SUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCE

SUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCESUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCESUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCESUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCESUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCESUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCESUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCE

- -

THIEU HUY THUAT

Fostering of teaching skills for the lecturers at the institutions of training and fostering officials and public servants based upon micro-teaching APPROACH

MAJOR: RATIONALE AND HISTORY OF EDUCATION

Science Instructor: 1 Assoc., Prof, Ph.D., Pho Duc Hoa

2 Assoc., Prof, Ph.D., Ngo Quang Son

Counter-argument member 1:Assoc., Prof, Ph.D., Dang Quoc Bao

Counter-argument member 2: Assoc., Prof, Ph.D., Ngo Thanh Can

Counter-argument member 3:Assoc., Prof, Ph.D., Tu Duc Van

Thesis was defended at:

Meeting at: HANOI NATIONAL UNIVERSITY OF EDUCATION

At… hours…… day … month … year 2016

The thesis can be read at:

- National Library, Hanoi

- Library of Hanoi National University of Education

1 Thieu Huy Thuat (2010), Use of micro-teaching methods to enhance the

capacity of teachers, Educational magazine, (number 242, period 2-7/2010),

pages 23-25

2 Thieu Huy Thuat (2011), Use of micro-teaching methods to enhance the

pedagogical skills for teachers - A new approach, Proceedings of scientific

workshop on Tectonic theory in primary education, pages 107-115

3 Thieu Huy Thuat - Pham Thi Hong Tham (2013), On the contents and methods of training and fostering of professional skills for officials and

public servants, Educational magazines, (number 308, period 2-4/2013)

4 Nguyen Huu Hau - Thieu Huy Thuat (2014), Applying micro-teaching

methods to practice teaching skills for students of Mathematics Major,

Journal of special education (September 2014), pages 134-137

INTRODUCTION

1 The necessity of the theme

1.1 Training and fostering of the officials and public servants in the current period is a very important task and has been paid special attention by the State during the recent years Through the training and fostering can the State apparatus can improve its management efficiency, promote socio-economic development, stabilize national defense and security, and maintain social development Therefore, capacity, qualification and teaching skills of the lecturers are one of the crucial factors determining the quality and effectiveness of training and fostering for the officials, public servants and public officers Accordingly, fostering the lecturers with teaching skills needs to be performed in a regular, long-term and effective manner

1.2 One current fact is that lecturers at the institutions for training and fostering officials and public servants are partially limited in pedagogical methodology, thus more

or less affecting the courses’ effectiveness On the other hand, the fostering of lecturers with teaching skills there has not yet to be properly cared Ways of evaluation, observation, experiences’ exchange and organization have not made a breakthrough to gain the effectiveness in the fostering of teaching skills for the lecturers Besides the limitations of equipment and institutions also have significant impact on the quality of fostering of teaching skills for the lecturers in the training and fostering institutions

1.3 Micro teaching as a new form of teaching with a lot of advantages in fostering the teaching experience for lecturers has been applied and implemented in some developed countries, which has brought out practical results With the implementation steps in a logical and firm sequence through the modern media, and communications equipment such as projector, camera, video player, TV, etc., micro-teaching makes the fostering of teaching skills for the lecturers become more abundant and efficient

Thus, the subject of “The fostering of teaching skills for the lecturers at institutions for training and fostering officials and public servants is based upon micro-teaching approach” contributes to solving the existing problems in education and training in general,

and in the fostering of teaching skills for the lecturers at those institutions in particular

2 Objectives of the research

On the basis of theoretical and practical research, recommendations and

experimentation of teaching skills for lecturers in micro-teaching approach in order to

fostering and improving teaching skills for lecturers at the institutions of training and fostering officials and public servants, making contribution to quality improvement of training and fostering officials and public servants, meeting the requirements of national development in the current period

3 Object and Subject of the research

3.1 Object of the research: Research the fostering of teaching skills for the lecturers

at the training and fostering institutions for officials and public servants

3.2 Subjects of the research: The research on fostering process of teaching experience

for lecturers at institutions for training and fostering officials, public servants based upon the micro-teaching approach

