GIANG SON MYMANAGE PEDAGOGICAL PRACTICE IN TRAINING HIGH SCHOOL TEACHER ALONG WITH HIGH SCHOOL TEACHER’S CAREER STANDARDS Major: Education Management Code: 62 14 01 14 PHD THESIS SUMMARY
Trang 1GIANG SON MY
MANAGE PEDAGOGICAL PRACTICE IN TRAINING HIGH SCHOOL TEACHER ALONG WITH HIGH SCHOOL
TEACHER’S CAREER STANDARDS
Major: Education Management Code: 62 14 01 14
PHD THESIS SUMMARY OF EDUCATION
MANAGEMENT
HANOI - 2014
Trang 2Science instructors: AP PhD Thanh Binh Nguyen
PhD Vu Bich Hien Nguyen
Reviewer 1:
Reviewer 2:
Reviewer 3:
The thesis is going to be defended against the Committee of thesis examnination in Univesity level
Located in: Hanoi National Univesity of Education
At: : , date month year 2014
The thesis could be reached at:
The National Libraty; Hanoi National Univesity of Education’s library
Trang 31 The urgency of researching matter
1.1 Pedagogical practice (PPR) in Teacher training program(PPR) of education universities (hereafter socalled pedagogicaluniversity - EU) in our country for many years has many limitationsand shortcomings due to many reasons The direct cause, mainlyPPR management, only relying on qualifications and experience ofeach university, and there is no consensus, synchronization, lack oflegal basis, and hard to reach/ ensure the quality and timely catch upthe development of science management and the fact
1.2 Nowadays, one of the world’s management trends ismanaging based on the standards Document of Vietnam NationalParliament in Eleventh Communist Party congress, stated mission ofEducation and Training Sector in Vietnam in the coming years
"fundamental and comprehensive innovate in Vietnam education towards standardization, modernization, socialization and democratization and international integratelization, in there to reform educational management mechanism, develop of teachers and educational managers is key stages" Under standardization
trends, PPr activities must be managed by standard outputorientation However, for many objective, subjective reasons,standard output built by each university is not really science andreliable Therefore, the choice of high-school teachers (HTs)’ careerstandards to guide the innovation of management is necessary andreasonable
1.3 PPR and PPR management are luring the concern of manylocal and oversea authors However these author didnt make thedeep research in PPR management in High-school (HSch) PPR underHTs Career standards orientation For these reasons, the topic:
“Manage Pedagogical practice in training high-school teachers along with high-school teachers’ career standardsorientation” is
choosen to research in order to contribute in improve the quality ofHSch PPR of pedagogical university
Trang 4HSch PPr.
5 Research’s hypothesis
PPr management currently has many limitations, obstacles,slow in improvement, and doesnt catch up with the development ofeducation management theories and the realities If there could beproposed the feasible content and solutions PPR management alongwith HTs career standards, it would help the HSch teacher trainingcenters reform PPr management, contribute to improving the quality
8 Approaching and researching method
8.1 Approaching method: a) Systematic approach:
Synchronous research several factors in PPR management under HTs
career standards b) Functional approach: Apply managerial
functions in PPR management along with HTs career standards
orientation c) Standard approach: Use HSch Career Standard as
“system of reference” in building the targets, contents, testingmethods, examination methods of PPr management in accordance
with the Standard d) Abilitable approach: PPR management tends to
exercise, test, evalute the teaching quality and ability, educationalability of students
8.2 Specific research methods: a) Theoretical research methods group: analyse, compare, summarize, classify and systematize b) Reality research method group: product research,
questionare research/survey, interview, discussion and experiment c)
Information settlement method group: use SPSS software to handle
with data (encode, entry, statistic, analyse, )
9 The points need to be protected in the thesis
- PPR Management is to manage training activities in the TTr,
Trang 5has peculiar, takes an important part and role in improving thequality of training in pedagogical university.
