Tom tat tieng viet quản lý hoạt động giảng dạy của giảng viên trong các trường nghệ thuật ở phía bắc việt nam cơ sở đề xuất một chương trình nâng cao

NGUYEN THI YEN NGA MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM Speciality: Educational Management SUMMARY OF PhD.. E

NGUYEN THI YEN NGA

MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM

Speciality: Educational Management

SUMMARY OF PhD IN EDUCATIONAL MANAGEMENT

DISSERTATION

THAI NGUYEN, 2014

The Ph.D in Educational Management program is held at:

INTERNATIONAL TRAINING CENTER (ITC), COLLEGE OF AGRICULATURE AND FORESTRY - THAI NGUYEN

The dissertation can be found at:

- Vietnam national library;

- Learning Resource Center, Thai Nguyen University;

- Library of the International Training Center, College of Agriculture and Forestry - Thai Nguyen University;

- Library of Southern Luzon State University, Philippines

Chapter I INTRODUCTION

In the globalization and economic integration in Vietnam, the use of human resources becomes a challenge for the mankind Faculties and teaching staff have special role in the education, are determinant factor for the quality and efficiency of education Teaching process has been seen as the mean for learning quality management

Evaluation of faculty’ teaching activity is the key to probe into faculty quality to help faculty ascertain their shortcomings so that they can not only improve themselves but also increase their teaching effectiveness

Resolution No.14/2005/NQ-CP dated November 2, 2005 by Government of Vietnam on Substantial and comprehensive renewal

of Vietnam's tertiary education in the 2006-2020 period affirmed:

“To build up a sufficient contingent of tertiary education lectures and administrators, who have ethical quality and professional conscience, high professional qualifications and an advanced teaching and management style” Student evaluation of teaching has been a compulsory practice of institutional quality evaluation since the academic year 2009-2010

Many Vietnamese scientists have studied this issue, such as the research: Master Pham XuanThanh, Quality of Postgraduate Training

in Vietnam: Definition, Criteria and Mesurement scales; Nguyen Phuong Nga (2007): "Student faculty evaluations - testing and modeling tools" National University Publishing House Hanoi;… In general, these studies are macro without deep research on evaluation

of faculty teaching activities, especially in art schools in Vietnam Therefore, improving the quality of teaching is background to improve the quality training in art schools is necessary now; this study makes this research even more imperative in Vietnam now

1 BACKGROUND OF THE STUDY

The evaluation of the quality of teaching can be done with different tools It is possible that the survey questionnaire, interview questions, observation sheets

Traditional arts are part of the cultural heritage of a group of people whose members share a common ethnic heritage, language, religion, occupation, or geographic region These artistic traditions are passed down through generations and reflect the values of their shared culture Skills are typically learned directly through observation and imitation from someone steeped in the tradition, rather than through classes, books, or other means of institutional instruction

Evaluation of teaching in art schools there are some differences: the teaching and learning environment characteristics, the level of awareness, gender, ethnicity, therefore evaluate teaching in art schools have constraints but the evaluation of teaching is an inevitable trend, which is a mandatory, teaching art schools need comprehensive preparation of theory and practice to ensure improved training

In order to effectively improve teaching quality, art schools has put a lot of continuous effort into studies related to facultys’ teaching effectiveness However, there is no complete system in Vietnam

which can be used as a tool to evaluate faculty’ teaching to improve the quality training of art school

Based on this background, the researcher intends to find other processed to evaluation of faculty teaching activities to improve the quality training of art school in Vietnam

2 OBJECTIVES OF THE STUDY

The main purpose of this was the evaluation of faculty teaching activities to improve the quality training of art school in Vietnam with a view to the development of quality training schools of art in Vietnam in the period 2013 – 2020

Specifically it aimed to answer the following:

2.1 Assess the teaching activities of teachers from the point of views of respondents in terms of:

2.1.1 Teaching Plan and Preparation

2.1.2 Management of the Program

2.1.3 Teaching time management

2.2 Assess the teaching activities of the teachers from the point

of views of student respondents in terms of:

