Phát triển đội ngũ giáo viên mầm non theo tiếp cận năng lực trong đổi mới giáo dục tt tieng anh

Surveying and assessing the real situation of professional competency of preschool teachers; developing the preschool teachers according to competency-based approach in education innovat

MINISTRY OF EDUCATION AND TRAINING

HANOI NATIONAL UNIVERSITY OF EDUCATION

HANOI NATIONAL UNIVERSITY OF EDUCATION

SCIENTIFIC SUPERVISORS:

Assoc.Prof.Dr Nguyen Thi Yen Phuong Assoc.Prof.Dr Nguyen Thi Thu Hang

Reviewer 1: Assoc.Prof.Dr Tran Thi Minh Hang

National Institute of Education Management

Reviewer 2: Assoc.Prof.Dr Nguyen Van Hong

VNU University of Education

Reviewer 3: Assoc.Prof.Dr Phan Thanh Long

Hanoi National University of Education

The thesis is defended at the PhD Thesis Examination Council

of Hanoi National University of Education At: Date: /….2020

The thesis can be found at:

- National Library of Vietnam

- Center of Information and Library of Hanoi National University of Education

process of “changing from knowledge delivery into the competency-based approach" Preschool education is the first level in charge of care and education for children before school age (3 months to 6 years of age), establishing a foundation for the formation and development of children's personality right from their early years of life Preschool teachers are those who take care of, nurture and educate children at 3 months to 6 years of age, play a very important role in developing children's abilities, shaping the initial fundamentals of personality The quality of teachers in the national education system depends on many factors; firstly, it is the teacher development of management levels Strengthening the development of preschool teachers from the stages of planning, recruitment, employment, etc will improve their professional quality On the other hand, the competency-based approach is a modern method in line with the requirements of education innovation with educational purpose of changing from knowledge delivery into building skills and competencies for learners and children

1.2 In reality, the preschool education systems have recently achieved

rushing development The number of preschools has rapidly increased in various forms (public preschools; non-public preschools in international preschool models, high-quality preschools, bilingual preschools, private childcare groups, etc) At present, there are about 1.2 million teachers in the country, including 769,070 teachers (preschool: 294,673, primary teachers: 392,554, secondary school: 309,368, high school: 137,475) The total number

of managers at the general school and preschool levels is 149,100, in which the number of general school and preschool managers is 133,200; the number

of managers in the units, departments and ministries is 15,900

Facing new requirements of education in the period of national industrialization and modernization, the preschool teachers have revealed certain shortcomings The percentage of standard and above-standard preschool teachers is high, however, the professional competency is not commensurate with the training level Development of preschool teachers in terms of planning,

recruitment and employment, training and fostering, evaluating and building a working environment for teachers, etc has some limitations Such reality requires specific studies to give solutions for the preschool teachers development in the new period Therefore, the development of human resources for preschool levels should be studied according to the competency model in education innovation

1.3 In education management, there have been many studies on the

management and development of preschool teachers such as the study on the development of preschool managers, however, there have been few in-depth studies on the competency-based preschool teachers development in education innovation

On this basis, the topic: "Competency-based preschool teachers development in education innovation" is selected for the writer’s study with a

desire to propose some innovation solutions for preschool teachers development in a new view towards improving the professional quality in education innovation

2 Purpose of the study

Based on theoretical and practical study on the development of preschool teachers of representative provinces in the regions across the country, the thesis proposes measures to develop the preschool teachers in the competency-based approach to improve the quality of preschool teachers,

thereby, to improve the quality of preschool teachers in today’s education

3 Object and subject of the study

3.1 Object: Preschool teachers in education innovation

3.2 Subject: Competency-based preschool teachers development in

education innovation

4 Scientific hypothesis

Some achievements have been made in the development of preschool teachers to meet job requirements in preschool education institutions In the context of innovation requirements for preschool education, the development

of preschool teachers is exposed the shortcomings in planning, recruitment and employment, etc of preschool teachers Proposal and implementation of measures for the competency-based preschool teachers development will improve the quality of the preschool teachers and contribute to improving the quality and efficiency of child care, nurturing and education in preschool education institutions

