Quản lý hoạt động bồi dưỡng nghiệp vụ sư phạm cho giảng viên của đại học quốc gia lào trong bối cảnh đổi mới giáo dục tt tieng anh

Surveying and evaluating the current status of pedagogical trainingand management of pedagogical training for lecturers of the National University of Laos in the context of educational i

1 The reason for choosing the topic

Over the past years, training of pedagogical skill and pedagogicalmanagement of lecturers of Lao National University has created many obviouschanges Special attention is paid to the capacity of lecturers, learning goes hand

in hand with practice, theory associated with practice Facing the requirements

of innovation, the National University of Laos deployed pedagogical training forthe faculty and has achieved certain successes However, the training ofpedagogical skills and management of pedagogical skills for lecturers still haveshortcomings such as: The organization of the training is still too formal andcontent has not followed the reality, the method is not suitable, the instrumentsare not enough to meet the training demands, thus the quality of the training isnot high Besides, the determination of the need to foster pedagogical skills forthe lecturers has not been close to reality The development of output standardsand design of the training program have not yet been renovated Theimplementation of training activities has not been effective, the management ofpedagogical skill training classes for lecturers has not been strict There is noprogram of fostering pedagogical skills for each industry group, which isinadequate at present The evaluation of the results of the fostering activities hasnot been profound, mainly evaluated according to content, not evaluated bycapacity This leads to the quality of fostering pedagogical skill that has not metthe requirements of educational innovation That is why I have chosen the topic:

"Management of pedagogical training activities for lecturers of Lao National University in the context of educational innovation"

2 Purposes of the research

On the basis of theoretical and practical research in managing pedagogicaltraining activities for lecturers of Lao National University, discovering strengthsand weaknesses propose solutions to management of vocational trainingactivities Pedagogy for the lecturers of the National University of Laos meetsthe requirements of educational innovation

3 Objectives and subjects of the Research

lecturers will be built to meet the educational innovation context.

5 Missions of the Research

5.1 Research on the rationale on management of pedagogical trainingactivities for lecturers of the National University of Laos in the context ofeducational innovation

5.2 Surveying and evaluating the current status of pedagogical trainingand management of pedagogical training for lecturers of the National University

of Laos in the context of educational innovation

5.3 Proposing solutions to managing training and fostering pedagogicalskills for lecturers of Lao National University in the context of educationalinnovation

5.4 Tested and tested a number of management solutions to fosterpedagogical skills for lecturers of Lao National University in the context ofeducational innovation proposed in the thesis

6 Limit, scope of research

The thesis focuses on researching and proposing solutions for managingpedagogical training activities for lecturers of Lao National University in thecontext of educational innovation

Survey the status of the training and management of pedagogical trainingactivities for the lecturers of the National University of Laos in the context ofeducational innovation

Research subjects: Leaders, managers, lecturers of the Lao NationalUniversity member schools

Survey data for the period of 2013-2018

7 Research Methodology and Methods:

7.1 Methodology

7.1.1 Approach to capacity

7.1.2 Approach to the system

7.1.3 Practical approach

7.1.4 Approach according to CIDO

6.1.5 Approach according to CPD (continuing professional development)

7.2 Specific research methods

7.2.1 Group of theoretical research methods

7.2.2 Group of practical research methods

8 Defense thesis

- Lecturers have an important role to play in improving the quality ofhigher education, the goal of improving the training quality of Lao NationalUniversity depends greatly on the quality and capacity of the faculty reflected inpolitical quality, professional ethics, professional capacity, pedagogicalprofession )

- The renewal of management of training activities for pedagogical skillsfor university lecturers is an urgent issue The need of training pedagogical skills

for university lecturers of each training sector is very different, it is necessary tohave a comprehensive solution including specific implementation stepsapplicable to each training industry group, with the linkage, intertwining, andunity together to create should the sustainability and efficiency in managing thisactivity;

