* Research tasks The dissertation has surveyed and evaluated the status ofprofessional retraining management for junior high school teachers inHanoi city to meet the requirements of the
Trang 11 Reasons for choosing dissertation topic
Teacher staff have a very important meaning in the cause ofEducation and Training Through professional fostering, they will beupdated with new knowledge and trends; acquiring new teachingmethods; absorb modern forms of teaching organization On thatbasis, they can foster their own expertise as active and creativemanagement subjects
In the past years, professional management and training forteachers has achieved many positive results and made positivecontributions to professional and professional activities but the quality andefficiency are not high It still shows a lack of initiative, the budget ismainly dependent on the State; contents, methods and forms ofprofessional training for teachers are still backward; efficiency has notbeen achieved as expected, has not made professional training activitiesreally become self-fostering activities in the teachers
In teaching theory and practice, the renewal of teachingmethods and assessment methods requires redesigning the school'steaching and educational programs At the same time, the educationalprogram of each school must take into account the socio-economicconditions, the capacity of teachers, the conditions of facilities,teaching equipment, and trend update in the region and the world It
is called the school education program
In Hanoi city, professional management activities for teachers alsohave positive changes, contributing to improving the quality andeffectiveness of professional training and retraining managementactivities.Specifically, it is the change of management form from control
to supervision; strong decentralization of management activities towardsimproving and maximizing the role of school principals; improve theeffectiveness and efficiency of state management of state managementagencies in the field of education and training; adhere to the specificrequirements of the school education program However, the quality andefficiency of professional training for secondary school teachers to meetthe requirements of the school education program still has certainshortcomings; not fully meet the requirements of the school educationprogram and the expectations of management levels as well as society
So far, there are no authors or scientific work which hasmentioned and researched in a specific, detailed and comprehensiveway about fostering junior high school teachers to meet therequirements of the education program at school From the above
Trang 2reasons, the author selected the topic: "Professional retraining management for secondary school teachers in Hanoi City to meet the requirements of the school education program".
2 Research purpose and tasks
* Research purpose:
The dissertation identifies professional retrain managementmeasures for secondary school teachers of Hanoi City to improvethe quality of the city's teachers; ensure teachers effectivelyimplement the school education program; contribute toimplementing the fundamental and comprehensive renovation ofeducation in Vietnam today
* Research tasks
The dissertation has surveyed and evaluated the status ofprofessional retraining management for junior high school teachers inHanoi city to meet the requirements of the school education program;Identify professional retraining management measures for secondaryschool teachers in Hanoi city to meet the requirements of the schooleducation program; making experiment and testing proposed measures
3 The subject, object, scope of research and scientific hypothesis
* Research subject: Professional retraining management for
secondary school teachers
Research object: Measures of professional retraining
management for secondary school teachers in Hanoi City to meet therequirements of the school education program
* Scope of research: The research project on professional
retraining for secondary school teachers meets the requirements ofthe school education program based on the current educationprogram of the Ministry of Education and Training; Surveying thepractical situation of professional retraining management forsecondary school teachers with data from 2014 to 2017; Themanagement subjects in professional retraining and management forsecondary school teachers are secondary school managers
* Scientific hypothesis
If the requirements and professional content for secondaryschool teachers are determined to meet the requirements of the schooleducation program, at the same time, it is necessary to develop andapply professional retraining management measures for teachers,especially building schools according to organizational models oflearning to develop professional skills for teachers; It will improve
Trang 3the quality and efficiency of professional retraining management forsecondary school teachers and contribute to the success of the schooleducation program in Hanoi city.
