Content of Training on Teaching Capacity for High School Teachers According to the New General Education Program

1.3.3. Content of training on teaching capacity for high school teachers according to the new general education program

Training teaching capacity for high school teachers according to the 2018 general education program is an important task in teacher training, which is decisive for the success of the 2018 general education program. Therefore, it is possible to propose some training contents to improve teaching capacity for high school teachers to meet the new general education program as follows:

Ability to design and implement teaching and education plans towards developing students' qualities and abilities

Capacity to use teaching and learning methods towards developing students' qualities and abilities Capacity to test and evaluate towards developing students' qualities and abilities Capacity to advise and support students

Cognitive ability

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Capacity to implement integrated teaching Capacity to teach differentiated teaching

Ability to use information technology in teaching

Ability to discover and solve educational problems through scientific research Ability to develop career through self-study and self-research

Experiential teaching capacity

1.3.4. Methods of fostering teaching capacity for high school teachers according to the new general education program

The selection of training methods for high school teachers according to the new general education orientation needs to focus on modern teaching methods and techniques, creating an environment and conditions for teachers to discover knowledge and skills for themselves. The training staff is only the organizer, while teachers themselves search, discover, and learn independently and creatively in their own way, based on their existing experience.

a. Group discussion

Group discussion is one of the favorite and frequently used methods in active teaching and learning activities. Each teacher must master the method and have skills in organizing and controlling these activities.

- Select discussion topic

In a subject with many contents, each content has many issues. Teachers must first know how to divide the basic contents into many discussion issues and distribute them reasonably throughout each lesson, even each period.

The discussion topic should focus on the main issue of the lesson. The discussion topic can also start from arguments, situations, stories but is often specified through key questions. The selection and expression of the problem is appropriate, not too simple but not too difficult for students.

- Divide into groups and arrange seating

There are dozens of different ways to divide groups, such as: Random grouping, dividing by seating position, dividing by list, dividing by common characteristics, dividing by ability, dividing by experience, dividing by gender, dividing by similar interests, dividing by situation, through games...

Seating arrangements also affect the quality of the discussion. Group members should be seated facing each other, close enough to facilitate discussion and sharing. There should be space between groups so that discussions do not interfere with each other.

- Assign tasks and limit discussion time

Before conducting a discussion, the teacher must assign specific, clear tasks to each group, and must have specific instructions and directions for discussion and presentation methods.

- Monitor discussion activities of each group

Discussion group time is not a teacher's time for rest or personal work. When students are discussing, the teacher moves from the position of instructor to supervisor.

- Present discussion results

At the end of the discussion period, the teacher should ask the groups to present the discussion results in a variety of formats. The group can choose a representative or the teacher can randomly ask any student in the group to present.

- Summary of assessment

This is the final but quite important step of the discussion activity. The teacher must be a person who has a firm grasp of theoretical and practical knowledge, is impartial, flexible... then the assessment will be guaranteed to be objective, fair, and accurate...

b. Problem-solving teaching method

The reporter raises the problem to be solved. Students think for themselves to find the most suitable solution to that problem.

Problem-solving and discovery teaching is a teaching method in which teachers create problematic situations, control students to discover problems, act voluntarily, actively, proactively, and creatively to solve problems and thereby acquire knowledge, practice skills and achieve other learning goals. The basic characteristic of problem-solving and discovery teaching is "problem-provoking situations" because "Thinking only begins when a problematic situation appears" (Rubinstein).

A problematic situation (problem-provoking situation) is a situation that suggests to students theoretical or practical difficulties that they see as needing to be able to overcome, but not immediately with an algorithm, but through an active process of thinking and working to transform the object of activity or adjust existing knowledge.

c. Teaching method through case study

Situations are events, incidents, circumstances that have conflicts and problems that need to be resolved.

"Problematic" situation: is an intellectual obstacle of human beings, appearing when we do not know how to explain a phenomenon, event or a certain process of reality.

Teaching situation: describes real or fictional events and circumstances to achieve teaching goals and objectives.

