Tài liệu Quản lí đào tạo giáo viên tiểu học ở các trường khoa đại học sư phạm theo tiếp cận năng lực tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY CHE THI HAI LINH MANAGING THE TRAINING OF PRIMARY TEACHERS IN PEDAGOGICAL UNIVERSITIES/ FACULTIES ACCORDING TO COMPETENCE APPROACH Specialization: Educational Management Code: 9.14.01.14 SUMMARY OF DOCTORAL DISSERTATION OF SCIENCE AND EDUCATION Nghe An – 2019 The dissertation was completed at: Vinh University Science instructor: Prof. Dr. Thai Van Thanh Reviewer 1: .......................................................................... Reviewer 2: .......................................................................... Reviewer 3: .......................................................................... The dissertation will be protected at the ministerial-level dissertation council meeting at: Vinh University At ............on ..............................,............. (At 2p.m on April 14th, 2019) The dissertation can be found at: - National Library - Library of Vinh University INTRODUCTION 1. Reason for choosing the topic 1.1. The training of high quality primary human resources in Vietnam is an urgent requirement in the current period, in which the training of university-level primary teachers according to competence approach is the correct scientific way to form knowledge and professional capacity to meet social requirements. 1.2. Implementing the National Assembly's Resolution No. 88/2014 / QH13 on renewing general education textbooks and programs, the new general education program is built according to the orientation of developing learners' capabilities and qualities. Therefore, primary teachers' training institutions should focus on training primary teachers who have a vision towards the world, bravery and ambition; must form for primary pedagogical students with affection and love for career, love for children, dedication to work, having necessary pedagogical skills to cooperate and lead learners' activities, etc. in order to meet new demand for education, firstly to prepare for new requirements of the general education curriculum and textbooks. 1.3. Approaching competence is a relatively new training method in Vietnam. Output standards and training programs have not been invested in construction, so over the past time, the training and management of primary teacher training were limited and inadequate; There are many reasons for this, of which direct cause is mainly due to the lack of innovation in training management. From the above reasons, we selected the topic "Managing the training of primary teachers in Pedagogical Universities/ Faculties according to competence approach" to study. 2. Purpose of the study On the basis of theoretical and practical research, the dissertation proposes solutions to manage the training of primary teachers according to competence approach, contribute to improving the quality of training, meeting the requirements of general education innovation. 3. Object and subject of the study 3.1. Object of the study The primary teacher training activity at Pedagogical Universities/ Faculties. 3.2. Subject of the study Management of primary teacher training in Pedagogical Universities/ Faculties according to competence approach 4. Scientific hypothesis The primary teacher training activity at Pedagogical Universities/ Faculties is currently having certain limitations, but the main reason is that management of this activity is not good. If it is proposed and implemented synchronously solutions based on competence approach, with the principles, process of managing the output standards, the training program attaches the training results to the interests of learners and society, the quality of primary teacher training can be improved to meet the requirements of education innovation. 5. Tasks and scope of the study 5.1. Tasks of the study 5.1.1. Studying the theoretical basis of the management issue of primary teacher training in Pedagogical Universities/ Faculties according to competence approach. 5.1.2. Researching on the practical basis of the management issue of primary teacher training in Pedagogical Universities/ Faculties according to competence approach. 5.1.3. Proposing solutions for management of primary teacher training in Pedagogical Universities /Faculties according to competence approach 5.1.4. Examining the urgency and feasibility of the proposed solutions; Testing a management solution for training primary teachers in Pedagogical Universities/ Faculties according to competence approach. 5.2. Scope of the study 5.2.1. Researching on management solutions for training primary teachers at university degree, formal system at Pedagogical Universities/ Faculties according to competence approach. 5.2.2. Surveying the current situation, probing the urgency and feasibility of the proposed solutions in some Pedagogical Universities/ Faculties which trained primary teachers from the 2016-2017 school year to the 2017-2018 school year. 5.2.3. Experimenting a proposed solution at Pedagogical Universities/ Faculties: (Hanoi Pedagogical University, Hanoi Pedagogical University 2, Thai Nguyen University of Education, Vinh University, Hue Pedagogical University, Ho Chi Minh City University of Education). 6. Methodology and research methods 6.1. Methodology: system approach; practical approach, operational approach; capacity approach. 