4 Scientific hypothesis

During the teaching process at the institutions for training and fostering officials and public servants, learners are varied with different characteristics Hence, despite certain achievements, the lecturers often face numerous hardships in task fulfillment

Should they be fostered with skills in consistency with the micro-teaching process

approach and set up conditions and measures for the process implementation, then the

quality of teaching at those institutions could be improved

5 Mission of the research

5.1 Systemize and develop the rationale of the fostering of teaching skills for the lecturers at the training and fostering institutions for officials and public servants under micro-teaching approach

5.2 Conduct a survey, analysis and evaluation of the current status of lecturers’ fostering with teaching skills at the institutions for training and fostering officials and public servants under micro-teaching approach

5.3 Apply the teaching skills fostering process for lecturers at the institutions for training and fostering officials and public servants under micro-teaching approach

6 Scope of the research

6.1 Limit of scientific domain: Teaching theory

6.2 Limit of survey area: Conduct research, survey on subjects including: managers,

lecturers, trainees of the institutions for training and fostering officials and public servants of the Ministries, central agencies and agencies in the provinces and cities throughout the country

6.3 Experimenting area: Conduct experiments with subjects including lecturers,

trainees of the Training School for officials and public servants under the Ministry of Interior, Nguyen Van Linh Political School (Hung Yen); the Science and Technology Training School for officials (the Ministry of Science and Technology)

7 The methodology and research methods

7.1 Methodological basis of the research

The thesis is studied under perspective of structural system and practice of a thesis researching process The micro-teaching process approach in the fostering of teaching skills for the lectures is not limited to the theoretical basis or experimental conditions, but required to bear feasibility in the practice of training and fostering

7.2 Methods of research

7.2.1 Method of theoretical research

7.2.2 Method of practical research

7.2.3 Method of data processing by mathematical statistics

8 Defense arguments

(1) Since learners at the training and fostering institutions are varied and characterized, teaching efficiency can only be achieved upon lecturers’ general and appropriate teaching skills; (2) While the training and fostering of teaching skills for lecturers at the institutions takes place in various ways, it could be effective only under micro-teaching process approach; (3) The training and fostering of teaching skills for

lecturers, and the fostering of officials and public servants are performed under the

micro-teaching process which are appropriate with the subjects and could develop

conditions and methods for the process implementation

9 Contributions of the thesis

(1) In terms of theory: The thesis has systematized and clarified, supplemented and developed the theory of teaching skills, the micro-teaching and particularly in the theory of the fostering of teaching skills for the lecturers in the training and fostering institutions based upon micro-teaching approach (2) In terms of practice: The thesis has identified the current state of teaching skills, fostering of teaching skills for the lecturers in the training and fostering institutions based upon micro-teaching It is an important practical basis for the managers, the training and fostering institutions to aware the current state of the teaching skills and the fostering of teaching skills for the lectures under micro-teaching approach On that basis, propose the steps to conduct the fostering of teaching skills for the lecturers in the training and fostering institutions based upon micro-teaching (3) The research results of the thesis shall become valuable references for the training and fostering institutions of the Ministries and Agencies in general and for the institutions of training and fostering officials and public servants of the Ministry of Interior in particular

CHAPTER 1 RATIONALE OF TEACHING SKILLS FOSTERING FOR LECTURERS

AT TRAINING AND FOSTERING BASED UPON MICRO-TEACHING

APPROACH 1.1 Overview of the research

1.1.1 Studies on teaching skills and fostering of teaching skills

Teaching skills play a key role in lecturers’ training and fostering Issues on teaching skills and fostering of teaching skills were also motioned in many studies It is possible to list the typical studies: N.V Cudominna in the research of “Formation of pedagogical capacity”, identifying the pedagogical capacities required for a lecturer, the relationship between professional capacity and expertise, between pedagogical aptitude and the fostering of pedagogical aptitude to turn it into a capacity O.A.Apduliana:

“Discuss on the pedagogical skills” In this research, the author has clearly presented each type of the pedagogical skills of a lecturer and carefully analyzed the general skills and special skills in teaching and education activities; Chris Kyriacou in the book

“Necessary teaching skills” has presented the basic skills to help the lecturer gain a success in teaching, such as the planning, preparation, presentation of lectures, teaching style, lecture performance, teaching and learning style, adapting the lectures to the capacity of learners , use of references and teaching materials, (inclusive) management

of the class, The same issues were also found in the book “Teaching practice” (2006)

of A Duminy and colleagues, Manual of classroom management (research, practice

and modern issues) (2006) of C.M.Evertson, C.S.Weinstein These are general teaching skills for all teachers, lecturers

In Vietnam, one of the previous traditional methods of teaching skills’ fostering for teachers and lecturers in general was to let them attend some best teachers’ lectures , from that they could learn necessary teaching skills Nevertheless, this training method could be found of not much effectiveness for the fostering of teaching skills In

1996, Ministerial-level scientific research with the code number 94-37 - 46: “The orientation of teacher training method innovation, edited by Nguyen Huu Dung mentioned a matter of necessary skill system for teachers, innovation of teacher training process in order to promptly meet the requirements of socio-economic development of the country In 2004, the doctoral thesis of Phan Thanh Long: “The methods of training of teaching skills for the learners of teacher training colleges” also clarified the theoretical base and systemized teaching skills, especially the new skills, and provided and completed the system of methods of training of teaching skills in line with the new requirements, contributing to the quality improvement for training in teacher training colleges

In general, the research works mentioned above have shown some relative basic matters on teaching skills and fostering of teaching skills for the learners of teacher training schools in general and lecturers in particular The fostering of teaching skills for the lecturers at the institutions of training and fostering officials and public servants

is an urgent requirement in the current period and needs to be organized based upon a close and effective procedure The studies of the authors mentioned above created the foundation and prerequisite for our studies in the future

1.1.2 Studies on fostering of teaching skills for lecturers under micro-teaching approach

In 1960, at Stanford University: Dwight Allen, Ryan, and Acheson, Bush, Clark, Coooper, Fortune and his colleagues proposed a new teaching method for training in the summer vocation for some teachers: micro-teaching Since then, micro-teaching has got numerous successes in the training and fostering of teaching skills for the teachers at all levels as well as lecturers Two scientists - Allen and Ryan assumed that the general approach (a lesson, a class, a complex object, .) can be replaced by a variety of short lectures (5-10 minutes ) for a target group (6-12 trainees), which shall stimulate talents that the teachers need to master (teacher’s ingenuity) Micro-teaching has gradually developed in Canada, Quebec, the UK, France, Norway, Sweden, the Netherlands, West Germany, and the same trend has been also seen in Australia and some other countries in the world In April 1972, at the University of Tubingen in Germany, an international conference on the capacity of using micro-teaching was held with the attendance of , more than 40 participants from 12 countries for researching this teaching method In Asia: Kuwait University also applied micro-teaching to train the students in teacher training schools in Tokyo, in 2003 - 2004 this method was also included in the training design introductions for teacher training courses of Tokyo

After years of research and experiments, micro-teaching approach have proved to bring in better results than traditional teacher training method Therefore, micro-teaching is supposed to gain initial advantages, and considered as a method of fostering

of teaching skills for the teachers, lecturers in general and for the lecturers at the

training and fostering institutions for officials and public servants in particular for them to be able to complete their teaching skills in the certain teaching, education and training circumstances and conditions

In Vietnam, micro-teaching is quite new Recently, authors Tran Ba Hoanh - Trang Dinh Le - Pho Duc Hoa have mentioned micro-teaching in a document of Vietnam – Belgium project on teacher training Author: Dang Van Duc and Nguyen Thu Hang have also mentioned micro-teaching in geography subject

In 2002, author - Dang Thanh Hung in the book: Modern teaching theories, techniques and methods mentioned some micro-teaching techniques In her thesis in

