A Teaching Process to Develop Collaborative Problem-solving Competence for Pre-service Early Childhood Teachers through Child Physiology Courses

Abstract

Developing Collaborative Problem-Solving (CPS) competence is a critical goal in higher education, particularly for future educators who must navigate complex pedagogical contexts. This study aimed to design, implement, and evaluate a structured teaching process to foster CPS competence among first-year pre-service early childhood teachers at three pedagogical universities in Vietnam (Hue, Da Nang, and Nghe An). The research employed a mixed-methods approach with a quasi-experimental design, utilizing a specific framework of five component skills and 16 indicators tailored to the "Child Physiology" course. Data were collected using a rubric-based assessment with high reliability (Cronbach’s alpha ranging from 0.967 to 0.980). The instructional intervention was conducted through three iterative phases using situational-based and flipped learning models. Quantitative analysis via SPSS 20.0 revealed statistically significant improvements in students' CPS competence across all dimensions. Specifically, the mean scores for component skills increased substantially from a range of 2.34–2.73 (Approaching Proficiency) in the first phase to 3.86–3.97 (Mastery) in the final phase (p < 0.001). These findings confirm that the proposed teaching process effectively bridges the gap between biological theory and professional childcare practice. The study offers a validated, scalable methodological framework for integrating competency-based education into subject-specific teacher training programs.