5 Tasks of the study

5.1 Establishing a theoretical basis for competency-based preschool teachers development in education innovation

5.2 Surveying and assessing the real situation of professional competency of preschool teachers; developing the preschool teachers according to competency-based approach in education innovation

5.3 Proposing measures for competency-based preschool teachers development in education innovation

5.4 Testing the necessity and feasibility of measures for based preschool teachers development in education innovation

competency-5.5 Testing to affirm the efficiency of the measure Organizing to raise

awareness for the managers, preschool teachers about professional

competency of preschool teachers in current education innovation

6 Limitations of the study

6.1 Limitation of contents: Studying and developing the preschool

teachers based on the approach to human resource and capacity management (focusing on the quality of preschool teachers)

6.2 Limitation of surveyed area: The survey is conducted in 7

representative provinces of all regions in the country (Hanoi, Son La, Nghe An, Quang Binh, Kon Tum, Can Tho and Binh Duong)

6.3 Limitation of surveyed objects: Group 1: Education managers at all

levels and functional departments of the district committee Group 2: Teachers of preschools Group 3: Lecturers who train preschool teachers at the colleges of education where the preschool teachers are trained

6.4 Period of the study: From 2016-2019

7 Methodology and study methods

7.1 Methodology: Competency-based approach; Competency-based approach to development of human resources; Standardized approach 7.2 Study methods: Group of methodologies; Group of practical study

methods: Methods of experiences summary; investigation by questionnaires; interview; observation; expert; experiment; mathematical statistics, etc to develop theoretical and practical basis, propose solutions for competency-based

preschool teachers development in education innovation

8 Defended points

8.1 Professional competency of preschool teachers has its own characteristics, individualizing their professional activities Determining the professional competency framework of preschool teachers in education innovation will be the foundation for the development of preschool teachers to improve their professional quality in the context of education innovation 8.2 Facing the requirements of education innovation, the preschool teachers and development of preschool teachers reveals shortcomings in terms of professional competency, contents for development of preschool teachers: Planning, recruitment and screening; training and fostering ; assessment and

creation of motivation for preschool teachers As a result, the quality of preschool teachers as well as the child care - education in preschools are limited

8.3 Developing preschool teachers in competency-based approach, based on the identified professional competency framework of preschool teachers, will improve the quality of preschool teachers and teachers, the quality of child care and education in preschools

9 New contributions of the thesis

9.1 Establishing a theoretical framework for competency-based preschool teachers development in education innovation Determining 7 professional competency groups, including 18 typical professional competencies of preschool teachers

9.2 Discovering and properly assessing the real situation of professional competency of preschool teachers; real situation of the competency-based preschool teachers development in education innovation 9.3 The thesis develops and affirms the effeciency of measures of preschool teachers in education renovation The findings of the thesis can be used as references in the training of preschool teachers and applied into the reality of competency-based preschool teachers development in education innovation at training institutions

10 Structure of the thesis

In addition to the introduction, conclusions, recommendations, references and annexes, the thesis includes 3 chapters:

Chapter 1 RATIONALE FOR THE COMPETENCY-BASED PRESCHOOL TEACHERS DEVELOPMENT IN EDUCATION INNOVATION 1.1 Overview of the study

1.1.1 Study on human resource development

In human resource management, there have been many studies of international and domestic scientists on management and development of human resources associated with the names of scientists: Leonard Nadler, Adam Smith, Stivastava, John E Kerrigan and Jeffs.Luke, William J Rothwell, Luu Xiaoping, Nguyen Thanh Nghi and Vu Hoang Ngan, Doan Van Khai, Nguyen Minh Duong and Phan Van Kha, etc Such studies focus on concepts, contents and factors that affect human resource management in society

1.1.2 Study on development of teachers and preschool teachers

Teachers development is an aspect of human resource development in education and training and has a decisive influence on improvement of the teaching quality in schools, especially development of preschool teachers for early childhood education in the national education system, which plays a decisive role in shaping and developing the child's personality There have

been many study projects of scientists such as Lee Meng Foon, Jacques Delors, Nguyen Thi My Loc, Ho Lam Hong, Nguyen Thac, Nguyen Anh Tuyet, etc Such projects focus on the theoretical and practical aspects in the development of preschool teachers

1.1.3 Study on the competency-based preschool teachers development

in education innovation

There have been many studies on human resource development and there are a few studies on the competency-based preschool teachers development in education innovation by international and domestic scientists such as: George

