force of psychological characteristics or ability to perform tasks during the process
the lecturer's presentation. In which the view of Tschannen Moran,
Woolfolk Hoy's discussion of the manifestations of teachers' abilities shown during the teaching process is a viewpoint that is consistent with the research direction of the thesis topic.
Research directions on aspects of self-assessment of teachers' competence and self-assessment of lecturers' teaching competence
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Bandura (1997) [73], the manifestations of teacher self-assessment of capacity, including: Self-assessment of capacity to influence school decision making; self-assessment of capacity in influencing school resources; self-assessment of capacity in teaching practice; self-assessment of capacity to build students' self-discipline; self-assessment of capacity to enlist participation and help
of parents; self-assessment of ability to mobilize community participation
self-assessment of capacity creates a positive learning environment. With this point of view, the author has mentioned the aspects, or the manifestations of self-assessment of general capacity of teachers. However, these manifestations will be suitable to determine the aspects of self-assessment of capacity of general teachers, but not suitable to assess the aspects of self-assessment of capacity for university lecturers in general and for lecturers of officer schools in the Vietnam People's Army in particular.
Schwarzer, Gerdamarie Schmitz and Gary Daytner (1999) identified the manifestations of teachers' self-assessment of teaching competence as including the following aspects: self-assessment of ability to complete work; self-assessment of ability to develop teaching skills; self-assessment of ability to interact with students, parents and colleagues and self-assessment of ability to cope with stress in teaching [1123].
Two authors Tschannen and Woolfolk (2001) focused on self-assessment of performance.
The teaching capacity of lecturers on three basic aspects, which are: Self-assessment of classroom management capacity, self-assessment of student attraction capacity and self-assessment of capacity to carry out teaching purposes and requirements [131]. These contents have some similarities with Bandura's viewpoint, however, the manifestations given by Tchannen and Woolfolk are specific, fully demonstrating the aspects of self-assessment of teaching capacity, and also fully demonstrating the tasks that lecturers need to perform during the teaching process in class. Therefore, this is a widely applicable and popular viewpoint and has been used by many scientists in many countries as a basis to determine aspects of self-assessment of lecturers' capacity, typically:
Heneman et al. (2006) [92], Klassen (2009) [96] and Morris (2010)
[104] based on the research results of TschannenMoran & Woolfolk Hoy's research to propose the components, as well as the manifestations of self-assessment of teaching capacity of lecturers including: self-assessment of capacity to carry out teaching purposes and requirements; self-assessment of capacity to attract students; self-assessment of capacity to manage classrooms. At the same time, these manifestations are also considered in relation to 4 factors affecting self-assessment of capacity, which are: experience in activities; learning from experience; assessment, feedback from people around and physical and emotional state of lecturers.
Muhammet Emin et al. (2017) [107] also relied on the views of TschannenMoran & Woolfolk Hoy to evaluate the aspects of self-assessment of teaching competence of lecturers. Results: self-assessment of ability to fulfill teaching requirements reached the highest level, self-assessment of ability to attract students reached the lowest level. In addition, the results of Pearson correlation analysis showed that the three aspects of expression were positively correlated with each other and positively correlated with self-assessment of teaching competence of lecturers...
The above research results show that self-assessment of teaching capacity of teachers and lecturers includes many ways to classify different aspects of expression, depending on the object, nature and tasks of the researcher. The viewpoint of Tchannen and Woolfolk, the study believes, is the viewpoint that most fully represents the aspects and aspects of self-assessment of teaching capacity of lecturers when teaching content in class, and at the same time is consistent with the research direction of the thesis. Therefore, the viewpoint of Tchannen and Woolfolk is an important scientific basis for the author to present basic expressions, indicators and evaluation criteria for self-assessment of teaching capacity of lecturers at the current Vietnam People's Army officer schools.
Research direction on the scale of measuring the level of self-assessment of teachers' competence, self-assessment of teaching competence of teachers/lecturers
First, general theory of measurement scale
According to Bandura et al.
