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Table 2.4. Summary of management staff's assessment opinions on awareness and implementation level of the work of assigning teachers to teach integrated teaching
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STT | Review content | Number of comments | Reviews | |||||||||||
Teacher's perception | Level of implementation | |||||||||||||
Very necessary | Necessary | Unnecessary | Well done | Did but not good | Not done yet | |||||||||
SL | % | SL | % | SL | % | SL | % | SL | % | SL | % | |||
1 | According to ability and level | 20 | 12 | 60.0 | 7 | 35.0 | 1 | 5.0 | 16 | 80.0 | 3 | 15.0 | 1 | 5.0 |
2 | As desired and correct training major | 20 | 16 | 80.0 | 4 | 20.0 | 0 | 0 | 13 | 65.0 | 3 | 15.0 | 2 | 10.0 |
3 | At the request of the department | 20 | 12 | 60.0 | 7 | 35.0 | 1 | 5.0 | 16 | 80.0 | 3 | 15.0 | 1 | 5.0 |
4 | Suitable for actual conditions of the unit | 20 | 10 | 50.0 | 9 | 45.0 | 1 | 5.0 | 16 | 80.0 | 4 | 20.0 | 0 | 0 |
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*) Current status of lesson planning and preparation of DHTH teachers
As we have seen, in any job, preparation and clear planning are needed. The more carefully prepared, the more proactive, especially in the teaching profession, with each lesson, each subject, each object, each different situation, there are different teaching methods and forms of organization that will improve the quality of teaching.
To survey the current status of lesson planning and preparation of teachers' lessons according to the requirements of DHTH in secondary schools today, the author conducted a survey through a questionnaire to solicit opinions from the management staff of a number of secondary schools (Appendix 3.3), the results are summarized in Table 2.5 as follows:
Propose specific and unified regulations on lesson preparation and teaching period preparation requirements according to the integrated teaching perspective, based on the actual situation of students... 55.0% of managers responded that they did not do this well and 10.0% of managers responded that they had not done it yet.
In addition to being based on the issued program, the direction must be based on the actual situation of students to unify teaching and learning functions . 30.0% of managers answered that they have implemented this content but not well and 10.0% of managers answered that they have not implemented it.
Assign the professional team to plan and check the preparation of lessons according to the integration requirements regularly and periodically . This content has 35% of managers answering that they have done it but not well and 15.0% of managers answering that they have not done it yet.
Observing and evaluating teaching preparation through lectures. This content is also considered very necessary and necessary by managers, but 30% of managers responded that they have not done it well and 5.0
% of managers responded that they have not implemented it.
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Table 2.5. Summary of assessment opinions of managers on awareness and implementation level of lesson planning and class preparation management of teachers according to integrated teaching requirements
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STT | Review content | Number of comments | Reviews | |||||||||||
Teacher's perception | Level of implementation | |||||||||||||
Very necessary | Necessary | Unnecessary | Well done | Did but not good | Not done yet | |||||||||
SL | % | SL | % | SL | % | SL | % | SL | % | SL | % | |||
1 | Propose specific and unified regulations on lesson preparation and teaching student's ability | 20 | 12 | 60.0 | 7 | 35.0 | 1 | 5.0 | 7 | 35.0 | 11 | 55.0 | 2 | 10.0 |
2 | Direct the professional team to unify the team on: goals, content, methods, and forms. DHTH organization | 20 | 13 | 65.0 | 6 | 30.0 | 1 | 5.0 | 12 | 60.0 | 6 | 30.0 | 2 | 10.0 |
3 | Assign professional team to establish plan Check teacher's lesson plan according to DHTH requirements | 20 | 12 | 60.0 | 7 | 35.0 | 1 | 5.0 | 10 | 50.0 | 7 | 35.0 | 3 | 15.0 |
4 | Observe and evaluate lesson preparation through the lesson | 20 | 10 | 50.0 | 9 | 45.0 | 1 | 5.0 | 13 | 65.0 | 6 | 30.0 | 1 | 5.0 |
*) Current status of teachers' class time management according to DHTH requirements
To survey the current status of integrated teaching hours management of teachers in secondary schools, the author conducted a survey to solicit opinions from the management staff of a number of secondary schools (Appendix 3.4), the results are summarized as follows in Table 2.6
Direct the development of integrated classroom standards.
30.0% of managers responded that they had not implemented this content well and 15.0% of managers responded that they had not implemented this content.
Organize regular and ad hoc observation and analysis. 45.0% of managers answered that this content has not been implemented well and 10.0% of managers answered that it has not been implemented.
Building teaching discipline for teachers according to DHTH requirements. This content has 55.0
% of managers answered that they have done it but not well and 10.0% of managers answered that they have not done it yet.
Directing the use of results of teachers' implementation of DHTH discipline in evaluating and classifying teachers' emulation . This content, the surveyed opinions all said is very necessary and necessary, but 50.0% of managers answered that they have implemented it but not well and 10.0% of managers answered that they have not implemented it.
Reason: Some teachers have not yet fully promoted their role and sense of responsibility towards their profession (one of the reasons is that the school does not have a clear mechanism, linking responsibility with their rights). There is almost no incentive for teaching and learning to meet the requirements of teaching and learning.
The construction of teaching discipline according to integrated requirements has not gone into depth, competition and rewards still follow the principle of equalization...
