MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION GIANG SON MY MANAGE PEDAGOGICAL PRACTICE IN TRAINING HIGH SCHOOL TEACHER ALONG WITH HIGH SCHOOL TEACHER’S CAREER STANDARDS Major: Education Management Code: 62 14 01 14 PHD THESIS SUMMARY OF EDUCATION MANAGEMENT HANOI - 2014 THE THESIS HAS BEEN COMPLETED IN HANOI NATIONAL UNIVESITY OF EDUCATION Science instructors: AP PhD Thanh Binh Nguyen PhD Vu Bich Hien Nguyen Reviewer 1: Reviewer 2: Reviewer 3: The thesis is going to be defended against the Committee of thesis examnination in Univesity level Located in: Hanoi National Univesity of Education At: : , date month year 2014 The thesis could be reached at: The National Libraty; Hanoi National Univesity of Education’s library 1 FOREHEAD 1 The urgency of researching matter 1.1 Pedagogical practice (PPR) in Teacher training program (PPR) of education universities (hereafter socalled pedagogical university - EU) in our country for many years has many limitations and shortcomings due to many reasons The direct cause, mainly PPR management, only relying on qualifications and experience of each university, and there is no consensus, synchronization, lack of legal basis, and hard to reach/ ensure the quality and timely catch up the development of science management and the fact 1.2 Nowadays, one of the world’s management trends is managing based on the standards Document of Vietnam National Parliament in Eleventh Communist Party congress, stated mission of Education and Training Sector in Vietnam in the coming years "fundamental and comprehensive innovate in Vietnam education towards standardization, modernization, socialization and democratization and international integratelization, in there to reform educational management mechanism, develop of teachers and educational managers is key stages" Under standardization trends, PPr activities must be managed by standard output orientation However, for many objective, subjective reasons, standard output built by each university is not really science and reliable Therefore, the choice of high-school teachers (HTs)’ career standards to guide the innovation of management is necessary and reasonable 1.3 PPR and PPR management are luring the concern of many local and oversea authors However these author didnt make the deep research in PPR management in High-school (HSch) PPR under HTs Career standards orientation For these reasons, the topic: “Manage Pedagogical practice in training high-school teachers along with high-school teachers’ career standardsorientation” is choosen to research in order to contribute in improve the quality of HSch PPR of pedagogical university 2 Research target Proposed solutions for PPR management oriented to HTs career standards 3 Object of Research The PPR management in HSch PPR in TTr centers 4 Research’s object/body PPr Management Solution oriented to HTs career standards in 2 HSch PPr 5 Research’s hypothesis PPr management currently has many limitations, obstacles, slow in improvement, and doesnt catch up with the development of education management theories and the realities If there could be proposed the feasible content and solutions PPR management along with HTs career standards, it would help the HSch teacher training centers reform PPr management, contribute to improving the quality of TTr 6 Research task Research on the theoretical basis of PPR and PPR management in high TTr along with HTs career standards; Research on reality basic of PPR management in currently HSch PPR; propose PPR management solutions in TTr PPR under HTs career standards; Assay the necessarility and the feasibility of the proposed solutions and experiment some solutions of the proposed solutions 7 Scope of research 7.1 Limit on research objects: Management of pedagogical Principals in final PPr in HSch TTr 7.2 Scope of research locations: Survey is conducted in 09 universities which have HSch TTr, experiment in Saigon University 8 Approaching and researching method 8.1 Approaching method: a) Systematic approach: Synchronous research several factors in PPR management under HTs career standards b) Functional approach: Apply managerial functions in PPR management along with HTs career standards orientation c) Standard approach: Use HSch Career Standard as “system of reference” in building the targets, contents, testing methods, examination methods of PPr management in accordance with the Standard d) Abilitable approach: PPR management tends to exercise, test, evalute the teaching quality and ability, educational ability of students 8.2 Specific research methods: a) Theoretical research methods group: analyse, compare, summarize, classify and systematize b) Reality research method group: product research, questionare research/survey, interview, discussion and experiment c) Information settlement method group: use SPSS software to handle with data (encode, entry, statistic, analyse, ) 9 The points need to be protected in the thesis - PPR Management is to manage training activities in the TTr, 3 has peculiar, takes an important part and role in improving the quality of training in pedagogical university - In the context of standard ouPPrut, pedagogical profession standards are not invested in, PPR management oriented to Career standards is necessary and reasonable - In PPR management along with Standard, planning (defining objectives, content, ), testing, evaluating and selecting PPR arrangement method which meets the requirements of the Standard are the essential issues - PPR management under the Standard contributes in changing fundamentally pedagogical universities’ PPR activities, improve quality of pedagogical practice (PPr) and TTr; students have the capacity to meet social requirements 10 New contributions of the thesis 10.1 In theory: Formation of management theory framework of TTR PPR high school career oriented HTs Standard Proposal objectives, content, methods, tools of test and evaluation and methods of PPR arrangement to meet the requirements of the Standard 10.2 In Practice: Detecting inconsistencies and inadequacies of the PPR, PPR management, to help