For the above reasons, the author has chosen the topic: "Educating school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context" to con
Trang 11 Reasons for choosing the research topic: In the context of
international integration and the development of science andtechnology, the education of behavior culture for pre-service teachers is
an urgent and special task Besides, with the characteristics of regionalculture, the impact of the integration trend and the development ofscience and technology, the behavioral expression of pedagogicaluniversity students in the Mekong Delta has revealed someshortcomings For the above reasons, the author has chosen the topic:
"Educating school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context" to conduct research
for the doctoral thesis
2 Research purposes: Develop measures to educate school behavior
culture capacity for pedagogical university students in the MekongDelta in the current context in order to contribute to improving thebehavior culture capacity in universities and in future pedagogicalwork
3 Objects and subjects of research
3.1 Object of the research: The process of educating school behavior
culture capacity for pedagogical university students in the currentcontext
3.2 Focus of the research: The relationship between school behavior
culture education and the development of school behavior culturecapacity for pedagogical university students in the Mekong Delta in thecurrent context
4 Research questions and scientific hypotheses
4.1 Research questions: What measures should be taken to prevent
and limit the shortcomings in behavior culture of universities and highschools in the Mekong River Delta in the current context?
4.2 Scientific hypothesis: School behavior culture capacity is a
necessary capacity for both teachers and students in the current context
If measures to educate school behavior culture capacity are built in thedirection of both forming behavior culture capacity for students atpedagogical training institutions and creating a foundation for theformation of behavior culture capacity in future pedagogical work; atthe same time, are organized in accordance with the requirements andtime, in accordance with the characteristics of the pedagogicaluniversity students in the Mekong Delta, then they will direct students
to express the school behavior culture in human relationships, whichwill contribute to preventing and limiting shortcomings in schoolbehavior culture at pedagogical training institutions and at general
Trang 2education institutions in future pedagogical work.
5 Research tasks
5.1 Study the theoretical basis of educating school behavior culture
capacity for pedagogical university students in the current context
5.2 Investigate and assess the current situation of school behavior
culture capacity of pedagogical university students in the MekongDelta, and the reality of educating school behavior culture capacity forpedagogical university students Mekong River Delta in the currentcontext
5.3 Propose measures to educate school behavior culture capacity for
pedagogical university students in the Mekong Delta in the currentcontext
5.4 Organize pedagogical experiment to verify the feasibility and
effectiveness of the proposed measures
7 Methodology and research methods
7.1 Research methodology: System-structure approach,
historical-logical approach, operational approach, value approach, capacity-based approach.
7.2 Research Methods
7.2.1 Theoretical research methods: analysis, synthesis,systematization, and generalization
7.2.2 Practical research methods: Pedagogical observation,
educational surveys, using questionnaires (Anket), interviews,pedagogical experiments, summarizing experiences, consulting experts
7.2.3 Statistical methods
8 Points to be defensed
- The education of school behavior culture capacity for
pedagogical university students in the Mekong River Delta has beenimplemented, but has not yet focused on forming the capacity forstudents Therefore, some shortcomings in behavior culture capacitystill exist in pedagogical training institutions
- Educating school behavior culture capacity for pedagogicaluniversity students in the Mekong Delta in the current context should
be carried out according to the stages of the educational process, with
an emphasis on encouraging students to experience in a variety ofactivities and combine with assessing educational outcomes
- Educating school behavior culture capacity for pedagogicaluniversity students in the Mekong Delta in the current context will helpstudents develop school behavior culture capacities at pedagogicaltraining institutions and form school behavior culture capacity in
Trang 3pedagogical works in accordance with the secondary school teacherprofessional standards They are the following competencies: thecapacity of pedagogical university students’ qualities, the capacity tobuild an educational environment, the capacity to develop relationshipsbetween schools, families and society.
