Tóm tắt: Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018

Management of professional competence development activities for teachers in primary schools in Ho Chi Minh city to meet the requirements of the 2018 general education program.. - Survey Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018 Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên ở các trường tiểu học Thành phố Hồ Chí Minh đáp ứng Chương trình giáo dục phổ thông 2018

PHAN THAI HIEP

DEVELOPMENT ACTIVITIES FOR TEACHERS

IN PRIMARY SCHOOLS IN HO CHI MINH CITY

TO MEET THE 2018 GENERAL EDUCATION

Scientific supervisors:

Assoc Prof Dr Pham Minh Hung

Dr Bui Van Hung

Reviewer 1:

Reviewer 2:

Reviewer 3:

The dissertation was defended before the Dissertation Assessment

Committee at the institutional level

Location: Vinh University

Time: At , day……month year 2025

The dissertation can be found in:

- National library of Vietnam

- Nguyen Thuc Hao Centre for Information - Library, Vinh University

activities for elementary school teachers to meet the 2018 General education program, Vinh Uni J Sci Vol 52 (1B), pp 41-50, doi:10.56824/vujs.2023b001

2 Phan Thái Hiệp (2023), Research on the development of professional competencies for teachers: goals, content, and methods, Education Journal

https://doi.org/10.15625/2615-INTRODUCTION

1 Rationale

For teachers in general, and primary school teachers in particular, professional competence plays a decisive role in determining the quality of instruction and constitutes the foundation of their pedagogical expertise A teacher with insufficient or weak professional competence will encounter significant difficulties in effectively fulfilling their professional responsibilities Consequently, enhancing teachers’ professional competence is of paramount importance, especially in the context of implementing the 2018 General education program, which introduces substantial pedagogical and methodological innovations These innovations impose higher demands on teachers’ professional competence and necessitate its continuous development The development of professional competence enables teachers to engage with the academic community, update their knowledge base, and adopt innovative teaching methodologies, instructional designs, and assessment approaches that align with the competency-based orientation of the program Furthermore, fostering professional competence provides teachers with opportunities to collaborate with colleagues and experts, gain inspiration for pedagogical innovation, and address challenges encountered in the teaching and educational process

The development of professional competence for teachers can follow various models, among which the PDCA (Plan-Do-Check-Act) model appears to be more appropriate, as it conceptualizes professional competence development as a continuous improvement process aimed at enhancing the quality of the teaching workforce Given the critical importance of professional competence development for teachers, numerous studies have been conducted on this issue both internationally and domestically However, these studies have not been systematically structured and have not been framed within a specific competence development model, such as the PDCA model As a result, significant theoretical gaps remain that need to be addressed in the development of professional competence for primary school teachers

Ho Chi Minh city is a special urban center and a major hub for economics, culture, education and training, and science and technology It serves as a key gateway for international exchange and integration and acts as a driving force with a strong influence and widespread impact on the southern key economic region and the country

as a whole In addition to its economic development, the city has made significant progress across various sectors, particularly in education and training In this field, the city focuses on building and developing a teaching and management workforce that is sufficient in quantity, structurally balanced, and of high quality, fostering collaboration and cohesion However, in the face of educational reforms and the requirements of the

2018 general education program, the primary school teaching workforce in Ho Chi Minh city still faces certain limitations and inadequacies in terms of professional

competence Despite this, there has yet to be a systematic and comprehensive study on this issue that could provide both theoretical and practical foundations for developing the professional competence of primary school teachers in the city

For these reasons, the topic “Management of professional competence development activities for teachers in primary schools in Ho Chi Minh city to meet the requirements of the 2018 general education program” has been selected for research

3 Research subject and object

Professional competence development activities for teachers in primary schools

to meet the requirements of the 2018 general education program

Management of professional competence development activities for teachers in primary schools in Ho Chi Minh city to meet the requirements of the 2018 general education program

