Tóm tắt la tiếng anh: Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.

Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.

MINISTRY OF EDUCATION AND TRAINING

HANOI NATIONAL UNIVERSITY OF EDUCATION

KHANH THI DANG

MANAGEMENT OF IN-SERVICE PROFESSIONAL TRAINING FOR PRIMARY SCHOOL TEACHERS IN HAI DUONG PROVINCE ON THE COMPETENCY – BASED APPROACH

Specialization: Educational Management

Code : 9140114

SUMMARY OF DOCTORATE DISERTATION ON EDUCATIONAL SCIENCE

Hanoi, 2023

THE DOCTORATE DISERTATION HAS COMPLETED AT THE

HANOI NATIONAL UNIVERSITY OF EDUCATION

Scientific Mentors: Hien Minh Bui, Asso Prof Dr

Reviewer 1: Hien Vu Bich Nguyen, Asso Prof Dr, Hanoi Metropolitan University Reviewer 2: An Nhu Nguyen, Asso Prof Dr, Vinh University

Reviewer 3: Tri Quoc Nguyen, PhD, Hanoi National University of Education

The dissertation will be presented and evaluated by the Committee of Scientific Institution, at The Hanoi national University of Educational

LIST OF THE PUBLISHED MANSCRIPTIONS BY THE AUTHOR

1 Dang Thi Khanh (2021), Research on the Theoretical Issues on Management of Professional Development for Primary School Teachers

Based on Competency Approach, Journal of Science, Hanoi

Metropolitan University, No 55, pp110-117

2 Dang Thi Khanh (5/2022), Reality of the In-service Training Contents

of Primary School Teachers following the Requirements of General

Education Program 2018, Journal of Educational Equipments, No 265,

4 Dang Thi Khanh (2022), Scientific basis on building professional

competency framework of primary school teachers, Journal of

Educational Equipment, Special Issue, August 2022 pp46-48

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INTRODUCTION

1 Rationale for this dessertation

Discussing the importance of teachers, in a study on education, author Raja Roy Singh (1994) asserted: “No educational system can rise above the level of teachers working for teachers that system” The current Education Law of our country also affirms: “Teachers play a decisive role in ensuring the quality of education The State organizes teacher training and retraining; have policies on the use, treatment, and assurance of necessary material and spiritual conditions for teachers to perform their roles and responsibilities”

Continuing Professional Development (CPD) is the follow-up to vocational education, which includes the development of knowledge, skills, attitudes and behaviors across all areas of practice professional practice so that employees can maintain and improve their work performance in the context of constantly evolving society Professional development is considered a mandatory requirement for most professions in society, especially in the field of education According to the OECD Report: “At the level of the education system, professional development for teachers is an important policy lever” The report

of the European Commission (2015) also affirmed: “Continuous professional development of teachers is at the heart of the European strategy to improve the quality of education” On a personal level, “the complexity of the teaching profession requires a lifelong learning perspective to adapt to the demands of rapid growth, obstacles or change”

Implementing Resolution No 29-NQ/TW dated November 4, 2013 on fundamental and comprehensive renovation of education and training, the education and training sector is innovating curricula and textbooks following competency-based approach, this change “impact on many factors: integrated teaching, differentiated teaching, career orientation, program and textbook relationship, examination and evaluation of educational outcomes, program management, training and fostering teachers, the national education system, etc Each impact requires appropriate solutions to ensure educational goals” One of the biggest challenges when implementing new programs and textbooks across the country is the limitations of teachers' knowledge and skills compared to requirements In addition, the conditions for local teachers to update their knowledge, self-study and self-improvement are not guaranteed

There have been researches on fostering and managing the training of teachers and teachers at all levels in the country and the world according to different theories and approaches In terms of policy, the Ministry of Education and Training has also issued Circular No 02/2021/TT-BGDDT dated February