6.2. Research methods: + Group of theoretical research methods: Methods of analyzing and synthesizing documents; Generalizing method; Modeling method; + Group of practical research methods: Method of investigation by questionnaire; Methods of exchange and interview by topic; Method of collecting expert opinions; Experimental method; + Mathematical statistics method: Using statistical formulas, Microsoft Excel software to process the collected data. 7. The defense points 7.1. Managing primary teacher training according to competence approach to enhance the quality of primary teacher training to meet the requirements of education innovation. This method of management requires a synchronous innovation from organizing the design of output standard, the capacity framework, training objectives, and management method for training to assessing the training results according to output standard; At the same time, the influence of objective and subjective factors on the management process must be taken into account. 7.2. Primary teacher training activity has been carried out and achieved certain results. However, before the innovation requirements of Education - Training, the quality of training and management of primary teacher training still exists inadequacies and limitations. Therefore, it is required that Pedagogical Universities/ Faculties must develop training programs and build output standard in accordance with the training objectives associated with the requirements of general education and management reform of primary teacher training according to competency approach. . 7.3. Forming the opinion of primary teacher training according to competency approach; Improving management of training programs; Constructing output standard in accordance with training objectives; Innovating management of training methods; Organizing the conditions to ensure training activities, etc. are the basic solutions to maintain and improve the effectiveness of management of primary teacher training according to competence approach, meeting the quality requirements of primary human resources to serve the current fundamental and comprehensive innovation of general education. 8. Contribution of the dissertation 8.1. Systematizing and enriching the theoretical issues about management of primary teacher training in Pedagogical Universities/ Faculties according to competence approach. 8.2. Providing a full and objective picture of the current status of management for training primary teachers in Pedagogical Universities/ Faculties according to competence approach. 8.3. Proposing 6 management solutions for training primary teachers at Pedagogical Universities/ Faculties according to competence approach; proposing the process of improving the training program in accordance with the requirements of education renovation and the program of fostering and enhancing the capacity of teachers who take part in training primary teachers in Pedagogical Universities/ Faculties, contributing to improving quality training of primary human resources for the national education system. 9. Structure of the dissertation Apart from the introduction, conclusion, recommendation, list of references, appendices, the content of the dissertation is presented in 3 chapters: Chapter 1: Theoretical basis of management for training primary teachers in Pedagogical Universities/ Faculties according to competence approach. Chapter 2: Current situation of management for training primary teachers in Pedagogical Universities/ Faculties according to competence approach. Chapter 3: Management solutions for training primary teachers in Pedagogical Universities/ Faculties according to competence approach. Chapter 1 THEORETICAL BASIS OF MANAGEMENT FOR TRAINING PRIMARY TEACHERS IN PEDAGOGICAL UNIVERSITIES/ FACULTIES ACCORDING TO COMPETENCE APPROACH 1.1. Overview of the studied issues Through an overview of domestic and foreign research projects on training and management of primary teacher training, it is shown that the training and management of primary teacher training according to competency approach are studied and approached in many different angles, from output standard of the training program, contents, training policies and management methods, etc. However, the studies have not given training management solutions comprehensively and systematicly. The enrollment, construction and development of training programs, the process of implementation, teaching - learning activities, test and evaluation should be reorganized scientifically and effectively according to certain standards and criteria. Issues of the dissertation need to focus on research: theoretical issues, objective and subjective factors affecting training and management of primary teacher training according to competence approach in the current context; Establishing the practical basis for proposing management solutions for training primary teachers according to competence approach, contributing to improving the quality of training to meet the requirements of education innovation. 1.2. Some basic concepts 1.2.1. Primary teachers The dissertation uses the concept of "Primary teachers" according to the Charter of primary schools: Primary teachers are those who teach and educate students in primary schools and other educational institutions to implement primary education programs. 