T Milkovich, Sherry, Maxwell, Lim, and Early, 2006; Ray, Bowman, and Robbins, 2006, Mac Van Trang, Dang Thanh Hung, Nguyen Hai Thap, Nguyen Thi Bach Mai, etc Such projects discusses about the development of teachers in terms of planning, recruitment and employment, etc in association with competency-based approach in education innovation

1.1.4 Assessment of previous studies and determination of the thesis's contents

a) Studies on management and development of educational human resources, in which preschool education follows the approach of human

resource management (planning, recruitment and screening, use, training and fostering, assessing and building a working environment for preschool teachers) The writer's thesis inherits the above approach of previous studies and concretizes it in the competency-based preschool teachers development in order to create the unique colors of preschool education human resource and develop source such human resource

b) Determination of the thesis's study contents: Determination of the basic

professional competency framework of preschool teachers and establishment of theoretical and practical basis to propose solutions for the competency-based preschool teachers development in current education innovation

1.2 Education innovation and requirements for preschool teachers and development of preschool teachers

1.2.1 Today's social context and education innovation

1.2.1.1.Today’s social context: The development of science and

technology, the context of information technology, changes of economy, culture and social changes in the world as well as in Vietnam

1.2.1.2 Innovation of preschool education: Innovating management;

Following current democratic trend, appropriate empowerment according to job position; Innovating teaching and educational methods; Innovating the preschool education program; Innovating the management of preschool teaches in the current period, specifically, management based on professional standards/professional competency standards of preschool teaches; Regularly innovating the fostering, constantly improving the professional competency of

preschool teaches; Innovating in the trend of preschool education internationalization

1.2.2 Requirements for preschool teachers and development of preschool teachers

1.2.2.1 Requirements for professional ethics of preschool teachers:

Preschool teachers must have political quality, standard ethics and lifestyle; Preschool teachers must have Heart and Talent; Preschool teachers must have a scientific and effective working style; Preschool teachers must have a firm stuff: Preschool teacher must have awareness, curiosity and love of learning, etc

1.2.2.2 Requirements for professional competency of preschool teachers in education innovation: Competency in nurturing and caring

children; educating them for comprehensive development; Competency in observing and assessing children's development; Competency in developing the plans of the child care, nurturing and education; Competency in group management; Competency in building safe, healthy and friendly educational environment at preschool education institutions

1.3 Preschool teachers in education innovation

1.3.1 Concept of preschool teacher and preschool teachers

* Preschool teacher: “Teacher in preschool education institution is

responsible for nurturing, caring and educating children in schools, kindergartens, independent childcare groups”

* Preschool teachers: refers to a staff of teachers in charge of

nurturing, caring and educating children in preschool education institutions, including the Principal, Vice Principal and teachers in the groups and classes

In the thesis, the teachers are limited to those who directly perform the task of caring and educating children in preschool education institutions

1.3.2 Functions and tasks of preschool teachers

Preschool teachers must meet the requirements and functions of teachers according to Article 70 of the 2005 Education Law amended in 2009 and have specific tasks and functions of preschool levels: Performing the task

of nurturing, care and education; Building an educational environment, organizing activities to nurture, care and educate children; conducting child assessment and management; taking responsibilities for the quality of nurturing, caring and educating children; independent childcare groups, kindergartens, etc

1.3.3 Characteristics of pedagogical labor of preschool teachers

Pedagogical labor of preschool teachers is a labor activity in the national education system, with its own characteristics of goals, objects, working time, conditions, environment and work products

1.3.4 Quality and competency requirements of preschool teachers:

Requirements preschool children; for career; for themselves; for parents; for colleagues and superiors

1.3.5 Professional standards of preschool teachers: In 2018, the

Ministry of Education and Training issued the professional standards of preschool teachers (specified in Circular No.26/2018/TT-BGDDT promulgating the regulations on the professional standards of preschool teachers) including basic requirements on political, ethical and qualities and lifestyle; knowledge; pedagogical skills to be gained by preschool teachers aimed at meeting the objectives of preschool education The 2018 professional standards of preschool teachers are approached in the direction of competency development, meeting the current innovation trend There are five professional standards of preschool teachers, including 1 quality standard and 4 competency standards applied for 13 competencies