training managers in the pedagogical university have the base, orientation to give out the solutions of improvemental and renewal PPR management Propose and test some PPR management solutions which meet the HTs career standards Contributing to building regulations PPR for the MOET and the pedagogical universities 11 The structure of the thesis The thesis includes: forehead, three chapters, conclusion and recommendations, list of published works, references and appendices (there are 37 tables, 08 diagrams and 15 appendices) CHAPTER 1 THEORICAL BASE OF PEDAGOGICAL PRACTICE MANAGEMENT IN HIGH-SCHOOL TEACHERS TRAINING ALONG WITH VIETNAM HIGH-SCHOOL TEACHERS’ CAREER STANDARDS 1.1 OVERVIEW OF RESEARCH MATTER 1.1.1 The studies abroad Management, PPr issues are been cared and researched by many authors worldwide Their research works mentioned in the 4 trends which focus on practice, in high-school, they considered as training environment and standardized trends in PPr That is the problem related to our topic 1.1.2 The local studies Many authors pointed out the shortcomings in PPR management: PPR target has not been established scientifically and lack of updates, PPR content was one-sided review, attention to more in pedagogical practice, less in education practice; training arrangement methods are out of date, passive based and rely on the high-schools; test evaluation of the PPR methods are qualitative not quantitative, subjectively depend on the assessors Many authors have focused on research, explore and find the way to innovate PPR management; one important direction is PPR management along with the Standard oriented The authors Quang Bao Dinh, Thi Ban Nguyen, Thi Tuyet Oanh Tran, Van Khoi Nguyen, Thi Mui Nguyen have common option in using the Standard as started point, fulcrum and destination to identify the target, program, required skills to train students in PPR Meanwhile, the authors Quang Bao Dinh, Kieu Tran, Trong Ry Vu, Hong Quang Pham, Tuyet Thi Nuong Truong, have the same assertion: we need to improve relations, links, cooperation between pedagogical university and high-school in PPR; need to institutionalize this relationship based on the interests of both parties towards the common objectives as people-growing issue On that basis, innovation on PPR arrangement methods is towards students to do regular practice in high-schools as medical students practice in hospitals However, most authors have had the deep research on PPR management in training high-school teachers along with HTs career standards yet This issues are focused to research more in the thesis 1.2 PEDAGOGICAL PRACTICE IN HIGH-SCHOOL TEACHERS TRAINING ALONG WITH HIGH-SCHOOL TEACHERS’ CAREER STANDARD ORIENTATION 1.2.1 Pedagogical practice in HSch TTP 1.2.1.1 The definition of PPr PPr is one organizational context to send pedagogical students to HSch to help them use professional knowledge in pedagogical science which they learned in universities, practice the work of teachers, and then concrete, improve their knowledge, professional skills, emotion and ethic of career 5 1.2.1.2.Location of the PPr in HSchs TTP PPr in HSch TTP of pedagogical university is usually divided in to 2 periods: 1st period so-called subject PPr 1 which is hold in 6 th semester of training course, with a volume of 3-4 credits (Cr), 2nd period so-called subject PPR 2 is located in 8th semester of training course, weighing from 6-7 (Cr) 1.2.1.3 The role of PPr in HSchs TTP Is the stage of practical training which contributes to the educational principles, linking theory with practice; is the period for applying and improving their professional knowledge and skills at HSchs; training and improving career’s ethic and emotion 1.2.1.4 Pedagogical practice targets PPr targets are regulated in PPr status of MOET Pedagogical university based on these PPr targets and their facts to set up their own PPr targets 1.2.1.5 The contents of the final PPr Which consists two main activities: pedagogical practice and educational practice Based on the content of the regulations and their facts, the pedagogical universities have their PPr concretization and adjustments However, this adjustments are negligible 1.2.1.6 The methods of Pedagogical practice arrangement The PPr arrangement method which is mainly applied by pedagogical universities is concentrating PPr method, with or without pedagogical universities’ lecturers 1.2.1.7 Testing and evaluation of Pedagogical practice Currently there are certain shortcomings in testing and evaluation of the PPr It is the contradiction between the real levels of students with too high PPr results (over 90% achieved distinction) 1.2.2 High-school teacher career standards Standard is issued by the MOET 2009; is a system of basic requirements for HTs quality such as politics, ethics, lifestyle, competence and professional The standards consists of 25 criteria divided into 6 standards Each creteria has 04 indicators (1 point, 2 points, 3 points and 4 points, appropriate with each level of each creteria; in which 1 point level reflects the minimum requirements that teachers must meet the criteria thereof), in each level there are evidences/ indicators 1.2.3 Pedagogical practice in HSch TTr along with high-school teachers’ career standards orientation 1.2.3.1 Standardization trends in education 6 In the world today one of the management trends is to manage based on standards Towards standardization, PPr have to reach output standards of the training process However, for many reasons objectively and subjectively, PPr management along with HTs career Standards is necessary and reasonable 1.2.3.2 PPr along with teachers’ career standards orientation The Standards rules the career capacities of teachers Therefore, the PPr building has towards to require the qualifications, profession capacity regulated in the Standards 1.3 PEDAGOGICAL PRACTICE MANAGEMENT ALONG WITH HIGH-SCHOOL TEACHERS’ CAREER STANDARDS ORIENTATION 1.3.1 The definition of PPr management The PPr management oriented HSch teacher career Standard is the process that PPr management Subjects act via