Managing Primary School Teacher Training Activities According to Professional Standards

1.3. Managing primary school teacher training activities according to professional standards

1.3.1. Objectives of managing primary school teacher training activities according to professional standards

The goal of managing primary school teacher training activities according to professional standards is to develop primary school teachers with sufficient qualities, knowledge and professional skills to meet the requirements of primary education. Managers proactively perform management functions, influence management objects, and enforce management rules through management tools and means to ensure that primary school teacher training activities according to professional standards are implemented scientifically, proactively and achieve the set goals.

1.3.2. Principles of managing primary school teacher training activities according to professional standards

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Managing primary school teacher training activities according to professional standards, it is necessary to implement well the principles such as: scientific principles, historical inheritance, systematicity, comprehensiveness... while implementing these principles, it is necessary to promote the role of teachers' self-awareness, positivity, and initiative. Self-awareness is the self-awareness of the need for lifelong learning and training and becomes the driving force for teachers' activities. Thanks to self-awareness, people can achieve many advances in life, work, and study. In the management process, managers need to create conditions for teachers to promote self-awareness, positivity, and initiative in participating in professional development training activities. Promoting teachers' self-awareness, positivity, and initiative is to help teachers always explore, discover, and be creative in training, improving the quality of pedagogical labor to meet the requirements of professional standards. To effectively implement the above principles, managers need to: Regularly do a good job of political and ideological education to influence teachers so that they are fully and deeply aware of the goals and tasks of training, and at the same time correctly identify the motivation and attitude to participate in training. Create conditions, encourage, motivate, and facilitate teachers to exchange opinions and share ideas during the training process. Use many methods and forms of organizing training, focusing on raising and solving problems at different levels.

Increase self-study time, promote teachers' sense of responsibility in learning and training.

1.3.3. Content of management of primary school teacher training activities according to professional standards

1.3.3.1. Managing the training goals for teachers according to professional standards. Teacher training is to improve and perfect political level and professional ethics.

professional, technical or other knowledge to raise awareness, equip, supplement, update professional knowledge and skills. Any form of training is not beyond the goal of improving the qualifications of teachers, in order to promote and improve the quality of education and training to create quality human resources. Depending on the target, the training work sets out appropriate goals. The practice of primary school teacher training includes the following specific goals: Training to standardize qualifications (standardized training); Training to improve qualifications above standards (above standards); Training to update knowledge (regular training); Training to innovate general education programs, teach according to new programs and textbooks (training to replace books); Training in political, foreign language, and information technology levels to meet the standards of teacher ranks and levels.

1.3.3.2. Managing the development of plans, programs, and training content for primary school teachers according to professional standards

- Planning: Planning is an important management tool for managers. Planning is the first and most important stage, the process of preparing to respond to changes and uncertainties in the environment and organization by determining future action plans of the organization. Building a detailed, high-quality plan will positively affect the effectiveness and quality of implementing the assigned tasks. Managers must be aware of the importance and grasp the information as a basis for planning, building conditions, methods, and measures for implementation, organizing forces to carry out tasks to achieve the set goals and requirements. Without a plan, managers will have great difficulty in organizing and exploiting favorable conditions for implementation.

perform the tasks most effectively. The development of a primary school teacher training plan must be based on the regulations of the Ministry of Education and Training, the Department and the Division of Education and Training and the conditions of each school to develop short-term and long-term plans. The development of the plan must be based on the results of statistics, assessment and classification of teacher quality. This work helps the Principal understand the capacity of each teacher as a basis for developing a teacher training plan that is close to reality and suitable to the conditions of the school. The primary school teacher training plan according to professional standards has the following basic contents: Training objectives; Training content; Training forms and methods; Training time and force; Estimated budget for training activities.

During the planning process, the Principal needs to hold a meeting of the Pedagogical Council to unify the teacher training plan, creating consensus within the group. In which, it is necessary to carefully discuss the necessity, feasibility, effectiveness and quality of the training activities. Time, form and method suitable to the actual conditions of the school also need to be carefully discussed to ensure that the teacher training plan achieves the highest efficiency.