1.3.6 Professional competency and professional competency framework of preschool teachers in education innovation

Competence is a combination of knowledge, skills and attitudes to ensure that people can effectively perform activities in a certain field

Professional competency of preschool teachers is a combination of components of knowledge, skills, attitudes in preschool education activities to ensure that the preschool teachers can effectively implement the child care and education in preschools

The professional competency framework of preschool teachers is a set of tools describing the necessary professional competencies of preschool teachers in accordance with the specific requirements of child care and education so that preschool teachers can effectively complete professional activities

On the above-mentioned basis: a) Requesting to innovate preschool education for preschool teachers; b) professional standards of preschool teachers; c) functions and tasks of preschool teachers; d) the professional characteristics of preschool teachers and the requirements on professional competency for preschool teachers in education innovation, in this thesis, the professional competency framework of preschool teachers is determined to include 7 professional competency groups: Competency in execution of professional ethics; professional development competency; Competency in organizing child care and education activities; Assessing the child; Competency

in building a safe, healthy and friendly environment; Cooperative competency

in child care and education; Integration and competition competency

1.4 Competency-based preschool teachers development in education innovation

1.4.1 Concepts of development, development of human resources and development of preschool teachers according to competency-based approach

Development: is the process of growth in quantity and qualitative change

of existing things and phenomena that has been developed but not yet completed and should be constantly improved to meet the requirements of new environment

Human resource development: is the process of changing the quantity, quality and structure of human resources to better meet the requirements of the socio-economy in all aspects: Adequacy in terms of quantity and quality, reasonable structure with high professional qualifications for tasks completion

Developing preschool teachers according to competency-based approach: is the process of changing the quantity, structure, quality (quality and professional competency) of preschool teachers through the following activities

1.4.2 Management decentralization for development of preschool teachers in education innovation

The preschool teachers development is under the management of many management subjects: Ministry of Education and Training, Department of Education and Training, Office of Education and Training, Preschool Each subject has different roles, however, they have the common purpose of quality improvement of preschool teachers

1.4.3 Contents of the competency-based preschool teachers development in education innovation

1.4.3.1 Planning the competency-based preschool teachers development: Developing a plan for teachers development (ensuring number

of teachers/children) and structuring gender, age, ethnic group, professional competency and experience; Analyzing and designing the work of preschool teachers based on competency; Determining resources to implement the planning for competency-based preschool teachers development ; Determining solutions to implement the plan of competency-based preschool teachers development, etc

1.4.3.2 Competency-based recruitment and screening of the preschool teachers: Determining criteria for recruitment of preschool teachers towards

the competency framework of teachers (selecting the right people, the right jobs); Determining the process of preschool teachers recruitment based on planning; Organizing the selection and examination of preschool teachers based on competency; Selecting in association with screening teachers; Supervising the recruitment according to the recruitment process applied for preschool teachers, etc

1.4.3.3 Competency-based employment of preschool teachers: Planning

assignment and employment of preschool teachers according to desires and competency; Employing teachers in line with the competency and job position; Strictly complying with regulations on assignment and assessment according to functions and tasks of preschool teachers; Examining and supervising teachers according to their functions and tasks; Preschool teachers are often screened and eliminated when they do not meet the needs, etc

1.4.3.4 Organizing the training and fostering for preschool teachers in the competency-based approach: Identifying and surveying the fostering needs of

preschool teachers; Developing and disclosing the plan of preschool teachers training and fostering in the direction of professional competency development; Organizing a good exchange program for good teachers aimed

at fostering teachers; Organizing the professional fostering according to the special subject for preschool teachers; Creating conditions for teachers to self-study and improve themselves, etc

1.4.3.5 Competency-based assessment of preschool teachers:

Developing competency framework, standards, criteria and evidence systems

to make assessment based on stipulating the competency framework of teachers Publicizing the assessment criteria according to the job position, teacher competency; Developing and implementing a process of competency-based examination and assessment of preschool teachers Assessing the preschool teachers according to the process

1.4.3.1 Building the environment and creating motivation for preschool teachers in the competency-based approach: In order to build an

environment to create the working motivation for preschool teachers, it is necessary to: Build a co-operation between preschool teachers and children, teachers and teachers, teachers and parents; build a good working atmosphere among departments in preschools

