The natural science teacher training program meeting the demands of the new general education curriculum in Vietnam

The article presents an overview of Vietnam’ Science Teacher Training Program in the socio-cultural context and a detailed introduction of the necessity of the Natural Science Teacher Training Program for lower secondary schools since 2018 meeting the demands of the New General Curriculum. The paper also shows the comparison among the nations’ science teacher education programs in terms of the objectives and domains of knowledge in the training curricula. We based our study on the documentary reviewing method and use a comparative and descriptive approach to classify a common category for these programs and show typical features in each program and highlight those that significantly contribute to curriculum development in Vietnam.


Vietnamese current educational context
In Vietnam, education has been always the priority national policy that has played an important role in contributing to socio-economic development.Furthermore, globalization and the ongoing process of Vietnam's international integration have required extensive reforms in the education system.Even though the GDP contribution of the education and training sector in Vietnam is still lower than OECD average and other advanced nations in the world, it significantly increased from 3.26% to 4.03% between 2015 and 2020 (https://www.statista.com).Vietnam has a unique education system at all levels even the science teacher education system due to its unique socio-cultural background from the past till modern times.In Vietnamese traditional culture, teachers have been honoured in social position and given great respect, regarded as ones full of knowledge and with good morality.The quality of the teaching staff has a huge influence on the quality of the education system of Vietnam.Therefore, reforming and developing teacher training programs is one of the national education strategies to enhance the quality of pre-service and in-service teachers besides positive changes in national policies and laws about education.In almost all nations in the world, General Education Curriculum (GEC) has been reformed or renewed periodically to enhance the quality of learning and teaching.GEC has been reformed many times during the history of Vietnam, particularly, Feudal Times, the French Colonial Period, August 1945 Revolution until Independence in 1956, Post-Independence until Unification: 1956-1976, Unification Education Reforms after 1976, 1986, 2006 and 2018 (Nguyen et al., 2020).In Vietnam, education at all levels (early childhood, elementary (grade 1-5), secondary (grade 6-12), and postsecondary) is a provincial and national responsibility of Departments of Education of each province and the Ministry of Education and Training (MOET) in organizing, delivering, implementing, and assessing the educational services.The student/teacher ratio at secondary schools has increased year to year from 16.29 (2015-2016) to 19.3 (2019-2020), while there is has been a stable decrease in other countries such as Singapore 11.9 (2020); Australia 13.5 (2020); China 13.2 (2018); Japan 11.12 (2017); Germany 11.97 (2017) (https://www.statista.com).This indicates the shortage of in-service teachers in Vietnam especially in implementing the new GEC.
In December 2018, the MOET promulgated GEC emphasizing objectives to form and develop learners' qualities and core competencies (MOET, 2018b, p. 4) that leads to vitally innovative changes in teaching methods, teaching organization, and even learning assessment.The GEC 2018 was officially implemented in the school year 2020-2021 from grade 1.In GEC, science always plays an important role in developing the scientific understanding of students.In the Programme for International Student Assessment (PISA) organized by the Organization for Economic Co-operation and Development (OECD), Vietnamese students' achievement in science literary performance was ranked 8/65 countries in PISA 2012 and 8/70 countries in PISA 2015 (OECD, 2012(OECD, , 2015)).Vietnam's PISA scores were comparable with other nations' cores such as Canada, Finland, Netherlands, Poland, China, Korea, etc.This good performance represented a positive result in teaching and learning science in Vietnam.
In the GEC 2018 is that at the lower secondary level, Natural Science is a new subject integrated from four discipline fields: Physics, Biology, Chemistry, and Earth Science (MOET, 2018c, p. 4) to replace the individual secience subjects in the GEC 2006.This breakthrough change approached the integrated science curriculum at lower secondary schools of many advanced educational systems in the world such as America, Australia, England, etc. or some Asian countries such as Singapore, Thailand, Cambodia, China, Taiwan, Korea, etc.In Vietnamese GEC 2018, Natural Science started to be taught in grade 6 from 2021 and aims not only to develop scientific competency (scientific literacy) of students but also to enhance the curiosity, inquiry of each student for understanding the natural world; apply scientific knowledge and skills to solve problems in real life; learn how to protect the environment and health, and have a good manner with the natural environment (MOET, 2018b, p. 20).However, at the present, most current science teachers at the lower secondary level in Vietnam were traditionally trained to organize teaching single subject or two subjects with a small number of teachers.Therefore, there is a need to develop a program to train Natural Science pre-service teachers with ability in integrated teaching in Natural Science at lower secondary schools, which is called Natural Science Teacher Training Program (NSTTP).