- Training program and content: After assessing the actual conditions of the school and the training needs of primary school teachers to develop a training program. The development of the program and content of primary school teacher training must be based on Circular No. 17/2019/TT-BGDDT, dated August 1, 2019 of the Ministry of Education and Training promulgating the regular training program for teachers of general education institutions [5]. The primary school teacher training program is 120 periods/teacher/school year. Contents include:

+ Training content 1 (about 40 periods/school year): Training content meets the requirements for implementing the tasks of the primary school year applied nationwide. The Ministry of Education and Training specifically stipulates for each school year the training content on guidelines and policies for primary education development, programs, textbooks, knowledge of subjects, and educational activities in the primary education program.

+ Training content 2 (about 40 periods/school year): Training content meets the requirements for implementing the task of developing primary education in each period of each locality. The Department of Education and Training specifies for each school year the training content on developing local primary education, implementing programs, textbooks, and local education knowledge; coordinates with projects (if any) to specify training content according to the plans of the projects.

+ Training content 3 (about 40 periods/school year): Elective knowledge block: includes training modules to develop teachers' professional capacity as follows: Teacher qualities; Professional development; Building an educational environment; Developing relationships between school, family and society; Using foreign languages or ethnic languages, applying IT, exploiting and using technology equipment in teaching and education.

The regular training program for primary school teachers is carried out during the school year and during the annual summer training period, in accordance with the actual conditions of the locality and of individual teachers. Primary schools are the core units in organizing teacher training in the form of individual self-study, study by professional groups, study by groups of teachers of each school or cluster of primary schools. The content of primary school teacher training is very rich, diverse, and contains a lot of knowledge in many different fields. The content of primary school teacher training must be based on the requirements, goals and training forms based on the actual conditions of the school. Managers need to clearly understand the specific characteristics of primary school teachers' pedagogical work: they are both pedagogues and organizers and participate in socio-political activities. During the working process, primary school teachers must use their knowledge and exemplary style to influence the emotions and intelligence of primary school students to help them acquire knowledge, form and perfect their personalities. Therefore, managers need to choose training content for primary school teachers that is both diverse, rich, and comprehensive in many areas, but also need to clearly identify which content is key, which content is weak, and which is lacking according to the characteristics of the teachers they are managing in order to apply the content appropriately.

1.3.3.3. Managing the form and method of organizing primary school teacher training activities according to professional standards

Managing the form and method of organizing primary school teacher training activities according to professional standards is the process by which managers influence the direction of learning, analyzing, researching and selecting the application of appropriate forms and methods of organizing teacher training activities, effectively ensuring the implementation of the set goals. Depending on the conditions of teachers, the conditions of facilities and other practical conditions of the school, managers, directly the Principal, choose appropriate forms and methods of teacher training according to professional standards to ensure that primary school teacher training activities according to professional standards are carried out in accordance with regulations, ensuring quality but not greatly affecting other professional aspects of teachers.

1.3.3.4. Managing the coordination of educational forces in primary school teacher training activities according to professional standards

Managing the coordination of educational forces in primary school teacher training activities according to professional standards is to determine favorable mechanisms, encourage educational forces to participate in teacher training activities, and actively contribute to the implementation of the goals of primary school teacher training activities according to professional standards. In primary school teacher training activities according to professional standards, many educational forces participate. Therefore, it is necessary to have coordination of educational forces in primary school teacher training activities according to professional standards. This is one of the contents that managers need to pay attention to in order to ensure that primary school teacher training management is highly effective according to the identified goals and requirements.

1.3.3.5. Managing self-training activities of primary school teachers according to professional standards

Through practical research, it is shown that one of the forms of primary school teacher training is self-training. However, to achieve high results, this activity requires direction and management from managers so that this activity achieves the highest results. To effectively implement this management content, it is necessary to

Research the current status of primary school teachers' self-training according to professional standards, the quality of primary school teachers, determine the content that teachers can self-train, the practical needs of teachers, the advantages and difficulties in the self-training process, analyze the influencing factors and support conditions for teachers in self-training... from there propose plans and appropriate policies to guide and create favorable conditions for this activity to achieve the highest efficiency.