managemental functions and other influencing factor upon PPr elements along with the Standard, suit and meet the Standard’s requirements 1.3.2 Planning for Pedagogical practice 1.3.2.1 The concept of planning for pedagogical practice PPr's planning is the process of setting PPr goals, constructing PPr content; implementing plan to achieve the PPr objectives, and formulating sub-plans for PPr 1.3.2.2 Setting PPr objective along with the Standards orientation Consist of 1/ General target: Students meet fundamental requirements for high school teachers which are ruled HTs career standards; ready to adapt to the role of the active high school teachers 2/ Specific target: Have full knowledge, basic skills of teaching, can perform teaching duties independently; Having knowledge, basic skills of education, and can perform tasks education independently 1.3.2.3 Build PPr content along with the Standards orientation Using the Standards as “System of reference”, by “mapping” it could be determine students’ quality, capacity and skills that they need to perform and train in the PPr that belongs to 02 content teaching practice (TPr) and educational practice (EPr) as in Chart 1.3 1.3.2.4 Plan and method to implement PPr contents The Thesis presented plan and method to implement PPr contents in Appendix 1 for reference purposes 1.3.2.5 Making sub-plans for PPr The sub-plans in PPr include: preparation plan (of the 7 pedagogical universities, the faculty, HSch); plan for facilities and finance, the Schedule for PPr High-school teachers’ career standards Standards 3 Standards 1 Standards 2 Standards 6 Standards 5 Standards 4 Teaching capacity Politics, ethics lifestyle Research objective, education Career developmen t capacity Political and social capacity Educational capacity environment Educational practice Teaching practice (1) Study object, education environment (2) Build and conduct teaching plan (3) Lesson preparation (4) Attending teaching hour (5) Teaching (at class) (6) Testing and evaluating pupil’s learning result (7) Build and manage teaching resume (14) Train, foster career develop capacity (15) Train ethics and lifestyle (1) Study object, education environment (8) Build and conduct director plan (9) Control activity hours (10) Control education activities outside the class (11) Join in evaluating pupils’ ethics training results (12) Build, manage director resume (13) Join in other education activities (14) Train, foster career develop capacity (15) Train ethics and lifestyle Contents of Pedagogical practice Chart 1.3 the chart established PPr contents along with HSch teachers’ career standard orientation 1.3.3 Arrange the pedagogical practice 1.3.3.1 The concept of PPr arrangement Perform arrangement function in PPr arrangement includes: building organizational PPr structures, building tasks of each departments or individuals in the system and the relationship between the departments and individuals in the system 1.3.3.2 Organizational PPr structure Organizational PPr structure is organizational structure as 8 online structure style PPr Steering Committee of pedagogical university and management board of DOET directly lead PPr board of HSchs HSch PPr board directly lead professional leaders, the instructor teachers and students 1.3.3.3 Tasks of system’s divisions The thesis presents tasks of: pedagogical university’s principal; PPr Board of pedagogical university; Departments of Education and Training; Principal of practice school; PPr board of practice schools; leaders/groups have practicing students; instructors, practice team leader, and students 1.3.4 Lead/direct pedagogical practice 1.3.4.1 The concept of lead/ direct PPr Lead/direct PPr is to instruct, monitor PPr activities; encourage, attract groups, individual compete PPr tasks 1.3.4.2 The content of the activities steer PPr Main content of lead/direct PPr concludes: Decide methods of PPr; making decisions of implementing arrangements; arrange to implement the decisions 1.3.4.3 Decide arrangement methods of pedagogical practice Which methods use for PPr (concentration, unconcentration, team leader is lecturer of pedagogical university or not? ) is managerial dicision of leaders of pedagogical university 1.3.4.4 Making decision to implement arrangement There are many kinds of decisions, the most important of PPr operational decisions is decisions to promulgate PPr Regulations/ Rules/ documentation of the pedagogical university 1.3.4.5 Organize to implement decisions Arrangements to implement decisions are a process that should be taken in a certain sequence The thesis presents implementation process; implement PPr decisions under determined chart 1.3.5 Testing and evaluating in Pedagogical practice 1.3.5.1 The concept of testing and evaluating in PPr Testing and evaluating in PPr is the process: build PPr testing and evaluating standards; Measuring, testing, assessing PPr results; checking the performance of elements of PPr structure; and discovery, adjusting the bias 1.3.5.2 Build testing and evaluating PPr standards Based on a system of criteria, requirements and implementation level the criteria in the Standards and characteristics of pedagogical practice elements, the thesis constructed a set of PPr 11 CHAPTER 2 PRACTICAL BASIS OF PEDAGOGICAL PRACTICE MANAGEMENT IN HIGH-SCHOOL TEACHER TRAINING ALONG WITH HIGH-SCHOOL TEACHERS’ CAREER STANDARD ORIENTATION 2.1 ARRANGE TO RESEARCH THE REALITY OF PEDAGOGICAL PRACTICE MANAGEMENT 2.1.1 Content, survey the situation of PPr management Consist of the real PPr, PPr management; influencing factors on PPr management as Standard oriented 2.1.2 Prepare instruments for surveying, investigating the reality Consist of: Deep survey paper (Annex 15); Questionare as 2 survey forms use for managers, lecturers of pedagogical universities and managers, teachers of HSchs which have PPr Form 1: Survey and investigate the reality of PPr; Form 2: Survey and investigate the reality of PPr management 2.1.3 Check the reliability of the scales in the survey instruments Scale has satisfactory the reliability of Cronbach's alpha