- Educating school behavior culture capacity for pedagogicaluniversity students in the Mekong Delta in the current context is onlyeffective with the assurance of the following conditions: the stages ofthe educational process are designed with a scientific and specificprocedure, testing and assessment is done after each educationalprocess
9 Contributions of the thesis
The thesis has:
9.1 Theoretically: supplemented fundamental theories of school
behavior culture capacity and educating school behavior culturecapacity for pedagogical university students in the current context;defined the content of the structural elements in the process ofeducating school behavior culture capacity for pedagogical universitystudents in the current context; developed a process of educating schoolbehavior culture capacity for pedagogical university students in thecurrent context
9.2 Practically:
- Analyzed and assessed the situation of school behavior culturecapacity of pedagogical university students in the Mekong Delta andthe status of educating school behavior culture capacity for pedagogicaluniversity students the Mekong Delta region in the current context
- Identified factors affecting the education of school behaviorculture capacity for pedagogical university students in the MekongDelta in the current context
- Proposed measures to educate school behavior culture capacityfor pedagogical university students in the Mekong Delta in the currentcontext with a specific and scientific implementation process Themeasures are valuable reference and suggestions for flexible use instudying and organizing activities of educating school behavior culturecapacity for pedagogical university students in the current context inthe pedagogical training institutions in the Mekong Delta
10 Structure of the thesis
Chapter 1 Theoretical basis for educating school behaviorculture capacity for pedagogical university students in the currentcontext
Chapter 2 Current situation of educating school behavior culturecapacity for pedagogical university students in the Mekong Delta in the
Trang 4current context.
Chapter 3 Measures to educate school behavior culture capacityfor pedagogical university students in the Mekong Delta in the currentcontext
In addition, the thesis has the Introduction, Conclusion and Recommendations, List of references and Appendixes
Chapter 1 THEORETICAL BASIS FOR EDUCATING SCHOOL BEHAVIOR CULTURE CAPACITY FOR PEDAGOGICAL UNIVERSITY STUDENTS IN THE CURRENT CONTEXT 1.1 Literature Review
1.1.1 Studies on school behavior culture for university students
1.1.1.1 Foreign studies on school behavior culture of university students
Studies on behavior culture can be systematized in the followingdirections: Research on the impact of the environment on the behavior
of students, research on the impact of the environment in general,research on the impact of the physical environment, research on theimpact of the psychological and social environment, research onmeasures to build behavior culture Some authors approach schoolbehavior culture in the direction of addressing inadequacies inbehavior, or focus on the study of the impact of behavioral supportingfactors School behavior culture is also seen as a measure for a non-violent school
1.1.1.2 Domestic studies on school behavior culture of university students: approach school behavior culture as a content, an expression
of school culture, approach school behavior culture through studyingcommunication culture in schools, approach school behavior culturethrough pedagogical behavior, study school behavior culture in a directapproach
1.1.2 Studies on educating school behavior culture for university students
1.1.2.1 Foreign studies on educating school behavior culture for university students: Studies focused on building a system to support
behavior in schools, providing students with counseling services,meetings for group conflict resolution, support groups and problemsolving workshops, establishing safety measures such as devices,surveillance cameras in schools and punishment The proposed
Trang 5educational methods are listening, conversation, discussion,observation and compliment
1.1.2.2 Domestic studies on educating school behavior culture for university students: emphasize the importance and necessity of
education, propose many educational measures: educate awareness andemotions; at the same time develop habits, and train cultural behavior,improve the quality of education of schools, create a communicationenvironment The authors also propose some additional measures toform the behavior culture in the school such as: activities of trainingpedagogical skills, public opinion creation, political activities, thematictalks or inspection, evaluation, self-check; reward and punishment.Synchronous coordination between the educational forces inside andoutside the school is considered by the authors as a condition for theeducation of school behavior culture to go smoothly
1.2 Theoretical issues of school behavior culture capacity of pedagogical university students in the current context
1.2.1 School behavior culture of pedagogical university students
Concept of school behavior culture of pedagogical students:
School behavior culture of pedagogical university students is theethical and aesthetic standards that govern the behavior of pedagogicaluniversity students in pedagogical relationships which serve learningand training activities of students in universities, high schools andsocial agencies and organizations where students participate inexperiential activities School behavior culture is formed throughattitudes, words, gestures, actions appropriate to the role and position
of students in specific situations and circumstances