Purposes and Research Questions
The purpose of this article is to present an overview of the Vietnamese new context of education especially in teaching science in GEC versus recent science teacher training, then give the introduction of the NSTTP for lower secondary schools illustrated by the program of Ho Chi Minh City University of Education (HCMUE).We also examine STTPs of some other countries in the world, to highlight the main features that might initiate discussion in the context of science teacher training nationally and internationally.The article is going ton answer three research questions: (1) What are the changes in the STTP in Vietnam to meet the demands of the New GEC? (2) What knowledge and skills are preservice science teachers trained at education institutions in these contexts?(3) Are there differences in domains of knowledge in the coursework training curriculum between Vietnam's Natural STTP and other countries?

Methodology
We conducted a narrative literature review on documents of Vietnam's science teacher education programs recently and analyzed the role of Science in GEC to figure out the changes in training programs to meet the demand of new educational context.We also conducted a review of research based on comparative and descriptive approaches (Tardif & Borges, 2009; Adriana, et al., 2020) about domestic NSTTPs of 5 universities of education and international STTPs of many other nations in the world in terms of types of training models, and training curricula, especially domains of knowledge, teaching practicum, certification of domains of knowledge for a candidate trained to be a qualified pre-service teacher.From there, we give a comparison and evaluation about the similarities and differences among the programs to figure out and highlight features and effectiveness in programs that may lead to the precise experience of Vietnam's STTPs in enhancing the quality of pre-service science teachers.