coefficient; lowest α = 0.715, highest α = 0.890; it shows the reliability of questionnaire sets 2.1.4 Arrange to investigate and survey With sample choosing to stratified system, we selected 09 universities and 19 high schools which have HSchs TTr to conduct transmitter and receiver questionnaire As the results, we receive 160 feedbacks of pedagogical university and 225 feedbacks of HSchs 2.2 REALITY OF PEDAGOGICAL PRACTICE 2.2.1 Awareness about the role of Pedagogical practice Over 90% of respondents have high appreciated about the role of PPr in TTr 2.2.2 Pedagogical practice’s target Nearly 1/3 of respondents rated the current PPR response "Not good" to PPr target along with the Standard orientation 2.2.3 Implement pedagogical practice’s contents The training contents are evaluated as good-perform are: teaching, class-attending, participate in perform other educational activities, build and implement teaching plans for class activities hours; evaluated as average-perform are: lesson preparation, study in educational objects and environment, construction and implementation 12 the plan of extracurricular activities; evaluated as weak-perform are: build and manage teaching/director resume, testing and evaluating pupils’ learning results, participate in evaluating the results of pupils’ training results in moral discipline, training and fostering career development capacity, training ethics and lifestyle 2.2.4 Organizational method of pedagogical practice Currently, the organizational method of concentration PPr, without pedagogical lecturers as team leader ("sent out" mode) is the method that many pedagogical university applied, but the organizational method of unconcentration PPr is choosen as the most effective method 2.2.5 Testing and evaluating in Pedagogical practice There is 1/3 respondents judged that test and evaluation in the PPr "Weak" Reason: current PPr test and evaluation is qualitative, non-objective, dependent on experience, assessor’s sensory, not caught up with theorical and practical testing and evaluating toward quantitative and standardization Testing and evaluating PPr now have to ensure the transparencyy and partial fairness 2.2.6 The level of implementation of the final pedagogical practice’s stages In general, the fina PPr arrangement was assessed by 2 groups of investigation in “Average” level, with the rate of 60% - 86% The survey result is suit for the fact: Pedagogical universities have pay reasonable attention to PPr; so, PPr in PUs is a regular and stable action, stricted organization and seriously implementation 2.2.7 Pedagogical practice meets the standard requirements of TTr under the Standards Despite of the concerns, PPr lacks of update, slow reform, so that the response level of PPr factors for the current TTr requirements under the Standard is low In 4 level scale: grade point average of elements are 1.97 points, 2 points below the Average 2.2.8 Advantages and disadvantages in pedagogical practice Most of investigated factors are evaluated as more difficult than favorable It should be noted that "relations between the pedagogical university – high-school” is considered as a favor This review is based on current practice, relations betwwen pedagogical university and high-schools is “depend – support” This relationship has to innovate from its nature, and move to “co-responsibility” and “co-obligations” to pedagogical universities in PPr 13 2.3 REALITY OF PEDAGOGICAL PRACTICE MANAGEMENT 2.3.1 Pedagogical practice planning The solution are evaluated as “Weak” implemented are: "Setting practice goals"; "Building TPr contents", "Building Epr contents"; "Train, foster career development capacity” and "Train ethics and lifestyle” The solutions such "Build implementing plan for practice contents”; “Plan for PPr preparation”; “Build PPr schedule”; “Plan for PPr infrastructure, finance" was assessed as “Average” Analysing the survey results shows that: PPr planning in PUs has many limitations: not up-to-date and conprehensive PPr goals which not meet the new requirements of TTr in the current period; the content of PPr is not completed, subjective, viewed in one sided, slow reform 2.3.2 Organize pedagogical practice The measure of the relationships between parts of PPr structure are assessed as quite good - performance However, these assessment is based on a curent "reference system": relationship between pedagogical university and high-schools in PPr is "Depend support" relation If based on new “reference system”: “coresponsibilities and obligations”, the above relationship is not satisfactory The measures in building specified tasks for the departments and individuals in the structure are evaluated Average perform 2.3.3 Lead/direct pedagogical practice Measures: "Chosing and defining organizational methods of PPr", "Building arrangement processes to implement PPr" and "Steer PPr during practice period" is Weak” - performance evaluated Measures: "Issuing organizational implement PPr decisions, regulations, documents", "Arrange to release, implement PPr decisions, regulations/ guidelines" are pretty good – perform assessed, the total ratio of selecting "average" and "good" is about 90% of this measures This result is consistent with reality The PPr organizational method is regid, lack of mobility, passive, the time for practice is few, rush in implement in HSchs, and it does not reach the trend of PPr respect in TTr, see HSchs as work place, study place and training place of students 2.3.4 Testing and evaluating Pedagogical practice The measures of the Standards system construction, testing and evaluating criteria and the role of pedagogical university lecturers in testing and evaluating is assessed weak – perform The 14 analysis shows that current testing and evaluating science is growing in both theory and practice Method, testing and evaluating techniques are developing towards more quantitative, accurate and reliable While testing and evaluating, current PPr does not catch up with this development, this is the big problem that all PPr managers need to be addressed 2.3.5 Success and