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Table 2.6. Summary of management staff's assessment of teachers' awareness and implementation level of DHTH time management
STT
Review content | Number of comments | Reviews | ||||||||||||
Teacher's perception | Level of implementation | |||||||||||||
Very necessary | Necessary | Unnecessary | Well done | Done but not good | Not done yet | |||||||||
SL | % | SL | % | SL | % | SL | % | SL | % | SL | % | |||
1 | Directive on building hour standards present the DHTH point of view | 20 | 9 | 45.0 | 10 | 50.0 | 1 | 5.0 | 11 | 55.0 | 6 | 30.0 | 3 | 15.0 |
2 | Manage teaching hours through planning detailed teaching, teaching number... | 20 | 9 | 45.0 | 10 | 50.0 | 1 | 5.0 | 16 | 80.0 | 3 | 15.0 | 1 | 5.0 |
3 | Organize regular and ad hoc timekeeping and have analysis | 20 | 7 | 35.0 | 12 | 60.0 | 1 | 5.0 | 9 | 45.0 | 9 | 45.0 | 2 | 10.0 |
4 | Building teaching discipline Teachers meet the requirements of DHTH | 20 | 9 | 45.0 | 8 | 40.0 | 1 | 5.0 | 7 | 35.0 | 11 | 55.0 | 2 | 10.0 |
5 | Directing the use of results of implementing DH TH discipline in assessment price, teacher competition ranking | 20 | 8 | 40.0 | 10 | 50.0 | 2 | 10.0 | 8 | 40.0 | 10 | 50.0 | 2 | 10.0 |
*) Current status of professional group management and professional records of teachers
To survey the current status of professional group management and professional records of teachers according to the perspective of DHTH in current secondary schools, the author conducted a survey to solicit opinions from the management staff of a number of secondary schools (Appendix 3.6), the results are summarized in Table 2.7 as follows:
Directing the development of professional profile standards to meet DHTH: This content is assessed by managers as very necessary and necessary, but 30.0% of managers responded that it has not been implemented well and 15.0% of managers responded that it has not been implemented.
Directing professional groups to plan and develop content for DHTH group activities : This content is assessed by managers as very necessary and necessary, but 15.0% of managers responded that they have implemented it but not well, and 5.0% of managers responded that they have not implemented it.
Require professional team leaders to regularly report on the content and results of the team's professional activities: This content is considered very necessary and desirable by managers, but 45.0% of managers responded that they have done it but not well, and 15.0% of managers responded that they have not done it yet.
Timely reward and encourage teachers who have complete professional records as required: This content is assessed by managers as very necessary and necessary, but 45.0% of managers responded that they have implemented it but not well and 25.0% of managers responded that they have not implemented it.
Reason :
The principal has not yet seen the role and responsibility of the professional team.
Professional groups have not been promoted according to their mission. Professional group activities are still formal and not innovative.
Funding for support, encouragement and rewards of schools is still limited.
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Table 2.7. Summary of assessment opinions of managers on awareness and implementation level of professional group activities management and professional records according to integrated teaching requirements
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STT | Review content | Number of comments | Reviews | |||||||||||
Teacher's perception | Level of implementation | |||||||||||||
Very necessary | Necessary | Unnecessary | Well done | Done but not good | Not done yet | |||||||||
SL | % | SL | % | SL | % | SL | % | SL | % | SL | % | |||
1 | Directing the development of document standards Specialization to meet DHTH requirements | 20 | 0 | 50.0 | 8 | 40.0 | 2 | 10.0 | 11 | 55.0 | 6 | 30.0 | 3 | 15.0 |
2 | Direct the CM team to establish plans and build internal group activities meet DHTH requirements | 20 | 12 | 60.0 | 8 | 40.0 | 0 | 0 | 16 | 80.0 | 3 | 15.0 | 1 | 5.0 |
3 | Request professional team leader to report Regularly update the content and results of professional activities of the organization. | 20 | 7 | 35.0 | 12 | 60.0 | 1 | 5.0 | 8 | 40.0 | 9 | 45.0 | 3 | 15.0 |
4 | Timely rewards and encouragement for teachers Full CM profile as required | 20 | 12 | 60.0 | 8 | 40.0 | 0 | 0 | 6 | 30.0 | 9 | 45.0 | 5 | 35.0 |
*) Current status of teacher training management to meet the requirements of integrated teaching in secondary schools today
Through surveys and reality, it is shown that for many years now, the Ministry of Education and Training has been managing the work of teacher training through directive documents. The Ministry has continuously organized professional training courses for key teachers in general schools and provinces and cities and has allocated a considerable amount of budget for this work.
According to the general comments of some managers and public opinion in the industry about the current status of teacher training management in general in the past time as follows:
- Teacher training process: The Department of Education and Training (in some places in conjunction with the provincial College of Education) based on the instructions of the Ministry of Education and Training, establishes a steering committee for teacher training in the province, develops a teacher training plan for the entire sector, and coordinates with high schools to organize the implementation of the proposed plan.
- Establishing core teacher groups at provincial, district and city levels, these are excellent teachers, managers of secondary schools, lecturers of provincial colleges of education, specialists of the Department of Education and Training who have been sent to attend teacher training courses organized by the Ministry of Education and Training to return to retrain the teaching staff of the province. Sometimes, experts and lecturers from universities and management academies are also invited.
- Organizing and directing the implementation of teacher training plans : Most units seriously implement teacher training according to the plan developed by the Department of Education and Training. However, there are still some limitations such as: a few teachers do not have good awareness while implementing the plan, arbitrarily leave without fully participating in training sessions, talk privately during class and the training content does not really meet the needs of teachers...
- Inspection and evaluation of teacher training : The provincial-level teacher training steering committee has directly directed the inspection and evaluation of teacher training regularly and continuously through specialists from the Department of Education and Training, the Department of Education and Training, reporters, class managers... At the end of the training session, the steering committee will summarize and evaluate the results achieved, clearly see the advantages and limitations in the guidance work and propose measures to overcome the limitations and shortcomings, and at the same time draw lessons for the next teacher training sessions.