4 Scienctific hypothesis

Currently, the professional competence of primary school teachers in Ho Chi Minh city has not been developed solidly due to the lack of a suitable management model However, if scientifically grounded and feasible management solutions are proposed and implemented, based on the PDCA (Plan - Do - Check - Act) model and taking into account influencing factors, it is possible to enhance the professional competence of primary school teachers in the area, thereby meeting the requirements

of the 2018 general education program

5 Tasks and scope of the research

5.1 Research tasks

- Research the theoretical foundations of managing professional competence development activities for primary school teachers to meet the requirements of the

2018 general education program

- Survey and evaluate the current status of managing professional competence development activities for teachers in primary schools in Ho Chi Minh city to meet the requirements of the 2018 general education program

- Propose management solutions for developing professional competence for teachers in primary schools in Ho Chi Minh city to meet the 2018 general education program; survey the necessity and feasibility of the proposed solutions; test one of the proposed solutions

5.2 Research scope

The study focuses on researching the theoretical and practical foundations; proposing management solutions for developing professional competence for teachers

in primary schools in Ho Chi Minh city to meet the 2018 general education program, from the perspective of educational management The key management subjects include: the director of the department of education and training, the head of the department of education and training, the principal of primary schools, and the head of the subject group

The survey area includes 110 public primary schools across 22 districts, towns, and Thu Duc city in Ho Chi Minh city Each district or town will have 5 primary schools selected to ensure diversity in economic, social, and cultural-educational conditions

The survey subjects include 264 educational administrators and 2,640 teachers from 110 primary schools across 22 districts, towns, and Thu Duc city in Ho Chi Minh city

The survey of the current situation and the testing of proposed solutions will be conducted during the 2022-2023 and 2023-2024 academic years

6 Research approach and methodology

6.1 Research approach

The dissertation adopts the following approaches: PDCA model approach, development approach, competence approach, systems approach, and practical approach

7.2 Currently, professional competence development activities for primary school teachers in Ho Chi Minh city have achieved certain results However, there are still many challenges and limitations due to the lack of a suitable quality management model for systematic and effective implementation

7.3 To enhance the effectiveness of professional competence development for primary school teachers in Ho Chi Minh city, it is necessary to propose and implement

a series of solutions based on the PDCA model, including: (1) planning professional competence development activities; (2) organizing the implementation of the plan; (3) evaluating the results of activities; (4) adjusting and improving to enhance the quality

of professional competence development activities, meeting the requirements of the

2018 general education program

8 Contributions of the dissertation

8.1 The dissertation contributes to supplementing and developing theoretical issues related to the professional competence of primary school teachers, the activities, and the management of professional competence development for primary school teachers Based on the PDCA model, the dissertation has identified the content of managing professional competence development activities for primary school teachers; developed a professional competence framework for primary school teachers, a framework of criteria for evaluating professional competence development activities for primary school teachers to meet the 2018 general education program; and a framework of criteria for evaluating the management of professional competence development activities for primary school teachers

8.2 The dissertation objectively analyzes and evaluates the current state of professional competence for primary school teachers, the activities, and the management of professional competence development for teachers in primary schools

in Ho Chi Minh city It highlights the strengths, limitations, and causes of the current situation, providing a practical basis for proposing management solutions for developing professional competence for teachers in primary schools in Ho Chi Minh city to meet the 2018 general education program

8.3 The dissertation proposes management solutions for developing professional competence for teachers in primary schools in Ho Chi Minh city to meet the 2018 general education program based on the PDCA model These solutions are not only applicable in Ho Chi Minh city but can also be applied in other areas of the country with similar conditions

9 Structure of the dissertation

The main content of the dissertation is organized into three chapters:

Chapter 1 Theoretical foundation of managing professional competence

development activities for teachers in primary schools to meet the 2018 general education program

Chapter 2 Current situation of managing professional competence

development activities for teachers in primary schools in Ho Chi Minh city to meet the

2018 general education program

Chapter 3 Solutions for managing professional competence development

activities for teachers in primary schools in Ho Chi Minh city to meet the 2018 general education program