- Innovating the management training activities for pedagogical skills foruniversity lecturers by approaching capacity based on output products according

to social needs in the context of international integration and global change willimprove the efficiency of training pedagogical skills activities for universitylecturers

9 New contributions of the thesis:

9.1 In theory

The thesis has codified the basic theoretical basis of the management ofpedagogical training activities for the lecturers of the National University ofLaos The author analyzes clearly the application of the systematic approach tothe management of pedagogical training activities for university lecturers Fromthere, clarifying the objective and content of training pedagogical skills for thelecturers of the National University of Laos in the context of educationalinnovation

The solutions proposed in the thesis are highly appreciated for thenecessity and feasibility of the solutions

10 Structure of the Thesis:

The thesis except from the introduction and conclusion includes 03chapters

Chapter 1: Theoretical basis for the management of pedagogical trainingactivities for lecturers in the context of educational innovation

Chapter 2: Current situation of management of pedagogical trainingactivities for lecturers of the National University of Laos

Chapter 3: The solution to manage pedagogical training activities for

lecturers of Laos National University in the context of educational innovation

Chapter 1 THEORETICAL BASIS OF MANAGEMENT OF TEACHING

TRAINING ACTIVITIES FOR UNIVERSITY LECTURERS IN THE

CONTEXT OF EDUCATION INNOVATION

1.1 Overview of the Research issue

1.1.1 Research on activities of fostering pedagogical skills for university lecturers

1.1.2 Research on the management of pedagogical training activities for university lecturers

1.2.3 University lecturers

Teachers who teach at preschool, general education and vocationaleducation establishments are called teachers; In higher education institutions,colleges are called lecturers ”

1.2.5 Fostering pedagogical skills for university lecturers

Fostering pedagogical skills for university lecturers is an organizedactivity, done in a time, a space, a program and a defined form to equip thenecessary knowledge and skills is designed for lecturers to supplement andenhance their professional skills, qualifications, experience and professionalqualities to meet the job requirements they are undertaking, or the expectationsset by the organization

1.2.6 Pedagogical training activities for university lecturers

The Pedagogical skills training activity is the process of adding knowledge

and skills to enhance the capacity and quality of the fostered subjects space, aspace, a program and a defined form to equip lecturers with the necessaryknowledge and skills to supplement and enhance their professionalqualifications, skills, experience and professional quality meet the jobrequirements they are undertaking, or the expectations set by the organization

1.2.7 Managing the training of pedagogical skills for university lecturers

Managing the training of pedagogical skills for university lecturers is theprocess of implementing the planning work (including defining specificobjectives, setting plans, defining evaluation standards and institutionalization),organizational arrangement (organizational arrangement, human resourcecoordination, assignment of work, coordination of financial and technicalresources .), direction, administration, control and evaluation of results ,correcting errors (if any) to ensure the completion of the goal of improving thequalifications and capabilities of the school's faculty

1.3 Pedagogical training activities for university lecturers in the context of educational innovation

1.3.1 The background of educational innovation of the Lao People's Democratic Republic

1.3.2 Fostering pedagogical skills for university lecturers

- The goal of fostering pedagogical skills for university lecturers

- Content of the training pedagogical skills for university lecturers

- Forms and methods of fostering pedagogical skills for university lecturers

- Principles of pedagogical training activities for university lecturers

1.4 Managing the training of pedagogical skills for university lecturers

1.4.1 Managing the determination of training needs of pedagogical skills for university lecturers

- Find out the awareness of managers and lecturers about the purpose oftraining: Can interview or directly consult managers and lecturers about thepurpose and meaning of fostering to improve pedagogical skill;

- Evaluate the needs and make conclusions about the contents to befostering pedagogical skills for university lecturers