1.4.3.1 Creating opportunities for competency-based professional development of preschool teachers: There are policies for encouraging the

preschool teachers to improve their professional and academic qualifications; Appropriate, timely and fair rewarding policies when teachers succeed in their work; Teachers are allowed to participate in training courses, seminars related

to the specialty of child care and education, etc

1.5 Factors affecting the competency-based preschool teachers development in education innovation

preschool children In addition, the social and environmental factors include; Science and technology development; International integration; People's intellectual standard, people's concern in education, etc

1.5.1.2 School factors affecting the competency-based preschool teachers development in education innovation: The preschool school

environment affecting the development of preschool teachers includes factors; Facilities in preschools (classrooms, teaching materials, toys, etc); The psychological atmosphere of preschools for the development of preschool teachers; The relationship between the functional departments in the school and the relationship between managers and teachers, teachers and teachers, etc

1.5.1.3 Factors of preschool teachers affecting the competency-based preschool teachers development: One factor that greatly affects the

development of preschool teachers is professional competency; The level of proficiency in professional skills; Knowledge and professional experience; Adaptation and innovation of preschool teachers in education; Demand for learning and fostering of preschool teachers; Age, health and gender; Other factors are the family of preschool teachers; Economic conditions of the family of preschool teachers; the support of the family for the work of preschool teachers

Conclusion of chapter 1

By analysis of international and domestic theoretical documents, the thesis gives an overview of the study in the following directions: Studies on human resource development; the competency-based preschool teachers development Accordingly, some new points and study contents are determined in the thesis The theoretical framework of the thesis covers the following issues: the professional competency proposed in the thesis consists of 7 groups, with 18 specific occupational competencies of preschool teaches; the competency-based preschool teachers development includes: planning for development of preschool teachers; recruitment, employment and screening; training and fostering; building a working environment, creating the working motivation and professional development

opportunities for preschool teachers Factors affecting the competency-based preschool teachers development in education innovation are those that belongs to the State policy mechanism for preschool teachers, preschool education sector; factors of social environment, preschool and preschool teachers

Chapter 2 PRACTICAL BASIS FOR COMPETENCY-BASED PRESCHOOL TEACHERS DEVELOPMENT IN EDUCATION INNOVATION 2.1 International experience in the competency-based preschool teachers development

Based on the experience of the competency-based preschool teachers development in the countries: the United States, Australia, Germany, France and Asian countries, some lessons on the competency-based preschool teachers development are given as follows: a) Vietnam should study the application, specifically we should reconsider the fact that the recruitment and employment

of preschool teachers must first come from the actual needs of preschools

2.2 Organizing a survey on real situation of competency-based preschool teachers development in education innovation

2.2.1 Survey purpose: To establish a practical basis to propose

solutions for the competency-based preschool teachers development in education innovation, in order to improve the quality of preschool teachers

2.2.2 Survey contents: Surveying the real situation of preschool

teachers in the current education innovation (quantity, structure, professional competency); Surveying the real situation of preschool teachers development

in education innovation; Surveying the influences of factors of the State, society, schools and preschool teachers on the preschool teachers development in current education innovation

2.2.3 Survey method: a) Questionnaires: Step 1: Discussing with the

survey subjects and experts' opinions to prepare a set of questionnaires (from March 2017 to June 2017); Step 2: Conducting a narrow-scale trial survey and revising the set of questionnaires: Implemented in Nghe An province (from June

2017 to August 2017) Revising the questionnaires and official compilation of questionnaires, completed in September 2017; Step 3: Basing on a scientific workshop to standardize the survey forms Step 4: Official surveys in the provinces identified as a location for study and data processing; b) Retrospective method of documents; c) Method of interview; d) Method of data processing

2.2.4 Scoring method and grading scale: Scoring method: Good, very

necessary, profoundly influential (4 points); Fair, necessary, greatly influential (3 points); Moderate, less necessary, lowly influential (2 points);

Weak, unnecessary, uninfluential (1 point) Grading scale: Level 1: X

=3.25-4.0; Level 2: X = 2.5-3.24; Level 3: X = 1.75-2.49; Level 4: X < 1.75