Current Status of Organizing and Implementing Training on Teaching Capacity According to Stem Education Orientation for High School Teachers

The results of table 2.8 show:

Survey results show that high schools have established a Steering Committee for training teaching capacity in the direction of STEM education (implementation at a good level of 2.46 points), in which the Principal is the Head of the Committee, the Professional Group is responsible for planning and implementing the training plan. However, studying the plans of the schools, the plans have not clearly defined the preparation of conditions for facilities, teaching equipment and funding for training (implementation at an average level of 1.89 points). We interviewed the Principal of Viet Vinh High School and learned: " In the 2018-2019 school year, the school has not invited experts to teach training content, especially the content of designing teaching processes in the direction of STEM education for teachers in the school ", so the content "Expected team of managers in charge of training, selecting lecturers and experts" is implemented at an average level (1.98 points).

The remaining contents are assessed by the survey subjects at an average level. Currently, the managers of high schools in Ha Giang province have not analyzed the current status of teaching activities according to the STEM education orientation, so they have not grasped the capacity of teachers when implementing teaching according to the STEM process or designing STEM topics. Therefore, high school teachers in Ha Giang province have not clearly identified the capacities that need to be trained, and have not determined the need to train in which capacity content? The lack of regular analysis of the current status of teaching according to the STEM education orientation has caused managers to not identify the limitations, barriers, and causes of the limitations in training activities to draw lessons. Therefore, the content "Identifying training needs and training objectives, contents, forms, and methods" is assessed at an average level (2.15 points).

Every year, high schools have not determined the objectives, content, forms and methods of training for high school teachers (2.18 points). The training content has not met the training needs of teachers. Researching the plans of Vi Xuyen High School and Dong Yen High School, the training forms only stop at training through professional group activities and short-term training. The methods proposed in the plan are mainly presentation methods, experience-based methods, etc.

Therefore, it is necessary to define management responsibilities for implementing training plans oriented towards STEM education to improve management efficiency.

2.4.2. Current status of organizing and implementing training on teaching capacity in the direction of STEM education for high school teachers in Ha Giang province

We collected assessments from managers and teachers on the results of organizing and implementing training on teaching capacity according to STEM education orientation of teachers at high schools in Ha Giang province, the results are as follows:

Table 2.9. Assessment of the current status of organizing and implementing training on teaching capacity in the direction of STEM education for high school teachers

Implementing organization

Level of implementation

Often

through

Jar

often

Are not

perform

Average

Assign school leaders to be in charge of organizing teaching and learning according to orientation.

STEM education for teachers

2.51

0.27

0.03

2.81

Assigning teachers to organize teaching and learning according to STEM education orientation

of the teacher

2.57

0.29

0.00

2.86

Ensure real conditions

currently active training

1.14

0.29

0.48

1.90

Choosing a compensation expert

good professional qualifications

1.54

0.51

0.23

2.29

Organize capacity development of trainees through coordinated activities between

Theory and practice

1.46

0.48

0.28

2.21

Organize online training via the internet combined with direct answering of questions and guidance on practical skills.

teaching and learning skills

0.94

0.86

0.26

2.06

Program implementation organization

training program

0.97

0.88

0.24

2.09

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The results of table 2.9 show:

The contents: Assigning school leaders to be in charge of organizing teaching and learning according to the STEM education orientation of teachers; Assigning teachers to organize teaching and learning according to the STEM education orientation of teachers are implemented very regularly by high schools in Ha Giang province, with good assessment scores from 2.38 to 2.86 points. In which, the content " Assigning teachers to organize teaching and learning according to the STEM education orientation of teachers " is the best implemented (2.86 points), " Assigning school leaders to be in charge of organizing teaching and learning according to the STEM education orientation of teachers " (2.81 points); " Selecting experts to foster good professional qualifications and skills " (2.38 points).

The remaining content was rated low by the audience.