4 Methodology and research methods
*Methodology: The dissertation uses the following methodology:
dialectical materialistic perspective; Historical and logical views; Practicalview; System approach perspective; Perspective of capacity access;Perspective of approaching the function
* Research methods: The dissertation uses a combination of
theoretical, practical research methods and additional researchmethods, namely: Theoretical research methods Practical researchmethods: Observation method; active product research methods;survey and survey methods; deep interview methods; expertconsultation method; method of summarizing experience; assaymethod; Test methods and complementary methods: Methods ofprocessing data by mathematical statistics
5 New contributions of the dissertation
The dissertation identifies the requirements of the professionalcapacity of secondary school teachers to meet the requirements of theschool education program; analyzes and assesses the situation; pointsout the advantages, limitations and causes of the situation ofprofessional retraining management for secondary school teachers inHanoi city; assesses factors affecting professional retrainingmanagement for middle school teachers; proposed 6 professionalmanagement measures for secondary school teachers in Hanoi tocontribute to improving the quality of the secondary school teachers
to meet the requirements of the school education program
6.Significances of the dissertation
In terms of theory: The dissertation contributes to developing
the theory of professional retraining management for teachers;clarifying the content and requirements of professional competence,building a process system and conditions for professional trainingmanagement for secondary school teachers in Hanoi to meet therequirements of the education program at school
In terms of practice: Clarifying the characteristics of
professional retraining management for teachers; analyzing andassessing the status of professional retraining management for Hanoisecondary school teachers to meet the requirements of the schooleducation program as a basis for research to find solutions improvemethods, improve the status of professional retraining management
Trang 4for secondary school teachers in Hanoi to meet the requirements ofthe school education program; propose solutions to improve theefficiency of professional retraining management for secondaryschool teachers in Hanoi to meet the requirements of the schooleducation program in the future.
7 Structure of the dissertation
The dissertation includes introduction, four chapters (13periods), conclusions, list of scientific works of the author related tothe dissertation, list of references and appendices
Chapter 1 OVERVIEW OF RESEARCH ISSUES RELATED TO
DISSERTATION 1.1 Scientific research works on professional retraining for teachers
The author Michel Develay (1998) mentioned that the issue ofteacher training and retraining is very specific and detailed andconsiders that the issue of retraining is a regular work of the schooland each teacher
A number of studies by authors in OECD member countries haveshown the requirements of a teacher, including: rich knowledge of thescope of the program and the scope of the subject you teach; pedagogicalskills; have reflective thinking, self-critical ability; understandingsympathy and commitment to respect the dignity of learners
Jaques Nimier argues that psychological training is the duty ofall career fields; Each teacher must be trained and trained very deeplywhile studying at university and when participating in teaching, theymust train their psychology themselves
In China, the authors conceived that the training and retraining
of teachers is really the "important work" of the entire education andtraining industry; is the foundation for teaching new generation,training people with good moral
In France, the authors and education managers believe thatteaching is a profession that requires a high professional training and
a strong emphasis on training
Le Trung Chinh focused on researching the issue of developinghigh school teachers in Da Nang city in the current context; Identify theorientation of high school education development of Da Nang city based
on the socio-economic development orientation and current situation of
Da Nang education and training
Trang 5Nguyen Phuoc Bao Khoi gives an opinion on the training ofteachers as follows: Combining initial training and continuing training,fostering both professional and professional skills; identify teacher training
at the institution through professional activities with specific orientationand active participation of teachers of pedagogical universities that willbest overcome limitations of pure experience high school teachers aswell as pure reasoning of pedagogical teachers
1.2 Scientific research works on professional retraining management for teachers to meet the requirements of the school education program
1.2.1 Scientific research works on professional retraining management for teachers
K.B Everard, Geoffrey Morris and Ian Wilson argue thatprofessional retraining management for teachers is a key issue foreffective school management
The author Tran Mai Uoc thinks that improving the learning capacity of secondary school teachers will be one of theimportant and necessary factors in both improving professionalqualifications, teaching and educational capacity of teachers
self-Ho Canh Hanh evaluated the practical situation of trainingmanagement of secondary school teachers in the Southeast region,proposed and experimented with 6 solutions to improve theeffectiveness of training management for the teachers to meet theneed of secondary education in the Southeast
Nguyen Duy Hung has built a theoretical basis for researchissues After surveying and assessing the current status of qualitymanagement for education administrators; proposed 5 solutions toimprove the quality and effectiveness of quality management toeducate educational managers in order to meet the requirements ofcurrent education innovation
Nguyen Kieu Oanh deeply studied the management ofpedagogical training activities for CDIO university lecturers
Nguyen Thi Xuan Mai said that building a school cultureaccording to a learning model is also one of the solutions ofprofessional improvement for teachers which is the solution thatprincipals choose to foster professionalism for teachers
1.2.2 Scientific research works on professional retraining management for teachers to meet the requirements of the school education program
Tran Trong Ha has made new and significant contributions tothe theory and practice of development of the high school education
Trang 6program, which is a diagram of development of the high schooleducation program.
