Goal of Developing Career Counseling Capacity for Teachers in Secondary Schools

meet practical situation.

Competency requirements for teachers doing career counseling work:

- Teachers doing career counseling need to understand and correctly assess the abilities of students who are interested in choosing a career and help students explore career options;

- Teachers who do career counseling must closely follow the requirements of the labor market and help students, including those with special talents or those with special difficulties, build and develop career plans that best suit them.

1.3.2. Objectives of training career counseling capacity for teachers in secondary schools

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Determining the goal of TVHN capacity development is to answer the question: What standards should teacher capacity development meet? What is the quality of teachers after training?

The objectives of the training activities are:

- Supplement, strengthen and develop teachers' TVHN skills.

- Provide teachers with new knowledge about professional activities in a developing society.

- Improve teachers' awareness, methods, skills, and self-study habits. On that basis, form teachers' self-study capacity and continuous professional development capacity.

1.3.3. Content of training on career counseling capacity for teachers in secondary schools.

The content of TVHN capacity training for secondary school teachers is to inherit and develop knowledge and experience in career counseling. The content of TVHN capacity training must be rich, suitable to the goals and forms of each type of training and the training content must meet the needs of teachers as well as specific tasks in education and management.

secondary school students

The content of TVHN capacity training for secondary school teachers needs to focus on the following issues:

- Information about the high school system that students can continue studying after graduating from junior high school,

- Information about the vocational school system in the province and some social and local occupations for students;

- Develop skills in using career orientation testing tools for students

- Develop general skills to support career counseling skills such as: listening skills, communication skills, information feedback skills, questioning skills in counseling, etc.

1.3.4. Methods of fostering career counseling capacity for teachers in secondary schools.

The method of fostering TVHN capacity for teachers is a way of coordination between the training subject and the trained object to achieve the set goals. There are many methods of fostering TVHN capacity for teachers in secondary schools, within the scope of this topic I clarify the following methods.

* Self-study method

Self-study is a method in which the training subject (Reporter, Key Lecturer,...) raises a problem or a requirement in a short period of time, requiring the training subject (student, lecturer) to have a solution or handling method. The advantage of this method is that in a short period of time, it helps learners generate many ideas and assumptions about a certain problem. This is a method to propose information and ideas.

Some requirements when using the self-study method: All opinions of learners are welcomed by the teacher without criticism or right or wrong judgment. When concluding the issue, the reporter should emphasize that this conclusion is the product of

The overall product of the class and group. Require participants to give concise and accurate opinions, avoiding being wordy and general. Through the self-study method, the subject is trained in problem-solving skills, communication skills, situation handling skills, and decision-making skills in the face of problems - skills that are extremely necessary for each teacher to act as a psychological consultant.

* Presentation method: Providing specialized knowledge, analyzing, explaining, and justifying new knowledge on issues related to different professional fields.

* Group discussion method.

Managers organize teachers to participate in discussions about a certain issue or content in groups. Small group discussions are widely used to help teachers actively participate in the learning process, to create opportunities for teachers to participate in sharing knowledge, experience, practice cooperation skills, problem solving skills, decision making skills, negotiation skills, and situation handling skills.

This training method has the effect of creating a multi-information learning environment for learners, helping them to self-study and self-express to demonstrate their individual learning abilities and results. In addition, group learning combined with whole-class discussion also helps learners develop a sense of collective work, promote collective intelligence, promote active learning, organizational and management abilities.

* Situational method

The case study method is a method in which the training subject uses given situations for the training subject to analyze, evaluate the situation, and act in that situation. As a result, the learner acquires scientific knowledge, attitudes, and action skills after solving the given situations.

* Game organization method

The game organization method is an organization method for learners.

perform actions, attitudes and practice appropriate consulting skills through specific games. The game content will vividly illustrate the forms, principles and skills needed for the consulting process as well as train learners in certain life skills.

Through the game, learners have the opportunity to experience the formed consulting skills, practice communication skills, behavior, observation skills, practice the skills of commenting and evaluating the behavior of others and their own as appropriate or inappropriate, so that they can self-adjust.

To effectively foster TVHN capacity for teachers in the training process, the training subject must choose appropriate methods based on the content, form, and characteristics of the training object, and at the same time apply the methods flexibly and appropriately to achieve the set goals.

1.3.5. Forms of training in career counseling capacity for teachers in secondary schools

- Organize professional and technical collective activities at the school's subject groups, inter-schools or school clusters.

- Concentrated training aims to guide self-study, practice, systematize knowledge, answer questions, guide difficult training content for teachers; meet teachers' needs in training; create conditions for teachers to have the opportunity to exchange about expertise, profession and practice skills.

- Organize and coordinate short-term training courses for teachers at the school.

- Develop regular training topics according to the school year.

- Provide documents for teachers to research, study and practice on their own.

1.4. Management of career counseling capacity development for teachers in secondary schools

1.4.1. Objectives of managing TVHN capacity building activities for teachers

In order to gradually improve the quality of the team and overcome existing problems.

in student education activities, contributing to improving the quality of teaching and educational activities of the school. BD TVHN capacity for the teaching staff, creating conditions for teachers to be prepared in theory and practice to effectively carry out educational tasks, building a friendly and safe educational environment to meet the requirements of society.