CHAPTER 1 THEORETICAL FOUNDATION OF MANAGING

PROFESSIONAL COMPETENCE DEVELOPMENT ACTIVITIES FOR TEACHERS IN PRIMARY SCHOOLS TO MEET THE 2018 GENERAL

EDUCATION PROGRAM

1.1 OVERVIEW OF RESEARCH ON THE ISSUE

1.1.1 Studies on the professional competence of teachers

The dissertation focuses on analyzing and discussing research by authors both abroad and domestically on three main issues: the significance of professional competence for the teaching profession of teachers; the characteristics and structure of professional competence in teachers; and the competencies teachers need to effectively carry out their teaching and educational tasks

1.1.2 Studies on professional competence development activities for teachers

The dissertation focuses on analyzing and discussing research by authors both abroad and domestically on the following issues: the significance and necessity of professional competence development activities for teachers; the objectives of professional competence development activities for teachers; the content, methods, and forms of professional competence development for teachers; and the evaluation of the results of professional competence development activities for teachers

1.1.3 Studies on managing professional competence development activities for teachers

The dissertation focuses on analyzing and discussing research by authors both abroad and domestically on the content and tools for managing professional competence development activities for teachers, as well as the use of the PDCA model

in managing professional competence development activities for teachers

1.1.4 General evaluation

From the above research overview, the dissertation draws conclusions on issues that can be inherited and those that have not yet been addressed, in order to identify the research problems that the dissertation needs to focus on and solve

1.2 PROFESSIONAL COMPETENCE OF PRIMARY SCHOOL TEACHERS

TO MEET THE 2018 GENERAL EDUCATION PROGRAM

1.2.1 Concepts of competency, professional competency, primary school teachers, and professional competency of primary school teachers

- Competence is a combination of personal attributes that are formed and developed through innate abilities and the process of learning and practice It enables individuals to mobilize and integrate knowledge, skills, and other personal attributes to successfully perform a specific activity and achieve desired results under specific conditions

- Professional competency is a combination of specialized knowledge, skills, and attitudes that an individual possesses in a specific field or profession, enabling them to perform their work effectively and professionally

- Primary school teachers are individuals with professional qualifications based

on the standards for their professional roles They carry out teaching, educational, and holistic development tasks for students aged 6 to 11 years

- The professional competency of primary school teachers is the teaching profession competency It is a combination of knowledge, skills, and attitudes (or psychological abilities and attributes) that are formed and developed through training, professional development, and self-improvement This competency ensures that primary school teachers effectively fulfill their professional and pedagogical responsibilities, meeting the requirements of the 2018 general education program

1.2.2 Requirements of the 2018 general education program for the professional competence of primary school teachers

Teachers must have a thorough understanding of the principles and objectives

of the 2018 general education program Teachers must have the ability to analyze the program and textbooks Teachers must be competent in planning lessons for different subjects/lessons Teachers must be able to organize experiential activities Teachers must be able to apply teaching methods and approaches that foster active participation, initiative, and creativity in students Teachers must be able to assess students based on their development in terms of qualities and competencies at each stage of their learning

1.2.3 Components of the professional competence of primary school teachers

The professional competence of primary school teachers is a structure composed of three main components: subject knowledge, professional skills, and professional attitudes Therefore, when developing the professional competence of primary school teachers, it is necessary to address all these components in an integrated manner

1.2.4 Framework for the professional competence of primary school teachers in response to the 2018 general education program

The framework for the professional competence of primary school teachers in response to the 2018 general education program is a combination of competencies that help teachers effectively perform their teaching and educational duties at the primary school level, aiming at the goal of developing students' qualities and competencies The framework not only reflects the professional requirements for primary school teachers but also serves as a foundation for evaluating, fostering, and developing teachers' careers in the context of educational innovation

