The Dutch, Slovak and Vietnamese contexts for the ICT in IBSE course were
different in many aspects (e.g. scheduling requirements, school conditions and
characteristics of participants) (Table 12.1). First, the Dutch course was limited to
12 contact hours out of 28 h of total study time, but it was spread over 11 weeks. The
Vietnamese course was compressed in 5 weeks, but 30 h out of total 60 study hours
were scheduled for live activities. The Slovak case had the least constraints, regarding both contact hours (25 out of total 40 study hours) and “spread” of the course
(15 weeks). Second, the Dutch school conditions (e.g. curriculum time, teacher
Table 12.1 Differences among Dutch, Slovak and Vietnamese contexts for the course
Dutch context
Slovak context
Vietnamese
context
Participants
• Number
40 student teachers
66 experienced teachers 22 master students
• Background
and age
Mix of fresh-master and second
career graduates; physics &
chemistry
Age: 23–55
Mix of physics, chemistry, biology and geography teachers
Age: 23–55
Mix of fresh graduates and experienced teachers,
Physics
Age: 23–31
• Teaching
experience
1–5 years
83% at first-year teaching
1–33 years
19 years on average
0–9 years
23% with no
teaching
• Entrance
level of ICT
skills
Moderate
Low
Low
Scheduling requirements
• Programme Postgraduate teacher education Accredited professional
development
Master in physics
education
• Total study
time of the
course
28 h
40 h
60 h
• “Spread” of
the course
11 weeks
15 weeks
5 weeks
Teaching conditions
• Availability
of the ICT
tools
Sufficient
Available in most schools
Limited
None
• Pupil experience with
ICT
Sufficient
Pupils have ever used Coach/
similar software
Insufficient
ICT is starting to be
introduced
None
• Pupil experience with
IBSE
Insufficient
Certain experience with laboratory but less with IBSE
Poor
A little experience with
laboratory but very limited with IBSE
None
• IBSE in
curriculum
Explicit and required
Starting to be required
In new 2016
curriculum
• Teacher
autonomy
High
Moderate
Low
154
T. Ellermeijer and T.-B. Tran
different in many aspects (e.g. scheduling requirements, school conditions and
characteristics of participants) (Table 12.1). First, the Dutch course was limited to
12 contact hours out of 28 h of total study time, but it was spread over 11 weeks. The
Vietnamese course was compressed in 5 weeks, but 30 h out of total 60 study hours
were scheduled for live activities. The Slovak case had the least constraints, regarding both contact hours (25 out of total 40 study hours) and “spread” of the course
(15 weeks). Second, the Dutch school conditions (e.g. curriculum time, teacher
Table 12.1 Differences among Dutch, Slovak and Vietnamese contexts for the course
Dutch context
Slovak context
Vietnamese
context
Participants
• Number
40 student teachers
66 experienced teachers 22 master students
• Background
and age
Mix of fresh-master and second
career graduates; physics &
chemistry
Age: 23–55
Mix of physics, chemistry, biology and geography teachers
Age: 23–55
Mix of fresh graduates and experienced teachers,
Physics
Age: 23–31
• Teaching
experience
1–5 years
83% at first-year teaching
1–33 years
19 years on average
0–9 years
23% with no
teaching
• Entrance
level of ICT
skills
Moderate
Low
Low
Scheduling requirements
• Programme Postgraduate teacher education Accredited professional
development
Master in physics
education
• Total study
time of the
course
28 h
40 h
60 h
• “Spread” of
the course
11 weeks
15 weeks
5 weeks
Teaching conditions
• Availability
of the ICT
tools
Sufficient
Available in most schools
Limited
None
• Pupil experience with
ICT
Sufficient
Pupils have ever used Coach/
similar software
Insufficient
ICT is starting to be
introduced
None
• Pupil experience with
IBSE
Insufficient
Certain experience with laboratory but less with IBSE
Poor
A little experience with
laboratory but very limited with IBSE
None
• IBSE in
curriculum
Explicit and required
Starting to be required
In new 2016
curriculum
• Teacher
autonomy
High
Moderate
Low
154
T. Ellermeijer and T.-B. Tran