Tóm tắt Luận án A study of the management of in-Service primary teacher training programmes based on the professional standards

Teachers are considered important resources of the institutions, the schools and society. Teaching staffs contribute actively to the development of education. Basic education and training renovation policies also create opportunities and challenges for primary teachers, require them to keep learning and personal developing to meet the increasing requirements of the professional standard. These changes require more focus on strengthening the role and responsibilities of the primary managers in the school management and management of training the primary teachers based on the professional standards.

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MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF EDUCATION -------------------------- VU THI THU HUYEN A STUDY OF THE MANAGEMENT OF IN-SERVICE PRIMARY TEACHER TRAINING PROGRAMMES BASED ON THE PROFESSIONAL STANDARDS Major: EDUCATION MANAGEMENT Code: 62 14 01 14 SUMMARY OF THE DISSERTATION Ho Chi Minh City - 2015 Research completed at: Ho Chi Minh City University of Education Supervisor: Dr. Vo Thi Bich Hanh Assoc. Prof. Phan Minh Tien 1st counter-argument by: Dr. Nguyen Đuc Danh 2nd counter-argument by: Dr. Ho Van Lien 3th counter-argument by: Prof. Dr. Vo Van Loc The dissertation will be defended in the presence of the School’s Dissertation Assessing Board, meeting at Ho Chi Minh City University of Education on ., am/pm This dissertation can be found at: 1. The National Library of Vietnam 2.The Library of Ho Chi Minh City University of Education INTRODUCTION Rationale of the study Teachers are considered important resources of the institutions, the schools and society. Teaching staffs contribute actively to the development of education. Basic education and training renovation policies also create opportunities and challenges for primary teachers, require them to keep learning and personal developing to meet the increasing requirements of the professional standard. These changes require more focus on strengthening the role and responsibilities of the primary managers in the school management and management of training the primary teachers based on the professional standards. Recently, the education reforms have focus on the goal of improving teaching staffs’ qualification. The policy, guidelines and policies of the Party, the States express an interest in training teachers and improving the quality of educational human resource. Directive 40-CT/TW on constructing and improving quality of teachers and education managers stated: "The requirements of the development of new educational era of industrialization and modernization, education managers and teachers have limitations and shortcomings"; thus, we have: "To review and rearrange the contingent of teachers, education managers to enhance professional qualifications of teachers, and education managers". In recent years, the size of school and the number of primary pupils have tended to rise rapidly, which leads to an increasing demand for primary teachers. The increasing of teaching staff resources leads to many consequences. School managers should prepare necessary resources to train the teachers to qualify teaching requirements. Therefore, management of training programmes for primary teachers with the professional standards, preparing qualified professional teaching staff are very important and urgent issues in primary school management. In fact, management of training programmes for primary teachers based the professional standards has achieved significant successes but the limitations still exist. Most are in the process of planning, organizing, directing and evaluation of the primary teachers’ development. For that reason, quality of management of training programmes for primary teachers based on the professional standards has been restricted ‘A study of the management of in-service primary teacher training programmes based on the professional standards’ was born with the above context. 2. Purpose of the study The study is based on the basis of studying the theories research, survey, evaluating situations, building up solution systems of management of in-service primary teacher training programmes based on the professional standards, thereby improving the quality of primary teaching staff and serving the education reform goals. 3. Object and Subject in the research 3.1. The object of research Teaching staff management in the primary schools 3.2. The subject of research The strategies of management of in-service primary teacher training programmes based on the professional standards 4. Research hypotheses Management of in-service primary teacher training programmes based on the professional standards is one of the effective management strategies aiming to enhance the quality of primary teachers based on the professional standards. Management of in-service primary teacher training programmes based on the professional standards is carried out by school managers. It has regularly performed and achieved some positive results. However, there have still remained some shortcomings and limitations in the management functions. If studying theoretical systems, assessing the practice of management of in-service primary teacher training programmes based on the professional standards; developing necessary and feasible management solutions; it will contribute to improve the quality of primary teachers based on the professional standards. 5. Research aims 5.1. Generating systematized rationale for in-service primary teacher training based on the professional standards; 5.2. Surveying and assessing the practice of management of in-service primary teacher training programmes based on the professional standards; 5.3. Building solutions of management of in-service primary teacher training programmes based on the professional standards; 5.4. Testing of necessity and feasibility of strategies to manage the in-service primary teacher training programmes based on the professional standards; 5.5. Experiment on some solutions to manage the in-service primary teacher training programmes based on the professional standards in Ho Chi Minh City (HCMC). 6. Scope of research 6.1. Content: survey the practice of managementof in-service primary teacher training programmes based on the professional standards. 6.2. Subject of research: a number of strategies to manage the in-service primary teacher training programmes based on the professional standards. 6.3. Research area: Northern part (Hai Duong province), Central (Khanh Hoa province), and Southern part (Ho Chi Minh City). 