Research by Domestic Authors

In his work The Art and Science of Teaching (Translated by Prof. Dr. Nguyen Huu Chau, Education Publishing House, 2011), the famous American educator Robert J. Marzano affirmed that teaching is both a science and an art. Each teacher must develop a specific teaching method for his or her students at the appropriate time, there is no method that can be applied to all subjects, and teachers must always innovate teaching methods to suit the cognitive abilities of students. In his research, the author also shows teachers specific ways to achieve that goal.

Giselle O.Martin - Kniep in Eight innovations to become a good teacher (Translated by Le Van Canh, Education Publishing House, 2011) presented specific teaching techniques for teachers to apply in each class, with each different cognitive object. That requires teachers to be constantly creative in order to be able to nurture authentic learning activities for students.

Thomas Armstrong in Multiple Intelligences in the Classroom ( Translated by Le Quang Long, Education Publishing House, 2011) pointed out the potential of human beings in eight types of "intelligence": linguistic intelligence, logical-mathematical intelligence, spatial intelligence, kinesthetic intelligence, musical intelligence, communication intelligence, intrapersonal intelligence, and naturalistic intelligence. From there, the orientation for teachers must respect and promote the diversity of students' intelligence, and stimulate their creative potential. To do that, it requires teachers to have real teaching and educational capacity.

Thus, through typical studies of world educators and psychologists, we realize that: Teachers are the basic factor, playing a key role in determining the success of the teaching process, because they are the ones who directly organize and control the learning activities of students. Therefore, forming teaching skills for pedagogical students - future teachers is extremely important and necessary.

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Author Philippe Perrenoud - Swiss psychologist and educator in the book Dix nouvelles compétences pour enseigner - Ten new competencies in teaching (Paris Publishing House, ESF, 1999) focused on studying the competencies of teachers according to two groups: first-time teachers and re-trained teachers. From the system of teaching theory, he proposed 10 groups of pedagogical competencies for teachers in the new stage, including: (1) Organizing and putting students into learning situations; (2) Grasping the progress in students' learning; (3) Understanding and having measures to help weak students make progress in their learning; (4) Attracting students to learning; (5) Working in groups (teacher - teacher, teacher - student, student - student); (6) Participating in school management; (7) Closely connecting with parents

HS, combining family and school education models; (8) Using technology in teaching; (9) Facing and overcoming professional situations; (10) Time management, training and self-training.

The Quebec Ministry of Education - Canada issued the program La formation à l'enseignement professionnel. Les prientations. Les compétences professionnelles - Vocational teaching training. Orientation. Vocational competence (Education Québec Publishing House, 2001) to teacher training institutions, affirming that the world context and science and technology have a great influence on education and training in Canada, thereby providing general orientations for education, emphasizing: educational reform with many factors has contributed to changing the role of teachers in the direction of promoting and perfecting the necessary skills for teaching [122; 30].

The document has synthesized many concepts about capacity and pedagogical capacity from previous educators, affirmed the characteristics of pedagogical capacity and presented a system of 12 groups of pedagogical capacity that need to be formed for teachers, including history teachers:

(1) Have understanding and inherit scientific and cultural knowledge in performing the function of teaching profession. (2) Use clear and concise spoken and written language (French, English) in all circumstances, especially in the educational environment. (3) Understand clearly the teaching and learning context, teaching content, school functions, and the concept of developing skills in the training program. (4) Guide and implement teaching and learning. (5) Evaluate progress in learning as well as the level of skills that students form during the learning process. (6) Know how to plan, organize, and supervise groups and classes in learning and social organizations of students. (7) Adapt to different needs and personalities of students in learning or adapt to students with disabilities. (8) Use information technology and communication in teaching and learning activities, teaching management and career development. (9) Cooperate with groups, schools, families, social partners, and students to achieve educational goals. (10) Work in parallel with PPDH research groups to develop and evaluate competencies in the training program. (11) Participate in the career development process of individuals and groups of students. (12) Have professional ethics and responsibility for the profession [122; 65]. Thus, the Canadian teacher training program aims to train professional competencies, pedagogical competencies (language expression, understanding the teaching environment and subjects, planning lessons, using IT and teaching aids, etc.), and collaboration competencies. These are also the basic competencies of History teachers that the author of the thesis mentioned and focused on researching in his topic.

