Research purpose and tasks* Research purpose: On the basis of interpreting theoretical issues, practicalassessments, the dissertation proposes a measure to managepedagogical capacity dev
Trang 11 Reasons for choosing dissertation topic
Teachers are a crucial factor in determining the success orfailure of raising the people's intellectual level, training humanresources, developing talents for the country The mission of teachers
is to have a special role, their labor to promote the development ofthe country in a sustainable manner President Ho Chi Minhaffirmed: "Without teachers, there is no education, withouteducation, without officials, there is nothing to say about economy -culture" Pedagogical capacity is a specific form of human capacity
in the field of education It is one of two factors that determine thevalue of teacher personality and the quality and effectiveness ofcreative pedagogical labor of the teaching staff
The practice of managing pedagogical capacity retrainingactivities for teachers at secondary schools in Hanoi City still revealsmany limitations and shortcomings, due to the management ofteachers' capacity development activities There is a contradictionbetween the requirements for developing the training scale ofintermediate level and the inadequate capacity of teachers; building astructure of professional qualifications (especially new ones) withpedagogical skills of teachers not balanced; no strategic plans forfostering and developing pedagogical capacity for teachers, thedirection of self-improvement activities, self-organizing activities tofoster pedagogical capacity development of teachers is still low
In terms of theoretical aspects of school human resourcesmanagement in general, development and standardization in order todevelop teacher staff, in particular, are important categories, whichstill have many issues that need to be clarified Regardingprofessional issues, the pedagogical capacity of teachers in schools,there have been authors abroad and in Vietnam studying at differentlevels, but none of the works has been basically studied on themanagement of pedagogical capacity development for teachers insecondary schools From the above bases, the author chooses the
issue: “Management of the development of pedagogical capacity for teachers in colleges in Hanoi City in the current context” is the
dissertation in field of education management
Trang 22 Research purpose and tasks
* Research purpose:
On the basis of interpreting theoretical issues, practicalassessments, the dissertation proposes a measure to managepedagogical capacity development for teachers in secondary schools
in Hanoi city in the current context, the dissertation contributes tostandardizing, improving the quality and pedagogical capacity ofteachers at intermediate schools in Hanoi city today, practicallycontributing to improving the quality of human resource training forthe Hanoi and surrounding areas
* Research tasks
The dissertation clarifies the theoretical basis for pedagogical
competence, management of pedagogical capacity development for
teachers in colleges;
The dissertation makes surveys and assesses the situation ofmanagement of pedagogical capacity development for teachers incolleges in Hanoi City;
The dissertation proposes measures of management ofpedagogical capacity development for teachers in colleges in HanoiCity in the current context;
The dissertation verifies the research results through a survey
of necessity, feasibility of measures and tests
3 The subject, object, scope of research
Research subject
Management of development of teacher staff in colleges in thecurrent context
Objects subject
Management of pedagogical capacity development for teachers
in colleges in Hanoi City in the current context
Scope of research
Scope of content: The dissertation researches theoretical andpractical issues on pedagogical capacity, management of pedagogicalcapacity development for teachers in colleges in Hanoi, from whichthe dissertation proposes and test the measures
Scope of the survey object: Conducting research onadministrators and Training Department staff; staff of faculties anddepartments of colleges; teaching staff at 10 colleges in Hanoi City.Scope of time: The survey data which is used in the dissertation
is limited from the 2014-2015 to the 2018-2019 school year
Trang 3Scope of the test: the dissertation chooses measure 3
"Diversifying the organizing methods of the development of capacitydevelopment for teachers in colleges in Hanoi " for testing
4 Hypotheses of research
Pedagogical capacity development for teachers is effective ornot effective based on the management and organization of teachers'educational activities
If the process of pedagogical capacity development for teachers,
educational managers at colleges in Hanoi focuses on raising awareness,organizing development of plans for development activities teachers,focusing on directing the selection of content, innovating methods, usingdiversified forms of development; promoting each teacher's self-
development role, the management of pedagogical capacity development for teachers in colleges will achieve the goal of improving the quality of
teachers, contributing to improving high quality of education and training
of colleges in Hanoi today
5 Methodology and research methods
Methodology
The dissertation is implemented on the basis of dialecticalmaterialism of Marxism-Leninism, Ho Chi Minh ideology, views andpolicies of the Communist Party of Vietnam on education, trainingand training management
During the research, the author approaches the problem from asystematic - structural perspective; history - logic; practical perspective At thesame time, access to educational management theories such as: approach tomanagement functions; access to pedagogical competence of teachers;operational approach; approaching development of teaching staff as the basisfor approaching the research subjects, solving research tasks of the topic
Research Methods
Group theoretical research methods
General analysis, systematization, generalization, comparison
of research results of books and articles related to the topic
Practical research methods
Methods of summarizing experience: synthesizing andstudying legal documents; summarized reports on education andtraining of colleges
Observation method: observing organization and direction ofmanagers for teacher training classes of Hanoi Department ofEducation and Training, Ministry of Education and Training;Department of Labor - Invalids and Social Affairs
Trang 4Dialogue method: conduct seminars and discussions withmanagers and teachers on issues related to the research topic.