1.2.2. Competence approach Competence is the system of necessary knowledge, skills and attitudes to perform specific tasks and activities of a profession according to the set criteria. From the competence concept, it is possible to understand: competence approach is the determination of specific competence standard system corresponding to the curriculum of learners, thereby determining appropriate ways and methods to form and develop that competence system for learners. 1.2.3. Training primary teachers according to competence approach From the concept of training, it is possible to understand that primary teacher training according to competence approach is a method of training to form the competences, consider the formation of competences as the core which is both the basis for the beginning and the ultimate goal of the training process. 1.2.4. Management of primary teacher training according to competence approach Management of primary teacher training according to competence approach is a system of purposeful and planned impacts to fulfill the goals, output standard, training plans, contents of training programs, testing and evaluation of training activities to ensure the formation of capabilities that meet occupational requirements. 1.3. Primary teacher training activity in Pedagogical Universities/ Faculties according to competence approach 1.3.1. The objective of primary teacher training according to competence approach The objective of primary teacher training according to competence approach in Pedagogical Universities/ Faculties is currently determined based on the output standard of training ology. 1.3.2. The content of primary teacher training according to competence approach Training primary teachers according to competence approach focuses on the following contents: The theoretical knowledge of basic science, educational science on professional activities; Professional skills; Career attitude and pedagogical style; Pedagogical situations in the practice of primary education. 1.3.3. Methods and forms of primary teacher training according to competence approach 1.3.3.1. Training method: Applying positive methods to credit-based training process. Specially, integrated teaching helps learners complete their learning tasks with the help of lecturers as instructors and means to support the training process. 1.3.3.2 Training form: Classroom training; Training outside the classroom and outside the school. 1.3.4. Testing and evaluating the results of primary teacher training according to competence approach Testing and evaluating the results of primary teacher training according to competence approach are based on the capacity standard which is built for primary teachers and conducted during the entire training period. Types of test and evaluation according to competence approach include: Regular assessment, periodic assessment and process evaluation. 1.4. Management issue of primary teacher training in Pedagogical Universities/ Faculties according to competence approach 1.4.1. The need to manage the training of primary teachers in Pedagogical Universities/ Faculties according to competence approach Managing the primary teacher training according to competence approach is to meet the basic and comprehensive innovation requirements of higher education, general education and the need to change the role of primary teachers in modern society. 1.4.2. Contents of management for training primary teachers in Pedagogical Universities/ Faculties according to competence approach The content of management for training primary teachers according to competency approach is determined based on management content: Management of training objectives; Management of training programs; Management of training forms and methods; Management of test and evaluation activities; Management of conditions for primary teacher training activities according to competence approach. 1.4.3. Management subjects of primary teacher training according to competence approach Participating in the management of primary teacher training according to competence approach includes many subjects with different roles and responsibilities: School principal; Head of functional departments; Dean / Head of Pedagogy / Head of Department / Lecturer; Training coordination unit (satellite schools, secondary schools, etc.); Other support organizations (Youth Union, Student Association, etc.) 1.4.4. Factors affect the management of primary teacher training according to competency approach in Pedagogical Universities /Faculties. Objective factors: Documents, regulations stipulate for training and management of teacher training; The trend of international integration in teacher training; Conditions on facilities and finance for training activities; The coordination between training institutions with satellite school system and institutions for pedagogical practice. Subjective factors: Training program; Methods, forms of training and the ways to evaluate training results; Team of managers, lecturers and students (awareness, qualifications, qualities, capabilities). 1.5. International experience in training and management of primary teacher training according to competency approach The dissertation researches and learns the experience of training and teacher training management in some countries: the United States, some European countries and some countries in Asia – Pacific. Conclusion of chapter 1 1. Training primary teachers according to competency approach is relatively new in Vietnamese higher education, training and management of primary teacher training have not been invested and developed; therefore, there has not been much research on this issue, especially the management for training primary teachers according to competence approach. 