Ngo Minh Oanh said that self-study is the way to improve anddevelop the career of high school teachers
Nguyen Thi Thuy said teacher career development is a term process starting from the initial preparation in vocationaltraining institutions and continuing until retirement; Since thenpropose some solutions to improve the self-study environment ofhigh school teachers
long-Nguyen Thi Tho and long-Nguyen Thi Phuong Thuy affirmed: eachteacher must achieve the standard of high school teachers with 8criteria of teaching capacity
Tran Thi Hai Yen has built up a theoretical framework ofmanagement to improve teaching capacity for teachers and believesthat management of training capacity for high school teachersaccording to professional standards
Ngo Thi Phuong Thao approached the problem of professionalretraining management from the direction of solving the problems ofthe professional team at school This is because the professionalteams and their operation have a very important role to developteaching capacity for secondary school teachers which is the essentialcontent of professional retraining for secondary high school teachers
The issues that dissertation to be solved
In Vietnam, until now, there are no scientific works andscientific work that study a comprehensive and profound issue to thefollowing issues: First, objectives, content, methods andorganizational forms professional retraining for secondary schoolteachers to meet the school curriculum requirements Secondly,measures to manage professional retraining activities for secondaryschool teachers to meet the requirements of the school educationprogram have not been fully and comprehensively studied Thirdly,the issue of school education programs directed by the Ministry ofEducation and Training and implementation guidance has not beenadequately studied; has not yet identified the specific requirements ofthe school education program with secondary school teachers
Conclusion of Chapter 1
Most authors determine that professional retraining forteachers plays a very important role in implementing the educationand training tasks of the school; directly and indirectly contribute to
Trang 7improving the quality of education of the school; especiallycontributing to the success of the school education program
However, there are still many "gaps" in the field ofprofessional retraining management for secondary school teachers tomeet the requirements of the school education program; these are:Objectives, contents, methods and forms of organizing professionalfostering activities for teachers, especially secondary schoolteachers; management activities of professional training forsecondary school teachers have not been fully covered; the function
of professional retraining management for teachers to meet theschool education program requirements; management measures toimprove the quality and efficiency of professional retrainingmanagement for teachers to meet the school education programrequirements
Chapter 2 THEORETICAL BASIS OF PROFESSIONAL RETRAINING MANAGEMENT FOR SECONDARY SCHOOL TEACHERS
IN HANOI CITY TO MEET THE REQUIREMENTS OF THE
SCHOOL EDUCATION PROGRAM
2.1 Professional retraining for teachers to meet the requirements of the school education program
2.1.1 the school education program of secondary school
and professional requirements of teachers
2.1.1.1 Concept of education program, school education program, school education program at the secondary school
Education program: Education program shows educational
goals; prescribing the standard of knowledge, skills, scope andstructure of educational content, methods and forms of organizingeducational activities, methods to assess educational outcomes forsubjects in each class, each level study or training level
The secondary school education program: Secondary
education aims to help students strengthen and develop the results ofprimary education; have high school education at the basic level andinitial technical and vocational knowledge to continue high school,secondary school, apprenticeship or working
Secondary school education program: the school education
program is the educational program of each school which is developedand designed on the basis of the education program issued by theMinistry of Education and Training after taking into account the local
Trang 8socio-economic characteristics; requirements on comprehensiveeducation innovation, updating new information and trends in the regionand the world; update the achievements of the special scientific andtechnological revolution on information technology; the capacity ofteachers; conditions on facilities and equipment of each school
2.1.1.2 Characteristics of the secondary school education program