Method of experts: seeking opinions of scientists, experts onthe implementation of the topic, the theoretical issues of the topic.Survey method: conducting surveys and surveys of someeducational managers, teachers and managers of the Department ofLabor, War Invalids and Social Affairs
Personal interview method: chatting with some teachersTesting and testing methods: used to verify the effectiveness ofthe proposed dissertation measures
Method of using statistical maths: to process data collectedfrom surveys and surveys and calculate assay and trial results
6 New contributions of the dissertation
Developing and perfecting theories on pedagogical capacitydevelopment for teachers in colleges; management of pedagogicalcapacity development for teachers in the current context;
Discovering and properly assessing the status of pedagogicalcapacity development, management of pedagogical capacitydevelopment and developing criteria to evaluate the effectiveness ofmanagement of pedagogical capacity development for teachers incolleges in current context
Proposing and confirming the effectiveness of the management
of pedagogical capacity development for teachers in colleges in thecurrent context
7 Significances of the dissertation
In term of practicality:
The dissertation is one of the bases to help subjectmanagement at all levels to analyze, evaluate accurately and makeappropriate management impacts in pedagogical capacitydevelopment for teachers in colleges
The dissertation can be used as a reference for research, teachingand learning activities in colleges in the current system of occupations
Trang 58 Structure of the dissertation
The dissertation includes introduction, five chapters,conclusions, list of scientific works of the author related to thedissertation, list of references and appendices
Chapter 1 OVERVIEW OF RESEARCH ISSUES RELATED TO
DISSERTATION 1.1 The research works related to fostering, developing pedagogical capacity for teachers
1.1.1 Overview of scientific research works related to dissertation
Discussing professional training, pedagogical competence forteachers in the history of the world and current educators mentioned
in terms of approach, content and valuable values to be studied andcontinued autumn, like JA Kômenxki; Delors, Jacques; EleonoraVillegas - Reimers; P.Jackson; -Raja Roy Singh; Ann Grosso deLeon; Anne Reynolds; Robert Glaser; Jegede Margaret Taplin Understanding the results of the above research, showing thecommon ideas and perspectives of the above authors, through theirworks, confirms the role, necessity and content of vocational trainingrequirements service, professional capacity, personality quality forteachers In general, the research works serving human resource trainingand pedagogical development for teachers in developed countriesexpress the view that the quality of teachers is firstly the pedagogicalcapacity is a decisive factor to the quality of education and training
1.1.2 Overview of scientific research works in Vietnam
Research on pedagogical capacity and development ofpedagogical capacity has been interested in many scientists such asNguyen Dinh Chinh; Tran Ba Hoanh; Dang Ba Lam; Nguyen HuuChau; Nguyen Xuan Truong; Le Minh Vu; Phan Van Ty
In the field of education and training at colleges and secondaryschools, the authors have studied the fostering and developingpedagogical capacity in specific directions, such as Tran Hung Luong(2003) with his PhD on "A number of solutions for professionalfostering and technical pedagogical capacity for Vietnamesevocational teachers at present" Truong Dai Duc (2011), with hisdissertation on education on "Fostering teaching capacity for teachers
to practice vocational schools in the Northern mountainous areas"
Trang 6There are also many scientific articles discussing pedagogicalcapacity, fostering and developing pedagogical capacity for teachers,such as Hoang Hoa Binh; Pham Thi Kim Anh; Nguyen Duan - DinhThi Hong Van, Dang Thi Da Thuy; Nguyen Van Y; Dau Thi Hoa Thus, the topics, research works and dissertations havementioned many different angles on pedagogical capacity andtraining, pedagogical capacity development for teachers in each typeand each condition However, these studies are mostly in the form ofmacro, general and comprehensive research that have not gone intodepth to address the specific and urgent requirements on managementand development of pedagogical competence for teachers at specificsecondary schools in an area or a locality Therefore, the dissertationacquires scientific ideas to research the theoretical basis ofpedagogical capacity development management for teachers insecondary schools in the current context.