We studied the content of " Ensuring conditions for implementing training activities " (1.90 points) and found that high schools in Ha Giang province currently do not ensure conditions for facilities, documents, learning materials, and lab classrooms to serve training activities. Therefore, the implementation of organizing capacity development for trainees through activities combining theory and practice and organizing online training via the internet combined with directly answering questions and guiding teachers in practicing teaching and learning skills in schools is not effective. Therefore, this content is rated at the lowest level. Failure to implement and implement at an average level the content of " Organizing the development of the capacity of the trainees through activities combining theory and practice " (2.21 points) and " Organizing online training via the internet combined with directly answering questions and guiding the practice of teaching and learning skills " (2.06 points) and " Organizing the implementation of the training program " (2.09 points) leads to the effectiveness of the training activities not meeting the requirements of the plan.

According to teachers at Xuan Giang High School, due to limited school budget, schools have not invited good experts to teach, so the content " Selecting experts to foster good professional qualifications and skills " is rated at an average level (2.29 points).

2.4.3. Current status of directing the work of fostering teaching capacity in the direction of STEM education for high school teachers

We collected assessments from managers and teachers on the results of directing the work of fostering teaching capacity according to STEM education orientation of teachers in high schools in Ha Giang province, the results are as follows:

Table 2.10. Evaluation of the implementation of training on teaching capacity in the direction of STEM education for teachers of high schools in Ha Giang

Direct implementation	Level of implementation						X
	Often through		Jar often		Are not perform
	SL	Average	SL	Average	SL	Average
1	Directing the development of training goals	58	1.66	24	0.46	23	0.22	2.33
2	The direction of developing training content must mobilize comprehensive knowledge of subjects in the field. STEM field	59	1.69	15	0.29	31	0.30	2.27
3	Directing innovation methods, form of training	51	1.46	18	0.34	36	0.34	2.14
4	Directing the selection of training subjects	50	1.43	17	0.32	38	0.36	2.11
5	Directing inspection and evaluation of results fruit of nourishment	52	1.49	24	0.46	29	0.28	2.22
6	Direct the preparation of full facilities enough to serve training activities	52	1.49	21	0.40	32	0.30	2.19
7	Directing professional teams to promote role in training activities	53	1.51	18	0.34	34	0.32	2.18
8	Directing the training and development of core subject teachers to support and guide teaching capacity development activities in the direction STEM education	51	1.46	25	0.48	29	0.28	2.21
9	Directing coordination with pedagogical schools to foster teaching capacity according to orientation STEM education for teachers	55	1.57	12	0.23	38	0.36	2.16
10	Directing and managing the process of fostering teaching capacity according to STEM education orientation	38	1.09	45	0.86	22	0.21	2.15

The results of table 2.10 show:

The contents of the directive on implementing training on teaching capacity in the direction of STEM education for teachers in high schools were implemented at an average level of 2.11 to 2.33 points, in which the content " Directing innovation in training methods and forms " (2.11 points) was implemented the lowest, the content that was regularly implemented was the content " Directing the development of training goals " (2.33 points), however, 23 managers and teachers still said that this content was not implemented.

In the direction work, the managers of high schools have directed the following tasks: building training objectives and content; directing innovation in training methods and forms; directing the selection of training subjects and directing the preparation of adequate facilities for training activities. These contents, with regular implementation levels, are evaluated at a fairly good level. Thus, when we interviewed teachers at Viet Vinh High School, we learned: " The principals of high schools have directed the assignment of responsibility to each member in developing plans, organizing training according to each content, organizing the development of STEM education topics that must have theoretical and practical significance and be suitable for the lives and experiences of students". Talking to us, the Principal of Vi Xuyen High School said: "The Principal has directed to assign specific targets in each training session, stipulating requirements on qualifications and competencies to be achieved in a field, within a certain period of time for each teacher, but through testing the training results, the majority of teachers have not met the competency requirements."

Observing the inspection and evaluation process, we found that high schools have not yet directed the inspection and evaluation of the survey process, understanding the current situation of the teaching staff and the training needs of teachers. School managers have not regularly directed the inspection and evaluation of the development of training programs and plans and the evaluation of the organization and implementation of training programs and plans.