Vietnam's Science Teacher Training Program
In the last ten years, many reports, and articles about the STTP and curricula worldwide have been conducted by educators, such as (Eva & Yoki, 2015;Treagust et Nguyen et al., 2020).In (1) there are 2 typical stages.After obtaining a Bachelor of Science degree (BSc) (or equivalent) at any institution, students will continue studying at a faculty or school of Education for one or two years to achieve the Bachelor of Education (BEd).In (2) students will simultaneously study-specific disciplines and professional knowledge throughout the training course and get a Bachelor of Education degree (BEd).In a third model called the mixed model by Manso and Valle (2013) in which both models can coexist.In all Vietnamese education institutions, the elementary teacher training program and secondary (including lower secondary and upper secondary) teacher training programs are separated and independent of each other.Common teacher training models of STTP in the world is Concurrent model.All programs train pre-service teacher for secondary schools.In Australia, the USA, and Singapore, STTPs are integrated training programs in which candidates are trained at least 2 majors of science (or one major and one minor) then gain double dgree (Tan, 2018;Treagust et al., 2015;Olson et al., 2015).In Korea, Japan, and China, pre-service teachers are highly specialized in their own major of science because of the separation of faculties of Physics, Biology, Chemistry, Earth Science (Im et al., 2015;Liu et al., 2015;Eva & Yoko, 2015) which is called departmentalism (Im et al., 2015) and causes a little difficulty in teaching science at lower secondary schools as an integrated subject (Im et al., 2015;Liu et al., 2015).In this study we mostly focus on STTP for secondary schools in Vietnam, especially the NSTTP for lower secondary schools (grade 6-9).In Vietnam, STTP for secondary schools also follow these two common models with the concurrent model more popular.(Dinh, et al., 2017, p. 40;Nguyen, et al., 2020, p. 197;Tran, 2010, p. 31).From 1986 to 2018, the pre-service teachers who held the bachelor's degree of 4 -year training program of one major of science from universities of education would be science teachers of that major at upper or even lower secondary schools, while those who held the bachelor's degree from colleges of education in 3 years of training with one major of science or one major and one minor such as Physics vs Chemistry, Chemistry vs Biology, Physics vs Math, Biology vs P.E, Physics vs Technology, etc would be science teachers of that major just at lower secondary schools.They are all concurrent models.However, those who already hold a Bachelor of Science in a science field from another university could become a science teacher after enrolling in a 1 -1.5-year professional training course to learn pedagogical knowledge at any university of education to gain the teaching certificate related to their scientific field and the be science teacher at either lower or upper secondary schools.This model is known as a consecutive model in Vietnam.However, to promptly respond to GEC 2018, MOET proposes a timely solution for the current lower school science teacher staff by issuing an obligatory fostering course with a total of 20-36 credits in 3 months to 12 months for all lower secondary school teachers in the nation who are currently teaching subjects Physics, Chemistry, and Biology to supplement their professional knowledge and pedagogical skills of the other fields of science and especially pedagogical knowledge in teaching Natural Science (MOET, 2021).This course is held by Universities of Education in the whole country under the orientation and supervision of MOET, and these teachers will receive a fostering certificate.To implement the teaching in GEC 2018, each Natural Science teacher must have the fostering certificate in teaching Natural Science mentioned above and the fostering certificate of 9 Modules in implementing GEC 2018 by MOET including: guiding implementing GEC 2018; using teaching and educating methods in developing students' competencies; assessment in approaching developing students' competencies; designing lesson plans in developing students' competencies; counseling and supporting students in learning and educating activities; building learning environment; implementing and building safe schools, preventing school violence at schools; coordinating between schools, families, and society to carry out moral and lifestyle education for students; applicating ICT and using technological equipment in teaching (MOET).In the long-term strategy of training science teachers, 5/11 universities of Education nationwide were permitted by MOET to open NSTTP since 2018 with the main program's objective to train Natural Science teachers at lower secondary schools in the GEC 2018, such as Ho Chi Minh City University of Education-HCMUE (Southern Vietnam); Sai Gon University-SGU (Southern Vietnam); University of Education (Vietnam National University) -VNU-UED (Northern Vietnam); University of Education -Da Nang University-UD-UED(Central Vietnam); University of Education -Hue University-HUEed (Central Vietnam).Therefore, in term of a concurrent model, the STTP in Vietnam have a remarkable change due to the GEC 2018.Furthermore, since 2019, according to Vietnam's Education Law, all in-service general teachers must have Bachelor of Education (from Universities of Education).Since 2018, there was a change in the new pathway to become a Natural Science teacher at lower secondary level vs the traditional pathway to be teachers of Physics, Biology, or Chemistry at upper secondary level in Vietnam from 1986 to 2018.Vietnam's NSTTP for lower secondary schools is an integrated training program, candidates must achieve science content knowledge of 4 fields of science and pedagogical knowledge (MOET, 2018) to get Bachelor of Science teacher education (B.Ed.).While in the current STTP for upper secondary schools which can be considered as a separated/specialized training program, candidates are just specialized in one major of science.We also analyzed the STTPs of Australia, the USA, and Singapore (Tan, 2018;Treagust et al., 2015;Olson et al., 2015).Their STTPs are integrated training programs in which candidates are trained in at least 2 majors of science (or one major and one minor).That helps the candidates to apply for jobs at both lower secondary schools and upper secondary schools.We also make a brief comparison with many other nations' STTPs for secondary schools such as Korea, Japan, and China.Their pre-service teachers are highly specialized in their own major of science because of the separation of faculties of Physics, Biology, Chemistry, Earth Science (Im et al., 2015; Liu et al., 2015; Eva & Yoko, 2015) which is called departmentalism (Im et al., 2015).However, in these countries' GEC, Science is an integrated subject at lower secondary schools.Therefore, these science teachers still must teach not only their science major but also the three other science domains.Vietnam's STTP solves this problem effectively by separating STTPs for upper secondary schools (grade 10-12) versus lower secondary schools (grade 6-9) which is called NSTTP.According to the new pathway, this new change in Vietnam's STTPs since 2018 may reduce the career opportunities of the pre-service science teachers, however, in another aspect, there is a significant increase in quality and specialization of science teacher staff in both scientific knowledge and pedagogical content knowledge (PCK).Particularly, pre-service teachers graduating from NSTTP just become Natural Science teachers at lower secondary schools and those who graduate from Physics/Biology/Chemistry Teacher Training Programs just become Physics, Biology, or Chemistry teachers at upper secondary schools.Shulman (1986) as "the special amalgam of content and pedagogy that the uniquely the providence of teachers, their special form of professional understanding".Teachers should have a knowledge of the concepts and laws of the science field and the methods of scientific inquiry.Teachers should be able to know not only how to create the learning environment in which students can learn the scientific concepts, phenomena, and processes but also how students learn, and how their minds work and develop.This knowledge is called pedagogical knowledge (Shulman,1986;Etkina, 2010).Therefore, teachers of a specific subject should have special understanding and the ability to integrate the subject content knowledge and the learning process of students.We apply Shulman's theory and Etkina's research to determine PCK for Natural Science Teacher at lower secondary schools as figure 1.In Vietnam, since 2018, all teachers are assessed yearly based on the Vietnamese Professional Standards for Teachers of General Education Institutions at 3 rating levels (good-fair-passed) of 5 criteria including professional qualities; professional and pedagogical competency; building the education environment; the relationship between schools, families, and society; and language & ICT (MOET, 2018a).Therefore, the programs are designed to match these Standards.Most of Vietnam's NSTTPs learning outcomes include personal qualities such as moral qualities of a teacher and teacher professionalism, responsibility as a global citizen; general competencies such as Self-study, Critical thinking, Solving-problem, ad Language & ITC competencies; specialized competency and professional competencies (PCK/TPACK).This common feature indicates that training programs are designed to develop not only pre-service teachers' PCK about science subject areas but also their spirit and literacy in humanities, which leads to the full development of teachers' characters.Furthermore, recently, all Vietnam's STTPs are Competency-based training (CBT), therefore must have program learning outcomes (PLOs) and Course learning program (CLOs).The coursework structure may differ a little bit among programs, however, the roadmap is similar.Pre-service teachers develop their own qualities mainly through General knowledge occupied around 15% of total credits and in all other courses and domains.They are provided with the subject content knowledge (CK) about Math, Physics, Chemistry, Biology, Earth Science through Foundation knowledge and Specialized Knowledge Domains occupied about 60% of total credits mainly in the second and the third years.