2.2.1 Professional Competencies on the Program

2.2.2 Methods and Teaching Skills of Teachers

2.2.3 Peers and Student Relations

2.2.4 Learning outcome assessment test

2.3 Ascertain if there is significant difference among the two group of respondents (Teachers and Administrators)

2.4 Ascertain if there is significant difference among the students perception of the 5 respondent schools

2.5 Find out the problems encountered in the management of teaching activities among

4 SIGNIFICANCE OF THE STUDY

This study attempting of evaluation of faculty teaching activities

to improve the quality training of art school the north in Vietnam would be beneficial to the following:

4.1 Schools: oriented and mission to perform of the program;

improvement within the school; establishes a check and balance system for the evaluation process; To bring new perspectives to arts curriculum in the schools and to provide experiences through programs that cultural exchanges; to promote school effectiveness

and efficiency; fostering productive work environments; improvement of the school's ability to accomplish its mission

4.2 Administrators: Have evaluation plan for the development

strategy; identifies ways to reach higher standards and correct significant discrepancies; Understanding and organizing subject matter for learning; annual evaluation of faculty; Oversees faculty evaluation process within school

4.3 Faculty: Improvement purpose reflects the need for

professional growth and development of the individual faculty; contributing to the personal goals of the faculty; provides a systematic opportunity for individual skill enhancement; enhanced self-expectations; increases the likelihood of changes in teaching performance; develop strategies to integrate the arts into facultys daily classroom instruction

4.4 Students: To enhance perception, appreciation of the arts,

and abilities to express themselves creatively; Engaging and supporting all students in learning

4.5 Future Researchers: Developing as a professtional

educator Planning instruction and designing learning experiences for all students of art schools

5 SCOPE AND LIMITATIONS OF THE STUDY

The primary intent of this study was the evaluation of faculty teaching activities to improve the quality training as a whole of art school in Vietnam alongside with five art schools from the years

2012 – 2013 There were 325 of students, teachers, and administrators used as respondents in this study

Three major sources of information are used to determine the effectiveness of an individual teachers: students, teachers and managers and administrators This evaluation must be consistent with assignments and the goals and objectives for art school development The time frame of this study covered the period from March

- management, managing the classroom,

- planning, teaching plan, plan and preparing,

- management of the program,

- teaching time, teaching time management,

- competence, peer relationships

Chapter II REVIEW OF LITERATURE AND STUDIES

The chapter will present important concepts, definitions, theoritical base and importance in the research

1 RELATED LITERATURE AND STUDIES

Education Law, Article 15 states: "The teacher plays a crucial role in ensuring the quality of education "However, as assessed by the Secretariat in Directive 06 40/CT/TW 15th 2004, the quality of teachers at present, there are "limited and inadequate" compared to the high demand of the industrialization and modernization of the country To overcome the "limitations and shortcomings" above, the Secretariat directives: “to urgently develop and improve the quality

of teachers, ensuring teachers' standardized, quality assurance, sufficient the quantity and uniform in structure, paying special attention to improving their political, moral lifestyle, conscientious, skilled teachers”

Teachers not only need to transmit knowledge to students but also to convert and extend the knowledge that (Boyer , 1990) This concept is also scholars Davis (1993) asserts that effective teaching is not a unitary concept but rather an activity that the whole Teachers are responsible for creating a learning environment taking into account but not limited to the scope of the class This definition of teaching Menge (1990 , page 107) describes more clearly : "The essence of teaching is to create situations in which learning takes place in an appropriate manner ; arrangement this situation is something that all teachers need to learn to be able to conduct a teaching effectively"

Although different in many ways, all the best faculties that have the general characteristics contribute to "a deep and lasting influence

on the thoughts, feelings and actions of students" These faculty are people who approach taken student/ learner-centered They are not only profound knowledge in his field of expertise, but also a thorough understanding of the laws of perception takes place in the learning process step-by-step how to help students master the subject school These faculty always create favorable learning conditions, but also challenging for students; their respect and trust that students willing to share their personal experiences to encourage students to lifelong learning In other words, a faculty good to help her students learn really (Knight, 2002; Ramsden, 2003; Kolis&Dunlap, 2004) by several measures to support the acquisition of knowledge, is actually helping students manually change the perception of real life (Ramsden, 2003:31)

