the subject matter and scope of the subject taught ; pedagogical skills ; reflective thinking, self-criticism ; empathy and commitment to respecting the dignity of others; and management capacity.
At the Scientific Conference on Education Quality and Teacher Training Issues by
Faculty of Education - Hanoi National University organized in April 2004, many reports by authors such as Tran Ba Hoanh, Mai Trong Nhuan, Nguyen Thi My Loc, Dang Ba Lam, Dang Xuan Hai... mentioned the training and fostering of teachers to meet new requirements [98].
In the article "Pedagogical reform and innovation in the high school teacher training model" (2011), author Tran Khanh Duc clearly stated the new requirements of society and modern education for teachers, the overall model of teacher personality and proposed content for transforming the teacher training model in pedagogical universities.
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Managing primary school teacher training activities according to professional standards in Thuong Tin district, Hanoi city - 14 -
Testing the Necessity and Feasibility of Measures to Improve Teaching Capacity in the Field of Science and Technology for High School Teachers
At the workshop organized by 5 Departments of Education and Training of 5 centrally -run cities in Hanoi in October 2011, delegates who were education management officers were very interested in mentioning the issue of building a team of teachers and education management officers. The workshop had a lively discussion, proposing many solutions to build a team of teachers from improving ideology, political qualities, ethics, lifestyle; training, fostering; planning, arranging, appointing, using; recruiting... to implementing policies , management and usage mechanisms.
Report on research results of the Project : "Evaluation of the current implementation status "
The study "Regular training program for general teachers" by author Cao Duc Tien as the project leader , evaluated that regular periodic training has created a habit of self-study and self-improvement among all teachers nationwide . The need for regular training (training following initial training) has become a self-awareness in each teacher, in order to update knowledge , gradually improve professional qualifications and skills to
meet the growing needs of education.
The Research Report on the Assessment of the Current Status of Vietnamese Teachers conducted by the Institute of Strategy and Educational Programs mentioned the quantity and quality of teachers, the implementation of policies for teachers, and from there proposed solutions for training and fostering teachers.
In the article "Teacher quality " , author Tran Ba Hoanh has proposed an approach to teacher quality from aspects such as the characteristics of teachers' work, the change in teachers' functions in response to the requirements of educational innovation, the goal of using teachers, the quality of each teacher and the teaching staff. According to the author, there are 3 factors affecting teacher quality, which are: the process of training - using - fostering teachers, the circumstances and pedagogical working conditions of teachers, the will, habits and self-study capacity of teachers. At the same time, the author also proposed 3 solutions to the teacher problem: it is necessary to innovate training work, fostering work and innovate the use of teachers [61].
In the article: “Innovation of teacher training model in pedagogical universities according to competency approach” published in Education Magazine (January 2012), authors Bui Minh Duc, Dao Thi Viet Anh, Hoang Thi Kim Huyen presented the teacher training model in countries with advanced education. Along with the innovation of general education program according to competency approach , teacher training and fostering programs are also improved, adjusted , even completely innovated according to the policy of forming and developing professional competencies for teachers. The authors also proposed solutions to innovate teacher training as follows:
(1) Teacher training schools need to innovate their programs according to
competency approach;
(2) The teacher training program first needs to identify the system of general competencies - the competencies that students of all majors need to have and
Specific competencies ( subject competencies) for students of specific majors;
(3) The teaching staff must have the necessary competencies and especially must be good at specific subject competencies, change perceptions, skills, teaching methods, testing and evaluation;
(4) Management and training organization of functional departments in
Schools must also change towards a competency-based approach to student learning.
In the postgraduate training program specializing in educational management, the issue of teachers is an important issue. There have been many research theses on building and developing teachers at all levels and fields of study such as authors Vu Dinh Chuan, Nguyen Cong Chanh , ...
1.1.2.2. On professional standards for high school teachers
In advanced countries around the world, the issue of professional standards for teachers is of great concern. This is the content that teacher training schools must focus on and each teacher must strive to perfect.
The professional standards for teachers in the US states are designed to help teachers improve their knowledge of subject content; improve their understanding of academic, social, spiritual and material aspects; ensure that teachers utilize teaching skills to help students achieve and exceed; fully and clearly reflect relevant knowledge about lessons and professional experiences; create consensus on professional , teaching and leadership views ; encourage teachers to develop classroom diversity through assessment skills; provide new lessons that are integrated into the curriculum and classroom ; equip students with enough knowledge to learn and grow ; periodically assess to create its impact on teaching and learning activities ; teachers need to understand, utilize and support the development of clear, cohesive, planned community relationships ; develop a school culture that supports continuous implementation , addressing role challenges
and traditional relationships in education; have a career development plan that includes both intellectual and financial considerations ; allocate sufficient time during working hours to engage in student consultation to support career development ; work effectively with parents and colleagues.
German teachers must achieve 10 professional competencies in 4 groups :
- Teaching capacity (developing lesson plans , supporting students' learning ...);
- Educational capacity - narrow sense (understanding the living conditions of students)
generate, communicate values and norms…);
- Assessment capacity;
- Innovation capacity.
The UK teacher professional standards are very specific: Provide dynamic and creative learning experiences for individuals and groups; contribute to the development of language , literacy and numeracy; develop intellectually challenging learning experiences; develop relevant learning experiences with links to the world beyond school; develop inclusive and participatory learning experiences; integrate information and communication technology to enhance student learning; assess and report on student learning ; support young people 's development and social participation ; create safe and supportive learning environments ; build relationships with the wider community ; contribute to professional groups; participate in professional activities.