1.3.3.6. Managing conditions for primary school teacher training activities according to professional standards

In order to achieve the best results, primary school teacher training activities according to professional standards must be carried out in favorable conditions. Therefore, managing the conditions for primary school teacher training activities according to professional standards becomes one of the important contents to create resources and the most favorable conditions to contribute to the primary school teacher training activities to achieve high efficiency. The conditions for primary school teacher training activities according to professional standards include: human resources, time resources, financial resources, facilities, techniques, equipment, documents, means and environment, space where primary school teacher training activities according to professional standards take place.

1.3.4. Method of managing primary school teacher training activities according to professional standards

Management method is the overall way of impact of the management subject on the management object based on selecting appropriate management tools and means to bring about the highest management efficiency in certain environmental conditions. The practice of primary school teacher training management according to professional standards is often carried out by 3 methods: Organizational-administrative method, economic management method, and psychological-social method.

- The organizational - administrative method is carried out on the basis of using organizational - administrative tools to maintain discipline and order in order to achieve optimal efficiency. The impact of this method is mandatory for the management subject.

on the management object. Managers base on the regulations on functions and tasks and the system of related legal documents to implement the impact in a reasonable manner. Determine the goals, develop a teacher training plan, determine the objects, content, methods, and forms of organizing teacher training, and stipulate specific tasks for each individual and department in the school participating in teacher training activities. Organize inspections of the implementation of the teacher training plan, on that basis and promptly adjust problems arising in the process of teacher training, ensuring that the work is carried out in accordance with the set goals and requirements.

- The economic management method is to use material resources and economic benefits to create motivation, promote their potential and capacity to achieve optimal efficiency. Managers determine labor standards and norms appropriate to the characteristics and nature of the work to encourage teachers to actively, enthusiastically and proactively participate in teacher training activities. Flexibly use support measures with appropriate economic benefits to attract and attract resources inside and outside the school to participate in teacher training activities.

- The psychological-social method is the psychological and emotional impact of the management subject on the management object to create understanding, sharing and attachment between members to encourage the spirit of volunteerism, self-awareness, and the necessary requirements of primary school teachers so that they can self-improve and strive to complete their tasks well. For this method to be highly effective, managers must organize and propagate to explain so that teachers clearly understand the goals, policies, and strategies for developing the teaching staff, the effects of managing primary school teacher training activities according to professional standards, thereby being determined to achieve the set goals.

The application of the above management methods to the management of primary school teacher training activities according to professional standards must ensure flexibility, suitability to the specific conditions of teachers and other necessary conditions of the school.

1.4. Factors affecting the management of primary school teacher training activities according to professional standards

Management of primary school teacher training activities according to professional standards is affected and governed by many different factors. Some factors affecting the management of primary school teacher training activities according to professional standards can be listed as follows:

1.4.1. Party and State policies and guidelines on primary school teacher training activities

Our Party and State always pay attention to and propose many policies and guidelines to improve the quality of education and training. These policies and guidelines are the guidelines for Ministries, Departments, Branches, and schools to carry out specific tasks to improve the quality of education and training, including the training of primary school teachers according to professional standards. The Ministry of Education and Training has issued professional standards for teachers of general education institutions (including primary school teachers) that clearly stipulate the standards and criteria on moral qualities, politics, lifestyle; skills, and knowledge that primary school teachers must achieve to meet the prescribed standards for primary school teachers. Based on the established standards for primary school teachers, principals of primary schools determine the content that needs to be trained for school teachers so that teachers can promptly supplement the missing knowledge and skills, best meet the standards for primary school teachers and meet the requirements of comprehensive educational reform. For the above reasons, the policy and guideline on primary school teacher training activities in the context of educational innovation is one of the factors that influence the management of primary school teacher training activities according to professional standards.

1.4.2. Socio-economic factors

Management of primary school teacher training activities according to professional standards is affected by the economic, political and social situation. These factors affect management activities from the objectives, content, form, methods to the conditions for serving primary school teacher training activities according to professional standards. Management of primary school teacher training activities according to professional standards is directly affected by the socio-economic conditions of each locality and area where the school is located. Development

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