- In the context of standard ouPPrut, pedagogical professionstandards are not invested in, PPR management oriented to Careerstandards is necessary and reasonable
- In PPR management along with Standard, planning (definingobjectives, content, ), testing, evaluating and selecting PPRarrangement method which meets the requirements of the Standardare the essential issues
- PPR management under the Standard contributes in changingfundamentally pedagogical universities’ PPR activities, improvequality of pedagogical practice (PPr) and TTr; students have thecapacity to meet social requirements
10 New contributions of the thesis
10.1 In theory: Formation of management theory framework
of TTR PPR high school career oriented HTs Standard Proposalobjectives, content, methods, tools of test and evaluation andmethods of PPR arrangement to meet the requirements of theStandard
10.2 In Practice: Detecting inconsistencies and inadequacies
of the PPR, PPR management, to help training managers in thepedagogical university have the base, orientation to give out thesolutions of improvemental and renewal PPR management Proposeand test some PPR management solutions which meet the HTs careerstandards Contributing to building regulations PPR for the MOETand the pedagogical universities
11 The structure of the thesis
The thesis includes: forehead, three chapters, conclusion andrecommendations, list of published works, references and appendices(there are 37 tables, 08 diagrams and 15 appendices)
CHAPTER 1 THEORICAL BASE OF PEDAGOGICAL PRACTICE MANAGEMENT IN HIGH-SCHOOL TEACHERS TRAINING ALONG WITH VIETNAM HIGH-SCHOOL TEACHERS’
CAREER STANDARDS
1.1 OVERVIEW OF RESEARCH MATTER
1.1.1 The studies abroad
Management, PPr issues are been cared and researched bymany authors worldwide Their research works mentioned in the
Trang 6trends which focus on practice, in high-school, they considered astraining environment and standardized trends in PPr That is theproblem related to our topic.
1.1.2 The local studies
Many authors pointed out the shortcomings in PPRmanagement: PPR target has not been established scientifically andlack of updates, PPR content was one-sided review, attention to more
in pedagogical practice, less in education practice; trainingarrangement methods are out of date, passive based and rely on thehigh-schools; test evaluation of the PPR methods are qualitative notquantitative, subjectively depend on the assessors
Many authors have focused on research, explore and find theway to innovate PPR management; one important direction is PPRmanagement along with the Standard oriented The authors QuangBao Dinh, Thi Ban Nguyen, Thi Tuyet Oanh Tran, Van KhoiNguyen, Thi Mui Nguyen have common option in using theStandard as started point, fulcrum and destination to identify thetarget, program, required skills to train students in PPR
Meanwhile, the authors Quang Bao Dinh, Kieu Tran, Trong
Ry Vu, Hong Quang Pham, Tuyet Thi Nuong Truong, have thesame assertion: we need to improve relations, links, cooperationbetween pedagogical university and high-school in PPR; need toinstitutionalize this relationship based on the interests of both partiestowards the common objectives as people-growing issue On thatbasis, innovation on PPR arrangement methods is towards students
to do regular practice in high-schools as medical students practice inhospitals
However, most authors have had the deep research on PPRmanagement in training high-school teachers along with HTs careerstandards yet This issues are focused to research more in the thesis
1.2 PEDAGOGICAL PRACTICE IN HIGH-SCHOOL TEACHERS TRAINING ALONG WITH HIGH-SCHOOL TEACHERS’ CAREER STANDARD ORIENTATION
1.2.1 Pedagogical practice in HSch TTP
1.2.1.1 The definition of PPr
PPr is one organizational context to send pedagogical students
to HSch to help them use professional knowledge in pedagogicalscience which they learned in universities, practice the work ofteachers, and then concrete, improve their knowledge, professionalskills, emotion and ethic of career
Trang 71.2.1.2.Location of the PPr in HSchs TTP
PPr in HSch TTP of pedagogical university is usually divided
in to 2 periods: 1st period so-called subject PPr 1 which is hold in 6th
semester of training course, with a volume of 3-4 credits (Cr), 2nd