(1997)
[73], self-measurement scale
Competency assessment
often used to measure people's perceptions and beliefs about their own abilities to meet different levels and different requirements of tasks. When building a scale, it is necessary to pay attention to the following issues:
(1) Measurement of self-assessment of capacity
Self-assessment of competence is typically measured along three basic dimensions: Level, strength, and generality:
Level: Each person's ability to operate effectively and self-assess their ability in each field, each situation, each task... is different.
Generality: Many people may perceive themselves as being effective across a range of domains or in a particular set of domains. Generality can vary in many ways, including the degree of similarity of the activities, the way the activities are expressed (behaviorally, cognitively, emotionally), the qualitative characteristics of the situations, and the personalities of the people to whom the activities are directed.
Strength: Self-assessment of ability is also based on strength. People with low self-assessment of ability will be easily denied by failure experiences, while people with high self-assessment of their ability will always persevere and make efforts no matter what difficulties or obstacles there are.
(2) Methodologically
To measure self-efficacy, individuals are presented with items describing varying levels of task demands and are asked to rate their perceived ability to perform the required activities. The items are more about “ can do” than about “will do”. Can is an assessment of ability and will is an assessment of intention . Self - efficacy is a major determinant of intention to perform a human action .
Second, the form of measurement
There are two forms that can be used to measure self-assessment of performance.
force:
Individuals will answer the question of whether they can perform the tasks.
(given on the test) to what extent. They will mark the extent to which they feel they have done the task.
Individual only
need to grade the level
effective
of mine by ladder
Scores range from 0 to 100 or from 0 to 10, for each activity item. This form of self-assessment is easier and more convenient to use. The scores for assessing the level of effectiveness of activities will be summed and divided by the total number of items, from which the level of self-efficacy of the individual in his or her area of activity is calculated.
Third, studies on scales
The scale of Schwarzer and Jerusalem (1995) [122] and the self-assessment scale of Chen, Gully and Eden developed in 2001 [Cited in 93]. The two scales have outlined the basic characteristics of self-assessment.
such as: level, generality and self-assessment strength of the individual in performing actions to achieve goals in different situations and circumstances of social life. The scale is applied to measure self-assessment of general capacity for all subjects, including lecturers. Therefore, this scale has been used by many authors in Canada, the US, China... as a research tool to measure self-assessment of general capacity of people.
Bandura's (1997) [73] teacher self-assessment scale, assessed on the basis of 7 aspects (as presented in the expression section with 30 questions, divided into 5 different levels. The scale has fully demonstrated the competencies of teachers in pedagogical activities in general schools. However, to exploit in depth is not reasonable, not showing enough aspects of self-assessment of teaching competencies of lecturers at military schools.
The scale of self-assessment of teaching competence of lecturers by Tschannen Moran and Woolfolk Hoy (2001) [131], includes three areas of self-assessment of teaching competence: Classroom management; implementation of teaching goals and requirements; attracting students. With three assessment aspects, Tschannen and W, Hoy have outlined and fully presented the aspects of self-assessment of teaching competence of lecturers, corresponding to the performance of the duties and responsibilities of lecturers when implementing teaching content in class. This viewpoint has become very popular, and has been used by many researchers as a basis for determining the aspects of self-assessment of teaching competence of lecturers such as Klassen et al. (2009) [96], Morris (2010) [104], Franziska (2016) [83]...
The research results show that there have been a number of studies on the scale of self-assessment of general competence and self-assessment of teaching competence of teachers and lecturers. In particular, the scale of self-assessment of teaching competence of lecturers by Tschannen and Woolfolk Hoy (2001) has shown the levels; at the same time, it fully shows the aspects of self-assessment of teaching competence, suitable
with the research direction of the topic. On that basis, the author inherits the research results of Tschannen Moran, Woolfolk Hoy, and at the same time consults experts, based on the practical teaching activities to build a toolkit as well as build items to assess the current status of self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army.