limitation in PPr management toward HSch teacher career standard orientation To check the realiable level of survey results of facts mentioned above, we search the success or limit factors in PPr management, surveyed factors are evaluated as more limited than success, and this result suits to survey results of the facts 2.4 SUCCESS, LIMITATIONS AND FACTORS AFFECT TO PEDAGOGICAL PRACTICE MANAGEMENT TOWARDS HIGHSCHOOL TEACHERS’ CAREER STANDARDS ORIENTATION The PPr management is to manage one of complex training activity, with a lot of contents, various implementation method, containing many interacting between institutions, departments and individuals, influenced by many factors In particular, the element of human perception and adherence to PPr rules/ regulations have the greatest impact to the success of PPr maagement towards HTs career standards orientation CHAPTER 3 THE PEDAGOGICAL PRACTICE MANAGEMENT SOLUTION IN HIGH-SCHOOL TEACHER TRAINING TOWARDS HIGH-SCHOOL TEACHERS’ CARREER STANDARDS ORIENTATION 3.1 THE PRINCIPLES OF PROPOSING SOLUTIONS The principles of proposing solutions: ensuring targetics, realistic, systematic and feasibility 3.2 SOLUTIONS PEDAGOGICAL PRACTICE MANAGEMENT IN HIGH-SCHOOL TEACHER TRAINING TOWARDS HIGH-SCHOOL TEACHERS’ CAREER STANDARDS ORIENTATION From the basis of theory, practice and principles mentioned above, the thesis proposed PPr management solutions in training high school teachers oriented HTs career standards, including 06 following solutions: 15 3.2.1 Raise awareness for managers, lecturers, teachers in pedagogical universities, education and training centers and high-schools about the roles, responsibilities, obligations to PPr 3.2.1.1 The solution’s target Raising awareness of managers, lecturers in pedagogical universities, administrators in DOETs, high-schools about responsibilities and obligations towards PPr along with HTs career standard orientation 3.2.1.2 Solution’s meaning Solve problems of thought to pedagogical universities, highschools to increase accountability, enthusiasm, active in arranging PPr and care for the person growing task 3.2.1.3 Content of solution - Educate and communicate between managers, teachers, lecturers of pedagogical universities, DOETs, high-schools about the roles, responsibilities and obligations to the PPr - Specifying the responsibilities, obligations and rights of the managers, lecturers, teachers in pedagogical universities, high-school teachers in PPr 3.2.1.4 Implement solution - Using propaganda and education through scientific seminars and conferences on PPr - Putting guiding PPr task as a criteria in the poll emulation officers, excellent teachers, People’s Teacher to pedagogical and HSch teachers 3.2.1.5 Conditions for solution implementation The MOET has to have legal documents to institute the responsibilites, duties, interests of Pedagogical universities and HSchs and the scheme between PU - HSchs in PPr 3.2.2 Steering to set PPr goals towards high-school teachers’ career standards orientation 3.2.2.1 The solution’s target In order to establish common goals, the specific objectives of PPr towards HTs career standard orientation 3.2.2.2 Solution’s meaning As a basis for the construction, improvement PPr contents toward the Standards orientation, and is a prerequisite for innovation, improving the quality of PPr Management 3.2.2.3 Content of solution Based on the system of requirements for high-school teachers are specified in the Standards, featured career of teachers and career 16 practice requirements, identify common goals and specific objectives of the PPr towards high-school teachers’ career standards orientation 3.2.2.4 Implement solution Based on the MOET’s Framework regulation and HSch teacher career standard, PUs set up new PPr goals, suitable and reaching to Standard’s requirements 3.2.2.5 Conditions for solution implementation The MOET need to research, building common PPr regulations for all pedagogical university through out the country This is a "regulations framework" to create common standards, the minimum regulations in management, organization in PPr In which it’s to set goals towards high-school teachers’ career standards orientation 3.2.3 Direct to implement PPr contents towards high-school teachers’ career standards orientation 3.2.3.1 The solution’s target In order to build PPr contents in HSch TTr comprehensive, complete, meet the new quality requirements, capacities for teachers regulated in HTs career standards 3.2.3.2 Solution’s meaning There is a direct effect in creating PPr qualitative innovation PPR toward standardization trend, as the basis for PPr test and evaluation innovation, improve organizational methods of PPr 3.2.3.3 Content of solution To enhance and supplement the current contents of PPr: Create a lesson preparation documents, testing and evaluating student’s learning results, building and manage teaching records; control activities EOCLs; Join to rate the results of pupils’ ethics training; build and manage director resume; Train, foster career development capacity, and train ethics and lifestyle 3.2.3.4 Implement solution Based on the MOET’s framework regulations and HSch teacher career standard PUs build new PPr contents, suit and reach the Standard requirements (can use chart 1.3 in the Thesis to build, supplement the PPr contents) 3.2.3.5 Conditions for solution implementation Regulation of the PPr of the MOET must specify PPr contents towards high-school teachers’ career standards orientation for pedagogical universities to have legal basis for supplementing practice contents and create the necessary synchronous 17 3.2.4 Steering to innovate testing and evaluating method in PPr 3.2.4.1 The solution’s target In order to build testing and evaluating methods as quantitative, objective, reliable and comprehensive ones than at present 3.2.4.2 Solution’s meaning Overcoming the limitations of currently testing, evaluating PPr Create a "breakthrough" in innovation of PPr, contributing to improve the quality of PPr 3.2.4.3 Content of solution - Build a set of testing and evaluating criteria