The authors Louise Bélair, Dany Laveault, Christine Lebel in the work Les compétences professionnelles en enseignement et leur évaluation - Professional competence in teaching and assessment of competence (Ottawa University Press, Québec, 2007) focus on assessing the competence of teachers in teaching activities with two major issues: Theoretical basis of training and assessment; Competency assessment field: challenges and demonstrations, with three contents: 1) Scope of competence assessment; 2) Context of competence assessment; 3) Assessment methods and its value. The authors cite two researchers Fenstermacher and Richardson 3 groups of professional behavioral competencies required of teachers: ( 1) Group of logical behaviors: expression, explanation, correction, understanding . (2) Group of psychological behaviors: motivation, encouragement, reward - punishment, planning, evaluation.

(3) Ethical behavior group: honesty, effort, generosity, love, respect, fairness [117; 28]. Regarding pedagogical capacity, the authors divide the 12 above-mentioned capacities into 4 groups with the following contents: " Basic capacities, Teaching capacities, Social and school capacities, Professional uniformity capacities " [122; 83].

The French-speaking region of Belgium issued the Decree on initial training for teachers and educational managers on January 19, 2001 and the Decree on initial training for university lecturers [123; 3 ] on February 22, 2001, affirming 13 competencies that need to be trained for teachers in the system of pedagogical schools: (1) Mobilizing knowledge resources to solve learning situations arising in and out of class; (2) Organizing and maintaining relationships with colleagues and parents on the principle of effective partnership. (3) Recognizing one's own role in educational institutions and implementing legal regulations.

(4) Master specialized and interdisciplinary knowledge to conduct pedagogical activities. (5) Master subject teaching methods. (6) Be a role model to inspire students' passion for learning and research. (7) Develop communication skills related to professional requirements. (8) Professional ethics and life. (9) Work in groups in an educational environment. (10) Understand teaching, testing, evaluation and adjustment equipment. (11) Always be self-reliant with scientific knowledge learned and to be learned. (12) Plan, manage and evaluate learning and teaching situations. (13) Have a concept and organize practice and continuous training for yourself.

1.1.2. Research by domestic authors

Educational documents and teaching theories of authors Thai Duy Tuyen, Ha The Ngu, Dang Vu Hoat, Luu Xuan Moi, Nguyen Canh Toan, Tran Ba Hoanh, Nguyen Huu Chau, Nguyen Manh Cuong... mention a lot about QTDH, teaching and learning activities of teachers and students. The unified viewpoint is that teaching and learning includes two activities that are closely linked together, existing for each other, because of each other: (1) the teacher's teaching activity has the function of conveying teaching information and controlling the learning activities of students; (2) the learning activities of students have two unified functions: comprehension (receiving the teacher's teaching information) and self-controlling the process of acquiring scientific knowledge (self-awareness, positivity, self-reliance). Teaching activities play a decisive role in the results and quality of learning activities . Therefore, the teacher's teaching skills are extremely important, contributing significantly to the success of each lecture in class.

The two authors Ha The Ngu and Dang Vu Hoat in the textbook Pedagogy (Education Publishing House 1987) have deeply analyzed a series of issues of teaching theory such as the process, principles, content, methods and forms of teaching organization . Referring to the factors and laws of the teaching process, the author believes that the law of dialectical unity between teaching and learning is the basic law , it reflects the inevitable, main, sustainable connection between two central factors, characteristic of the two-sided nature of the teaching process: the teacher's teaching activities, the student's learning activities. In which, the teacher plays a leading role as the subject of pedagogical impact facing two control objects: students and their cognitive activities. In particular, referring to the forms of teaching organization and types of lessons, the authors believe that teachers need to flexibly apply principles, methods, and teaching aids to highly promote students' self-awareness, positivity, and independent cognition under their guidance.

Also discussing the basic contents of teaching theory, author Pham Viet Vuong in the textbook of Pedagogy (NXB DHNSP, Hanoi 2008) said that the driving force of teaching process is to resolve the internal contradiction between the cognitive needs on one side and the cognitive level of students at a certain time on the other side. Teachers are the ones who create the contradictions and through pedagogical art organize learners to resolve those contradictions through their own efforts . Thus, teaching is only effective when teachers play a leading role in organizing, controlling, and guiding students to learn - that is, orienting the goals and ensuring the quality of teaching.