Faculty not only to transmit knowledge to students but also to convert and extend the knowledge (Boyer, 1990) This concept is also scholars Davis (1993) stated that effective teaching is not a unitary concept but rather an activity that the whole Faculty have the responsibility to create a learning environment taking into account but not limited to the scope of the classroom This definition of teaching Menge (1990, page 107) describes more clearly: "The essence of teaching is to create situations in which learning is taking place properly; arranged these situations is one thing that all facultys need to learn to be able to conduct an effective teaching"

Braskamp and Ory (2000) identified through a variety of indicators to measure research evaluating the teaching faculty in the

art school of include: conveying knowledge (through courses, seminars/ conferences, etc.), advice and guidance to students / trainees (monitoring students in the lab, outdoor classes, career counseling,student academic and guide practical experiments and guide research/ thesis/ dissertation), implementation of service learning activities (course design and approval of the program school, etc.)

Teaching, in turn, was viewed as facilitation of learning (Kember, 1997) From this standpoint, teaching goes beyond telling, showing, modelling, demonstrating and teaching the skill to be learned, to a position of helping students to construct their own knowledge, to understand, analyse a phenomenon and change the way they perceive the world (Trigwell et al., 1994) Teachers are seen to be effective if their students demonstrate the ability to be critical and innovative in the way they think, to arrive at their own conclusions and to develop a personal and ethical position on key issues (Martin et al., 2000) Students, by and large, are not seen as passive recipients of knowledge, rather they are active participants of the creation of knowledge

Learning-focused evaluation of teaching, while acknowledge the importance of measuring content knowledge of the teachers and the teaching techniques they employ in the classroom, place more emphasis on measuring student’s expectations, their involvement and perceptions of the learning environment; the appropriateness of learning activities; indications of approaches to learning; distribution

of work over the duration of the course; and time on task (Edstrom, 2008; Pratt, 1997)

2 RESEARCH PARADIGM

Figure 1 The Schematic Presentation of the Independent and

Dependent Variables of the Study

1 Assess the teaching activities of teachers

from the point of:

- Teaching Plan and Preparation

- Management of the Program

- Teaching time management

2 Assess the teaching activities of the

teachers from of student:

- Professional Competencies on the

Program

- Methods and Teaching Skills of Teachers

- Peers and Student Relations

- Learning outcome assessment test

3 There is significant difference among

the two group of Teachers and

Administrators

4 If there is significant difference among

the students perception of the 5 schools

DEVELOP AN ENHANCEMENT PROGRAM

Chapter III METHODOLOGY

This chapter deals with the locale of the study, research design, population and sampling, data gathering procedures, and statistical treatment used in the study

1 LOCALE OF THE STUDY

This study was conducted in five university and colleges of art and culture school of north in Vietnam

- VietNam university fine arts

- VietBac college of art and culture

- Vietnam Dance college

- Ha Noi university of culture

- ThanhHoa University of Culture, Sports and Tourism

The purpose of this research is to evaluation teaching of by faculty from art schools Probes into the background variables, environmental variables, faculty quality variables and teaching effectiveness variables have been performed

3 POPULATION AND SAMPLING

The respondents in this study are students, teachers and administrators from 5 selected of art and culture college school of north in Vietnam 325 students, teachers, and administrators were requested to answer the questionnaire

4 DATA GATHERING PROCEDURE

This study used questionnaire as medium of obtains the needed data The questionnaire was designed to cover two sections namely, teachers and administrators (Section A) and students (Section B) evaluation of faculty teaching activities to improve the quality training of art school in VietNam A four point scale, ranging from 1

“strongly disagree” to 4 “strongly agree” was used for this study and all questions were phrased positively All survey was assured as to the confidentiality of responses, and there was no need for the person under survey to include a name on the survey

Finally the questionnaires were retrieved in early August 2013 thus tallying, tabulating and analyzing the data followed

5 STATISTICAL TREATMENT

To answer the problems posed in this study, the following statistical tools were applied on the data collected