1.2 The research works related to the management of pedagogical capacity development for teachers
1.2.1 The research works of foreign authors
The scientific works discussing teacher fostering and managingpedagogical capacity development for teachers include a number ofscientific works such as: "Teacher professional development in a policylearning perspective"; The teaching project "Teaching in focus" ofOECD has affirmed that the leadership and direction of effectivetraining is to create a favorable environment, valuable environment,creating psychology for motivated teachers self-study, self-training,self-control fostering activities of themselves Research on managementmethods, ways of fostering pedagogical competence for teachers caninclude N.M.Iacôplep author; V A Xukhomlinski
In summary, the overseas research works on management ofpedagogical capacity development for teachers have focused onpersonalizing this activity such as teacher training and developmentHowever, there has been no work on pedagogical developmentmanagement for teachers at secondary schools to meet therequirements of educational innovation in the current context
1.2.2 The research works of Vietnamese authors
There are many researches on management of pedagogicaldevelopment and fostering for teachers In books and textbooks ontraining, fostering and developing pedagogical capacity
Trang 7development for teachers, like Bui Minh Hien; Tran Thi BichLieu, Tran Van Khoi, with his dissertation on "Some solutions toimprove the quality of management of teaching staff in colleges ofeconomics - business administration in Vietnam today"; Tran ThiHai Yen, with her dissertation "Managing and fostering teachingcapacity for high school teachers according to professionalstandards"; author La Hong Phuong, with his doctoral thesis
"Managing pedagogical capacity training activities for lecturers ofsocial sciences and humanities at military universities"; NguyenThi Tuyet, with her dissertation "Managing and fostering teachingcapacity for junior high school teachers in Hanoi to meet therequirements of educational renovation" Along with books,scientific topics, dissertation, there are also typical articlespublished in scientific journals
Through research and analysis of scientific topics, doctoraltheses, scientific articles discussing pedagogical capacity,management of fostering and developing pedagogical capacity forteachers, the author realized that in the current context, when thepolicy of fundamental and comprehensive renovation of educationand training also opens up many opportunities and challenges forteachers, it requires them to constantly study, foster and cultivatemoral qualities knowledge and skills to meet current education andtraining requirements In the face of these changes, colleges need toshow their roles, responsibilities, and further strengthen themanagement and development of pedagogical capacity for teachers inthe current context
1.3 Overview of research results of published scientific works related to dissertation and issues that need to be solved.
1.3.1 Overview of research results of published scientific works
Through the summary of research results from sources ofbooks, themes, scientific articles of authors in foreign countries andVietnam, shows that the research works on pedagogical capacitydevelopment management for teachers in colleges in Hanoi City inthe current context has not been implemented Therefore, the relevantresearch works is a scientific basis, facilitating the theory, helping theauthor have a scientific fulcrum to deploy the research project
Trang 8"Management of pedagogical capacity development for teachers incolleges in Hanoi City in the current context ”.