2. Training primary teachers according to competency approach is considered to be the intentional activity of Pedagogical Universities/ Faculties to develop ethics, professional culture and personality of learners (students of primary education ology), expressed in three aspects: knowledge, skills and professional attitudes, in accordance with the requirements of the labor market and the development of national human resources. In other words, the competencies (expressed in the knowledge, skills and attitudes) of the students play the most important role in training primary teachers according to competence approach. 3. Participating in managing activities concludes many subjects with different roles and responsibilities; Influenced by many objective and subjective factors. When proposing solutions to manage primary teacher training according to competency approach, these factors should be considered. 4. Content of management for training primary teachers at Pedagogical Universities/ Faculties according to competence approach includes: Management of training objectives; Management of enrollment; Management of content and training programs; Management of teaching and learning activities; Management of test and evaluation activities of training results; Management of conditions for primary teacher training activities according to competence approach. Chapter 2 CURRENT SITUATION OF MANAGEMENT FOR TRAINING PRIMARY TEACHERS IN PEDAGOGICAL UNIVERSITIES/ FACULTIES ACCORDING TO COMPETENCE APPROACH 2.1. The situation of the development of primary pedagogy and pedagogical universities/ faculties which train primary teachers in our country today The dissertation learns about the training scale and model in Pedagogical Universities /Faculties which training primary teachers at the formal university level. 2.2. Organizing to survey the current situation 2.2.1. Survey objective The objective of the survey is to assess correctly and objectively the current situation of managing primary teacher training according to competence approach to establish the practical basis of the topic. 2.2.2. Survey content Focusing on the main issues: Current situation of primary teacher training activities according to competence approach ; Current situation of management for training primary teachers according to competence approach; Current situation of factors affecting management efficiency of primary teacher training according to competence approach. 2.2.3. Survey objects and areas 2.2.3.1. Survey objects: Including 192 managers and lecturers; 232 managers, primary teachers; 104 students) 2.2.3.2. Survey area: University-level training institutions, formal system of primary education ology as mentioned with practice establishments, recruitment units (primary schools). 2.2.4. Survey method The study of the current situation is conducted through the following methods: Making survey questionnaires of managers, lecturers, primary teachers and students; Exchanging, interviewing by topic; Researching the products of activities of managers, lecturers and students. 2.2.5. Evaluation of survey results The questionnaires, opinions of managers, lecturers, primary teachers, students, experts and related documents are gathered according to statistical method. At each level there are specific assessment criteria/ indicators. 2.2.6. Ways to handle data After collecting data from the raw votes according to the different levels of each criterion, using the mathematical statistics method and Microsoft Office Excel software to calculate the average or rank, thereby analyzing and drawing conclusions about the current situation. 2.3. Current situation of primary teacher training activity in Pedagogical Universities/ Faculties according to competence approach 2.3.1. Current situation of awareness for primary teacher training activity according to competence approach The survey results show that: On average, the survey objects give prominence to the necessity of primary teacher training activities according to competence approach , affirm that primary teacher training according to competence approach is "Very necessary" and "Necessary" in enhancing the quality of primary teachers to meet social needs (accounting for 78% is very necessary and 18.8% is necessary in the total number of respondents). However, 3.4% of the respondents considered the training of primary teachers according to competency approach as "Unnecessary" and "Not necessary yet", especially for students (14.4%). Currently, students are still not fully aware of the position and role of training activity according to competency approach. Most still consider traditional training activities to be simple, less pressure. 2.3.2. Current situation of implementing the target of primary teacher training according to competence approach 85.4% of respondents said that the basis for building the goal of primary teacher training according to competence approach in the current Pedagogical Universities/ Faculties is based on the "current program". Only 10.1% of the training objectives are built "deriving from social needs" and 4.5% is built on the basis of "describing specific capability of learners". This leads to "abstraction, confusion and high demand" for learners during the training process (89.2%). 