Teaching through (by) case studies: teaching based on real or real-like situations, requiring learners to research, think, and make the most appropriate decisions.

Case study, also known as case study, is one of the active teaching methods, which is increasingly used to overcome the reality that in the learning process, learners are not allowed to make their own decisions; so when going into practice, they will be confused, lack of thinking, consideration, and cannot make reasonable decisions when performing tasks according to their assigned responsibilities.

To implement the case study teaching method, the following conditions are required:

Learners have been prepared with knowledge, have learned or self-studied the basic content of case studies and how to make decisions when studying cases.

Case study writers and instructors must have a solid foundation of general knowledge about the content of case studies.

Data must be informative (not redundant, not lacking, not "trapping" learners).

d. Presentation method

Presentation is a teaching method often used by teachers. The effectiveness of this method depends largely on the experience, art of explanation and persuasion of the lecturer. Although there are many disadvantages, if the lecturer knows how to use it correctly and knows how to combine it with other methods, especially using some audio-visual aids to illustrate the lecture, or improve it to increase student participation.

* Some points to note to increase the effectiveness of the presentation method

- Introduce the topic name and learning objectives

- Speak to students, not read, at a moderate speed and loud enough for students sitting at the back of the class to hear clearly. Since changing the voice is difficult, the lecturer can change the speed, volume and tone in cases where emphasis is needed to impress the students.

- When you need to emphasize something, you should change the speed, volume, tone and intonation to make an impression.

- Showing interest when speaking: The psychology of the presenter often has a direct impact on the listener. If the teacher shows interest when presenting through changing volume, intonation combined with appropriate non-verbal language (body language), it will convey to the students and create interest for them.

- Always use prepared notes and outlines: Using notes during a presentation is essential even if the teacher knows the lesson very well because on the one hand it shows seriousness, on the other hand it avoids getting bogged down in details.

- Intersperse your speech with illustrative examples or appropriate jokes. However, you should not include too many illustrative examples or jokes because they may distract students' attention.

- Presentation time should not be too long. Research results show that students' memory results decrease significantly if the presentation lasts more than 30 minutes.

- Summarize the issue at the end of the presentation

- Time should be given for students to ask and answer students' questions.

- For inexperienced teachers, it is recommended to practice under the observation of an experienced teacher or record and film the video to gain experience, especially to detect and eliminate inappropriate habits.

e. Training and practice methods through illustrative examples

Practice and practice reinforce, supplement, and solidify theoretical knowledge. In practice, people emphasize repetition with the purpose of memorizing "information passages": paragraphs, poems, songs, symbols, rules, theorems, formulas, etc. that have been learned and making the use of skills automatic and proficient. In practice, people not only emphasize memorization but also aim to apply or intelligently use knowledge to perform different tasks. Therefore, in training, in addition to letting students practice some specific details, teachers also need to pay attention to letting students practice and develop skills.

Steps to follow:

Step 1. Identify materials for practice and drills Step 2. Introduce the practice or drill model Step 3. Practice or preliminary drills

Step 4. Practice variety Step 5. Individual exercises

g. Experiential teaching method

Experience is the process of perceiving and discovering an object by interacting with it through external physical manipulations (seeing, touching, tasting, smelling, etc.) and internal psychological processes (paying attention, remembering, thinking, imagining). Through that, the subject can learn, explore, create, absorb, accumulate experiences for themselves and perfect life skills.

The teachers here can be: teachers, volunteers, guides, coaches, psychologists... It shows the simplicity, diversity, popularity and application of "Experiential Education".

Learners will mobilize their intelligence, emotions, physical strength, skills and social relationships comprehensively during the participation process; requiring learners to be creative, autonomous, make their own decisions and be satisfied with the results achieved.

Forms of experiential learning include: Group discussion, case study: Role playing, games, Learning from practice.

Of course, depending on the nature of the subject and the size of the class, we can use the above techniques flexibly and effectively.