1.2.1.2 The role of school behavior culture in the formation of the teacher's personality: School behavior culture is a core element in
forming school culture, building safe schools, preventing schoolviolence as well as in building cooperative relationships withparents/guardians of students and stakeholders to carry out the
activities of teaching and educating morals and lifestyle for students 1.2.1.3 Expression of school behavior culture of pedagogical university students
a Forms of school behavior culture: Words, gestures, attitudes,
behaviors, actions
b Contents of school behavior culture: Courtesy, dealing with
other people's problems, dealing with other people's properties,behaving when being requested, behaving when handling problems,behaving when disagreeing with others, behaving when participating incommon activities, behaving when providing and feedbackinginformation about schools
Trang 6c Space for the behaviors of pedagogical university students: within and outside the university, cyberspace
d Objects of the behavior: Teachers/lecturers, officials /
employees, students, parents, visitors to schools, acquaintances, andunfamiliar people
e Context of the behavior: In activities of learning, training,
communicating with friends and officials/lecturers, in circumstances ofcommunicating with families about issues related to training programsand teaching and education activities of the school
1.2.2 School behavior culture capacity of pedagogical university students in the current context
1.2.2.1 Concept of school behavior culture capacity of pedagogical university students
School behavior culture capacity is the ability to express theculture of the behaving subject (individual or collective) in thebehavioral situations of school relations; thereby bringing positiveemotions and satisfaction to the behaving objetcs School behaviorculture capacity is the integration of three basic components:Knowledge of school behavior culture, skills of school behavior cultureand psychological conditions such as: positive sentiment with schoolbehavior culture; the need and desire to express school behaviorculture; activeness and willpower to express school culture; inclinationand quality of behaving (flexibility, agility, timeliness .) Thecombination of these components is crystallized into the subject'sperception, regulated and expressed through cultural attitudes andbehaviors in school behavior situations
1.2.2.2 The components that constitute school behavior culture
capacity of pedagogical university students in the current context
a School behavior values/norms: Discipline, Compassion,
Respect, Responsibility, Cooperation, Honesty
b School behavior skills: 1 Skill of conveying information; 2.
Skill of showing respect for others such as goodwill, sensitivity andreasonable balance between principle and concession (concessions); 3.Skill of selecting words and adjusting voice 4 Skill of coordinating inactivities 5 Negotiation skill; 6 Persuasive skill; 7 Skill of controllingemotion; 8 Problem solving skill; 9 Non-verbal communication skill;
1.2.2.4 The process of developing school behavior culture capacity for pedagogical university students in the current context: Foster and raise
Trang 7awareness of school behavior culture; foster the right and healthyfeelings for school behavior culture, train to form the habits of schoolbehavior culture
1.2.2.5 Criteria for assessing school behavior culture capacity of pedagogical university students in the current context:
Criteria for assessing school behavior culture capacity of pedagogical
university students in the current context
Capacity level Components of school behavior culture capacity
Knowledge Skill Attitude / Feelings
Poor capacity
students do not know;
do not understand, do not apply, do not analyze and assess the standards of behaviors
Weak capacity behavior standards Students can state
Perform skills with many mistakes, incomplete operations
as required, lack of confidence
students express standards when
is required with reluctance
Average
capacity
Students can state behavioral norms and explain some of the causes of success or failure of some situations / stories / behavior practices
Perform relatively complete operations and requirements of skills but there are still a few mistakes and lack of confidence
Students perform standards when required
Appropriately perform complete skill requirements but independence and initiative are limited.
students actively implement standards in particular circumstances
Perform appropriately fully, proficiently the skill requirements independently and proactively
students take the initiative to implement standards and demonstrate uncompromising attitudes, do not cooperate with non- standard expressions in specific circumstances
1.3.2 Educating school behavior culture capacity for pedagogical university students in the current context
1.3.2.1 The concept of educating school behavior culture capacity for pedagogical university students in the current context: Educating
school behavior culture capacity for pedagogical university students inthe current context is the process in which educators take the standard
of lecturers’ competencies as a basis for building the output standards
of behavior capacity for pedagogical university students Based on theoutput standards of behavior, educators build the contents, methods,and forms of educating as well as criteria for evaluating the results of
Trang 8educational activities to achieve the educational goal of building schoolbehavior culture capacity
1.3.2.2 Objectives and principles of educating school behavior culture capacity for pedagogical university students in the current context: 1.