The school education program has been adjusted the structure ofteaching content in the current program and developed a new educationplan in each subject, educational activities of schools; highly active,creative and mobile, redesigned to suit a wide variety of students; bothfocus on the general strength of the students, and highly individualizedand maximize the capacity of each student; innovating methods and forms
of educational institutions towards student capacity development
2.1.1.3 Professional requirements for secondary school teachers to meet the requirements of school education programs
The school education program requires secondary schoolteachers to change a lot in terms of professional and operational
skills Firstly, innovating teaching methods, organizing forms of
teaching in a positive direction; having the ability to redesign manyteaching contents and subjects in the direction of integrating general
and interdisciplinary topics Secondly, teachers change the methods,
ways of managing and organizing students in the classroom in the
spirit of implementing the school education program Thirdly, teachers must change the way of checking and evaluating Fourly, the
school program requires itself that every secondary school teachermust constantly study and practice constantly for the objectiverequirements of the school education program
2.1.2 Professional retraining for secondary school teachers
to meet the requirements of the school education program
2.1.2.1 Concept
Profession and professional capacity: The ability to meet and
complete specific tasks in a specific science, technology or a career field.The professional capacity of secondary school teachers is considered theability of teachers to meet the requirements of the task of teaching andeducating secondary school students; It is formed during the process ofstudying at the university and in the process of working at the secondaryschool and through the training and self-fostering process of the teacher Professional retraining: As an additional activity, providingand updating basic science knowledge and skills related to thesubjects in the secondary school program to teach all grades meet the
Trang 9requirements of student and requirement of education innovation andintegration requirements
2.1.2.2 The elements of professional fostering for secondary school teachers to meet the requirements of school education program Objective: To help the school to complete the tasks and plans assigned to
each school year and develop according to the long-term strategy
Content: Professional retraining activities for secondary school
teachers to meet the requirements of the school education program toimplement the following main contents: Compulsory knowledgegroup; Knowledge of choice; Knowledge meets the requirements ofthe school education program
Methods and forms of professional retraining for teachers: Including
the following specific methods: Presentation of reporters; Solve the problems;Project method; Practice introduction; Invite expert trainers; Fostering bysubject groups at the school; self-training
Professional retraining results for teachers: Demonstrated in
the products obtained by professional retraining after the completion
of this activity organization The product of professional retraining isthe most realistic and objective reflection on the results ofprofessional retraining
2.2 Professional retraining management for secondary school teachers meeting the requirements of school education program
2.2.1 Concept
2.2.1.1 Management: Management is a conscious activity of
people to orient, organize, use resources and coordinate the actions of
a group of people or a community to achieve the goals in the mosteffective way in certain context and conditions
2.2.1.2 Professional retraining management for teachers:
Professional training management is the activity of educational managementsubjects to organize and coordinate support activities for teachers; help themmaster and supplement basic science knowledge, skills related to thesubjects in the secondary school program to teach all grades of secondaryschools to meet the requirements of student statues, education reformrequirements and integration requirements
2.2.1.3 Professional retraining management for teachers meeting the requirements of the school education program: Professional retraining
management for teachers to meet the requirements of the school educationprogram is a combination of activities of educational subjects to help thesecondary school teachers to meet the requirements of the school education
Trang 10program; contributing to the successful implementation of the schooleducation program through organizing and coordinating support activitiesfor teachers; let them master, supplement and update basic scientificknowledge, practice skills related to the deployment of subjects in thesecondary school program in the direction of promoting students' abilitiesand the integration of knowledge of related subjects, content innovation,teaching methods and innovation of examination and evaluation.