2013, author - Tran Thi Thanh Thuy studied and proposed the organization and training for the students in geographic major of teacher training schools by micro-teaching The thesis only mentioned the skills’ training for the students (those who have innitially started teaching as their jobs), not yet to mention in other sectors

In general, the authors in some sectors have also mentioned micro-teaching in some documents, however, only in terms of solving problems at a small and narrow perspective And the theoretical and macro issues have not been thoroughly and scientifically studied Through an overview of the subjects andthe involved studies in the past, we have found that most of the authors have raised the issue and focused on fostering of teaching skills for the lecturers But, the studies also showed many specific issues not yet to be resolved in the fostering of teaching skills Whereas, the studies of the local and foreign authors provided valuable experiences in the training of teaching skills These research results are considered to be a scientific basis for the implementation of the thesis’s topic

Micro-teaching application in the fostering process of teaching skills for lecturers is a completely new solution in Vietnam in general and for the training and fostering institutions for officials and public servants in particular Micro-teaching, if being studied and widely implemented, will get high effectiveness in the fostering of teaching skills for the lecturers in the training and fostering institutions, enabling them

to fully achieve necessary capacity for effective teaching Micro-teaching application for fostering of teaching skills for lecturers requires to be studied and clarified to foster teaching skills for the lecturers at the training and fostering institutions, making contribution to improving teaching skills for the lecturers and quality of training and fostering for officials and public servants to meet requirements of the current period

identified by selecting and applying the methods and actions in accordance with certain conditions, circumstances and means

Thus, we approach skills which tend to be the capacity of human to implement the work effectively, including the concept that skill is an acting technique In order to have skills, firstly we must have knowledge as the basis for the understanding of the work content included in the skills and knowledge of the skill such as practicing process for each separate action and taking an action in accordance with the planned objectives

1.2.1.2 Teaching skills

In the doctoral thesis of Nguyen Nhu An, a definition has been presented:

“Teaching skill is the effective implementation of one or a variety of complicated actions of teaching, by selecting and applying proper knowledge, methods and processes” Similarly, in the doctoral thesis of Tran Anh Tuan, a definition has also been put forth: “Teaching skill is the effective implementation of one or a series of combined actions by selecting and applying necessary professional knowledge in identified teaching situations”

From the common definitions of skill and pedagogical skill, with reference to the point of views mentioned above, we hereby provide definition of teaching skills as follows: Teaching skill is the capacity of teachers to effectively implement their activities/tasks to achieve the identified objectives of teaching by selecting and applying the methods and actions suitable for certain learners, conditions, circumstances and means

1.2.2 Fostering of teaching skills

From the studies on the concept of fostering, we provide the view on the fostering

as follows: “Fostering is the process of additional provision of knowledge, qualification, professional capacity and corresponding skills to improve capacity and quality for retrained objects Retrained subjects are those who have been trained and had a certain qualification, thus fostering is just the process of updating the new knowledge and skills to improve professional capacity and qualification in their operating field”

Likewise, at the fostering institutions, if officials and public servants have already been trained of knowledge, qualification, professional capacity as initial background, then

“fostering of teaching skills is just the process of fulfilling and developing their capacity and

teaching skills for the post-graduate lecturers to meet new requirements in reality”

1.2.3 Micro-teaching approach

1.2.3.1 Concept of micro-teaching

The prefix “micro” comes from the Greek word meaning “small” The term

“Micro-teaching”, also known as “teaching based upon each part was started in 1963 by some professors at Stanford University (United States), which means that a normal lesson can be divided into small and short lessons

There are many studies which have presented the concept of micro-teaching, our

opinion is: Micro-teaching in fostering of teaching skills for the lecturers is a form of

teaching in which lesson’s content (skills, capacity .) is divided into short lessons, lecturers themselves shall implement these lessons under the supervision of their colleagues This process of implementation shall be assessed, from which lesson will be

drawn to allow the lecturers to re-teach lesson, thanks to which they shall dominate and complete their teaching skills