of teaching in accordance HTs career standards approach (presented in Table 3.1 and Table 3.2 of the Thesis) - Build the evidence/ indicators to describe the criteria: At each criteria of test and evaluation, thesis provided 05 indicators corresponding to the description from 0 to 4 points, to form a scale (presented in the Thesis appendices: Appendix 6: Table of competency assessment lesson preparation; Appendix 7: Table of teaching competency assessment; Appendix 8: Table of competency assessment test and evaluation students’ learning results; Appendix 9: Table of evaluating other teaching capacities; Appendix 10: Table of assessing capacity of building and implementation class direction plan, control activities hours and EOCLs activities; Appendix 11: Table of evaluating other education capacities) 3.2.4.4 Implement solution The pedagogical universities compile all relevant documents, designing the assessment papers suit for the assessment of mentioned capacities and training managers, lecturers, teachers and practicing students in implementating 3.2.4.5 Conditions for solution implementation The MOET must release the documentation to direct unified awareness, technical of innovative PPr testing and evaluating methods Arrange to thorough training 3.2.5 Steer to reform PPr’s organizational method from concentrated to unconcentrated 3.2.5.1 The solution’s target In order to switch into unconcentrated PPr method, students usually practice in HSchs, as medical students practice in the hospital 3.2.5.2 Solution’s meaning Important contribution to the reform and renewal of skills 18 training methods for pedagogical students, meet PPr requirements toward the Standard orientation to heighten teacher training quality 3.2.5.3 Content of solution Student are arranged regularly practicing at HSch HSch teachers as well as pedagogical universities lecturer train, guide student in PPr HSch is one of educational environment where students practice - work, skilled HSch teacher is considered as pedagogical university’s lecturer 3.2.5.4 Implement solution The PUs need to: 1/ Build cordination scheme, contracts to HSchs to send students to regular practice in HSchs 2/ Build documents, standard table for new management suitable for new PPr methods 3/Annual organizing PUs - HSchs conferences about registering instruction of Pedagogical and related content to PPr 3.2.5.5 Conditions for solution implementation The goverment need to instute and principle the responsibilies, duties and interests of HSchs teacher in instructing PPr, cordination scheme between PUs and HSchs in PPr 3.2.6 Strengthen leadership/ guidance synchronous other solutions, make the favor in PPr management towards highschool teachers’ career standards orientation 3.2.6.1 The solution’s target To implement ther management measures, create the synchronous, resonant effect, ensure PPr management along with high-school teachers’ career standards orientation to be done successfully, efficiently 3.2.6.2 Solution’s meaning Contribute to improving the quality, efficiency of PPr management, thereby improving PPr quality of pedagogical universities 3.2.6.3 Content of solution Strengthening leadership/ guidance other measures: construction, completion PPr Regulations; developing educational curriculum towards high-school teachers’ career standards orientation; constructing and improving output standards of the pedagogical universities and building roadmap for PPr implementing arrangements as unconcentrated manner; Building PPr organization process 3.2.6.4 Implement solution Directing construction, completion of PPr Regulation; update training programs towards high-school teachers’ career standards 19 orientation; Adjusting, completing output standards; Step by step switch to unconcentrated PPr; Building and performing PPr organization process 3.2.6.5 Conditions for solution implementation The MOET need to release guidance documents in PPr organization as unconcentrated method The PUs take the priotities for managers, specialists in charge in PPr 3.3 EXPERIMENT THE FEASIBILITY OF SOLUTIONS 3.3.1 Surveying the necessity and feasibility of the solutions 3.3.1.1 Survey’s target, content, objective a) Survey’s target: to collect assessing information about the necessity and feasibility of proposed solutions; b) Survey’s Content: Survey the necessity and feasibility of the proposed solution; c) Survey’s objectives: pedagogical universities’ managers and lecturers, HSchs’ managers and teachers who join in direct and guide PPr (239 person); d) Survey method: questionnaire 3.3.1.2 The necessity of the solutions 06 proposed solutions are high appreciated as necessary and very important (89.9%) Using the average score as 4-point scale, the average score of 06 proposed solutions’ necessity is 3.32, higher than the 3 - "Necessary" 3.3.1.3 The feasibility of proposed solutions Compared with the assessment of the necessity, the evaluation of proposed solutions’ feasibility is lower Number of comments at "feasible" and "very feasible" levels are 75.5% (assessment of the necessity is more than 89.9%) Using the average score at 4-point scale, the average score on the feasibility of 06 proposed solution is 2.89, approaching the 3 - "Feasibility" Therefore, solutions are necessary and feasible, can be implemented in practice in PPr management at pedagogical universities 3.3.2 Experimental arrangement 3.3.2.1 Target: Experiments is to affirm the effectiveness, feasibility and necessary conditions to implement the proposed solutions 3.3.2.2 Problem: Experiments check 2 solutions: “Direct to build PPr contents toward HSch teacher career Standard oriented” and “Steer to reform PPr testing and evaluating methods” 3.3.2.3 Experiment’s supposition In PPr management, should appy 2 solutions: “Steer to build 20 PPr content innovations towards high-school teachers’ career standards orientation" and "Steer to inovate PPr testing and evaluating methods”, therefore: - The grade of students’ PPr results is lower, reflecting more accurate of students’ quality (Supposition 1) - PPr quality that students do