2, 2021 stipulating codes and standards for professional titles and appointment and ranking of teaching staff in the field of education public elementary schools However, the issue of capacity access in training and management of primary school teachers has not been mentioned

Education sector of Hai Duong province always considers the development and improvement of the quality of teachers as one of the key tasks Teacher

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recruitment continues to be organized in a timely manner; recruitment methods suitable to local realities; the recruitment process is open, transparent, fair and in accordance with the law Up to now, the teaching staff has been supplemented in number; the ratio of teachers/classes of all grades is gradually raised; the team structure is increasingly reasonable; training and retraining have been effectively implemented; The quality of professional is constantly improving, meeting the requirements of performing the tasks of the schools and the requirements of educational innovation At the end of the school year 2021-2022, teachers of grades 1 and 2 have basically met the requirements of teaching and learning under the 2018 National Education Program However, the new school year will continue to be implemented for grade 3 according to the roadmap of the implementation The 2018 general education program, therefore, it is very necessary to study both the theoretical basis and draw lessons from the previous period for grades 1 and 2

Therefore, we have chosen the topic "Management to In-Service Training Professional competency for Primary School Teachers in Hai Duong Province Following Competency – Based Approach" for the thesis

2 Purpose of research

On the basis of theoretical and actual research, the topic proposes solutions

to manage in-service training Professional competency for primary school teachers following to the competency-baed approach in order to contribute to improving teachers' professional skills, meeting the requirements of implementing the Program General Education 2018 at the current primary level

3 Subject and object of research

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5 Tasks of research

5.1 Research on the theoretical basis of fostering and managing the fostering

of human skills for primary teachers following to the competency-baed approach

5.2 Research and evaluate the current situation of fostering and managing fostering skills for primary teachers following competency-based approach in primary schools in Hai Duong province

5.3 Proposing solutions for managing and in-service training professional development for primary teachers following to the competency-baed approach, conducting tests and testing methods of managing and in-service training professional development for primary teachers according to the proposed competency approach in order to confirm the research results of the thesis

6 Scope of research

6.1 Content

The thesis focuses on researching, building, and building a competency framework for human resources, assessing the current situation and solutions to conduct in-service training professional development for primary school teachers

6.2 Placement and participants of survey

Survey research was conducted mainly in primary schools of 06 administrative units of Hai Duong province (city: Hai Duong and districts: Tu

Ky, Thanh Mien, Kinh Mon, Cam Giang and Nam Sach)

The total number of survey subjects is 522, including each unit at the city/district level: 1) Management staff of the Department of Education and Training 02 people (01 leader and 01 primary school specialist); 05 primary schools, each school has 03 management staff (01 representative of the Management Board, 02 professional leaders of blocks 1,2,3 and 4,5); 15 teachers

7.2 Research methods

7.2.1 Theoretical research methods

7.2.1 Practical research methods

Questionnaires; In-depth interviews; Experience summation; Experts

7.3 Mathematical statistical methods

8 Defensive issues

- Professional competency is the core competence of teachers The teacher has a very important role, taking on a noble and direct responsibility, first of all,

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for generations of students through the implementation of the content of the educational program and teaching at the school Fostering and managing Professional competency for teachers is considered a key task, which should be prioritized in the leadership and management of the school by the principal

- Management of in-service training professional development for primary teachers according to the approach to quality assurance and effectiveness should

be based on scientific grounds both in theory and practice with the complex nature of management functions and content manage Building a competency framework and finding solutions for managing and in-service training professional development for primary teachers following to the competency-baed approach (based on the competency framework) will be the core elements

of this management process to achieve the goal , results, desired quality

- Managing and in-service training professional development for primary school teachers following to the competency-baed approach requires the participation of management actors, in which, emphasizing the most important role of the primary school principal and, at the same time, being influenced of objective and subjective factors involved in this process