2.3.3. Current situation of content, program of primary teacher training according to competence approach Survey results show that: The objects all unify in evaluating the implementation of content, training program at pretty average level ("Pretty" accounts for 27.9%, "Average" accounts for 46.6%) 2.3.4. Current situation of methods and training forms of primary teachers according to competence approach Survey results show that: - About the method: Currently, teachers still mainly use traditional teaching methods and the way of learning is still mostly passive to acquire knowledge. - Form: The form of training on the class still accounts for a high proportion but the effect is not high (average rate accounts for 49.5%); In the other two forms, the form of training through practice, internship is highly appreciated with the "Pretty" rate of 60.4%. 2.3.5. Current situation of inspecting and evaluating the results of primary teacher training according to competence approach The survey results show that: there are limitations in the testing and evaluation of training results, giving management subject a problem that needs measures to build and design the appropriate assessment tools based on the output standard of training ology, combining evaluation forms to enhance the effectiveness of the university's test and evaluation in training activity. 2.3.6. Current situation of meeting the ology’s output standard of primary teacher training according to competency approach The level of meeting the ology’s output standard of the training elements is still low, the rate of assessment of the "weak" response level is high (average 22.4%). 2.4. Current situation of management for training primary teachers in Pedagogical Universities/ Faculties according to competence approach 2.4.1. Current situation of management of primary teacher training target according to competency approach Table 2.16. Level of management for building training target Level of implementation ___ Good Pretty Average Weak X 67 114 197 46 Organizing to build the system Quantity 2.46 of output criteria % 15.8 26.9 46.5 10.8 Occupational analysis Quantity 65 121 180 58 (identifying occupational % 15.3 28.5 42.5 13.7 2.45 competences) Quantity 112 165 116 31 Buiding requirements of 2.84 % 26.4 38.9 27.4 7.3 knowledge Content of assessment Quantity % of Quantity % Building requirements of skills Building attitude requirements 65 15.3 120 28.3 103 24.3 158 37.3 189 44.6 104 24.5 37 15.8 42 9.9 2.39 2.83 Survey results show that: On average of surveyed objects, the rate of evaluating the current situation of training target management is done at a pretty average level (Average score from 2.39 to 2.84) 2.4.2. Current situation of management of primary teacher training program according to competence approach Table 2.18. Level of management of training programs Content of assessment Analyzing professional Quantity capability as a basis for building programs according to output % standard Building output-oriented Quantity ___ Level of implementation X Good Pretty Average Weak 27 125 179 93 6.4 29.5 42.2 21.9 25 121 175 103 2.2 2.16 capability targets % Building a program Quantity framework, identifying the modules according % to competencies Building goals, outline, Quantity concretizing capability % in subject outline Organizing workshop to Quantity consult experts and % employers Organizing regular Quantity evaluation of training programs to update new % capabilities The survey shows that the 5.9 28.5 41.3 24.3 32 131 170 91 7.5 30.9 40.1 21.5 52 156 159 57 12.3 36.8 37.5 13.4 48 135 166 75 11.3 31.8 39.2 17.7 22 123 167 112 5.2 29.0 39.4 26.4 2.24 2.47 2.36 2.12 objects have agreed to assess the level of implementing the training program management activities at pretty average level (Average score from 2.12 to 2.84) 2.4.3. Current situation of management of primary teacher training method according to competence approach Table 2.19. Level of implementing management of teachers’ teaching activities Activities Planning and Quantity implementing teaching % plan Assigning teaching Quantity hours for teachers % Quantity Managing class time % Managing the Quantity implementation of % teaching content Managing teaching Quantity % methods and means Level of assessment Good Pretty Average Weak 28 92 55 17 14.6 47.9 28.6 8.9 44 22.9 41 21.4 32 104 54.2 109 56.8 97 37 19.3 35 18.2 44 07 3.6 07 3.6 19 16.7 50.5 22.9 9.9 38 97 35 22 19.8 50.5 18.2 11.5 ___ X 2.68 2.96 2.95 2.73 2.78 The survey results show that: Calculating the average, the rate of respondents who assessed the management of teaching activities reached a pretty level (Average score of 2.68 to 2.96). Table 2.20. Level of implementing management of students’ learning activities Content of assessment Learning and training Quanlity activities in class time % Activities of learning, Quanlity training in practice, practicing pedagogical skills regularly and % practically, teaching practice Activities of learning, Quanlity Level of implementation Good Pretty Average Weak 233 35 20 08 78.7 11.8 6.8 2.7 212 47 27 ten 71.6 15.9 9.1 3.4 105 141 38 twelfth 35.5 47.6 12.8 4.1 13 138 96 49 4.4 46.6 32.4 16.6 ___ X extracurricular training, unions, etc. inside and % 3.66 3.55 3.14 outside the university Self-learning and selfQuanlity training activities % 2.38 The survey results show that: Calculating the average, the rate of objects assessing the implementation of learning activity management of the students is quite good (average score from 2.38 to 3.66). 