the capacity to express the qualifications of pedagogical universitystudents (student morality, student style); 2 the capacity to build aneducational environment (fully implement the regulations and behaviorculture norms, implement and build a safe school, prevent schoolviolence); 3 the capacity to develop relationships between schools,families and society
1.3.2.3 The contents of educating school behavior culture capacity for pedagogical university students in the current context: 1 Educate
students about the standards of school behavior culture and themeanings of behavior culture in schools; 2 Educate school culturebehavior skills; 3 Educate positive attitude toward school culturebehavior and critical fighting attitude towards standard deviation
1.3.2.4 Methods of educating school behavior culture capacity for pedagogical university students in the current context: 1 Group of
methods to educate students about standards of school behavior cultureand the meanings of school behavior culture: presentation, advice,discourse, conversation, explanation ; 2 Group of methods to educateschool culture behavior skills: practice, training, experience, case study,project; 3 Group of methods to positive attitude towards schoolbehavior culture: Setting examples, Rewarding, Positive discipline
1.3.2.5 Forms of educating school behavior culture capacity for pedagogical university students in the current context: 1 Teaching; 2.
Organizing activities: propagating and implementing norms ofbehaving in schools; 3 Integrating into activities: practice, practicum,volunteer for the community; labor, cultural, music and sportsactivities; 4 Other forms: Singing national anthem, Saluting thenational flag; Emulating in the construction of behavior culture; clubs,competitions, forums, talks, dialogues ; senior students, class leadersand youth unions instruct about behavior culture for junior students;participate in monitoring the implementation of behavior culture;prevent violations of the norms of behavior culture in schools; counseling
1.3.2.6 The forces involved in educating school behavior culture capacity for pedagogical university students in the current context: 1.
The team in direct charge: Advisory lecturers, lecturers, universitystaff; 2 Supporting team: All faculty members of the university,university staff
Trang 91.3.2.7 Evaluate the results of educating school behavior culture capacity for pedagogical university students in the current context:
Observing, interviewing, investigating by questionnaires, researchingproducts, training records; Evaluation forms include: Formativeassessment, summative assessment
1.4 Factors influencing the process of educating school behavior culture capacity for pedagogical university students in the current
context: Subjective factors: Education and training programs;
awareness of the management staff and lecturers; capacity andqualifications of staff/lecturers; learning motivation and attitude ofstudents Objective factors: Socio-economic environment, family,
community culture
CONCLUSION FOR CHAPTER 1
The education of school behavior culture capacity for pedagogicaluniversity students in the current context brings many benefits Itcontributes to helping students meet the requirements of professionalstandards of teachers and concretize plans to implement the project
"Building a behavior culture in schools in the period of 2018-2025",helping pedagogical university students form school behavior culturecapacity in the process of participating in teaching practice, observationpractice and professional activities Education of school behaviorculture capacity for pedagogical university students in the currentcontext is an active process involving the participation of manyelements: Purposes, contents, methods, means, forms of organization,forms of testing and assessing educational results
Chapter 2 CURRENT SITUATION OF EDUCATING SCHOOL BEHAVIOR CULTURE CAPACITY FOR PEDAGOGICAL UNIVERSITY STUDENTS IN THE MEKONG DELTA IN THE
CURRENT CONTEXT 2.1 An overview of the survey
2.1.1 Purpose and scale of the survey: The survey aims to understand
the situation from students and lecturers on the issues of awareness,attitude, behavior related to school behavior culture and to proposemeasures to educate school behavior culture capacity for pedagogicaluniversity students in the Mekong Delta in the current context
The survey is conducted by investigation, interview and
Trang 10observation methods The survey was conducted on 200 lecturers and
700 students of 3 universities: Can Tho University, An GiangUniversity and Dong Thap University
2.1.2 Subjects and participants of the survey
2.1.2.1 An overview of the system of training institutions for university-level pedagogical students in the Mekong Delta region: An
Giang University, Can Tho University and Dong Thap University are 3universities with a stable number of pedagogical training branches inrecent years (from 11 branches to 15 branches) These threeuniversities have contributed to facilitating students in accessingpedagogical training programs for the locality and provinces in theMekong Delta region
2.1.2.2 Participants of the survey: lecturers and students who are
teaching or studying at the three universities mentioned above
2.1.3 Survey contents: The reality of school behavior culture capacity
of pedagogical university students in the Mekong Delta, the reality ofeducating school behavior culture capacity for pedagogical universitystudents in the Mekong Delta long, factors affecting the education ofschool behavior culture capacity for pedagogical university students inthe Mekong Delta
2.1.4 Methods and techniques of conducting the survey
- Survey questionnaires: For students, 684valid questionnaires.