will be better (Supposition 2) In order to experiment and auditing 2 suppositions, we choose experiment sample is 2 groups: experimental group and encounter group with inputs of experiment progress as the same At that time, experiment theory is specified in following model: a t1+ t2 Y1 Y’ 1 a (t1+t2)+(t’1+t’2) Y2 Y’ 2 In which: - a (inputs): Professional level of instructors and students in 2 group To students, a is expressed via accomulated grading of the course, counted from the beginning till the practice period To instructors, a is expressed via professional and skills level and experiences - t1: Current PPr content’s management method - t2: The management measure for testing and evaluating method of the current PPr - Y1: Grading for Encounter group’s PPr results - Y2: Quality of Encounter group’s PPr - t'1: Management measure for PPr contents building towards standards orientation - t'2: Management measure for reform of PPr testing and evaluating method towards standards orientation - Y'1: Grading for Experiment group’s PPr results - Y'2: Quality of Experiment group’s PPr The experimental results were measured by comparing the difference between the results obtained in 02 groups Specifically, - If Y’1Y2: The supposition 2 is right; vice versa supposition 2 is wrong 3.3.2.4 Experiment sample The sample is choosen as classification choosing method by chance: a) Sample of practicing students: 156 students are chosen is devided into 2 groups, the Experiment and the Encounter, have the same signs of level, knowledge, scale, training faculty b) Sample of practicing highschool: Have the same signs of teachers (quality and quantity), infrastructure, conditions for teaching and learning 3.3.2.5 Experiment method - Step 1: Measure grade of PPr results in 2 groups by Teaching practice instructors and Education practice instructors granted - Step 2: Measure real PPr quality of 2 groups via self grading of students about the PPr contents that PPr management solution towards HSch teacher career standard orientation effect to, via “Survey form for students after PPr” Meanwhile, take the deep interviews to discover the different from skills and quality of 2 groups’ students after PPr 3.3.2.6 Experiment documents and conditions ensure for experiment progress a) Experiment documents include: "Pedagogical practice Guide 2 - For the practicing group which arrange experiment for subject PPr 2", “Pedagogical practice guide 2- For PPr groups not included in experiments b) Conditions ensure for experiment progress: Organize to train teachers and students in 2 groups, ensure the same conditions in practice 3.3.2.7 Criterions and assessment scale for experiment a) The experiment group: Measure along with the criteria and criterion and scale in annex 6, 7, 8, 9, 10, 11, 12 Grading scale: use 4 grading scale (as regulated in 43 Regulation): Excellent: Grade from 3.6 to 4; Good: Grade from 3.2 to 3.59; Fair: Grade from 2.5 to 3.19; Average: Grade from 2.00 to 2.49; Fail: Grade under 2.00 b) The encounter group: Measure along with the criteria, criterion and scale in annex 13, 14, 15; Grade scale: use 10 grade scale; Excellent: Grade from 9 to 10; Good: Grade from 8 to 9; Fair: Grade from 7 to 8; Average: Grade from 5 to 7; Fail: Grade under 5 The fomular to conver 10 grade to 4 grage: (Grade in 4 grade scale)= [(Grade in 10 grade scale):10] x 4 3.3.2.8 Experiment results The theme using SPSS software for data cleaning and data 22 processing by using statistical analysis, describe, compare tools a) The change of students’ PPr results in Grading granted by instructors: Grade of PPr results shows that the average grade of experiments lower than encounter 0.27 point Before PPr, accumulating average grade of 2 groups differ, not exceed 0.03 point (That means the different increases 9 folds); Classified PPr result showed that the encounter group is high, the rate of 81.0% graded excellent, this ratio in the experimental group only accounted for 42.9% Thus: Y’1 < Y1, supposition 1 is right B)The chage in Students’ PPr quality: The quality of students PPr in 2 groups show via the practice quality in the factors influenced by PPr management measure toward applied Standard Self grading of students in exeperiment group has the average grade 3.59 (Good); encounter group is 2.93 (Fair) So Y’2>Y2: Supposition 2 is right c) Conclusion on experiment: Organize the experiment is implemented as principled The experiment results show the experiment suppositions is assessed are right; experiment has reached the supposed goals; supposed solutions are suit for regular and unconcentrated PPr organization method CONLUSION AND RECOMMENDATIONS 1 CONCLUSION 1.1 Theory frameworkd of PPr management toward the Standard orientation, include: PPr definition, PPr management definition, PPr management toward the Standard orientation definition; the content of plan building, organization, management, tesing and affecting factor to PPr managment toward the Standard orientation 1.2 Survey, evaluating the facts of PPr and PPr management, the success and limitation and the influence level of affecting factors to PPr management show that: the fact of PPr curently has many limitations, shortages in goal, contents, organization method of PPr, PPr testing and evaluating method; not reach the requirements system of quality, ability of teacher as regulated in HSch teacher career standard The main and direct causes lead to the limitations and shortages are experiencist managment, not united and synchronous in management, lack of legal basements, lack of scientific approach method; lack of the benchmark solution in settig up pratice goals, content building, improve the relationship between PUs and HSchs, reform the practice organization method, improve testing and evaluating method; and failed to keep up with the 23 development of managerial science and practice 1.3 On the basis of research theory and the fact’s results, respecting for rules of goals, facts and systematic and feasibility, the Thesis supposed 06 PPr management solutions towards standards orientation: 1/ Raise awareness