2.4.4. Current situation of the management for the inspection and evaluation activities of primary teacher training results according to competence approach The survey results show that: Calculating the average, the rate of respondents assessing the implementation of inspection and evaluation activities at a pretty average level (Average score from 2.12 to 2.51). Table 2.22. The level of implementation of inspection and evaluation activities Activities Inspecting construction the Quantity % and Level of implementation Good Pretty Average Weak 32 131 170 91 7.5 30.9 40.1 21.5 ___ X 2.24 implementation of the Inspecting the planning Quantity training objectives to implement training % content Checking the Quantity construction 27 125 179 ninety three 6.4 29.5 42.2 21.9 52 159 156 57 12.3 37.5 36.8 13.4 25 121 175 103 5.9 28.5 41.3 24.3 26 135 163 100 6.1 31.8 38.5 23.6 48 135 166 75 11.3 31.8 39.2 17.7 2.2 of organizational structure % 2.48 and defining functions and tasks Building a system of Quantity standards, criteria inspection for and evaluation of training % 2.16 activities Checking the Quantity organization and direction of the training % 2.2 process Checking activities of Quantity preliminarily reviewing, summarizing and drawing experience in implementing % 2.36 training tasks Detecting and adjusting Quantity % the errors in training 57 156 159 52 13.4 36.8 37.5 12.3 Quantity Identifying the role of % 22 5.2 123 29.0 167 39.4 112 26.4 stakeholders in assessing the professional 2.51 2.12 capability of students 2.4.5. Current situation of management of conditions for training primary teachers according to competence approach The survey results show that: Calculating the average, the rate of respondents assessing the implementation of activities to build conditions for the training at a pretty average level (Average score from 2.26 to 2.86). 2.5. Current situation of factors affecting management of primary teacher training in Pedagogical Universities/ Faculties according to competence approach The results of data analysis show that: 1 / Group of subjective factors greatly affect the management of primary teacher training according to competence approach , in which the factor of curriculum affect the most; 2 / Objective factors also impact significantly on the management of primary teacher training according to competence approach, in which the conditions of facilities and finance are assessed as having the greatest impact on this activity. 2.6. Overall assessment of the current situation In order to assess more objectively the current situation of management of primary teacher training as a basis for proposing solutions in Chapter 3 according to competence approach, the dissertation uses the SWOT model to analyze, which shows: strong points , weaknesses, opportunities and challenges in training and management of primary teacher training according to competence approach. Conclusion of chapter 2 1. Managing the primary teacher training activitiy is managing the specific training activity compared to other teacher training ologies in the pedagogical university/ faculty. Recognizing the significance and importance of primary teacher training according to competency approach, training institutions initially paid attention to this activity. 2. Training of primary teachers according to competency approach over the past years has achieved the encouraging results, but there are still some limitations and shortcomings: from the awareness of the participants to the planning stages, building goals and training programs; organizing and directing the implementation of training plans; checking and evaluating the training quality; coordination mechanism between training institutions and practice schools, recruitment units; conditions for training. 3. The study of the current situation from which to propose management solutions for primary teacher training according to competence approach is essential. Chapter 3 MANAGEMENT SOLUTIONS FOR TRAINING PRIMARY TEACHERS IN PEDAGOGICAL UNIVERSITIES/ FACULTIES ACCORDING TO COMPETENCE APPROACH 3.1. Principles for proposing solutions Including principles such as: Ensuring goals; Ensuring system; Ensuring feasibility; Ensuring efficiency. 3.2. Management solutions for training primary teachers in Pedagogical Universities/ Faculties according to competence approach 3.2.1. Organizing to grasp thoroughly the need to manage primary teacher training according to competency approach for participants - Objectives: to raise awareness for managers, lecturers and students about the position and role of training activity according to competence approach; the need of management for primary teacher training according to competence approach so that this activity achieves the desired effect. - Meaning: solving ideological problems, helping members see the position, the role of training activity according to competence approach and the need to manage this activity in the new context. - Content and method of implementation: Raising awareness and career orientation for students; Diversifying propaganda and education activities; Encouraging students to actively study and practice professional skills associated with the ology’s output standard and recruitment units.