The framework for the professional competence of primary school teachers in response to the 2018 general education program includes the following competencies: Self-development of professional competencies; Analyzing the program and textbooks; Planning lessons for different subjects/lessons; Using methods, tools, and organizing teaching activities; Assessing students based on their development in qualities and competencies; Counseling and supporting students; Using foreign languages, applying information technology, and utilizing technological tools in teaching; Teaching integration and differentiation at the primary level; Organizing experiential activities; Developing the school education program

1.3 PROFESSIONAL COMPETENCY DEVELOPMENT ACTIVITIES FOR PRIMARY SCHOOL TEACHERS IN RESPONSE TO THE 2018 GENERAL EDUCATION PROGRAM

1.3.1 Definition of development, and professional competency development activities for primary school teachers in response to the 2018 general education program

- Development refers to a continuous process that occurs over time, leading to both quantitative and qualitative improvements in an object or phenomenon

- Professional competency development activities for primary school teachers

in response to the 2018 general education program represent a continuous process, helping teachers move from a state of lacking full professional competencies to one where these competencies are fully developed It involves progressing from lower to higher levels of competency through training, professional development, self-directed learning, and practical teaching experience

1.3.2 The significance of professional competency development activities for primary school teachers in response to the 2018 general education program

Professional competency development activities for primary school teachers in response to the 2018 general education program hold significant value, such as: enhancing the quality of teaching and education; ensuring effective implementation of the educational curriculum; supporting the professional development of teachers; creating a positive learning environment for students; and improving teachers' job satisfaction and professional motivation

1.3.3 Objectives and requirements of professional competency development activities for primary school teachers in response to the 2018 general education program

- Objectives: These activities aim to help primary school teachers adapt to the reforms introduced by the general education program, successfully implement the

2018 curriculum, and specialize further in their profession

- Requirements: The activities should be continuous and sustainable, comprehensive, and involve active participation from teachers They must be closely

aligned with teachers’ actual teaching practices, and regular evaluation and adjustment are necessary for ongoing improvement

1.3.4 Content of professional competency development activities for primary school teachers in response to the 2018 general education program

Based on the framework of professional competencies, the content of professional competency development activities for primary school teachers in response to the 2018 general education program includes: the development of subject-specific knowledge, enhancement of professional skills, and the cultivation of professional attitudes among teachers

1.3.5 Methods of professional competency development activities for primary school teachers in response to the 2018 general education program

Professional competency development activities for primary school teachers in response to the 2018 general education program can be conducted through various methods: training professional competencies for students in teacher education programs, combining initial teacher training with continuous professional development, and integrating in-service training with self-directed learning for teachers

1.3.6 Outcomes of professional competency development activities for primary school teachers in response to the 2018 general education program

The outcomes of these professional competency development activities are evidenced by the successful implementation of the content designed to enhance teachers' competencies Specifically, these outcomes are reflected in improvements in teachers' subject-specific knowledge, professional skills, and professional attitudes

1.4 MANAGEMENT OF PROFESSIONAL COMPETENCY DEVELOPMENT ACTIVITIES FOR PRIMARY SCHOOL TEACHERS IN RESPONSE TO THE 2018 GENERAL EDUCATION PROGRAM

1.4.1 Delegation of management in professional competency development activities for primary school teachers in response to the 2018 general education program

There are four stakeholders involved in the process of developing professional competencies for primary school teachers, each playing a distinct role The director of the department of education and training is responsible for issuing regulations and guidelines for professional competency development for teachers at the provincial or city level The head of the department of education and training organizes professional competency development activities for primary school teachers in districts or towns The school principal is responsible for implementing professional competency development for teachers at their school, while the head of the subject group oversees professional competency development for teachers within their subject area Among

these stakeholders, the school principal and the head of the subject group are the primary actors

1.4.2 The PDCA model and tts application in managing professional competency development activities for primary school teachers in response to the

2018 general education program

The PDCA (Plan-Do-Check-Act) model is widely used in education, especially

in human resource development Its effectiveness is particularly evident in the "Act" phase, which is very suitable in the current phase of educational reform This model allows educators not only to improve but also to adapt to changes and new requirements, ensuring the continuous and sustainable development of educational human resources and improving teaching and learning quality according to new standards