for managers, lecturers, teachers in pedagogical universities, education and training centers and highschools about the roles, responsibilities, obligations to PPr in general, PPr toward the Standard orientation in specific; 2/ Steering to setup PPr goals toward HSchs teacher career standard orientation; 3/ Steering to build PPr contents towards high-school teachers’ career standards orientation; 4/ Steering to innovate testing and evaluating method in PPr; 5/ Steer to improve PPr organization method from concentrated in to unconcentrated; 6/ Direct to implement synchronous other measures, make the favor for PPr management toward the Standard orientation The thesis experimented the necessary and feasibility of mentioned solutions and experimented 2 solutions, the results have showed that the supposed solutions are necessary and feasible and they can apply in the real life of PPr management, take the contribution to improve HSchs teacher training quality The thesis has the theory and reality meaning in PPr management field; the results of research meet the principled research goals and tasks 2 RECOMMENDATIONS 2.1 To the MOET 2.1.1 Building and issuing documents in stipulating coordination mechanism between the pedagogical university and HSch in PPr 2.1.2 Develop and promulgate new regulations on PPr, which is a framework and open regulation, meet the requirements of theory, current practice, use as scientific and legal basis for applying in pedagogical universities in their particular conditions 2.1.3 Supplement, complete document system for PPr standardization: teacher career standards, output standard, and PPr standard and legal documents guiding the implementation of the standard 2.2 To provinces and cities’ DOET 2.2.1 Steering to heighten awareness of managers and teachers about the role, responsibilities and obligations of HSchs to pedagogical students PPr 2.2.2 Directing in using HTs career sandards in annual teacher 24 evaluation at HSchs 2.2.3 Steering to strengthen the coordination between pedagogical univesities and HSchs in PPr toward considering PPr as responsibilities and obligations of both parties 2.2.4 Organizing PPr in unconcentrated and regular manner in HSchs 2.3 To pedagogical universities 2.3.1 Innovate PPr managemen towards standards orientation: innovate targets; content, methods of testing and evaluating PPr; and move the arrangement PPr from concentration to unconcentration, inwhich PUs teachers take part in instructing and evaluating students in practice 2.3.2 Improving the quality of rules/ regulations/ guidelines PPr as Standard-oriented, building a network of training schools, build and implement PPr processes, 2.3.3 Construction, supplement and complete pedagogical output standards towards approaching teacher career standard orientation, output standards, PPr standards promulgated by the MOET 2.3.4 Build, develop training programs oriented standards 2.3.5 Arranges annual conferences, training for pedagogical universities and HSchs about PPr to: updating, professional training; agree on objectives, content, how to implement the PPr contents, methods and requirements in testing and evaluating PPr; 2.4 To High-schools 2.4.1 Heighten awareness of managers and teacher about the roles, responsibilities and obligations of HSch in PPr, to renew relation between pedagogical universities and high-schools (no longer for a relationship "Depend - support" but community’s responsibilities and obligations) 2.4.2 Cordinating with pedagogical universities to move from concentrated to unconcentrated and regular PPr manner in HSchs, as medical students practice in hospitals 2.4.3 Implement the provisions of the pedagogical universities about renewal PPr management towards HTs career standard orientation 2.4.4 Use career standard in annual teachers evaluating./ AUTHOR’S PUBLISHMENTS 1 Mỵ Giang Sơn (2010), “Manage subject’s outline in credit education”, Education magazine (No 241, 7/2010) 2 Mỵ Giang Sơn (2010), “Evaluate PPr quality in teacher training program”, Education magazine (No 246, 9/2010) 3 Mỵ Giang Sơn (2010), “Manage teaching quality the subjects about department’s teaching method in pedagogical universities”, Science Magazine Ho Chi Minh university of education (No 22, 9/2010) 4 Mỵ Giang Sơn (2012), “Inovate PPr activity in training HSch teacher towards career standard orientation”, Educational science magazine, (No 79, 4/2012) 5 Mỵ Giang Sơn (2012), “Organize to implement testing and evaluating hour in PPr activity of student towards HTs career standard approach”, Education magazine , (No 287, 6/2012) 6 Mỵ Giang Sơn (2012), “Evaluate teaching hour of PPr students under HTs career standard approach”, Educational science magazine, (No 83, 8/2012) 7 Mỵ Giang Sơn (2012) “Training pedagogical skill for students towards HSch teacher towards career standard orientation in pedagogical universities”, National conference’s minute of training about career skills improvement for pedagogical students via practicing school system, Develop high-school and professional intermediate teacher project, Vietnam Education Publisher 8 Mỵ Giang Sơn (2013), “Setting objectives and content of pedagogic apprenticeship in training upper secondary school teachers by the orientation of professional standard for secondary school teacher”, Education magazine , (No 320, 10/2013) 9 Mỵ Giang Sơn (2013), “Education renovation and education management in Vietnam at present stage”, Educational science magazine, (No 98, 11/2013) ... capacity to meet social requirements 10 New contributions of the thesis 10.1 In theory: Formation of management theory framework of TTR PPR high school career oriented HTs Standard Proposal objectives,... obstacles, slow in improvement, and doesnt catch up with the development of education management theories and the realities If there could be proposed the feasible content and solutions PPR management... reform PPr management, contribute to improving the quality of TTr Research task Research on the theoretical basis of PPR and PPR management in high TTr along with HTs career standards; Research