9 New findings and contributions

- The theoretical basis of the research issue has been built, including: An overview of the research; The basic concepts; content of fostering and managing and in-service training professional development for primary teachers according

to capacity approach; factors affecting the management of in-service training professional development for primary school teachers following competency-based approach In particular, provide a framework of competency of primary school teachers to conduct training and manage training for primary teachers

- Presenting a practical picture of the research problem on the basis of international experience research, the situation of primary education in Hai Duong province, and at the same time analyzing and evaluating 03 main contents: 1) Current status human resource capacity and the need for fostering and developing professional skills of primary school teachers in Hai Duong province; 2) The reality of fostering professional skills for primary school teachers in Hai Duong province according to capacity approach; 3) The current situation of management and fostering of professional skills for primary school teachers in Hai Duong province according to the competency approach through the application of the PDCA Continuous Quality Improvement Cycle (Deming circle) The main findings in the survey area are as follows: 1) Some indicators

of professional competence of primary school teachers are at a good and good level; 2) The actual training needs of primary school teachers are diverse; 3) Training on the LMS online system and practical work, study tours and experiences, fostering through a connected school network are highly effective ways of organizing; 4) The content of professional training needs to be suitable

to the capacity and training needs of primary teachers; 5) Planning for professional development of primary school teachers should be based on survey results; 6) Organize the development of training objectives and content

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- Develop solutions to manage personal skills for primary teachers according to the capacity approach, contributing to improving teachers' knowledge and skills, meeting the requirements of the current primary school education program implementation

10 Structure of the dissertation

This dissertation consists of these parts: introduction, three chapters, conclusions and recommendations The names of the three chapters include:

Chapter 1 Theoretical basis of management in-service training professional

development for primary school teachers following based approach

competency-Chapter 2 Actual situation of management of in-service training professional

development for primary school teachers in Hai Duong province according to capacity approach

Chapter 3 Solution for management of in-service training professional

development for primary school teachers in Hai Duong province according to capacity approach

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Chapter 1

THEORETICAL BASIS ON MANAGEMENT OF IN-SERVICE PROFESSIONAL TRAINING FOR PRIMARY SCHOOL TEACHERS FOLLOWING THE COMPETENCY – BASED APPROACH

1.1 Literature Review

1.1.1 Research on competency and competency – based approach

In the world, there are many authors who have researched on this issue such

as Howard Gardner, an American psychologist who has proposed the Theory of Multiple Intelligences (also known as Multiple Intelligences); L.X Vygotsky discusses education following competency-based approach; The issue of competency-based education/training (Competency - Based Education/CBE; Competency - Based Training/CBT) emerged in the 1970s in the US (Guskey, 2005)

In Vietnam, a number of authors have mentioned capacity, approaching capacity from different angles such as from the perspective of Psychology of Nguyen Quang Uan; professional perspective of Phan Van Nhan (2011); teacher capacity perspective of Dang Thanh Hung (2012); solutions for training and fostering teachers by Nguyen Thi Binh (2013); research on training needs of teachers and school administrators by Bui Minh Hien and the authors (2017);…

1.1.2 Research on bồi dưỡng Professional competency cho GVTH theo tiếp cận năng lực

In the world, research by Kpangbam (1992) on the theoretical basis of professional teacher training; Michel Develay provided a theoretical basis for the innovation of teacher training in the direction of moving from a static concept to

a dynamic one; Mahmood (1999) suggests that the purpose of teacher training is always to benefit students At the same time, there are many other authors in the world who also discuss this issue: Ekiadolor-Benin, Nigeria; Marguerite Altet; Alkus & Olgan (2014) and Osamwonyi (2016); Amadi (2013); Guskey (2014), Zlatić, Bjekić, Marinković, & Bojović, (2014);…