Micro-teaching can be described as follows: The lecturer teach a certain issue of the lesson by using teaching skills for a small quantity of learners (10 to 15 people) in a short time (10 to 20 minutes) This process shall be recorded Then review and re-evaluate the teaching of lecturer, re-plan and re-teach the lesson with an other group of learners and continue to be recorded This second teaching time shall be also followed

by an analysis or a signal of the second feedback

1.2.3.2 Basic features of micro-teaching

Micro-teaching is based on theoretical principles and teaching psychology, programming teaching method, and some other socio- psychology factors Besides, it is combined with the method of analyzing pedagogical actions to turn them into special capacities and teaching means: video recorder, television, etc to accept objective evaluation and optimize feedbacks

1.2.3.3 The nature of micro-teaching

(1) The teaching process is separated into teaching units (short lessons) and organized into groups that the lecturers can observe; measure, count through the recording; (2) The lecturers can re-teach the lesson after the feedback, drawing experience from the first time of teaching; (3) Micro-teaching allows organizing the training activities which make the lecturers proactively practice, and adjust teaching skills At the same time, the lecturers themselves can re-adjust the teaching objectives and select appropriate teaching method; (4) Teaching equipment helps the lecturers make self-feedback of the results and the process of teaching in a most objective manner, the collaboration between individuals and groups through the means

1.2.3.4 Micro-teaching process

a) Definition of the process

According to Sino-Vietnamese dictionary, “quy trình” (process) can be defined as follows: “quy” ("planned") + “trình” ("road, way") => Process: A defined program From another approach: “quy” = regulation; “trình” = order Hence a process is a series of regulations, fairly detailed guidances to help us do something in a unified sequence

b) Description of micro-teaching process

Figure 1.1 General description of the process for micro-teaching

(x.t: Apprentissage, Flanders, formation, pdagogie, translated documents of the project: micro-teaching techniques)

The term "tiếp cận" is called "approach" in English, meaning the choice of place

to observe the object of research, the way of tackling and consideration over the object

According to the concept of teaching applications of some European - American

countries, "approach" means a manner, a way, a measure to be used in teaching

Micro-teaching approach is seen as the way, measure to foster teaching skills for lecturers In particular, it is the way, measure to arrange lecturers to approach micro- teaching process including 5 steps (item c -section 1.2.3.4) during the process of

fostering teaching skills for lecturers

1.3 Fostering of teaching skills for the lecturers at fostering and training institutions for officials, public servants towards micro-teaching approach

1.3.1 The role of micro-teaching in fostering of teaching skills for the lecturers

Training and fostering for officials and public servants plays the role of supporting and enhancing knowledge and skills, from which the public servants have full capacity to meet the management and administration Training and fostering are two concepts that reflect the same goal, which is the knowledge transfer to the learners

to help them improve and update new knowledge in the exercise of duties With the step process of micro-teaching to be used by us, we hope to contribute to improving the effectiveness of fostering of teaching skills for the lecturers and equipping them with necessary teaching skills to help them become more confident, flexible and active

5-in the process of teach5-ing to make the tra5-in5-ing and foster5-ing of officials and public servants get more efficient and more advanced in quality

Teach

Feedback

Micro teaching

1.3.2 Basic teaching skills system

(1.3.2.1) Skill of developing lecture corpus system (2) Skill of GRAPH setting; (3) Skill of developing exercises system (4) Skill of questioning (ask questions); (5) skill

of organizing outdoor activities; (6) skill of organizing problem situations; (7) skill of designing lessons

1.3.3 Teaching skills system for the lecturers

(1) Skill of opening lecture; (2) lecturers’ skill of orientation; (3) lecturers’ skill

of controlling; (4) observation skill of lecturers; (5) listening skills of lecturer; (6) presentation skill of lecturer; (7) skill of giving questions of lecturer; (8) Skill of delivering case studies; (9) Skill of teaching problem solving; (10) lecturers’ skill of feedback; (11) skill of using teaching facilities; (12) Skill of ending lecture