period so-called subject PPR 2 is located in 8th semester of trainingcourse, weighing from 6-7 (Cr)
1.2.1.3 The role of PPr in HSchs TTP
Is the stage of practical training which contributes to theeducational principles, linking theory with practice; is the period forapplying and improving their professional knowledge and skills atHSchs; training and improving career’s ethic and emotion
1.2.1.4 Pedagogical practice targets
PPr targets are regulated in PPr status of MOET Pedagogicaluniversity based on these PPr targets and their facts to set up theirown PPr targets
1.2.1.5 The contents of the final PPr
Which consists two main activities: pedagogical practice andeducational practice Based on the content of the regulations andtheir facts, the pedagogical universities have their PPr concretizationand adjustments However, this adjustments are negligible
1.2.1.6 The methods of Pedagogical practice arrangement
The PPr arrangement method which is mainly applied bypedagogical universities is concentrating PPr method, with orwithout pedagogical universities’ lecturers
1.2.1.7 Testing and evaluation of Pedagogical practice
Currently there are certain shortcomings in testing andevaluation of the PPr It is the contradiction between the real levels
of students with too high PPr results (over 90% achieved distinction)
1.2.2 High-school teacher career standards
Standard is issued by the MOET 2009; is a system of basicrequirements for HTs quality such as politics, ethics, lifestyle,competence and professional The standards consists of 25 criteriadivided into 6 standards Each creteria has 04 indicators (1 point, 2points, 3 points and 4 points, appropriate with each level of eachcreteria; in which 1 point level reflects the minimum requirementsthat teachers must meet the criteria thereof), in each level there areevidences/ indicators
1.2.3 Pedagogical practice in HSch TTr along with high-school teachers’ career standards orientation
1.2.3.1 Standardization trends in education
Trang 8In the world today one of the management trends is to managebased on standards Towards standardization, PPr have to reachoutput standards of the training process However, for many reasonsobjectively and subjectively, PPr management along with HTs careerStandards is necessary and reasonable.
1.2.3.2 PPr along with teachers’ career standards orientation
The Standards rules the career capacities of teachers Therefore,the PPr building has towards to require the qualifications, professioncapacity regulated in the Standards
1.3 PEDAGOGICAL PRACTICE MANAGEMENT ALONG WITH HIGH-SCHOOL TEACHERS’ CAREER STANDARDS ORIENTATION
1.3.1 The definition of PPr management
The PPr management oriented HSch teacher career Standard isthe process that PPr management Subjects act via managementalfunctions and other influencing factor upon PPr elements along withthe Standard, suit and meet the Standard’s requirements
1.3.2 Planning for Pedagogical practice
1.3.2.1 The concept of planning for pedagogical practice
PPr's planning is the process of setting PPr goals, constructingPPr content; implementing plan to achieve the PPr objectives, andformulating sub-plans for PPr
1.3.2.2 Setting PPr objective along with the Standards orientation
Consist of 1/ General target: Students meet fundamentalrequirements for high school teachers which are ruled HTs careerstandards; ready to adapt to the role of the active high schoolteachers 2/ Specific target: Have full knowledge, basic skills ofteaching, can perform teaching duties independently; Havingknowledge, basic skills of education, and can perform taskseducation independently
1.3.2.3 Build PPr content along with the Standards orientation
Using the Standards as “System of reference”, by “mapping” itcould be determine students’ quality, capacity and skills that they need
to perform and train in the PPr that belongs to 02 content teaching practice (TPr) and educational practice (EPr) as in Chart 1.3.
1.3.2.4 Plan and method to implement PPr contents
The Thesis presented plan and method to implement PPrcontents in Appendix 1 for reference purposes
1.3.2.5 Making sub-plans for PPr
The sub-plans in PPr include: preparation plan (of the
Trang 9pedagogical universities, the faculty, HSch); plan for facilities andfinance, the Schedule for PPr.
