American Journal of Educational Research, 2018, Vol. 6, No. 12, 1662-1667 Available online at http://pubs.sciepub.com/education/6/12/11 ©Science and Education Publishing DOI:10.12691/education-6-12-11 Teaching Capacity of Technology Teachers: Applying in the Training Program of Technology Teacher in Vietnam Bui Van Hong * , Tran Tuyen, Nguyen Thi Luong Institute of Technical Education, Ho Chi Minh City University of Technology and Education, Ho Chi Minh City, Vietnam *Corresponding author: hongbv@hcmute.edu.vn Received November 15, 2018; Revised December 17, 2018; Accepted December 19, 2018 Abstract Teaching capacity, learning outcomes, and the training program of technology teacher in this study aim to guide the training of technology teachers under the program on general education renovation in Vietnam. Based on the analysis of the Technological Pedagogical Content Knowledge (TPACK) model, the impact of the 4th industrial revolution, and the requirement of technology teacher’s capacity, this study presents the teaching capability of technology teachers including the combination of core competencies (necessary skills in the 21 st century), competency in engineering and technology, competency in teaching methods, and competency in the application of technology in teaching. The combination of these competencies in the training program of technology teachers will contribute to the development of technology teachers with full of core competencies, technical and technological knowledges, teaching methods, technology application and teaching method renovation. Keywords: technology teacher, TPACK model, technology application in teaching, teaching capacity Cite This Article: Bui Van Hong, Tran Tuyen, and Nguyen Thi Luong, “Teaching Capacity of Technology Teachers: Applying in the Training Program of Technology Teacher in Vietnam.” American Journal of Educational Research, vol. 6, no. 12 (2018): 1662-1667. doi: 10.12691/education-6-12-11. 1. Introduction Along with the strong development of science and technology, common application of hi-tech products in the life, industry and education, the need of learners for learning is increasing. In particular, technology education is associated with the development of technology and directly influenced by technology, so the need of leaners for learning have changed rapidly and varied [1]. While the technological education strongly influenced by the 4th industrial revolution (Industry 4.0) and the STEM education trend (Science, Technology, Engineering, Mathematic), the teaching capacity of technology teachers who directly participates in the teaching, needs to be changed and developed appropriately, especially the application of digital technology and STEM education in the teaching. In fact, however, most of the training programs of technology teachers in Vietnam are only equipped with knowledge, technical and pedagogical skills but the application of digital teachnology in the teaching, so many technology teachers in Vietnam faced many difficulties in the application of digital technology in the teaching, especially in the teaching method renovation [1]. Therefore, it is indispensable to determine the capacity of technology teachers and to change the training program of technology teachers in Vietnam. In recent years, the study on the application of digital technology in the teaching is more popular. Many studies and products of the application of digital technology in the teaching have contributed significantly to improving the quality and effectiveness of teaching. In 2013, Bui Van Hong and Nguyen Thi Luong studied and developed the teaching method for Basic Electronics under the combination of techniques in physics and virtual teaching based on TPACK model [2] model. The results show that the integrated teaching teachnique as a teacher, teaching and providing knowledge and instructing students in learning. Moreover, the integrated teaching teachnique supports and guides teachers in the use of teaching methods. However, this study has only been researched on the integration of technology in teaching teachnique but the integration of technology in the remaining factors of the teaching. Bui Van Hong (2013) has proposed a process and solutions for integrating technological knowledge into the training program of technology teachers. To meet the need of learners, technology knowledge should be integrated into all factors of the teaching, from the change of teaching objectives under the content, teching methods and teaching & evaluation techniques. A solution for this integration is that training institutions need to modernize their network infrastructure and technology equipment, and increase the initiative of teachers in the teaching [3]. The results of this study provide a basic for the application of technology in the