1.3.4 Teaching skills system to be fostered for lecturers at fostering institutions

For the training and fostering institutions, the skill training focuses on the

following teaching skills: (1) Skill of opening lecture; (2) lecturers’ skill of controlling;

(3) Presentation skills of lecturers; (4) observating skill of lecturers; (5) pedagogy communication skill; (6) The skill of selection and use of teaching methods and techniques; (7) skill of using means of teaching; (8) skill of giving questions; (9) listening skills; (10) Skill of lecture ending

1.3.5 Strengths of teaching skills’ fostering for lecturers at fostering institutions under micro-teaching approach

Application of micro-teaching in teaching skills of lecturers is effective because the lesson can be divided into small lessons to facilitate lecturers in gradually approaching the lesson content in longer research periods With adequate facilities, micro-teaching will become self-training method based on the needs and abilities of each lecturer Micro-teaching overcomes the problem of theory focus, helping lecturers

be fostered with teaching skills in a sequential, solid manner to be well-prepared for official periods Micro-teaching encourages efficient use of teaching skills for not only novice lecturers but also for experienced ones Therefore, the use of micro teaching not only really works during initial training, but in the lecturers’ training and fostering as well

The advancement of science and technology has also put major influence on the process of fostering teaching skills for lecturers (to receive and transmit images, sounds,

…) Through the transceiver of images, sounds will the lecturers directly observe their activities during teaching process so as to self-adjust their activities in the teaching process, thanks to which fulfilling their teaching skills for the next courses later on This

is also a unique feature of micro-teaching in which the means and modern equipment are one of the indispensable elements

Conclusion of Chapter 1

Approach of the micro-teaching process in fostering lecturers with teaching skills is a necessary and optimum solution for every training and fostering institution for officials and public servants at present

CHAPTER 2 CURRENT STATUS OF FOSTERING TEACHING SKILLS FOR

LECTURERS AT TRAINING AND FOSTERING INSTITUTIONS FOR OFFICIALS AND PUBLIC SERVANTS UNDER MICRO-TEACHING APPROACH 2.1 About the the system of training and fostering institutions

2.1.1 Position, role, functions and task of the training and fostering institutions

The training and fostering institutions include academies, schools and centers (shortly referred to as the training and fostering school) belonging to the school system of State agencies, political organizations, political-social organizations, People’s armed forces The extremely important position, role, function and task of the training and fostering institutions are for training and fostering knowledge, skills and working methods for the officials and public servants

2.1.2 Special features of the training and fostering institutions

Those institutions focus or mainly focus on the training and fostering activities The objects for training and fostering are adults or mainly adults in the State agencies (officials, public servants, public officers) The training and fostering lecturers should meet not only the required national education system’s standards, but that of the actual capacity and teaching skills, as well

2.1.3 Lecturers of training and fostering institutions

2.1.3.1 The lecturers and development of lecturers

When referring to the lecturers, we must understand and consider in a comprehensive and systematic manner It’s not a discrete collection, but comprises variouselements with mutual relationship, bound by a certain mechanism, convention

In terms of human resources, the lecturers are high-quality and special human resources

of higher education;

Fostering and development of lecturers are the solution of the managers to develop the lecturers become full in quantity, strong in quality, unified in structure, being the core task and top priority in strategy of comprehensive development for the institutions, a complete process or frequent change of the lecturers’ real status that has existed for them to grow in every aspects towards the goal of a lecturers team with full quantity, strong quality, reasonable structure and successfully fulfilling tasks

2.1.3.2 Fostering and development for the lecturers at the training and fostering institutions

Lecturers at the training and fostering institutions are those in charge of teaching

in the training and fostering institutions, including: Full-time lecturers of the institutions and part-time lecturers (managers, scientists, teachers, public servants, foreigners with deep expertise and practical experience who are contracted or invited to teach)

Fostering and development for the lecturers of training and fostering institutions are the process of building, finishing the lecturers in terms of quantity, quality and structure to create a team of lecturers with strong political spirit, qualification, highly professional, practical experience, reasonable structure, innovative ideas to contribute

to quality improvement of training and fostering, building professional and modern