Applying the PDCA model to manage professional competency development activities for primary school teachers in response to the 2018 general education program aims to: identify the components of managing professional competency development activities for primary school teachers; establish the management process for these activities, and enhance the effectiveness of managing professional competency development activities

1.4.3 Definition of management and management of professional competency development activities for primary school teachers in response to the

2018 general education program

- Management refers to the purposeful actions of the management body towards the objects of management, based on the implementation of functions such as planning, organizing, directing, and controlling, in order to maximize the effectiveness

of resource use and opportunities to achieve the set goals

- Management of professional competency development activities for primary school teachers in response to the 2018 general education program refers to a system

of actions by the management body toward the target objects to achieve the goal of developing professional competencies for teachers This includes the steps of: planning professional competency development activities for teachers; organizing the implementation of the plan; evaluating the results of these activities; and adjusting and improving the activities

1.4.4 Content of managing professional competency development activities for primary school teachers in response to the 2018 general education program according to the PDCA model

- Planning professional competency development activities for primary school teachers in response to the 2018 general education program

This includes the following steps: identifying the objectives of the professional competency development activities for teachers; analyzing the current status of

teachers' professional competencies in response to the program; preparing detailed plans for professional competency development activities; assigning tasks and organizing the implementation of these activities; monitoring, evaluating, and improving the activities

- Organizing the implementation of professional competency development activities for primary school teachers in response to the 2018 general education program

This step involves organizing the activities according to a specific process, model, and mechanism to best meet the requirements of the 2018 general education program

- Evaluating the results of professional competency development activities for primary school teachers in response to the 2018 general education program

The evaluation of the development activities should follow these steps: developing a plan for evaluating the professional competency development activities; establishing criteria for evaluation; selecting evaluation methods and forms; and organizing the evaluation of these activities

- Adjusting and improving professional competency development activities for primary school teachers in response to the 2018 general education program

This process involves: ensuring that school management and teachers fully understand the significance of adjusting and improving these activities; identifying the issues and limitations that need to be addressed; preparing a plan for adjustments and improvements; organizing and implementing these changes; and evaluating the success of the adjustments and improvements

1.5 FACTORS AFFECTING THE MANAGEMENT OF PROFESSIONAL COMPETENCY DEVELOPMENT ACTIVITIES FOR PRIMARY SCHOOL TEACHERS IN RESPONSE TO THE 2018 GENERAL EDUCATION PROGRAM

The management of professional competency development activities for primary school teachers is influenced by various objective and subjective factors The degree to which these factors affect the management of professional competency development activities varies Therefore, in the process of managing these activities, it

is essential to consider all of these factors, particularly the subjective factors

CONCLUSION OF CHAPTER 1

1 Professional competencies play a crucial role in the professional development of teachers in general and primary school teachers in particular The professional competencies of primary school teachers consist of three components: professional knowledge, professional skills, and professional attitudes

2 Based on the following foundations: professional standards for primary education teachers, standards for primary school teacher professional titles, and the

requirements of the 2018 general education program, the thesis has developed a competency framework for primary school teachers comprising ten competencies

3 Activities to develop professional competencies for primary school teachers

in response to the 2018 general education program focus on enhancing professional knowledge, skills, and nurturing professional attitudes, through flexible methods such

as training professional competencies for students at teacher training schools, combining initial training with continuous professional development, and combining training with self-directed professional development for primary school teachers

4 Managing the professional competency development activities for primary school teachers using the PDCA model is the most suitable approach Management actors, with the school principal being the key actor, should organize the development process through the steps of planning, organizing implementation, evaluating results, and making adjustments and improvements

5 There are many objective and subjective factors influencing the development

of professional competencies for primary school teachers When proposing solutions for professional competency development, it is essential to pay full attention to these factors, particularly the subjective factors