6.4. Scope of experiments: the experiment is carried out in primary schools in HCMC. 6.5. Time duration: from 2011-2015 7. Research methodology 7.1. The methodology 7.1.1. System approach - Structure 7.1.2. Historical approach - Logic 7.1.3. Practical approach 7.1.4. Management functions approach 7.2. Research methods 7.2.1. Theoretical methods Analyzing, synthesizing, systematizing, generalizing the related theories 7.2.2. Practical methods 7.2.2.1. Survey: To survey the practice of in-service teacher training; the management of in-service primary teacher training programmes based on the professional standards; test the feasibility, necessity of strategies to manage in-service primary teacher training programmes based on the professional standards. 7.2.2.2. Interview: Interview selected educational managers, primary teachers. 7.2.2.3. Experiment: To confirm the feasibility and effectiveness solutions of management of in-service primary teacher training programmes based on the professional standards. 7.2.3. Mathematical statistics methods. Using the software SPSS 20.0 to analyze the data related to the research mission (percentage, mean, standard deviation and t-test). 8. The thesis defense argument Deploying the activities to train professional standards for primary teachers is indispensable in the process of school management. This work plays an important role in educational development, improve the quality of primary teachers based on the professional standards, and improve the quality of education; Management of in-service primary teacher training programmes based on the professional standards in primary schools has been done and achieved some certain success. However, primary teachers’ professional standards in the context of educational innovation require to implement new management activities; conduct synchronous impacts on in-service teacher training to change the reality; promote primary teachers’ self-studying activities; Solutions of management of in-service primary teacher training programmes based on the professional standards focus on management efficiency, education improvement and qualified teacher development; building positive teachers awareness in training, adapting the primary teachers’ increasing occupation requirements. 9. Significance of the research 9.1. The scientific significance The thesis presents an overview of management of in-service primary teacher training based on the professional standards in Vietnam and other countries, covers some of the main research directions and achievements, finds out obstacles and gaps in the field which serve as the bases for further research. The thesis has introduced theoretical background of management of in-service primary teacher training based on the professional standards. 9.2. The practical significance Exploring the practice of in-service primary teacher training and the management of in-service primary teacher training based on the professional standards, whereby proposing solutions of the management of in-service primary teacher training based on the professional standards, develop primary teachers based on the professional standards. Proving the necessity, feasibility and impacts of the proposed solutions in management of in-service primary teacher training based on the professional standards by implementing the proposed solutions in management of in-service primary teacher training based on the professional standards; improve the quality of primary teachers. 10. Structure of the study Introduction: Rationale for the study, Purpose of the study, Object and subject in the research, Objectives of the study, Research hypotheses, Research aims, Scope of research, Research Methodology, Significance of the research Chapter 1: The literature review of management of in-service primary teacher training based on the professional standards. Chapter 2: The practice management of in-service primary teacher training based on the professional standards. Chapter 3: Solutions of management of in-service primary teacher training based on the professional standards Conclusion and recommendations Researcher’s other studies relating to the dissertation References Appendices Chapter 1 THEORETICAL BACKGROUND OF MANAGEMENT OF IN-SERVICE PRIMARY TEACHER TRAINING BASED ON THE PROFESSIONAL STANDARDS 1.1. THE OVERVIEW OF RESEARCH IN THE FIELD 1.1.1. An overview of foreign studies 1.1.1.1. Research on human resource management, human resource management in education To study on the function of system management: Essentials of Managementby Harold Koontz, Cyril O’donnel, Heinz Weihrich (1998). Research on the contents and methods of management: Lawrence Holpp (2008) introduced methods and management practices to build effective working groups, Phillip L. Hunsaker’s (2001) studies of management skills in construction organizational culture, change management and conflict management in organizations. Susan D. Strayer (2010) was interested in development issues and maintaining the ability to work of employees. Gary S. Becker (2008) built and developed scientific theories about the "human capital". The Business Edge (2007) addressed the issue of training and development of human resources, the role of management in organizational training and development of human resources for organizations, subjects and curriculum resource development human resources, performance improvement methods of team work In the field of education management, school management: Pam Robbins, Harvey B. Alvy (2004) wrote ‘The principal’s field manual’; ‘Educational administration, theory, research and practice’ were written by Wayne K. Hoy; Cecil G. Miskel (2001) presented the theoretical and impirical research on education management, organizational behavior research. From the approach of enhancing students’ learning outcomes, improving teaching quality and leadership, ‘Change Leadership: A Practical Guide to Transforming Our Schools’ by Tony Wagner, Robert Kegan (2011) introduced research, practical experience in the management of teaching in some schools in the United States. K.B. Everard, Geofrey Morris, Ian Wilson (2009), studied some background of school management, the way organizations manage and use of human resources and development issues of human resources in schools 1.1.1.2. Research on in-service teachers training Policy on in-service teacher training Content, programs of in-service teacher training Methods and forms of in-service teacher training Influence of teachers on students' outcomes and educational quality 1.1.1.3. Research on teachers’ professional standards Professional standards of British teachers have three components: the values and behavior during practice, teaching standards, and standards of professional ethics. Professional standards for teachers in USA (2008) define professional standards of teachers include the requirements of general knowledge and pedagogical knowledge; requirements of knowledge, skills, guidance, support student learning; and the requirements of knowledge