A joint study by OECD member countries has shown that
Requirements for a teacher to have the following qualities [Quoted from Nguyen Loc - Mac Van Trang - Nguyen Cong Giap, 76]:
- Extensive knowledge of program scope and subject content
I teach;
- Pedagogical skills , including having a “knowledge base” of methods
teaching, on the ability to use those methods;
- Have reflective thinking before each problem and have the ability to self-criticize;
- Be sympathetic and committed to respecting the dignity of others;
- Have management capacity, including management responsibility inside and outside the classroom.
At the research workshop on “Standards and standardization in education” organized by the Vietnam Institute of Educational Sciences, which attracted the attention of scientists, pedagogues, and educators such as Dang Thanh Hung, Nguyen Ba Thai, Nguyen Thi Minh Huong, etc., many discussions were held about teacher professional standards to develop the teacher profession.
Author Tran Ba Hoanh in the article "New requirements on pedagogical skills in the professional standards of secondary school teachers" analyzed in depth the requirements on pedagogical skills that teachers must have to effectively teach [63].
1.1.2.3. On policies and regimes for teachers
There have been many studies and seminars discussing the regimes, policies and salaries of teachers, considering this as a motivation for teachers to actively improve their capacity, spirit and responsibility.
The research results of the independent state-level project of Ms. Nguyen Thi Binh ( Chairman of the Vietnam Peace and Development Foundation) have raised the current situation of the impact of the regime and policies on high school teachers in our country from the policies on selection, working regime , salary and allowances, reward and honor policies . This is a research work with clear, scientific analysis, specific data, and comparison with the regime and policies for high school teachers in other countries . At the same time, the author has also proposed solutions to amend the regime and policies for teachers in general and high school teachers in particular.
In the article: “The Profession and Career of Teachers”, author Nguyen Thi My Loc emphasized the issue of “ pedagogical ideals” - which creates motivation for teachers to teach, encourages teachers to be creative, constantly self-study, learn , and improve their qualifications. The author proposed that it is necessary to build a pedagogical collective according to the “consensus” model so that in the relationship between teachers, there is a sharing of “professional secrets ” . Accordingly , the professional capacity of teachers is the foundation of the 21st century teacher training model : creative and effective [78].
In the article “Teacher quality and policies to improve teacher quality”, author Tran Thanh Hoan introduced the concept of teacher quality by analyzing the research results on the quality of OECD member countries. Accordingly, the characteristics and typical capacities of competent teachers through the analysis of 22 specific capacities from the perspective of teaching and educational capacity. At the same time, the author also mentioned policies to improve and maintain teacher quality at the macro and micro levels; emphasizing the three factors that determine teacher quality: the teacher himself, the school and the external policy environment.
From the above studies, some observations can be drawn as follows:
- Developing teachers is a matter of developing human resources in the field of education and training, a necessary issue that needs attention;
- Developing the Party and State is an issue of the times, of countries in the integration trend ; Education and training is considered the top national policy, investment in education and training is investment for development;
- The teaching staff plays an important role, deciding the quality of education. Developing the teaching staff requires attention to implementing well the selection, use, training , fostering , inspection, building professional standards for teachers, building policies and regimes for teachers;
- Research on the development of vocational training is carried out in many aspects .
different and especially interested in the aspect of educational management, focusing on two main areas : research on developing teachers by level and field of study and research on developing teachers for each educational institution at each level and field of study.
1.2 . Basic concepts
1.2.1. High school teaching staff
A team is a group of people with the same function or profession forming a force. The concept of a team is commonly used in the field of organization in many different fields of activity such as: intellectuals; artists; officials, civil servants; doctors... In the field of education and training, the term team is also used to refer to groups of people distinguished from each other by function in the education and training system. For example, teachers, lecturers, school managers... Teachers are considered by many foreign authors as experts in the field of education, they have knowledge, understanding of teaching and education methods, and are able to devote all their strength and intelligence to education. In Vietnam, the concept of teachers is used to refer to groups of people including managers and teachers. The Dictionary of Education defines: "The teaching staff is a group of people who undertake educational and teaching work and have sufficient ethical , professional and technical qualifications as prescribed " [96].
From the above definitions, it can be seen that: The Communist Party is a set of
Those who work in the teaching and education profession are organized into a force ( organized) with a common mission of implementing the educational goals set for that group, that organization. They work with a plan and are attached to each other through material and spiritual benefits within the framework of the law and social institutions . They are an important resource in the fields of preschool, general education and vocational education .
Thus , it can be affirmed that: High school teachers are those who work in teaching and education in high schools, with the same task of educating and training high school students, helping them form and develop their personalities according to the educational goals set for the grade level. According to the system perspective, the group of teachers of a certain high school is called the high school teachers of that high school . This is a system in which each element has a relationship with each other , bound by specific mechanisms. Therefore , each impact on the individual elements of the system has both local significance and global significance for the entire system .
1.2.2. Quality, quality of teaching staff
1.2.2.1. Quality
Quality is a degree of perfection, a comparative characteristic or characteristic.
absolute, specific signs, facts, basic parameters.
Quality is the sum of the basic properties and attributes of a thing (event).
This thing is different from other things.
Quality is the potential of a product or service to satisfy the needs of the user.
From a management perspective, it can be conceived according to Bui Minh Hien, Dang Quoc Bao, Vu Ngoc Hai: "Quality is the achievement of goals and satisfaction of customer needs " [58].
1.2.2.2 . Teaching quality
The quality of teaching and education of teachers is evaluated through the results of teaching and education, the knowledge acquisition of students, the final product of which is the capacity and personality of the learner. The quality of education must be oriented towards "developing students", "developing human resources". To have good quality education , teachers must have professional capacity , moral qualities, and teaching methods must be suitable for each group of students, and must be truly