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Purpose: This study investigates measures to develop primary school teachers' capacity to advise and support students in educational activities. Methods: The research involved expert opinion surveys, pedagogical experiments, and practical case evaluations with 38 teachers from Da Nang City, Vietnam. Expert opinions, solicited from education managers and educational psychology lecturers, supported the necessity and feasibility of proposed measures. Results: Pedagogical experiments demonstrated significant post-training improvements in teachers' identification of students' difficulties and advisory skills. Practical case evaluations showcased the model's effectiveness in addressing students' challenges. Quantitative analysis revealed unanimous agreement on the appropriateness and feasibility of proposed measures, while qualitative analysis highlighted teachers' enhanced abilities in creating supportive learning environments. Implications of research: The study underscores the importance of proactive strategies in enhancing teacher-student engagement and support mechanisms, with implications for educational practice and policy. By triangulating data from multiple sources, the research provides comprehensive insights into the impact and implications of teacher support interventions. Originality: These findings offer valuable guidance for educators, policymakers, and researchers seeking to promote positive educational outcomes in primary school settings.
Le et al. (Thu,) studied this question.