Fostering TVHN capacity, helping teachers to be proactive, creative and flexible in designing and organizing career education activities to improve the quality and effectiveness of student education.

Well managing the TVHN capacity building activities for teachers in secondary schools is the way to help teachers improve their own pedagogical capacity, thereby improving the quality of career education activities, helping students develop comprehensively, meeting the requirements of current secondary education.

1.4.2. Content of managing TVHN capacity training activities for teachers in secondary schools

1.4.2.1. Develop a plan to foster NLTVHN for teachers

School principals develop training plans based on requirements and consensus on training content. In general training activities as well as TVHN capacity building activities for teachers in particular, developing a training plan is the first issue that guides all activities. The content of the training plan should include:

- Training objectives: Training must aim at the basic objectives, which are: Improving TVHN capacity for teachers in each specific field; Developing self-study, self-training, self-assessment capacity of teachers and capacity to organize and manage self-study and self-training activities of teachers of the school.

- Training subjects: Including all school teachers.

- Training content : Based on the training needs of teachers to determine the content, form and duration of training. It is possible to train TVHN competencies in a certain training topic, or it is also possible to train each individual competency in combination with other training content according to needs.

specific tasks at the time of training.

TVHN capacity building contents include: Understanding the nature of TVHN; consulting methods, knowing how to choose consulting methods and methods;

Forms of training: There are two basic forms of training: Concentrated training and regular training during the school year at schools.

It is possible to use the core team in each consulting field or to invite specialized experts from other units on some issues to carry out training work. Training time can be through activities such as organizing seminars, extracurricular activities of professional groups, SHCM by school cluster (Arranging reasonable time so that teachers can participate in the training program while participating in normal teaching). Some content teachers can self-train by studying training materials and then writing reports, or applying the training content to the teaching process.

The training plan must ensure the following main requirements:

 Planning work must be based on the results of teacher competency assessment.

 Planning work needs to be based on the results of determining teachers' training needs.

 The plan must fully reflect the content: objectives, content, methods, and forms of training.

 The implementation schedule of the plan is detailed, reasonable and feasible.

 Assign responsibilities to departments and individuals clearly, fully and in detail.

 Specify in detail, reasonably and feasiblely the resources needed to mobilize to implement the plan.

 Mobilize contributions from all components of the school (teachers, subject groups, ...)

 Contribute to the orientation of planning training activities in

department and individual teacher level

 Announce and disseminate the plan widely in schools

1.4.2.2. Organizing and implementing activities to foster NLTVHN for teachers

Establish a Steering Committee to organize and direct teacher training on NLTVHN with the Principal as Head of the Committee and the Vice Principal in charge of professional matters as Deputy Head of the Committee and other members participating.

The school's advisory team consists of prestigious staff and teachers with qualifications, deep professional capacity, and experience in career guidance for students.

Arrange the management apparatus for capacity building activities for teachers in consulting work to meet the requirements of the goals and tasks to be undertaken. In other words, it is necessary to organize the apparatus appropriately in terms of structure and operating mechanism to be able to achieve the proposed goals of teacher training.

Training to improve career counseling capacity and peer guidance capacity for core teachers to influence all teachers participating in the training.

Clear division of labor in the training organization process from the commander to the operator and staff responsible for serving and supervising teacher training activities.

Work organization: Arrange work reasonably, build coordination mechanisms so that everyone can focus on the common goal of training teachers' professional competence.

Thus, the essence of training organization is to establish relationships and connections between people and between separate parts into a system that operates smoothly as a unified entity. Good organization will unleash potentials and other motivations, while bad organization will eliminate motivation and reduce the effectiveness of training activities. In educational management and school management, the most important thing in organization is to determine

Clearly define the role and position of each individual, each member, each department, ensure the relationship between individuals, members, and departments to create unity and synchronization - a factor that ensures success in organizing teacher training.

The principal must prepare training resources, especially human resources for reporters, staff, core teachers, training materials, and training finance. Because the quality of teachers is a decisive factor in the quality of training, preparing reporters is an extremely important step that requires each principal to invest effort, intelligence, and supporting resources. The selection of reporters to participate in training for teachers and staff must meet the following criteria:

 Have solid professional knowledge and experience in educating students.

 Be a person of prestige and have the ability to influence others.

 Ability to present, advise, guide colleagues, and have good pedagogical skills.

1.4.2.3. Directing the training activities of NLTVHN for teachers

Directing the development of plans and programs for fostering TVHN capacity for teachers; directing specific TVHN capacity training content; directing the determination of TVHN capacity training topics and TVHN capacity training objects; directing the implementation of TVHN capacity training plans for teachers; directing the use of methods and means in fostering TVHN capacity; directing the evaluation and adjustment of TVHN capacity training plans for teachers.

Direct the implementation of time, volume and knowledge plans; check the implementation of classroom steps, teaching methods and teaching knowledge content of lecturers;

Directing the inspection and evaluation of TVHN capacity training results, checking the recording of teaching records and forms such as lesson books and professional activity books.

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