We observed the activities of the Professional Group at schools and found that the Professional Group has not created an environment for self-improvement for teachers and has not created a professional atmosphere while that is the condition to improve quality and efficiency.

effective in self-training activities for teaching capacity in the direction of STEM education. Professional groups have not organized professional activities in clusters of schools on training capacity in the direction of STEM education for teachers. The head of the professional group of Hung An High School said: " Professional groups face difficulties in organizing training for teachers, which is the difficulty in facilities, STEM classrooms have not been invested specifically to serve the learning of STEM subjects according to advanced pedagogical methods. Teachers do not have enough teaching equipment and learning materials for teachers and students to have creative space". A teacher of Viet Vinh High School added: " Teacher training also needs funding to support activities in the process of organizing teacher training, while currently the funding source in schools is very limited, having to spend on many other activities of the school".

The content " Directing the training and development of core subject teachers to support and lead the training of teaching capacity in the direction of STEM education" and the content " Directing the coordination with pedagogical schools to train teachers in the direction of STEM education ", the content "Directing the management of the process of training teaching capacity in the direction of STEM education " are implemented irregularly, with an assessment score of 2.15 to 2.21 points.

2.4.4. Current status of testing and evaluating the results of training teaching capacity in the direction of STEM education for high school teachers in Ha Giang province

We collected the evaluations of managers and teachers on the results of testing and evaluating the results of training teaching capacity according to STEM education orientation of high school teachers in Ha Giang province, the results are as follows:

Table 2.11. Testing and evaluating the results of training teaching capacity in the direction of STEM education for high

Check and evaluate training results

Level of implementation

Often

through

Jar

often

Are not

perform

Average

Develop testing criteria,

training assessment

1.17

0.53

0.34

2.05

Measure and evaluate the level of implementation of training tasks

as planned

1.20

0.67

0.27

2.13

Diversify forms of control

check, evaluate

1.37

0.59

0.25

2.21

Check and evaluate compensation results

GV nutrition

1.34

0.53

0.29

2.16

Check and evaluate facilities

1.29

0.59

0.28

2.15

Detect and correct errors

deviation in training organization

1.23

0.65

0.27

2.14

Building an assessment toolkit

0.66

0.91

0.32

1.90

Use test results to evaluate

price to adjust the management of training

1.46

0.50

0.27

2.22

The results of table 2.11 show:

The contents of testing and evaluating the results of training in teaching capacity in the direction of STEM education for high school teachers were performed at an average level, in which the content with the lowest performance was the content of " Developing an assessment toolkit " (1.90 points); Developing criteria for testing and evaluating training (2.05 points); Measuring and evaluating the level of implementation of training tasks according to the plan (2.13 points). The remaining contents were performed at an average level from 2.14 to 2.22 points.

The principals of high schools have evaluated the results of training of high school teachers. The managers of Vi Xuyen High School said: " Because the self-training activities of teachers have not been carried out regularly, the professional team has not promoted its role in organizing the training environment for teachers, the results of training teaching capacity according to the STEM education orientation have not met the set goals". In the work of evaluating the implementation of requirements and regulations for training activities, the managers of high schools have evaluated the content of the training program in combination with evaluating the implementation of the training program and evaluating the facilities. The heads of professional teams said: " The inspection and evaluation work of the managers is carried out regularly but the results of the inspection and evaluation are not used to adjust the training management work".

In the inspection and evaluation work, the Principals of high schools have not regularly evaluated the training results of teachers, have not used the assessment toolkit for the training process of teachers, some teachers said: "Currently, the Principals of high schools have not used the results of inspection and evaluation to adjust the training management work". Therefore, some teachers are not active and proactive in training and self-training.

2.4. Current status of factors affecting the management of training teaching capacity in the direction of STEM education for high school teachers in Ha Giang province

We collected assessments from managers and teachers on factors affecting the management of training and fostering teaching capacity in the direction of STEM education for teachers in high schools in Ha Giang province. The results are as follows:

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