1.3.5. Forms of training teaching capacity for high school teachers according to the new general education program

Based on the theory and practice of training teaching capacity for high school teachers according to the new general education program, the following forms can be distinguished:

+ Concentrated training form by class, each session, each topic: This is a training form in which the training officer directs and controls the activities of all teachers in the training class at the same time.

+ Core group training form: Is a form that combines collective and individual characteristics, in which teachers in each group under the control of core teachers exchange ideas and knowledge sources with each other in learning, exploring and consolidating training content.

+ Individual self-training: Under the assistance and guidance of key staff, each teacher independently carries out his/her own training tasks at his/her own pace to achieve the goal of improving his/her professional qualities and abilities.

+ Online training combined with direct training

Online training combined with direct training is a type of training that brings many effects. Due to the development of technology, the training content of this method is always intuitive, easy to read, easy to understand. Especially when participating in this learning method, learners can both promote positive interaction and practice self-learning awareness, so the effectiveness of learning is very high.

+ Training form through topics: The advantage of this form is that teachers are provided with knowledge about new issues. However, the limitation is that

Teachers are dependent on experts. Although experts are knowledgeable, they certainly know exactly what difficulties teachers face. Topics are often given by superiors and are often not really suitable for the needs of teachers at the grassroots level. The application of training content is not flexible.

+ Form of professional development through study tours: The advantage of this form is that visitors will be able to observe, learn and apply initiatives from other schools to their own schools and classes. However, the limitation is that learning can easily lead to formal copying of other schools' model initiatives without being sure whether the model is suitable for their own unit or not. The implementation cost is quite expensive, so it is not organized regularly or cannot be organized for all teachers to participate.

1.3.6. Process of fostering teaching capacity for high school teachers according to the new general education program

* Survey of training needs

It is the process of collecting general information about the socio-economic development characteristics of the locality, regional characteristics, characteristics of student development needs, the current capacity of high school teachers, community expectations for educational development, conditions such as facilities, human resources, training needs of teachers... Through analyzing and evaluating the initial information, it is the basis for forming goals and selecting training program content.

* Determine the goal of fostering teaching capacity for high school teachers according to the new general education program

Training objectives are statements of expected outcomes of the training process, which reflect and meet the needs and aspirations of teachers and the practical teaching and education of the school. These objectives are also the basic foundation for planning a training program for teaching capacity for high school teachers according to the new general education program.

* Select and arrange the content of the training program to improve teaching capacity for high school teachers according to the new general education program

The content of the training program to improve teaching capacity for high school teachers is determined based on the standards and criteria in the regulations on the qualities and capacities of teachers in the new general education program.

The selection of content to foster teaching capacity for high school teachers is often based on the following basic criteria:

- About meaning: the content must be meaningful to the needs and interests of high school teachers according to the new general education program.

- Regarding utility: the content must be truly useful in the teaching activities of teachers when implementing the new general education program.

- Regarding validity: content must be accurate and continuously updated.

- Regarding suitability: content must be suitable for teachers' awareness, practical educational requirements, and regional characteristics.

- Regarding feasibility: The content must be suitable to the local context and implementation conditions to ensure effective deployment and implementation.

* Determine methods and forms of training teaching capacity for high school teachers according to the new general education program.

- Regarding the method: The method of training teaching capacity for high school teachers according to the new general education program is a unified way and organization between core training staff and class teachers to optimally implement the proposed training goals.

- Regarding the form of training organization: are the forms of movement of specific training content in space, location and specific conditions to carry out training tasks and goals. Determining and selecting the form of training is an important requirement to organize the teacher training process.

* Evaluation of training results

Evaluating the results of training teaching capacity for high school teachers according to the new general education program is the process of collecting and processing information about the results achieved by teachers participating in the training, the ability to implement the training goals, and the effectiveness of teaching work of high school teachers after the training.

1.3.7. Evaluation of the results of training teaching capacity for high school teachers according to the new general education program

Evaluation of training results: Indicate the results achieved and not achieved compared to the training objectives, and propose measures to improve training effectiveness in the next stages.