Managing English teacher training activities in high schools according to the competency development approach - 2

high school 92

2.3. General comments and assessments on the management of English teacher training activities in high schools according to the competency approach 93

2.3.1. Strengths 94

2.3.2. Limitations and causes 95

Chapter 2 Conclusion 99

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CHAPTER 3. SOLUTIONS TO MANAGE ENGLISH TEACHER TRAINING ACTIVITIES IN HIGH SCHOOLS ACCORDING TO THE COMPETENCE DEVELOPMENT APPROACH 100

3.1. Orientations for establishing solutions to manage English teacher training activities in high schools according to the competency development approach 100

3.2. Principles for developing solutions to manage English teacher training activities in high schools according to the 101 competency development approach

3.3. Solutions for managing English teacher training activities in high schools according to the capacity development approach to meet the requirements of educational innovation 103

3.3.1. Organizing awareness raising on management of training activities of educational managers and training and self-training activities of English teachers according to the capacity development approach 103

3.3.2. Group of solutions for managing English teacher training activities towards sustainable capacity development 107

3.3.2.1. Organization determines the need for English teacher training 107

3.3.2.2. Planning for English teacher training 108

3.3.2.3. Organizing the determination of content and form of English teacher training.110 3.3.2.4. Organizing the decentralization of training management 123

3.3.2.5. Selecting units, experts, and collaborators to train English 129

3.3.2.6. Adjusting subjective and objective conditions affecting the training of English teachers 132

3.3.2.7. Organizing testing and evaluating the results of English teacher training 135

3.3.2.8. Using the results of English teacher training 137

3.3.3. Managing self-training activities and developing English teachers' capacity

.......................................................................................................................... 139

3.3.3.1. Managing self-identification of needs and planning of English teachers' training 140

3.3.3.2. Directing and orienting self-training and capacity development content 142

3.3.3.3. Direct the department to inspect, supervise and support self-training activities.143

3.3.3.4. Periodic and surprise inspection of the implementation of self-training tasks...145

3.3.3.5. Organize for English teachers to report self-training results, evaluate and reward promptly 146

3.4. Managing the arrangement, evaluation and use of English teachers 148

3.4.1. Planning and arranging the use of English teachers 149

3.4.2. Evaluation and use of English teachers according to competence 151

3.4.3. Use according to the wishes of English teachers 153

3.4.4. Use according to the structure and recommendations of the department 154

3.4.5. Use as required by the school 155

3.4.6. Use according to the requirements and planning of the management staff 156

3.4.7. Combination of the above measures 157

3.5. Urgency and feasibility of solutions 158

3.5.1. Survey results on the urgency and feasibility of solutions to manage English teacher training activities according to the competency development approach. 159

3.5.1.1. Survey results on the urgency of solutions to manage English teacher training activities according to the competency development approach 159

3.5.1.2. Survey results on the feasibility of solutions to manage English teacher training activities according to the competency development approach 161

3.5.2. Experimental solution: Determining the content of English teacher training

................................................................................................................................ 163 3.5.2.1. Experimental purpose .............................................................................. 163

3.5.2.2. Experimental tasks and content 163

3.5.2.3. Experimental subjects 163

3.5.2.4. Experimental time 164

3.5.2.5. Experimental organization process 164

3.5.2.6. Experimental results and comments, evaluation 165

Chapter 3 Conclusion 171

CONCLUSIONS AND RECOMMENDATIONS 172

LIST OF PUBLISHED SCIENTIFIC WORKS OF THE AUTHOR RELATED TO THE THESIS 177

REFERENCES 178

LIST OF APPENDIXES ........................................................................................ P1

LIST OF FIGURES, TABLES, CHARTS

LIST OF FIGURES

Figure 1.1. ASK 11 competency model

Figure 1.2. Iceberg capacity model 11

Figure 1.3. Canale and Swain's concept of communication competence 16

Figure 1.4. Management activities 25

Figure 1.5. Relationship between management functions 26

Figure 1.6. Guy's communication competency model 41

Figure 2.1. Survey process 73

LIST OF TABLES

Table 2.1. Sample of survey subjects 72

Table 2.2. Reliability of the assessment scale of managers and English teachers on the necessity of some English teacher training contents 74

Table 2.3. Correlation coefficient between each variable and the total assessment scale of managers and English teachers on the necessity of some training contents for English teachers in high schools 74

Table 2.4. Reliability of the assessment scale of managers and English teachers on the benefits of training and capacity development activities for English teachers in high schools 75

Table 2.5. Correlation coefficient between each variable and the total assessment scale of managers and English teachers on the benefits of training and capacity development activities for English teachers in high schools 75

Table 2.6. Assessment of English managers and teachers on the necessity of some English teacher training contents 78

Table 2.7. Assessment of English managers and teachers on the benefits of English teacher training activities 81

Table 2.8. Frequency of high school English teachers attending refresher courses 83