Vietnam's Natural Science Teacher Training Curriculum
Taking the NSTTP of HCMUE shown in table 2 as an example, HCMUE has the mission of training, fostering teachers, and organizing applied research in education and other sciences to fulfill the needs of high-quality teachers' training, of advanced research for the cause of developments in education, society, and economy of the provinces in Southern Vietnam and the whole country (https://hcmue.edu.vn/en/).HCMUE recruited 47 students in the Year 2019-2020, 300 students in the Year 2020-2021 and 200 students in the year 2021-2022 with the entrance scores in National exams quite high 18.5, 21, 24.4/30 scores respectively for a group of 3 subjects (Math, Physics, Chemistry); or (Math, Chemistry, Biology); or (Math, Science, English) in the K-12 National Examination (https://hcmue.edu.vn).Each pre-service teacher of NSTTP of HCMUE must respond PLOs (MOET, 2018): (1) Professional and personal morality, (2) Self-study competency, (3) Communication competency, (4) Critical thinking, creativity, and solving-problem competencies, (5) Cooperation competency, (6) Language skills and ICT competency, (7) Ability to understand and apply basic knowledge (in teaching and learning), (8) Ability to apply specialized knowledge (in teaching and learning), ( 9 program effectively to meet the demands of the new education context or even match the Teacher Standards.In NSTTP of HCMUE, candidates study fundamental units (CK) from the second semester of the first year by lecturers from Physics, Chemistry, Biology Department such as Math; Statistics; Scientific research method; General Physics; General Organic/Inorganic Chemistry; Botany; Zoology; Cell biology then specialize in certain science fields in the second and the third year such as Astrophysics and Universe, Physical Chemistry, Environmental ecology, Fundamental Modern Physics, Biology practice, etc.The coursework units show the integration in the subject content knowledge such as Energy and life, Human physiology, Nutrition and food safety and hygiene, Physics and Sports, etc. to help preservice teachers have integrated content knowledge of science fields.During the third and the fourth years, candidates concentrate on professional knowledge (PK, TK) units with 34 credits by the combination of lecturers in Didactics divisions of Physics, Chemistry, Biology Department such as Introduction of teaching education; General education; Education Psychology; Pedagogical communication and then professional courses related in teaching Natural Science such as Theory of teaching Natural Science; Learning instruction methods in teaching Natural Science; Application of ICT in teaching Natural Science; Using experiments in teaching Natural Science; Examination and assessment; Program development, etc.Each undergraduate must participate in practicum at lower secondary schools 5 weeks in the 2 nd semester of Year 3 and 10 weeks in the 2 nd semester Year 4 with a total of 8 credits, which will help them get teaching experience by applying discipline knowledge and pedagogical knowledge in the real classroom (PCK, TPACK).During the practicum, undergraduate at Year 3 will prepare at least 2 lesson plans and be assigned to teach 1 or 2 teaching periods and Year 4 at around 10 teaching periods in a real classroom setting under the supervision of a senior in-service secondary teacher (MOET, 2018d).In Vietnam's NSTTPs, pre-service teachers are trained not only in pedagogical knowledge and teaching skills to be qualified in-service teachers but also in doing scientific research about the basic science of Chemistry, Physics, Biology, or educational science from respective Departments that helps them undertake research work of natural science and education science after graduation.(MOET, 2018d)