1.1.2. Related studies on factors affecting teachers' self-assessment of teaching capacity
The impact of experience on teaching activities of lecturers
Bandura (2005) [74] pointed out that: the experience of the lecturer is the most important and basic factor affecting the self-assessment of the lecturer's teaching ability. Lecturers with many successful experiences tend to have high self-assessment of competence, approach teaching tasks easily, consider new and difficult tasks as challenges that they need to overcome, and are always ready to face them; while those with many failed experiences will have lower self-assessment of competence, less confidence in their ability to succeed in the job. Morris (2011) et al. [105] affirmed: A lecturer whose first lecture experience makes students discouraged will tend to have low self-assessment of their teaching ability. On the contrary, a lecturer whose first lecture leaves students with great impressions will increase their self-confidence and their self-assessment of their competence will be much higher. In particular, successful experiences will have a strong impact on self-assessment of teaching ability when performing difficult tasks that require effort.
force
try hard. Like
Thus, Morris emphasized the role of experiences.
First-class experiences and successful experiences have a significant impact on teachers' self-assessments of their teaching abilities. In addition, the impact of experiences on teachers' self-assessments of their teaching abilities may change, especially when they take on new tasks, which
These tasks have few successful experiences, when the impact of learning from the experiences of those around them is strongest. The results of this study confirm that the leading role of experience is not constant, but can change depending on the nature of the task and the lecturer himself.
Poulou (2007) [114], Morris and Usher (2011) [105] argued that: for teachers teaching special students, experience in activities has a very strong impact, because teachers who have had unsuccessful experiences in teaching special students in the past can reduce their confidence in teaching special students in the future because they think they lack the professional knowledge to teach those students. On the contrary, teachers who have had successful experiences teaching special students will make them have high self-assessment of teaching ability, make their best efforts and achieve high efficiency in their work [107], [99].
In agreement with the above views, Garvis and Pendergast (2012) also said that
that: Self-assessment of teaching competence is often linked to an individual's past experiences. Since the arts are largely based on mastering practical skills (e.g., playing a musical instrument, drawing pictures, using the body to perform), those who do not master past experiences will have low self-assessment of competence and work effectiveness [85]. Franziska (2016), also emphasized: personal experience in a real classroom will create self-assessment of teaching competence, because they will have authentic evidence of their ability to complete a task with certain results in teaching activities [83].
In addition, research direction
confirm
on the important role of self
assessment of teaching competence of experience in career training courses
teacher's violation
Milner (2002) [102], asserts:
Job
learned and
Mastering the knowledge and skills related to teaching has an impact
strongly affects the self-assessment of teaching competence of lecturers. In addition, if the lecturer has more experience in pedagogical training programs, the self-assessment of teaching competence will be higher. Sharing this view, Palmer (2006a) [113], Cheung (2008) [78] believe that: after completing pedagogical courses, they will have higher self-assessment of competence.
However, besides that, the author
Phan Thi
Snow Russia
and associates
(2015) argued that experience in teaching activities is not the most influential factor, but instead, assessment and feedback are the factors.
of the people around. The cause is due to the cultural factors of the village community [109].
That lecturer was also fined.
Summarizing the results of the research, the author of the thesis found that the impact of personal experience has very rich and diverse expressive content.
form. The lecturer has the
experience, or master
successful experiences
The more experience, the more it helps lecturers have a high self-assessment of teaching ability. On the contrary, lecturers with little experience, many failures, that will make lecturers lack confidence, doubt themselves and have a low self-assessment of teaching ability. On the other hand, among the influencing factors, most authors affirm that personal experience is the most important factor affecting lecturers' self-assessment of teaching ability.
The impact of learning from the experiences of those around you
Learning from the experiences of those around them is the process by which lecturers observe and learn from the experiences of their colleagues, relatives and other people around them. This factor strongly influences self-assessment of competence, self-assessment of teaching competence, when they learn from those who have