After the survey, the collected information was analyzed Based on theresults of analysis, orientation on the necessary content to be fostered, deploying

on a large scale according to the plan

1.4.2 Managing pedagogical output standards for university lecturers

The building of standards on pedagogical skills for university lecturersrequires having the highest management agency in charge of higher education incharge of formulation and promulgation In the context of the current socialist-oriented market economy development, the training of human resources to meetthe development requirements of the society needs to be paid special attention,because for each group of training industries, there is a need to Common demandalso has its own specific requirements for development

1.4.3 Managing and designing programs for fostering pedagogical skills for university lecturers

CDIO is an approach to build and organize a training program that inheritsthe achievements and experiences of traditional approaches, combined with thedevelopment trends of the times Ideas (also known as Initiative)

CDIO is a system of methods and forms of accumulation of knowledgeand skills

CDIO is a solution to improve the quality of training to meet socialrequirements on the basis of defining output standards to design trainingprograms and methods according to a scientific process CDIO is an acronymabbreviated by Conceive - Figuring ideas; Design - design ideas; Implement -implementation; Operate - operation This is a new initiative for education, is asystem of methods and forms of accumulating knowledge and skills in training

to meet the requirements of businesses and society

1.4.4 Managing the deployment of pedagogical training activities for university lecturers

-Directing the compilation of documents and the preparation of facilitiesand equipment for training sessions

- Balance and allocate funding from sources belonging to the state budget,targeted projects, projects and programs serving the fostering work

- Organize to learn from experience, evaluate the results of fostering workimplementation

- The schools directly under the Laos National University

- On the basis of the planning framework of the National University ofLaos, the affiliated training institutions are responsible for developing plans fortraining of pedagogical skills for their own lecturers to submit to the relevantauthorities of the Ministry for approval

1.4.5 Manage lecturers of pedagogical skill classes and forces participating

in fostering activities of pedagogical skill

Requirements for lecturers and teaching methods in fostering classes are asfollows:

- Lecturers with specialized qualifications in vocational training, seniorityand experience in teaching theory and practice guidance

- Lecturers have foreign language and computer skills to update newknowledge and apply them in their expertise and innovate teaching methods

- Lecturers must be proficient in the stages of building detailed programs,compiling lecture textbooks, preparing lesson plans and evaluating teachingresults

* Manage the forces involved in fostering NVSP

- Agencies attached to the Ministry shall direct the training and retraining

of education and training establishments directly under the Ministry

- School administrators directly direct and supervise fostering activities

- The functional units assigned by the director to plan and implementtraining activities

- The entire team involved in teaching, both part-time and organiclecturers

1.4.6 Management and evaluation of pedagogical training activities for university lecturers

- Organize the development of assessment standards for each activity ofthe vocational training institution

- Organize the selection of evaluation methods, how to measureperformance and compare with training objectives

- Monitoring evaluation and measurement activities to identify theassessment activity is objective, honest and achieve desired results

- Handling inspection and evaluation results: making decisions to promotegood results, overcome limitations and handle mistakes

1.5 Factors affecting the management of pedagogical training activities of university lecturers

1.5.1 Subjective factors

- Qualifications, competencies, and managerial qualifications of principals:

- Awareness of universities under national university, lecturers, administrators and students participating in fostering pedagogical skills

1.5.2 Objective factors

- Factors of law, policy, charter, regulations, education management mechanism

- Organizational apparatus and human resources

- Resources and material resources

- Educational environment factors

- Factors of information technology and communication

Summary of chapter 1

In Chapter 1, the author has analyzed and clarified the theoretical issuesabout the administration of the activities of professional training for lecturerspedagogical universities in the context of educational reform from which madethe content management The training of pedagogical skills for universitylecturers includes: Managing the determination of needs of pedagogical fosteringfor university lecturers; Managing pedagogical output standards for universitylecturers; Managing and designing programs for fostering pedagogical skills foruniversity lecturers; Manage lecturers of pedagogical skill classes and forcesparticipating in fostering activities of pedagogical skill; Managing andevaluating the training of pedagogical skills for university lecturers; Managingthe deployment of pedagogical training activities for university lecturers

Chapter 2 THE CURRENT SITUATION OF MANAGEMENT OF PEDAGOGICAL TRAINING ACTIVITIES FOR LECTURERS OF LAO NATIONAL

UNIVERSITY

2.1 Overview of Lao National University

2.1.1 General Overview

2.1.2 The quantity and quality of the contingent of managers and lecturers

Table 2.1 Summing up the number and training qualifications of the

contingent of managers and lecturers Subjects Total

Qualification training Doctor Master University Colleges Other levels

Management staff 514 112 21.79 402 78.21 0 0 0 0 0 0Lecturers 1451 66 4.55 509 35.08 876 60.37 0 0 0 0

2.1.3 International experience of university faculty training in several countries 2.2 Current state research organization

2.2.1 Sample survey of the thesis

2.2.2 Survey content

2.2.4 The reliability of the survey tool

2.2.5 Organize the survey results to be reliable

2.3 Actual situation of pedagogical training for university lecturers of Laos National University

2.3.1 The real importance of perception of the pedagogical training activities for university lecturers of the National University of Laos

Chart 2.1 Synthesized opinions to assess the real situation of awareness of importance of the pedagogical training activities for lecturers

of the National University of Laos

2.3.2 The situation of participating in training courses on pedagogical skills

of the lecturers of the National University of Laos

Overall assessment of the status of participating in training courses on

pedagogical skills is the difference between the training sector, training structureand level.

2.3.3 Current status of implementing pedagogical skill training objectives for lecturers at Laos National University

The above fact shows that, when the National University of Laos develops atraining plan, it also has not set a specific goal close to the reality that needs to

be fostered, the problem for us is how to understand the The need to be fosteredand self-taught by lecturers of the National University of Laos today and must beconsistent with the characteristics of each major in the National University

2.3.4 Current status of implementing activities of pedagogical skill training for lecturers at Laos National University

Currently, the school's enrichment program has improved a lot to meet thecurrent innovation requirements, but due to the increasing diversity of industries,each industry has its own unique teaching methods and ways because Therefore,there are program contents that are not really suitable for each industry

2.3.5 The situation of using the method of pedagogical skill training for the lecturers of the National University of Laos

The majority of respondents evaluate the implementation of methods offostering pedagogical skills for university lecturers at a very good and goodlevel However, there are still methods of assessment that perform not very well

2.4 Current situation of management of pedagogical training activities for university lecturers of the National University of Laos

2.4.1 Current status of awareness of the importance of pedagogical training activities for university lecturers of Laos National University

2.4.1.1 Some evaluation opinions of managers in charge of pedagogic training

Most of the opinions of the management staff highly appreciate thefostering activities of pedagogical skill for the faculty Specifically, the firstcriterion: "The importance of training pedagogical skills for trainers" 81.82%rated it as good and very good, while up to 63.64% rated the criteria:

"Characteristic understanding of fostering activities for adults"

2.4.1.2 Some assessments and comments from the perspective of lecturers directly teaching the pedagogical skill fostering classes

One of the issues that the author chooses to survey the lecturers directlyinvolved in teaching is the level of interest in the content to improve the quality

of training that is: “lecturers participate in scientific research tasks; lecturersparticipating in fostering are regularly updated with new knowledge; Additional

training materials; Processing information must be retrieved from learners;Evaluate lessons learned after each training session; Developing contingent oflecturers ”survey results are shown in the following table:

2.4.2 Management situation of determining the needs of fostering pedagogical skills for lecturers by group of training disciplines

Table 2.20 Synthesize assessment opinion of management status to determine the

needs of fostering pedagogical skills

of groups of training branches

Humanities and Social Sciences (100)

Natural science (76)

Technical science (74)

Economics (98)