Table 2.9. Evaluation of measures to manage English teacher training activities in high schools 89

Table 2.10. Evaluation of measures to manage self-improvement tasks of English teachers in high schools 91

Table 2.11. Evaluation of measures to manage, arrange, evaluate and use English teachers in high schools 92

Table 3.1. Assessment of the urgency of solutions to manage English teacher training activities according to the competency development approach 159

Table 3.2. Assessment of the feasibility of solutions to manage English teacher training activities according to the competency development approach 161

LIST OF CHARTS

Figure 2.1. Sample of survey subjects 72

Figure 2.2. Perceptions of managers and teachers about the necessity of training and capacity development for English teachers 76

Chart 2.3. Assessment of English managers and teachers on the necessity of some English teacher training contents 78

Figure 2.4. Assessment of English managers and teachers on the benefits of English teacher training activities 81

Figure 2.5. Frequency of high school English teachers attending refresher courses 84

Figure 2.6. Difficulties that high school English teachers encounter when participating in training courses 86

Chart 2.7. Evaluation of measures to manage English teacher training activities in high schools 89

Figure 2.8. Evaluation of measures to manage self-improvement tasks of English teachers in high schools 91

Chart 2.9. Evaluation of measures to manage, arrange, evaluate and use English teachers in high schools 93

Figure 3.1. Assessing the urgency of solutions to manage English teacher training activities according to the competency development approach 160

Figure 3.2. Assessing the feasibility of solutions to manage English teacher training activities according to the competency development approach 162

INTRODUCTION

1. Reason for choosing the topic

Education and training is a common cause of the Party, the State and the whole society, but the people who directly carry out the task are teachers. Two of the key factors that determine the quality of education are teachers and educational managers. Teachers are responsible for spreading to the younger generation true moral ideals, a system of values, and the cultural quintessence of the nation and humanity, and nurturing in them noble qualities and creative abilities appropriate to the development and progress of society.

President Ho Chi Minh once emphasized: “The task of education is very important and glorious. Without teachers, there is no education…without education, without cadres, there is no talk of economy or culture.” [51]

Resolution 29 of the 8th Central Conference, Session XI, determined: “ Developing a team of teachers and managers to meet the requirements of educational and training innovation. Developing plans and training plans for teachers and educational managers in line with the needs of socio-economic development, ensuring security, national defense and international integration. Implementing the standardization of teachers according to each level of education and training level”. [2]

In the context of globalization, knowledge economy and rapid industrial, technological, creative and innovative revolutions, foreign languages ​​are the key to help users acquire, research and apply new international knowledge, access different cultures, and take advantage of many opportunities for development and integration.

International integration has become a major policy and economic and social development of Vietnam over the past years. Exchange and integration with the world have brought the country many opportunities and challenges. In order to filter the best, progress and cooperate effectively, we must use foreign languages ​​as an effective tool to understand and apply in building and developing the country.

Integration also opens the door for Vietnamese human resources, when students from high school to university and postgraduate levels have many opportunities to study abroad with degrees.

funding sources. However, the opportunity before your eyes is one thing, but seizing it is another. To achieve the opportunity, students must understand what the world needs, what sponsors need, what foreign experts and professors teach, what research they do, for what purpose... Workers, especially those working for foreign enterprises or exporting labor, and especially students, no matter what major they study, foreign language is always an important priority. If foreign language is not required to be developed from a young age, students and workers will still fail on the mountain of opportunities.

To meet the requirements of integration and development, the Project on teaching and learning foreign languages ​​in the national education system of Vietnam has been identified with the general goal: "Comprehensively innovate the teaching and learning of foreign languages ​​in the national education system, implement new foreign language teaching and learning programs at all levels and training levels..." [20]. However, the haste, inadequate preparation and confusion in implementing the Project; the lack of synchronization among localities; the gap between the goals and the reality of the quality of teaching and learning English in Vietnam; the ineffectiveness and waste of activities have disrupted the entire education system, although the benefits that the project will bring to the whole society if successful are undeniable.

The Ministry of Education and Training has issued a circular on a 6-level foreign language competency framework for Vietnam [10]. Accordingly, high school English teachers are required to achieve level 5/6, which is the C1 standard. High school English teachers, in addition to ensuring that they meet the criteria in the C1 standard according to the competency framework, also need to understand the customs, habits, culture, country, and people of the UK in order to share, exchange, guide, and organize students to study and research; helping students to compare and contrast to see the positive aspects, identity, and values ​​of their own nation and of English-speaking countries.

Two of the reasons for the ineffectiveness of foreign language teaching in general education in our country are the English curriculum and teachers. The biggest problem today is the lack of teachers with enough capacity, experience, flexibility, creativity and passion for the profession to teach effectively.

The professional standards for teachers of general education institutions state: "The professional standards for teachers of general education institutions are a system of qualities and competencies that teachers must possess.