Partnership (RPP) framework and Co-design mechanisms. Using an explanatory sequential mixed-methods design, data were collected from 30 junior high school teachers via competency tests, interviews, and observations. Quantitative results showed a significant increase in overall STEM design competency, with mean scores rising from 5.75 (<i>SD</i> = 1.24) to 8.09 (<i>S</i>D = 0.54) on a 9-point scale (<i>Z</i>=-4.786, <i>p</i> &lt; 0.001, <i>r</i> = 0.618). Qualitatively, collaborative peer learning and iterative design drove this improvement. These mechanisms also fostered teacher agency, transforming participants from passive implementers into active curriculum designers. While limited by a small sample size, the study affirms the model’s effectiveness in cultivating professional autonomy. Future longitudinal research is recommended to assess the long-term impact on classroom implementation.</p>

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A codesign professional development model for developing stem curriculum design competency in junior high school natural science teachers in Northern Vietnam

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年8月4日

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  • Nguyen Thi Thanh Van,
  • Nguyen Quang Linh,
  • Pham Mai An,
  • Cao Tien Khoa,
  • Nguyen Van Quyet

摘要

In the context of Vietnam’s competency-based education reform, this study addresses the gap between STEM policy mandates and teachers’ practical capacity. We evaluate a professional development model synthesizing the Research-Practice Partnership (RPP) framework and Co-design mechanisms. Using an explanatory sequential mixed-methods design, data were collected from 30 junior high school teachers via competency tests, interviews, and observations. Quantitative results showed a significant increase in overall STEM design competency, with mean scores rising from 5.75 (SD = 1.24) to 8.09 (SD = 0.54) on a 9-point scale (Z=-4.786, p < 0.001, r = 0.618). Qualitatively, collaborative peer learning and iterative design drove this improvement. These mechanisms also fostered teacher agency, transforming participants from passive implementers into active curriculum designers. While limited by a small sample size, the study affirms the model’s effectiveness in cultivating professional autonomy. Future longitudinal research is recommended to assess the long-term impact on classroom implementation.