Sharing this view, Ho Ngoc Dai in Modern Approach to Teaching Activities (VNU Publishing House 1997) based on analysis and research of system theory, subject theory and information theory affirmed: in modern teaching according to the system approach, the leading role of teachers always has special significance in ensuring the quality of students in learning. At the same time, the author also raised theories in teaching and generalized the history of teaching styles , approaching values in teaching.

In a deeper study of QTDH, Nguyen Huu Chau in Basic issues of curriculum and teaching process (Education Publishing House 2006) affirmed: the most important element to ensure effective teaching is the teacher. No technique, method, equipment and teaching aids can ensure the success of teaching - but the teacher can do that. They are always the most important driving force of QTDH. He believes that: there are two important factors that determine the success of a teacher: human and professional . The personality of a teacher is empathy, kindness, fairness, enthusiasm, creativity, patience, tolerance, humor... A truly dedicated teacher who loves his job will feel that teaching is a reward and will be very happy when his students succeed in life. Students will never forget the teachers who have helped them during their school years, and even consider teachers as role models and models to strive for and follow. The second factor is the nature of the teacher's profession , they need to have the following qualities: master the knowledge of the subject they teach, understand the basic principles of children's development and growth, have effective teaching methods and techniques, have a positive attitude towards the profession, and bravely fight to achieve standards... In addition, the author also analyzes the advantages and limitations of traditional teaching methods and offers some new perspectives and approaches in teaching to maximize the role of the teacher in guiding, organizing, and controlling the teaching process.

Author Tran Ba Hoanh in Teacher Problems - Theoretical and Practical Studies (National University Publishing House, 2006), puts forward the viewpoint that one direction of innovation in teacher training today is to teach students learning methods , affirming that the basic function of a teacher is to teach how to learn, the core function of a learner is to learn how to learn. A good teacher must know how to combine these two activities smoothly in the teaching process.

In addition to the above studies, there are a number of books that deal with the issue of training skills, such as Activities - Communication - Personality (2007) by Hoang Anh (editor). The first part of the book analyzes factors related to the fields of activity psychology such as: structure of activities, classification of activities... including skills, techniques, and habits that the authors mention as different levels of activity acquisition. Therefore, the contents related to skills such as: the process of forming skills, the conditions for forming skills, or the relationship between skills, techniques, and habits are analyzed in great detail.

The content of training skills for pedagogical students can be mentioned in the research of Pham Viet Vuong in Forming teaching and educational skills for students of Hanoi National University of Education through practical experience in high schools (NXB Hanoi National University of Education, 2001). The author has introduced the concepts of skills and pedagogical skills, classified pedagogical skills, and built a process of training skills for students of Hanoi National University of Education in the practical environment of high schools through the training sessions.

Further research on the issue of training pedagogical skills for pedagogical students can be mentioned in the Scientific Conference on Improving the quality of pedagogical skills for students of Pedagogical Universities of Hanoi National University of Education (January 2010). From the current situation of training pedagogical skills for students in many years at the Schools and Faculties of Pedagogy, the authors have evaluated the results achieved, found experiences and specific measures to overcome the current situation of vocational training for pedagogical students. Many articles directly mention the issue of training professional skills for pedagogical students such as Training pedagogical capacity of History for students of Pedagogical Universities ( Prof. Dr. Nguyen Thi Coi); Some experiences in organizing training of pedagogical skills for students of the Faculty of History - Hanoi National University of Education (Assoc. Prof. Dr. Trinh Dinh Tung, Master Nguyen Manh Huong), To improve teaching skills for students of the Faculty of History, Hanoi National University of Education (Dr. Nguyen Thi The Binh). The authors have outlined the pedagogical competencies that need to be formed for students of the History faculty, and some measures to organize training in pedagogical skills for students to achieve the highest efficiency.

The issue of building output standards for university-level general teachers is also mentioned in many research works . The book Developing university-level education programs - Ministry of Education and Training, project to develop high school and vocational teachers (edited by Le Duc Ngoc, Tran Thi Hoai - Vinh City, April 2012) includes basic knowledge about program development, evaluation standards for a program.

program to be issued and used to improve the quality of program development in universities, colleges in general and pedagogical schools in particular. The work has provided the basis and steps to build output standards, providing readers with reference materials on core skills to compile, edit and complete the program for the education sector according to the specified level of education - For example: providing outlines of the target system (output standards) of high school pedagogical bachelors - including advanced professional skills of the sector: Skills in planning teaching, Skills in compiling lesson plans, Skills in teaching, Skills in testing and evaluating, Skills in career development.

The Output Standards for University Level in Pedagogy for High School Teacher Training (Ministry of Education and Training, Asian Development Bank - High School Teacher Development Project and Vocational College - Department of Higher Education) announced the output standards for University Level in Pedagogy for High School Teacher Training built according to the professional competency approach. The professional competency model is designed based on the combination of personality model with the future career activity model of pedagogical students. The output standards are designed according to the structure: Standards, each standard is a group of competencies including criteria, each criterion is a competency specified by knowledge and skill requirements so that it can be evaluated and described by evidence of effectiveness in practical work. The output standards framework includes 8 standards with 38 criteria as a guiding framework for building programs for high school teacher training majors - contributing to completing training towards standardizing teacher quality.

Discussing the issue of teacher training, the authors Dinh Quang Bao , Nguyen Thanh Binh, Nguyen Thi Kim Dung, Ha Thi Lan Huong, Vu Thi Son in the book Teacher training program to meet the requirements of general education innovation (Hanoi National University of Education Publishing House 2015) affirmed the necessity of innovating teacher training in pedagogical universities in the current period, summarizing the experiences of some advanced countries on teacher training programs, raising issues of innovating general education programs in the direction of capacity development. The authors also proposed a number of solutions and conditions to ensure the implementation of solutions to innovate the university-level teacher training program under the credit system such as: clarifying the teacher training model, determining training content and objectives, organizing the linkage of responsibilities between teacher training institutions and secondary schools in training, organizing regular teacher training practice and teacher internship.

To learn more about innovative solutions for training NVSP for university students of education to meet the requirements of general education in the new period, the authors Nguyen Thi Kim Dung,

Dinh Quang Bao, Nguyen Thanh Binh, Duong Thi Thuy Ha, Nguyen Hoang Dan Huy, Dao Thi Oanh, My Giang Son in Pedagogical training in the direction of forming vocational capacity for students in pedagogical universities (Pedagogical University Publishing House, Hanoi 2015) mentioned the fundamental changes of modern general schools in the 21st century; the requirements of reforming Vietnam's general education after 2015; the current status of pedagogical training in high school teacher training institutions. From there, the authors determined the system of pedagogical capacities required for teachers in modern secondary schools; at the same time, they described in detail the program content and training methods of pedagogical training in the direction of forming vocational capacity for students.

In the Science Journal (Hanoi National University of Education, Volume 61, Number 8A, 2016) commemorating the 65th anniversary of the establishment of Hanoi National University of Education, many authors mentioned the issue of innovating teacher training in the direction of capacity development to meet the general education reform after 2015, emphasizing the solutions: building output standards, training teachers to teach two subjects in high schools, developing training programs based on capacity... Specifically, the articles Tasks of Hanoi National University of Education in implementing the project to innovate general education programs and textbooks after 2015 ( Dinh Quang Bao ), Innovating teacher training programs to meet the general education reform after 2015 ( Nguyen Trong Khanh ), Innovating teacher training programs in the direction of capacity development ( Dang Van Duc ), Building output standards - An important solution to improve the quality of teacher training in pedagogical schools ( Nguyen Thi Kim Dung )...

In addition, we also accessed many documents on teaching theory that mentioned modern teaching methods and techniques such as: group teaching, project teaching, constructivist teaching, cooperative teaching, brainstorming techniques, ocean techniques, tablecloth techniques, mind maps... These are the research results of authors Bernd Meier and Nguyen Van Cuong - book Modern teaching theory - basis for innovation in goals, content and teaching methods (National University Publishing House 2015), Dang Thanh Hung in the book Modern teaching - theory, measures, techniques (National University Publishing House, 2002), Do Ngoc Dat with the book Modern approach to teaching activities (National University Publishing House 1997) ... The above teaching methods and techniques have been successfully applied in many subjects, including History. This is the basis for the thesis author to propose measures to form teaching skills for students, including solutions to innovate teaching methods of lecturers at teacher training institutions.

Most recently, the International Scientific Conference on Developing a Team of Teachers to Meet

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