In Vietnam, there are works such as: Dang Vu Hoat "Plan for regular pedagogical training" (1989); Le Tran Lam with the work "Training and fostering teachers" (1992), Nguyen Minh Duong (editor) "Retraining and retraining human resources" (1996) This is a group of research topics on teacher training and retraining in general from a theoretical perspective In addition, there are research works from a practical perspective such as: Tran Ngoc Chi (2000); Nguyen Thi Quy (2008); Huynh Thi Kim Trang (2012); Nguyen Thi My Loc (2011), Dinh Quang Bao (2017), Do Thi Thuy Hang (2017);

1.1.3 Research on management of in-service training professional development for primary school teacher following competency – based approach

Around the world, Business Edge (2007) and K.B Everard, Geofrey Morris, Ian Wilson (2011) mentioned training and human resource development; Broughman, S.P (2006) and Beatrice Avalos (2011); Patrice Pelpel; Michel

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Develay; Marguerite Altet; James H.Mc Millan,… discussed on teacher training and retraining Murphy, K et al (2005); Florentino Blázquez Entonado and Laura Alonso Disaz (2006) research and propose a model of teacher training and retraining

In Vietnam, there are a number of studies on this issue such as Nguyen Loc (2009); Vu Quoc Chung and Nguyen Van Cuong; Tran Khanh Duc (2013), Bui Minh Hien as director (2017); Tran Dang Khoi (2020); Pham Van Hien (2020);…

On the basis of the issues that have not been mentioned in the research, the thesis focuses on further research and solving such as (i) Solving the research purpose; (ii) Solve specific research contents; (iii) Solve the basic thesis of the research problem

1.2 Key concepts

1.2.1 Primary school teacher

Primary teachers are general school teachers, who are in charge of teaching and educating students in primary schools and other educational institutions implementing the primary education curriculum

1.2.2 Competency and competency – based approach

Competency in a certain occupational field is the ability to perform activities (tasks, jobs) in the profession according to the standards set for each of those tasks and jobs

Approaching that capacity is approaching the capacity to meet the requirements of the job position - approaching professional capacity

1.2.3 Professional competency

Professional competency is a collection of concepts, processes, tools and technical means according to certain professional standards to complete jobs required by that profession

The Professional competency of primary teachers is a collection of concepts, processes, tools, and technical means to complete the work of teaching and educating students to meet the professional standards of primary teachers Teacher's competency is the ability of teachers to use concepts, contents, processes, methods, techniques and means to carry out teaching and educational tasks according to set standards and achieve educational goals education of the school level

1.2.4 In-service training professional development for primary school teacher

It is the fostering of concepts, contents, processes, methods, techniques and means in the field of teaching profession, that is, fostering a system of professional competence requirements that a teacher needs to achieve in order to become a teacher can meet the educational goals

1.2.5 Management of professional development for primary school teachers

following competency – based approach

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1.2.5.1 Management concept

It is the process of planning, scheduling, and method of achieving goals, organizing, directing, controlling, and evaluating the work of members of an organization to propose appropriate corrective actions to overcome achieve, improve, and achieve organizational goals

1.2.5.1 Concept of management of Professional competency for primary school teachers following competency-based approach

It is the process of planning, scheduling and achieving goals, organizing, directing, controlling, and evaluating the implementation of knowledge, skills, processes, methods, techniques, and means to carry out teaching and educational tasks according to set standards, that is, to foster a system of professional competence requirements that a teacher needs to achieve in order to meet the objectives of general education

1.3 Scientific basis for building the competency framework of human resources of teachers

1.3.1 Characteristics of pedagogical work of primary school teachers

a) Purpose of the teaching profession; b) Objects of the teaching profession; c) Labor tools of the teaching profession; d) Products of the teaching profession; e) The pedagogical work of teachers in general and primary school teachers takes place in a certain time and space, requiring high science, art and creativity

