Teacher training. This is a great concern of the Party and the State for the work of training, fostering and building the teaching staff. School leaders need to care for teachers in all aspects so that teachers can devote all their efforts to teaching, studying and scientific research. Pay attention to the material and spiritual life of teachers, especially salaries must be in accordance with the regime and on time. Fully implement the preferential treatment regime for teachers, propose to build support policies for teachers. Implement timely commendation, rewards and incentives for teachers with high achievements in teaching, studying and scientific research.
Level of meeting the requirements of facilities, teaching equipment and information technology infrastructure: Innovation in training methods, training forms and testing and evaluation is closely linked to meeting the requirements of facilities, teaching equipment and information technology infrastructure. When facilities and teaching aids meet training requirements, training activities will take place according to plan, actively supporting lecturers and students to complete their tasks well. Teaching equipment in schools today is still lacking, locally redundant, still in the form of formality, some equipment is not feasible for teachers' teaching process. The school has not yet synthesized feedback from subject teachers directly involved in using teaching equipment, facilities and conditions for high school teacher training activities. Conditions for high school teacher training are still lacking or inconsistent. Many schools do not have enough reference materials for teachers to study, the tapes and CDs provided to teachers are lacking and of poor quality, affecting the training plan and progress. In addition, the time for teacher training is too short, generally not addressing the necessary content well. Training time during the school year is not distributed regularly by schools, professional group meetings are often administrative and business-related. Subjects with experiments are often not trained in the skills of using laboratory equipment.
Development of Science and Technology: In the management process, it is necessary to apply new scientific and technological achievements, such as applying audio-visual aids, combined with practical illustrations.
On the internet, visual tools can improve the quality of education in general and increase the effectiveness of managing high school teacher training activities in particular. Thus, the strong development of information and communication technology in education has affected the efficiency of education and the effectiveness of education management in general, and the management of teacher training activities in particular.
Local socio-economic development conditions: Local economic development conditions, population structure, distribution and characteristics, regional characteristics, and educational level directly affect the development of local education. Favorable local socio-economic conditions have a positive impact on the planning of mechanisms and policies, the mobilization of facilities, teaching aids, and funding sources for training.
Chapter 1 Summary
Fostering teaching capacity in the direction of STEM education for high school teachers is a purposeful and planned process to supplement and fill in knowledge gaps, update knowledge on teaching in the direction of STEM education for high school teachers. Managing the training of teaching capacity in the direction of STEM education for high school teachers is to carry out the process of managing high school teacher training activities, impacting the elements and close relationships between them to improve the teaching capacity in the direction of STEM education for high school teachers. According to the requirements of general education innovation, the content of the new program ensures standardization, modernization, international integration; ensures completeness, flexibility, connectivity within and between levels of education; integrates and differentiates reasonably and effectively. Therefore, activities to foster teaching capacity in the direction of STEM education for high school teachers must determine the training objectives, training content, methods, forms of training organization, training subjects, testing and evaluation of training work.
Managing the training of teaching capacity in the direction of STEM education for high school teachers includes the following stages: Planning training; Organizing training; Directing training; Checking and evaluating training work.
Factors affecting the management of training in teaching capacity according to STEM education orientation for high school teachers include: Awareness and training needs of high school teachers; Capacity of managers; Capacity of teachers to perform training tasks; Qualities and capacity of management staff; Level of meeting facilities; Funding for training activities...