and skills for educational professional development. National professional standards for teachers in Australia (2011) include the following elements: knowledge of the profession; professional practice skills; and the commitment to engage professional development. The findings of teacher professional standards in several countries show that the determination of teacher professional standards in order to build teacher professional standards oriented capacities is necessary. This allows teachers and educational managers to gather resources to improve in-service training programs for the teachers based on the professional standards. In conclusion, there are findings that the researches try to explore issues at different perspectives; but pay attention to the teacher training, self-directed study, and teaching development under certain standards. These studies have also developed a number of different aspects of management activities, as well as the management theory and practice in order to do further study of the role, functions and their impact on educational managers in the management of in-service primary teacher training programmes based on the professional standards. 1.1.2. An overview of studies in Vietnam Concerning research, the thesis was to find out some findings: 1.1.2.1. Viewpoints of educational human resources development: Party and State have affirmed "For the promotion of human resources as the basic element for social development, rapid economic growth and sustainable", "Development of high-quality human resources, especially leaders and managers; scientific staff, technology, cultural leaders". 1.1.2.2. Research on educational human resource management: there is a number of scientific studies on human resources management: Human Resource Management by Nguyen Huu Than (2008); Human Resource Management by Dong Thi Thanh Phuong, Nguyen Thi Ngoc An (2008); Human Resource by Nguyen Van Diem, Nguyen Ngoc Quan (2010); Nguyen Thi My Loc, Tran Thi Bach Mai (2009) with Human Resource Management; Hua Trung Thang – Ly Hong (2004) with Research methodology of effective human resources management 1.1.2.3. Research on teacher training: Primary teachers development project (2002) implementes the teachers training, and primary managers to meet the development requirements of primary education; the project “Support to the renovation of education management” (SREM) (2006) does the research on management innovation schools at all levels, supporting the implementation of the objectives Vietnam Education Development Strategy 2001-2010; Vietnam - Belgium Project (1999), "Improving the quality of training and retraining of teachers of primary, junior high northern mountainous provinces of Vietnam"; The study recommended the reform measures, the training and retraining of secondary teachers of Nguyen Thi Binh (2013) The research results indicate that in-service teacher training is one of the key tasks of the school management, thereby meeting the requirements of educational innovation. The study results also reflect the general status of primary teacher quality, the development trend of primary teachers and the requirements for the management of in-service primary teacher training programmes based on the professional standards. Educational innovation and management of in-service primary teacher training programmes based on the professional standards, require more attention to the improvement of self-consciousness and developmental learning needs and training. Then widely exploits and attracts the resources to serve the in-service teacher training, develops teaching staffs, ensures the successful implementation of education reform goals. 1.1.3. General overview of historical reseach Firstly, review the historical research paints an overview picture of human resource management and the training and in-service training of educational human resources. Researches results show that educational innovation and teaching staff improvement have close relationships. Secondly, the findings also show that the study of the management of in-service primary teacher training programmes based on the professional standards is consistent trends; adapt to the increasing requirements primary teachers. Thirdly, we can draw some lessons about the management of in-service primary teacher training programmes based on the professional standards: - More and more nations all over the world are interested in building and developing professional standards, including primary teacher professional standards. - Using professional standards for teachers’ management, training, in-service training and assessment. Furthermore it also helps teachers’ self-assessment, identifying solutions to improve and enhance professional competences. - The management of in-service primary teacher training programmes based on the professional standards should be deployed towards promoting autonomy, initiative in identifying training and in-service training objects, contents, forms and methods in line with the school's status, teachers' pedagogical capacities as well as their needs. - Primary education development and the management of in-service primary teacher training programmes based on the professional standards is one of the important and necessary things to enrich the human resource. 1.2. Basic concepts 1.2.1. Management, educational management, school management 1.2.1.1. Management Management is the process of purposed-impact of subject management to the object management in order to get final goals. 1.2.1.2. Educational management Educational management is the process of purposed-impact of subject educational management to other ones in educational system in order to do the general purpose of the educational system. 1.2.1.3. School management School management is the process of purposed-impact of school management subject to other ones in schools to do the purpose of school. 1.2.2. Primary teacher and primary teacher professional standard Primary teacher who is in charge of teaching and education of students in primary schools and other educational institutions implementing primary education programs. Primary teacher professional standards include a combination of the requirements for the quality and professional competences of primary teacher which ensure their teaching and educational tasks, to reach the goal. Structure of primary teacher professional standards Primary teacher professional standards Skill Moral, political quality Requirement 2 Requirement 1 Criteria c) Criteria b) Criteria d) Requirement 3 Requirement4 Requirement 5 Criteria a) Requirement 1 Criteria c) Criteria b) Criteria d) Requirement 3 Requirement 4 Requirement 5 Criteria a) Requirement 2 Requirement 1 Criteria c) Criteria b) Criteria d) Requirement 3 Requirement 4 Requirement
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