1.3.2 International experience in building professional standards of general education teachers

Including some countries such as the USA, Teaching Australia, University

of South Australia, OECD member countries

1.3.3 Practical basis for building competency framework of primary teachers

1.3.3.1 General innovation orientations of General Education Program 2018 1.3.3.2 General orientations for primary education reform

a Requirements to meet the main qualities of primary school students

b Requirements to meet the general ability of primary school students

c Requirements to be achieved about the specific ability of the student

1.3.4 The legal basis for the development of a competency framework of human resources for teachers

Roles and functions of primary school teachers; Criteria for developing personal skills of teachers at educational institutions

1.3.5 Competency framework of primary school teachers

We believe that the core competency framework of primary teachers should include standards with the following basic criteria/indicators:

(i) Building a teaching and learning plan in the direction of developing students' quality and capacity; (ii) Using teaching and learning methods in the direction of developing students' quality and capacity; (iii) Examination and assessment in the direction of developing students' quality and capacity; (iv)

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Student counseling and support; (v) Using technological means and equipment

in teaching towards developing students' quality and capacity; (vi) Building the relationship between school, family and society in teaching and learning towards developing the quality and capacity of primary school students; (vii) Self-study, self-improvement, and self-improvement to meet the requirements of teaching & education in the direction of developing students' quality and capacity

1.3 Fostering professional skills for primary teachers following competency-based approach

1.3.1 Training objectives and content

1.3.1.1 Training goals

It is to improve the professional competence of primary school teachers and the level of response of primary teachers to the requirements of primary education development and the requirements of the professional standards and job positions of primary teachers Thus, the specific goals of in-service training professional development for primary school teachers within the scope of the thesis we refer to include: 1) Training to update, supplement, knowledge, professional skills; 2) Fostering to meet the requirements of renewal of the 2018 General Education Program and textbooks

1.3.3 Check and evaluate training results

Evaluation of the results of in-service training professional development for primary teachers following to the competency-baed approach is done by measuring the results of teacher training, comparing with the identified training objectives, thereby drawing the necessary experience in the training maintenance in the next courses

1.4 Theory on management of in-service training professional development for primary school teachers following competency-based approach

1.4.1 Subjects participating in training management

Within the primary school scope, the subjects include: Primary school principals; Chief specialist; Core teacher

Outside primary school, the subjects include: Management staff of the Department of Education and Training; Department of Education and Training; Key teachers of the Department and of the Department of Education and Training

1.4.2 Content management and refresher training for primary school teachers following competency-based approach

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1.4.2.1 Organize a capacity assessment survey according to the Professional competency competency framework and determine the training needs of the teachers

1.4.2.2 Management of goal setting, training content

1.4.2.3 Building a plan for in-service training professional development for primary school teachers following competency-based approach

1.4.2.4 Organize training of professional skills for primary teachers following competency-based approach

1.4.2.5 Directing the implementation of the content, methods and forms of capacity building for primary school teachers following to the competency-baed approach

1.4.2.6 Manage tests, evaluate training results and get feedback for improvement

1.4.2.7 Management ensures the conditions, CSVC serving training

1.5 Factors affecting to Management of professional developmentfor primary school teachers following competency-based approach

1.5.1 Guidelines and policies of the Party and State towards primary school teachers

1.5.2 Innovating requirements of general education, primary education

1.5.3 Competency factor of educational administrators

1.5.4 Elements of funding, facilities, equipment

Conclusion chapter 1

An overview of the problem research with 03 main trends, pointing out the issues that have not been researched, the issues that need to be focused on research

The topic has analyzed, clarified and selected the concepts of research tools used in the thesis, analyzed and built 03 basic contents: 1) Theory of the competency framework of primary school teachers learning from which to build the Professional competency Competency Framework of primary school teachers

to be used in the thesis; 2) Fostering professional skills for primary teachers according to capacity approach; 3) Theory on management and fostering of skills for primary school teachers following competency-based approach At the same time, the factors affecting the management and training of primary school teachers are given following to the competency-baed approach

The research results on basic concepts and contents are the theoretical basis for us to design and organize a survey to assess the current situation of the research problem of the thesis