1.3.2 The issues that dissertation to be solved
Firstly, build a theoretical basis for pedagogical capacity,
management of pedagogical capacity development for teachers inaccordance with the characteristics of teachers' activities in colleges andconditions to ensure the operation of development of pedagogical capacityfor teachers in colleges has been stipulated in the current context
Secondly, investigating, making survey, sketching the current
picture of pedagogical capacity development, management of pedagogicalcapacity development for teachers in colleges in Hanoi City
Thirdly, the dissertation proposes scientific measures ò management
of pedagogical capacity development for teachers in colleges in Hanoi in thecurrent context The study proposes feasible measures which will meet newrequirements for management of pedagogical capacity development forteachers in colleges in Hanoi in the current context
Conclusion of Chapter 1
Pedagogical capacity as well as management of pedagogicalcapacity development for teachers is an issue that has alwaysreceived the attention and research of many authors both in the worldand in Vietnam Through researching books, scientific works,dissertation, scientific articles of authors in the world and in Vietnam
on capacity, pedagogical capacity, pedagogical capacity developmentand management of pedagogical capacity development for teachers is
an important premise, a theoretical and practical foundation for theauthor to continue studying the theoretical basis and practices ofmanagement of pedagogical capacity development for teachers incolleges in Hanoi in the current context
Chapter 2 THEORETICAL BASIS OF MANAGEMENT OF
PEDAGOGICAL CAPACITY DEVELOPMENT FOR TEACHERS IN COLLEGES IN THE CURRENT CONTEXT 2.1 Theoretical issues about pedagogical capacity, pedagogical capacity development for teachers in colleges in the current context
2.1.1 Pedagogical capacity of teachers in colleges
2.1.1.1 Capacity concept
Trang 9Competence is the ability to perform activities based on the mobilization of a combination of knowledge, techniques, skills and experience to effectively deal with an activity.
2.1.1.2 Pedagogical capacity development for teachers in colleges
Pedagogical capacity development is the synthesis ofknowledge, techniques, teaching and educational skills, in order tomeet the requirements and achieve high results in pedagogicalactivities at colleges
2.1.1.3 Characters of pedagogical capacity development for teachers in colleges
Firstly, teaching capacity
Secondly, educational capacity
Thirdly, the capacity to organize pedagogical activities
2.1.1.4 Evaluation criteria of pedagogical capacity development for teachers in colleges
According to Circular No 08/2017 / TT-BL ĐTBXH,
"Regulations on professional standards of vocational educators", thecriteria for assessing pedagogical capacity of teachers in intermediateschools, including: pedagogical qualifications and time ofparticipation in teaching; Prepare teaching activities; Conductingteaching activities; Examining and evaluating learning results oflearners; Managing teaching records; Developing programs,developing textbooks and teaching materials; Building plans,implementing educational activities; Managing learners, building aneducation and learning environment; Social activities
2.1.2 Current context and issue of pedagogical capacity development for teachers in colleges
2.1.2.1 The current context impacts on the development of pedagogical capacity for teachers in colleges
Firstly, the international context
The Industrial Revolution 4.0, especially the rapid development
of information and communication technology, the knowledge-basedeconomy is growing strongly, directly affecting the socio-economicdevelopment and education In the world It is neccessary for countries
to have policies for education and training development, includingpedagogical development for teachers at all levels
Secondly, situation in Vietnam
Trang 10Our country is in the process of stepping up the process ofindustrialization and modernization of the country, conducting theprocess of international integration, ensuring political stability andsocio-economic development The Party and the State have set outstrategies for national development in each period with specific steps,creating favorable conditions for the implementation of fundamentaland comprehensive renovation of education, training and capacitydevelopment for teachers at all levels, including teachers at colleges
to meet the current renovation requirements
Thirdly, the policy of comprehensive renovation of education and training of the Party and State
The goal of education renovation is to create fundamental andstrong changes in the quality and effectiveness of education andtraining; meet better and better the work of building, defending theFatherland and learning needs of the people
2.1.2.2 Requirements on pedagogical capacity development for teachers in colleges
Firstly, it is necessary to focus on standardizing the teachingstaff according to Circular No 08/2017 / TT-BLDTBXH, of theMinistry of Labor, War Invalids and Social Affairs