Comparison with Australia's Science Teacher Education Program for secondary schools
The Australian GEC was reformed from 2010 based on the combination of 3 components: Learning areas -Cross-curriculum priorities -General Capabilities.The national science curriculum revolves around three key strands: (i) science as a human endeavor, (ii) science inquiry skills, (iii) science understanding, and includes biological sciences, chemical sciences, physical sciences, and earth and space sciences.In the GEC, Science is currently being implemented in various capacities across states and territories in Australia.Every course, program and degree in Australia is underpinned by the Australian Qualifications Framework (AQF) -a national policy that covers qualifications across all sectors.For secondary school science teacher education , there are 3 types of programs (Treagust, et al (7) Use digital technologies and literacies to access, evaluate and synthesize relevant information from multiple sources.The ECU's PLOs look simpler than Vietnam's.However, it also covers the general and specific competencies of a science teacher.Table 3 shows the undergraduates in STTP of ECU have a large and deep core education knowledge with a list of units such as Personal Literacy, Personal Numeracy, Becoming a teacher, ICT-Enhanced Curriculum, Integrating Curriculum with Practice, Literacy in Teaching and Learning, Assistant Teacher Program, Teaching Performance Assessment, Curriculum Enrichment for the Major Secondary Specialization, Teachers and the Education System Teaching, Learning and Assessment, Creating Positive Learning Environments, Diversity in the Secondary Classroom.In the domain of discipline knowledge students must study both major and minor areas.The disciplinary studies of each major area clearly show the high integration of all fields of science areas.For example, one candidate choosing Physics as a major will enroll in the units related to even Chemistry and Biology such as Physics of Motion; Form and Function in Biology; General Chemistry; Intermediate Physics; Modern Physics; Advanced Physics; Mathematics; Waves and Electricity Science Project; Chemistry for the Life Sciences; Chemistry: Structure and Reactions.The high integration in disciplinary studies will help students master knowledge and pedagogical experience widely and deeply (PCK) before being an in-service science teacher at secondary schools.The biggest advantage of Australia's STTP is that pre-service teachers can teach at any field of science even Math as a minor teaching area.That leads to the effectiveness in integrated teaching which is encouraged in teaching science.That also leads to the effectiveness in cooperation among science teachers with different majors of science.The program emphysizes developing the capacity of future teachers through the formation of professional experience by increasing the practical experience time of pre-service teachers in high schools for at least 80 days of well structured, supervised and assessed teaching practice based on close connections between universities and high schools (AHISA, 2015, p. 3; Treagust, 2015, p. 2).Maintaining a close, long-term, systematic connection with high schools is a core effective strategy that STTP should focus on not only in Australia but also in Vietnam.