Chart 1.3 the chart established PPr contents along with HSch teachers’ career standard orientation 1.3.3 Arrange the pedagogical practice
1.3.3.1 The concept of PPr arrangement
Perform arrangement function in PPr arrangement includes:building organizational PPr structures, building tasks of eachdepartments or individuals in the system and the relationship betweenthe departments and individuals in the system
1.3.3.2 Organizational PPr structure
Organizational PPr structure is organizational structure as
High-school teachers’ career standards
Standards 2
Research objective, education environment
Standards 4
Educational capacity
Standards 6
Career developmen
t capacity
Standards 5
Political and social capacity
(1) Study object, education environment
(2) Build and conduct teaching plan
(3) Lesson preparation
(4) Attending teaching hour
(5) Teaching (at class)
(6) Testing and evaluating pupil’s learning
result
(7) Build and manage teaching resume.
(14) Train, foster career develop capacity
(15) Train ethics and lifestyle
(1) Study object, education environment (8) Build and conduct director plan (9) Control activity hours (10) Control education activities outside the class
(11) Join in evaluating pupils’ ethics training results
(12) Build, manage director resume (13) Join in other education activities (14) Train, foster career develop capacity (15) Train ethics and lifestyle
Teaching practice Educational practice
Contents of Pedagogical practice
Trang 10online structure style PPr Steering Committee of pedagogical
university and management board of DOET directly lead PPr board
of HSchs HSch PPr board directly lead professional leaders, theinstructor teachers and students
1.3.3.3 Tasks of system’s divisions
The thesis presents tasks of: pedagogical university’sprincipal; PPr Board of pedagogical university; Departments ofEducation and Training; Principal of practice school; PPr board ofpractice schools; leaders/groups have practicing students; instructors,practice team leader, and students
1.3.4 Lead/direct pedagogical practice
1.3.4.1 The concept of lead/ direct PPr
Lead/direct PPr is to instruct, monitor PPr activities;encourage, attract groups, individual compete PPr tasks
1.3.4.2 The content of the activities steer PPr
Main content of lead/direct PPr concludes: Decide methods ofPPr; making decisions of implementing arrangements; arrange toimplement the decisions
1.3.4.3 Decide arrangement methods of pedagogical practice
Which methods use for PPr (concentration, unconcentration,team leader is lecturer of pedagogical university or not? ) ismanagerial dicision of leaders of pedagogical university
1.3.4.4 Making decision to implement arrangement
There are many kinds of decisions, the most important of PProperational decisions is decisions to promulgate PPr Regulations/Rules/ documentation of the pedagogical university
1.3.4.5 Organize to implement decisions
Arrangements to implement decisions are a process that should
be taken in a certain sequence The thesis presents implementationprocess; implement PPr decisions under determined chart
1.3.5 Testing and evaluating in Pedagogical practice
1.3.5.1 The concept of testing and evaluating in PPr
Testing and evaluating in PPr is the process: build PPr testingand evaluating standards; Measuring, testing, assessing PPr results;checking the performance of elements of PPr structure; anddiscovery, adjusting the bias
1.3.5.2 Build testing and evaluating PPr standards
Based on a system of criteria, requirements andimplementation level the criteria in the Standards and characteristics
of pedagogical practice elements, the thesis constructed a set of PPr
Trang 11testing and evaluating criteria (50 criteria).