For lecturers, 192 valid questionnaires
- Interview: Direct interviews with students and lecturers on
issues that need to be clarified regarding school behavior cultureawareness and behaviors
- Observation: Observe the behavioral expression of students in
the classroom and outside the classroom through class observation and
observation outside the class
2.1.5 Scales and conventions for scales: Scale 1 represents the
viewpoint, Scale 2 - frequency of performance, Scale 3 - level ofachievement, Scale 4 - the degree of influence
Trang 11aware of the standards of school behavior Therefore, it is necessary tohave appropriate educational solutions to help students have fullawareness, thereby orienting the right behavior to create schoolbehavior culture.
1 Between students, there is no need to
say thank you or apologize.
2 Between students, there is no need to
ask for permission to interrupt others or to
say something subtle.
3 When there is disagreement, listen and
seek solutions acceptable to both parties.
4 When there is dissatisfaction,
avoid showing anger or loud
voices.
5 It is possible to sympathize for
students fighting because they lack life
experience
6 It is possible to call friends
“thằng ấy”, “con ấy”
7 Sometimes it is possible to say
wrong thing about a friend you don't like,
8 It is unacceptable for students to talk
13 Stealing friends’ property is shameful,
14 In difficult circumstances, it is not necessary to return the assets borrowed from friends.
15 It is possible to keep items that your friends dropped or forgot to use
16 Meaningful sharing is material sharing
2.2.1.2 The reality of students’ attitudes towards school behavior culture and in school behavior.
Trang 12Figure 2.4 Expression of student attitudes in school behavior
1 Well-behaved when giving/receiving
objects
2 Friendly, polite to say hello,
3 Voluntary, positive when performing
common tasks,
4 Self-disciplined when coming out of
the classroom, when coming to class
late, when having breaks,
5 Considerate, empathetic
when receiving information,
6 Timely, polite when receiving/sending emails,
7 Sincere to say thank you or sorry,
8 Seriously study in class,
9 Honest when giving information about incidents,
10 smart when disagreeing or arising conflicts,
11 Demonstrating responsibility when making mistakes,
Survey results show that students have not shown appropriateattitude in email interaction For behavior situations in communicationsuch as when disagreeing, when conflicts arise, when making errors ,most students have a lack of initiative in expressing appropriateattitudes Thus, in terms of attitude in the contexts of behavior, studentshave many inappropriate expressions and changes in students’ attitudecan only be achieved through proper orientation and education atschools
2.2.1.3 Status of students’ behaviors in school behavior
Status of students’ behaviors in learning
Table 2.4 Behaviors of students in learning
Trang 1310 0,88 40,94 51,46 6,73 0,00 3,36 3
1 Ask for permission from the lecturer
when coming out of class, when being
late or when having breaks
2 Come to class on time
3 Do not do private work during class
time (do not talk privately, do not use
the phone)
4 Cooperate with friends in
common tasks (arrive on time,
contribute ideas)
5 Cooperate with lecturers during class
time (listen to feedback, implement
requests)
6 Complete the exercises on time
7 Accomplish self-study tasks
8 Give ideas in class
9 Cooperate with friends in common tasks.
10 Use pure words (no billiarsgate, no slang) in communication with lecturers and students
11 Use appropriate clothes (do not use scanty, ridiculous clothes) in the classroom
Survey results show that some students still have inadequacies inbehavior in learning, which are expressed in many different forms such
as doing personal work during class time like talking, using mobile phones, not cooperating with friends in common tasks, not submitting learning products on time Therefore, unsuitable things need to be
adjusted so that the behavior culture is expressed in humanrelationships
2.2.2 Current situation of educating school behavior culture for pedagogical university students in the Mekong Delta
2.2.2.1 The reality of the objectives of educating school behavior culture
Table 2.9 Objectives of educating school behavior culture in teachers' opinions
3 The capacity to build school culture.
4 The capacity to implement and build safe schools, prevent school violence.