Conclusion
Based on the results of the literature review, the article gave out an overview of Vietnamese current context of education after the promulgation of the 2018 GEC.The innovation in competency-based Training (CBT) leads to many changes in curriculum goals, contents, teaching methods, and assessment, together with the change in Teacher Training Program.The new NSTTP in Vietnam for lower secondary level since 2018 shows the close approaching of Vietnam's training program to the world through the integrated program as some Asian nations such as Korea, Japan, Singapore, etc.Besides illustrating the detailed pathways to be a science teacher at both lower and upper secondary schools in Vietnam before and after the 2018 GEC, the article analyzed and made a clear comparison among NSTTPs of some The Training Curriculum of each Teacher Training Program plays a vital role in orientating the knowledge, skills, and attitudes of the pre-service teachers to make sure they are well prepared with strong subject matter knowledge and pedagogical content knowledge (Liu et al., 2015, Treagust et al., 2015).Even though the content may differ among countries' programs, the teacher training curriculum basically consists of 4 main domains: (1) General knowledge; (2) Educational knowledge; (3) Subject knowledge; (4) Practicum (UNESCO), or (1) Educational knowledge/ Educational science; (2) Subject knowledge; (3) Methodological knowledge; (4) Practicum (EU and OECD).For instance, Australia: General studies; Discipline studies; curriculum and pedagogical studies, Practicum (Treagust et al., 2015); China: General course, Professional course, teacher education course (including practicum) (Liu et al., 2015); Singapore: Education studies, Academic subjects, Curriculum studies, Practicum (NIE, 2021); Vietnam: (1) General knowledge; (2) Foundation Knowledge; (3) Specialized knowledge; (4) Professional knowledge (MOET, 2018b).Pedagogical Content Knowledge (PCK), first theorized by

Figure 1 .
Figure 1.The structure of Natural Science Teacher Knowledge Content knowledge (CK): Deep understanding of the knowledge of scientific concepts of fields of science (such as Physics, Chemistry, Biology, Earth Science, and even Math).Pedagogical knowledge (PK): Expert knowledge of learning and how students can best be taught such as knowledge of students' brain development, cognitive science, collaborative learning, classroom management, etc.The impact of ICT (Information Communication Technology) on education in recent years cannot be understated.Especially, for this reason, ICT has become the 3rd dimension of teaching.Technology use is not just added for the sake of use, or to satisfy a curriculum requirement, it is integrated with other elements to form an optimal learning process.TPACK (Technological Knowledge and Pedagogical Content Knowledge) framework, first introduced by Mishra and Koehler in 2006.Based on the study of Koehler et al., (2013), we summarise the TPACK model in NSTTP as follow: Technological knowledge (TK): Knowledge of digital resources available and how to optimally use them in learning and teaching, an understanding of the possibilities and constraints of technology and the skills to utilize technology efficiently.Technology knowledge also implies an interest in following the development of new technologies.Technological content knowledge (TCK): an understanding of the connection between science content knowledge and technology and how technology and content influence and constrain one another.TCK refers to knowledge about the technologies used within the content area (e.g., biology, chemistry, physics, earth science).Technological pedagogical knowledge (TPK): an understanding of the nature of teaching and learning Natural Science with technology and of the benefits and disadvantages of various technologies for pedagogical practices.To help pre-service teachers implement Natural Science in GEC successfully and effectively, NSTTP training curriculum must be designed to meet the demands of the Program objectives; the Program learning outcomes; the Professional Standards for Teachers; the Natural Science curriculum; GEC 2018 objectives and based on PCK /TPACK models.Like other Teacher Training Programs in Vietnam, in