Fostering the teaching

method of traditional

teaching

4 Fostering the method ofscientific research 8 8.00 10 13.16 10 13.51 5 5.10

5 Fostering soft skills 7 7.00 6 7.89 3 4.05 22 22.45

6 Fosteringattaches to realitycontent 12 12.00 9 11.84 11 14.86 17 17.35

7 There are foreign fosterexperts 9 9.00 8 10.53 7 9.46 15 15.31

8 Using technology inteaching 10 10.00 6 7.89 5 6.76 11 11.229

Training short-term

fostering pedagogical

skills courses

12 12.00 5 6.58 3 4.05 4 4.0810

Check and evaluate

2.4.3 The situation of managing output standards pedagogical skills for the lecturers of the National University of Laos

The comments all said that the current situation of checking and evaluatingthe implementation of output standards as a form leading to low efficiency, the

review and conclusion of lessons learned is not effective These are the reasons

to overcome to improve this content

2.4.4 Design status of the program on fostering pedagogical skills of the trainers participating in the fostering

Table 2.22 The situation of the organization and design of the program of fostering pedagogical skills of the trainers participating in the fostering

Performance level Very

suitable Suitable

Not quite suitable

Not suitable

5 Education learning andpedagogical practice 3 27.27 5 45.46 2 18.18 1 9.09

In addition to the contents that are directly fostered by lecturers ofpedagogical skills for lecturers of the National University of Laos, there are alsoassessment contents that are not particularly relevant: “Education learning andpedagogical practice; Evaluation in education; Age psychology ”accounts for theinappropriate rate (4%, 8%, 12%) respectively This confirms that theseprograms need to be reviewed and adjusted to suit the current stage ofeducational innovation Especially in the current period, pedagogical practiceand evaluation in education need to pay attention to develop students'competencies

2.4.5 Organization and implementation of pedagogical skill training activities for lecturers

Table 2.24 The results of the investigation on the current situation of organizing

pedagogical training activities for university lecturers

TT Forms and organization of activities of pedagogical training activities

Level Suitable Suitable Not

1 Organizing training classes for the entire lecturersstaff gathered in the summer 325 93.39 8 2.302

Organize training classes for the entire faculty

team according to the mode of self-study and

discussion at room and faculty levels during the

school year

321 92.24 27 7.76

3 Organize advanced training for a part of the facultyof short-term focused classes in the summer 332 95.40 16 4.60

4 Organize advanced training for a part of the facultyof short-term focused classes in the school year 287 82.47 61 17.53

Through table 2.24 we see, most forms of fostering pedagogical skills forlecturers are evaluated appropriately However, there are still forms with a highrate of nonconformity

2.4.6 Current status of management and assessment of pedagogical skill fostering activities for university lecturers

2.4.6.1 Some assessments of managers in charge of pedagogical training classes on the real situation of implementing content of training pedagogic skills for university lecturers

The author studies the situation on the level of interest in the content ofpedagogical skills fostering for the Lao National University lecturers Thesurvey results are summarized in the following table:

Table 2.25 Current status of evaluating the pedagogical skill fostering

activities of the trainers participating in the fostering

TT Content evaluation criteria

Level Very good good Normal Not so good good Not

1 Lecturers participate inscientific research tasks 5 45.46 4 36.36 1 9.09 1 9.09 0 02

lecturers participating in

fostering are regularly

updated with new

knowledge

5 45.46 4 36.36 1 9.09 1 9.09 0 0

3 Additionalmaterials training 5 45.46 3 27.27 3 27.27 0 0 0 0

4 Processing informationretrieved from learners 4 36.36 5 45.46 2 18.81 0 0 0 05

7 Develop a contingent offuture lecturers 5 45.46 3 27.27 3 27.27 0 0 0 0

Go to Table 2.25 We can see, most of the opinions are rated good andvery good, accounting for a high percentage This shows that, the managementstaff has closely directed the implementation of the contents serving activities ofvocational training service for university lecturers However, the content

"Assessment to learn from experience after each training session" is still rated asnormal Through here, the management team continues to organize and direct