1.3.5.3 Measuring, testing and evaluating the performancing results of pedagogical practice tasks
a) Measure PPr task performance level: In each criteria, the
thesis build the indicator which describes 05 different level to form ascale: 0 points - less, 1 point - weak; 2 points - average (asymptotic
at 1 point or 2 points in the Standards) 3 points pretty; 4 points good
-b) Testing and evaluating PPr tasks performance level:
Evaluation of PPr task performance by TPr and EPr lecturersassessed (Chart 1.6 in the thesis)
c) Summary of PPr tasks performance: Grade of final PPr
subject is the sum of subject grade after multiply with weight factor(scale of 4)
1.3.5.4 Checking performance of PPr structure’s devices
In order to superviseing, tracking, evaluating the performancelevel as schedule and conducting the adjustments, improvement (ifnecessary) to sure that released plan and goals is performancing duringthe PPr period
1.3.5.5.Adjust the bias
Measuring results of the PPr tasks performance will becompared, in confront of PPr standards to determine the bias.Analysis the cause to correct timely
1.4 FACTORS AFFECT TO PPR MANAGEMENT ALONG WITH HIGH-SCHOOL TEACHERS’ CAREER STANDARDS ORIENTATION
The thesis examines factors affecting to PPr management
includes, subjective factors: curriculum; quality of teaching
professionally pedagogical subjects; coordination between thepedagogical universities with the HSchs; and Awareness about PPr
innovation oriented career standards; the objective factors: PPr
Regulation of the MOET; training fund granted by the State forpedagogical universities; using the Standard in evaluation teachersannually; and “dephasing” in PPr arrangement of pedagogicaluniversities in HSchs
Therefore, PPr Management along with HTs career Standardsorientation is the process in which PPr management’s subjectsimpact via management functions and make PPr elements had tomeet the Standards, asymptotic the Standards, match and reach therequirements of the Standards The applying process is illustrated inChart 1.8
Trang 12Chart 1.8 Chart of PPr management along with HSchs teacher
- Buiding the tasks
of Structure’s devices, individuals
Lead/ Direct PPr
- Determining organizational methods of PPr
- Making decision to implement
- Organizing to implement the dicisions
Checking and evaluating PPr
- Bulding stabdard for PPr checking and evaluating
- Measuring, evaluating performance results
of PPr tasks
- Discovering, investigating aberrents
PPr MANAGEMENT AS HSch TEACHER CAREER’S STANDARD
Influencing factors to PPr management along with HSchs teacher career Standard
Subjective factors Objective factors
- Quality in teaching pedagogical subjects - Education budget granted by State to PUs
- Cordination between Pus and HSchs - Using the Standar in teacher evaluating
- Recognition of PPr reform oriented career annually
Trang 13CHAPTER 2 PRACTICAL BASIS OF PEDAGOGICAL PRACTICE MANAGEMENT IN HIGH-SCHOOL TEACHER TRAINING ALONG WITH HIGH-SCHOOL TEACHERS’ CAREER
STANDARD ORIENTATION
2.1 ARRANGE TO RESEARCH THE REALITY OF PEDAGOGICAL PRACTICE MANAGEMENT
2.1.1 Content, survey the situation of PPr management
Consist of the real PPr, PPr management; influencing factors
on PPr management as Standard oriented
2.1.2 Prepare instruments for surveying, investigating the reality
Consist of: Deep survey paper (Annex 15); Questionare as 2survey forms use for managers, lecturers of pedagogical universities
and managers, teachers of HSchs which have PPr Form 1: Survey and investigate the reality of PPr; Form 2: Survey and investigate the reality of PPr management.
2.1.3 Check the reliability of the scales in the survey instruments
Scale has satisfactory the reliability of Cronbach's alphacoefficient; lowest α = 0.715, highest α = 0.890; it shows thereliability of questionnaire sets
2.1.4 Arrange to investigate and survey
With sample choosing to stratified system, we selected 09universities and 19 high schools which have HSchs TTr to conducttransmitter and receiver questionnaire As the results, we receive 160feedbacks of pedagogical university and 225 feedbacks of HSchs
2.2 REALITY OF PEDAGOGICAL PRACTICE
2.2.1 Awareness about the role of Pedagogical practice
Over 90% of respondents have high appreciated about the role
of PPr in TTr
2.2.2 Pedagogical practice’s target
Nearly 1/3 of respondents rated the current PPR response "Notgood" to PPr target along with the Standard orientation
2.2.3 Implement pedagogical practice’s contents
The training contents are evaluated as good-perform are:
teaching, class-attending, participate in perform other educationalactivities, build and implement teaching plans for class activities
hours; evaluated as average-perform are: lesson preparation, study in
educational objects and environment, construction and implementation