Secondly, strictly implementing the plan of teacher development,
which focuses on developing pedagogical capacity for teachers
Thirdly, amending policies on salaries, allowances and other
preferential regimes to motivate teachers to study and research and develop pedagogical capacity; Revise the method ofhiring teachers to ensure quality teachers
self-2.1.3 Pedagogical capacity development for teachers in colleges
2.1.3.1 The concept of pedagogical capacity development for teachers in colleges
Developing pedagogical capacity for teachers in colleges is the
frequent and continuous impacts of the development subject on theteachers, creating opportunities for teachers to consolidate and updatenew knowledge, skills, contributing to improving the effectiveness ofteaching and educating students according to the educational andtraining goals set by colleges
2.1.3.2 Content pedagogical capacity development for teachers in colleges
Trang 11The content of pedagogical capacity development for teachers
in intermediate schools focuses on: the capacity of designing andconducting teaching; teaching assessment and managementcompetencies; capacity to outline student development projectsaccording to social requirements; ability to communicate, sensualizeand skillfully treat students
2.2 Theoretical issues on management of pedagogical capacity development for teachers in colleges in the current context
2.2.1 The concept of management of pedagogical capacity development for teachers in colleges
The management of pedagogical capacity development forteachers in colleges is the overall organized, planned impact of themanagement subjects on the development of pedagogical competence forteachers to ensure the progress of teaching activities closely to developand improve the pedagogical competence of teachers in colleges
2.2.2 Content of management of pedagogical capacity development for teachers in colleges
2.2.2.1 Developing plans and organizing forces to implement plans of management of pedagogical capacity development for teachers in colleges
2.2.2.2 Management of the objective implementation of pedagogical capacity development for teachers in colleges
2.2.2.3 Managing the content implementation of pedagogical capacity development for teachers in colleges
2.2.2.4 Organizing implementation of methods to develop pedagogical competence for teachers in colleges
2.2.2.5 Directing teachers in colleges to develop pedagogical skills themselves
2.2.2.6 Organizing to build environment and conditions for pedagogical capacity development for teachers of secondary schools 2.2.2.7 Monitoring, checking and evaluating pedagogical capacity development results for teachers of colleges
2.3 Factors affecting management of pedagogical capacity development for teachers in colleges in the current context
2.3.1 Impacts from the new development on the characteristics and training tasks of colleges in the current context
Facing a dynamic and rapidly changing labor market of theinternational integration process, the secondary schools should be set
Trang 12for fundamental and comprehensive renovation, creating abreakthrough in training quality, especially, is high quality training;developing scale corresponding to quality assurance conditions;ensuring a reasonable structure between training levels; building anopen and flexible vocational education system to create favorableconditions for all learners; developing high quality schools, keynational, regional and international vocational schools.
2.3.2 Impact of qualifications and capacity of educational management staff in colleges
Qualifications of managerial staff, which have a direct impact
on teacher pedagogical development Therefore, managers ofsecondary schools must always keep up with the Party's resolutions
in time; State guidelines on education and training to implementpedagogical capacity development activities for teachers in colleges
2.3.3 Impact from the need to develop and improve the pedagogical capacity of each teacher in colleges
The teachers at the capacity are responsible for training
students according to the goals and requirements of colleges, in order
to develop human resources for the country's industrialization andmodernization in the future Developing quality and pedagogicalcapacity for teachers is an indispensable element in the period offundamental and comprehensive renovation of education towardsstandardization, modernization, socialization and internationalintegration
2.3.4 Impact from the pedagogical environment and brands
of colleges
The pedagogical environment has a great influence on themanagement of pedagogical capacity development for teachers incolleges in the current context The pedagogical environment affectsthe emotions, reason and behavior of the members and unites themembers, promoting all activities in the school Therefore: “Eachproduction, working, studying and fighting unit must be anenvironment for disciplining, skilled, highly productive and efficientlabor character, where friendship is expressed, comradeship,teamwork, forming a new human personality and new culture ”
Conclusion of chapter 2