2.2.2 The role of subjects in professional retraining management for secondary school teachers to meet the requirements of the school education program
2.2.2.1 The rector's role in professional retraining management for secondary school teachers
The principal is the person who determines and evaluates the exactethical and professional requirements that needed to retrain for secondaryschool teachers to meet the requirements of the school education program.Principals make plans to organize professional training for teachers withinthe scope of management; direct, organize and test professional retrainingactivities for secondary school teachers to meet the requirements of theschool education program development
2.2.2.2 The role of the professional team leader
In the management system of secondary schools, theprofessional leader is the head of a section or a subject Therefore,this is a person who is really knowledgeable about that area ofexpertise The professional leader is a person with professionalcompetence, especially the ability to serve teaching and educatingstudents, and has a reputation for teachers
2.2.2.3 Role of state management agencies
In reality, the management mechanism of Education andTraining of Vietnam, the State management agencies have a hugerole, even a decisive role to manage professional retraining forsecondary school teachers It has proved through the regular andperiodic training for secondary school teachers
2.2.2.4 Role of secondary school teachers
Secondary school teachers are particularly important forprofessional retraining; professional retraining management forteachers; implementing school education programs; being aproactive, active and creative subject in self-training activities forthemselves In professional self-training, they are a direct factor todetermine the quality and efficiency of fostering
Trang 112.2.3 The requirements of professional retraining management for secondary school teachers to meet the requirements of the school education program
Professional retraining management for teachers must be based
on the educational program issued by the Ministry of Education andTraining, based on the school's characteristics, local characteristicsand teachers in the school Professional retraining for teachers should
be based on building teachers into a learning organization to create
an environment that motivates teachers to develop careers
The relationship between professional retraining for teachers and school building in the direction of "learning organisation".
The school of "learning organization" has the followingspecific models and characteristics: There is a positive culturalatmosphere; have a culture of teaching and learning towardsquality; motivating work for all members; relationships in theschool friendly; have appropriate policy mechanisms; there arebehavioral cultural norms in the school
It can be determined: This is a two-way relationship, whichaffects, interacts with each other, which is the premise for the other todevelop; In order to manage professional training for highly effectiveteachers, it is imperative to build schools in the direction of "learningorganisation" When schools are built schools in the direction of
"Learning organisation" will help managers improve their professionalskills for teachers to take advantage of the highest efficiency
2.2.3.3 Organizing professional activities is a direct factor affecting the professional capacity of teachers to meet the requirements of the school education program
For the organization of the implementation of the school educationprogram, the organization of professional activities has an importantmeaning to the quality and effectiveness of program implementation Inprofessional sessions, teachers need to discuss, agree and identify thefollowing specific contents: How to integrate and integrate the content ofthe school education program? Diversify the methods and forms oforganization to implement the school education program in any direction?How is the role of subjects in the school education program? How shouldprofessional retraining for teachers be organized to meet the requirements
of the school education program? How do professional retrainingmanagement for teachers need to be renewed?
2.2.3.4 Managing conditions to support self-training teachers based on the characteristics of each teacher will help teachers perfect their professional competencies
Trang 12The management of supporting conditions for self-fosteringteachers must be based on the characteristics of each teacher, namely:the capacity, forte, strengths of teachers; exist, need to be overcome
by each teacher; personality, physiology, personality of individualteachers; family circumstances
2.3 Affecting factors of professional retraining management for secondary school teachers meet the school program requirements
Professional retraining management for secondary schoolteachers to meet the requirements of the school education program isinfluenced by the following factors: situation of the world, countryand local context; Requirements for comprehensive educationinnovation; The revolution of science and technology, especiallyinformation technology, the industrial revolution 4.0; Theprofessional capacity of secondary school teachers has not fully metthe requirements of the school education program
Conclusion of Chapter 2
In the chapter 2, the author presents the results of the study ofbasic theoretical issues of professional retraining management forsecondary school teachers, including tool concepts and clarification
of professional retraining management for secondary school teachers
to meet the school requirements of school education program Inparticular, the concept of the school education program has beeninherited by the author, synthesizing previous studies
In order to manage professional retraining for middle schoolteachers to meet the requirements of the school education program,
we focus on the following research: research and build lessons thatare appropriate for the audience in the school educational program;setting up professional retraining forms through lecturing activitiesand a system of materials for teachers
The evaluation of program development capacity through thedevelopment of subjects and lessons with interdisciplinary;professional activities among school groups, professional teams onschool education program development; Principals of secondaryschools and professional leaders; the management of professionalretraining activities for secondary school teachers to meet therequirements of the school education program
Chapter 3