Chapter 2
CURRENT STATUS OF TRAINING MANAGEMENT IN TEACHING CAPACITY ACCORDING TO STEM EDUCATION ORIENTATION FOR TEACHERS OF HIGH SCHOOLS IN HA GIANG PROVINCE
2.1. Overview of the current research organization
2.1.1. Some features of high schools in Ha Giang province
Ha Giang province has 11 district-level administrative units including 1 city (Ha Giang) and 10 districts (Bac Me, Bac Quang, Dong Van, Hoang Su Phi, Meo Vac, Quan Ba, Quang Binh, Vi Xuyen, Xin Man, Yen Minh). Ha Giang, with the characteristics of the Viet Bac - Hoang Lien Son mountainous region, has its own development characteristics in terms of climate, forest resources, and mineral resources. Currently, in the province, there are 5 high schools including Xuan Giang High School, Hung An High School, Viet Vinh High School, Dong Yen High School, and Vi Xuyen High School. All high schools have been invested in facilities such as computer rooms, equipment rooms, chemistry labs, biology labs, physics labs, etc.
The quality of teaching is assessed to have improved, however, the results are not high enough to match the investment of the school. The reason is the low quality of admission. High schools have promoted professional group activities, improved the quality of group activities, and promoted the role of professional groups in training and improving teachers' skills. Directing and managing closely the implementation of the program, the implementation of professional regulations and innovation of teaching methods of teachers in the direction of promoting positivity and modernization with the requirement of gentleness, naturalness, interest, promoting initiative in students to teach them to be human, avoiding the manifestation of coping in teaching. In addition, teachers are encouraged to use the Internet to look up information and apply it to teaching. Applying information technology in teaching. Organizing for teachers to participate in computer lesson design competitions.
Regarding professional qualifications: 82% of staff and teachers have university degrees, 12% have master's degrees. The school needs to have a plan to send staff and teachers to study to improve their qualifications to meet or exceed standards.
Regarding management capacity: The comrades in the Board of Directors all have good management capacity, are dynamic, creative, and always have the awareness to study to improve their professional qualifications and management capacity.
The number of high school students is shown in table 2.1.
Table 2. 1. Number of high school students in Ha Giang province
School year
Grade 10 | Grade 11 | Grade 12 | |
2017 - 2018 | 3,197 | 3,445 | 3.251 |
2018 - 2019 | 3.326 | 3.256 | 3,429 |
2019-2020 | 3.373 | 3.319 | 3.245 |
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The number of students shows a steady increase over the years. Schools have organized for students to participate in science and technology competitions. However, many schools lack attention to research and implementation, leading to low-quality products that do not meet the requirements of the competition organizers. Many products are submitted to meet the quota.
2.1.2. Organizing a survey of the current situation
2.1.2.1. Survey purpose
Assessing the current status of training teaching capacity in the direction of STEM education for high school teachers and the current status of managing training teaching capacity in the direction of STEM education for high school teachers in Ha Giang province, thereby seeing the achievements, limitations, and causes of limitations to build a practical basis for the thesis.
2.1.2.2. Survey content
- Current status of training teaching capacity in STEM education orientation for high school teachers in Ha Giang province.
- Current status of management activities to foster teaching capacity in the direction of STEM education for high school teachers in Ha Giang province.
- Current status of factors affecting the development of teaching capacity in the direction of STEM education for high school teachers in Ha Giang province.
2.1.2.3. Survey subjects and survey locations
- Survey object: To find out the current status of management and training of teaching capacity in the direction of STEM education for teachers in high schools, we conducted a survey of 30 managers and 75 teachers working directly at 5 high schools in Ha Giang province, including: Xuan Giang High School, Hung An High School, Viet Vinh High School, Dong Yen High School, Vi Xuyen High School.
- Survey area: 5 high schools in Ha Giang province.
2.1.2.4. Survey method
We designed a questionnaire with 3 levels of answers, giving scores of 1, 2, 3 corresponding to each answer: level 1 (Good, Fair/Effective/Regular/Necessary/Feasible/Influential); level 2 (Average/Normal); level 3 (Weak, Poor/Not Implemented/Unnecessary/Infeasible/No Influential). The evaluation results are according to the following levels:
+ 1.00 ≤ GPA ≤ 1.67: Low level;
+ 1.67 < GPA ≤ 2.34: Average level;
+ 2.34 <Average ≤ 3.00: High level.