Figure 2 .
Figure 2. Distribution of percentage of domains with academic years in the coursework curriculum of Teacher Training Program.(Dinh, et al., 2017, p. 152) The credit-based coursework curriculum of NSTTP is quite like Physics/Biology/Chemistry Teacher Training Program.Vietnam has a unique education system, therefore, the programs have many common points.One candidate earns at least 130 to 140 credits of all domains of knowledge to complete the program (Nguyen, et al., 2020, p.19), for instance, NSTTPs of five universities of Education in Vietnam shown in table 2 with HCMUE's program analyzed in detail in table 1. Table 1.Comparison of Domains of knowledge among NSTTPs in Vietnam.

2 Practicum ( 2 6 Option 1 : 2 :
) Scientific research competency,(10) Integrated and differentiated teaching competency,(11) Program development capacity; Research, Design, and practice teaching activities, (12) Ability to understand the educational environment and build an educational environment, (13) Assessment competency.With clear and detailed PLOs vs CLOs, lecturers and undergraduates can undertake the Professional knowledge * General Professional knowledge: (9 credits) Introduction of teaching education; General education; Education Psychology; Pedagogical communication.* Specific Professional knowledge (In teaching Natural Science) (15 credits) Organize Educational activities in secondary school; Theory of teaching Natural Science; Learning instruction methods in teaching Natural Science; Application of ICT in teaching Natural Science; Using experiments in teaching Natural Science; Examination and assessment in teaching Natural Science; Curriculum development in teaching Natural Science.* Practice regular pedagogical profession in Natural Science 34 credits -5 weeks -in Year 3 + 6 credits-10 weeks-in Year 4) Conduct an undergraduate thesis Option Conduct a research essay (3 credits) and accumulate 1 additional module (3 credits) from the 2 elective modules: (1) Design and Organize Experiential Activities in Natural Science (2) Design and Organize STEM education in Natural Science 6 Total ., 2015, p. 84) (a) Bachelor of Education in Secondary Science Teaching (B.Ed.);(b) Double degree of Bachelor of Science in Physics or Chemistry (B.Sc.) and Bachelor of Education in Secondary Science (B.Ed.);(c) Bachelor of Science (B.Sc.) and Master of Teaching in Secondary Education.In this article, we focus on analyzing the two most common programs (a) and (b).We compile the pathways to be a Secondary Science Teacher in Australia based on documents including referring to the Program on website of Edith Cowan University, and information from (Treagust, et al., 2015, p. 84-87), (Dinh, et al., 2017, p. 28-29), (Bui, et al., 2016, p. 149-161).Unlike Vietnam, Australia does not train single -science -subject teachers.Australian science teachers can cover all fields of science (Biology, Chemistry, Physics, and Earth and environmental science) based on the effective formula (Major + Minor) in the integrated STTPs.Students can enroll in 4-year integrated secondary STTP to achieve a Bachelor of Education in Secondary Science Teaching (B.Ed.).The University of Sydney offers a 5-year double degree program (B.Sc.and B. Ed.) for secondary science teachers with a stronger emphasis on the scientific studies and curriculum component.They are all concurrent models.The course structure of the 4-year integrated secondary science teaching program (B.Ed.) illustrated by Edith Cowan University (https://www.ecu.edu.auis)shown in table 3

Table 1 .
19), for instance, NSTTPs of five universities of Education in Vietnam shown in table 2 with HCMUE's program analyzed in detail in table 1.Comparison of Domains of knowledge among NSTTPs in Vietnam.

Table 3 .
Course structure of 4 -year integrated secondary science teacher education program.Apply broad discipline knowledge to a range theoretical and practical discipline situations; (2) Communicate disciplinary knowledge and values in professional and public contexts; (3) Demonstrate a global outlook with respect for cultural diversity, including Indigenous cultural competence; (4) Demonstrate autonomy, accountability, and judgment for own learning and professional practice; (5) Think creatively to anticipate challenges and generate disciplinespecific solutions/responses; (6) Think critically to analyze, interpret, and conceptualize complex problems;