2.2. Current status of teaching capacity according to STEM education orientation of high school teachers in Ha Giang province
We collected assessments from managers and teachers on the current status of teachers' teaching capacity according to STEM education orientation in high schools in Ha Giang province, the results are as follows:
Table 2.2 . Assessment of the current status of teaching capacity according to STEM education orientation of high school teachers in Ha Giang province
TT
Teaching capacity according to STEM education orientation | Level of implementation | X | ||||||
Effective | Jar often | Not effective fruit | ||||||
SL | Average | SL | Average | SL | Average | |||
1 | Organizational capacity for students to solve problems and creativity | 43 | 1.23 | 28 | 0.53 | 34 | 0.32 | 2.09 |
2 | Organizational capacity for student autonomy and self-study | 55 | 1.57 | 12 | 0.23 | 38 | 0.36 | 2.16 |
3 | Ability to organize students to communicate and cooperate | 85 | 2.43 | 13 | 0.25 | 7 | 0.07 | 2.74 |
4 | Ability to develop core competencies for students | 33 | 0.94 | 24 | 0.46 | 48 | 0.46 | 1.86 |
5 | Comprehensive educational orientation capacity, Prepare human resources to meet the growing demand of related industries | 89 | 2.14 | 33 | 0.53 | 3 | 0.02 | 2.69 |
6 | Ability to organize and enhance students' interest in learning through subjects in the fields of science, technology and engineering. and math | 47 | 1.13 | 26 | 0.42 | 52 | 0.42 | 1.96 |
7 | Ability to organize and apply relevant knowledge subjects to solve practical problems. | 42 | 1.01 | 31 | 0.50 | 52 | 0.42 | 1.92 |
8 | The ability to connect schools and communities | 47 | 1.13 | 37 | 0.59 | 41 | 0.33 | 2.05 |
9 | Action-oriented capacity, experience learning experience for students | 75 | 1.80 | 40 | 0.64 | 10 | 0.08 | 2.52 |
The assessment results in Table 2.7 show that the following competencies: Ability to organize communication and cooperation for students (2.74 points); Ability to orient comprehensive education, prepare human resources to meet the increasing demand of related professions (2.69 points); Ability to orient action and learning experiences for students (2.52 points), are assessed by managers and teachers at a good level of effectiveness.
Competences: Competence to organize students to solve problems and be creative; Competence to organize students to be autonomous and self-study; Competence to develop core competencies for students; Competence to organize and enhance students' interest in learning through subjects in the fields of science, technology, engineering and mathematics; Competence to organize and apply interdisciplinary knowledge to solve practical problems; Competence to connect schools and communities. Managers and teachers rated the effectiveness at an average level, with scores ranging from 1.86 to 2.16 points. Regarding "Competence to organize students to solve problems and be creative", some teachers have not analyzed situations, problem tasks, have not proposed questions that demonstrate research orientation, some teachers have proposed problem-solving solutions but they are not really reasonable and appropriate. Regarding the “ Competency to organize students to be autonomous and self-study ”, some teachers have not assigned self-study tasks and guided students to self-study , have not organized students to report and discuss self-study products, have not answered students' questions, have not publicly evaluated students' products. They have not provided guidance on plans for implementing self-study tasks for students. Regarding the competency “ Competency to organize and enhance students' interest in learning through subjects in the fields of science, technology, engineering and mathematics ”, some teachers have not designed teaching topics, have not integrated interdisciplinary subjects, have not implemented teaching processes to enhance students' interest in learning through subjects in the fields of science, technology, engineering and mathematics, etc.
2.3. Current status of training teaching capacity in the direction of STEM education for high school teachers in Ha Giang province
2.3.1. Current status of the goal of fostering teaching capacity in the direction of STEM education for high school teachers in Ha Giang province
We collected assessments from managers and teachers on the current status of the goal of fostering teaching capacity in the direction of STEM education for teachers in high schools in Ha Giang province, the results are as follows: