Survey Form for Teaching Competency According to STEM Education Orientation of High School Teachers

Teaching-oriented capacity

STEM education

Good (4 points)

Fair (3 points)

Average (2 points)

Weak (1 point)

weak to plan for additional

in class

for the performance of duties

self study for students

Organizing capacity for students to communicate and cooperate

Guide students to exchange, share, and coordinate with each other in learning activities through performing learning tasks that take place in each class. Through group activities, students express their personal thoughts and feelings about the problem, listen to the opinions and discussions of their friends in the group, and adjust their own knowledge; students will form

creative solution

Guide students to exchange, share, and coordinate with each other in learning activities through performing learning tasks that take place during each class.

Guide students to exchange with each other in learning activities.

Not yet guiding students to exchange, share and coordinate with each other in learning activities.

Ability to develop core competencies for students

Guide students to experience practical learning, create teaching plans and organize teaching to develop competencies.

through STEM education:

Create teaching plans and organize teaching to develop competencies through STEM education: Autonomy and self-study;

Communication and cooperation skills

Having a teaching plan but not yet organizing teaching to develop competencies through STEM education: Self-reliance

self-directed and self-taught; Ability

No teaching plan has been established, no teaching organization has been established to develop competencies through STEM education: Self-learning capacity

self-directed and self-taught; Ability

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Teaching-oriented capacity

STEM education

Good (4 points)

Fair (3 points)

Average (2 points)

Weak (1 point)

Self-control and self-study capacity; Communication and cooperation capacity; Problem-solving and creativity capacity; Language capacity; Computational capacity; Natural exploration capacity; Social exploration capacity; Technology capacity; Information technology capacity;

aesthetics; physical ability

Collaboration; Problem-solving and creative abilities; Language abilities; Computational abilities; Natural exploration abilities; Social exploration abilities; Technology abilities; Information technology abilities; Aesthetic abilities; Physical abilities.

Communication and cooperation; Problem solving and creativity; Language skills; Computational skills; Natural exploration skills; Social exploration skills; Technology skills; Information technology skills; Aesthetic skills; Physical skills.

Ability to organize for students to explore and discover

Build a situation containing questions that students need to answer, tasks that students must perform. Based on sample suggestions and equipment arranged in the Lab, using sensors or minimal equipment in the subjects. Provide specific steps for students to perform.

present and samples, tables, requirements

Suggest some options through pictures and give suggestions and tentative calculations, draw geometric shapes, use mathematical language to present ideas.

Build situations containing questions that students need to answer, propose suggestive questions to guide students to explore and discover.

Build situations, propose suggestive questions to guide students to explore and discover

Teaching-oriented capacity

STEM education

Good (4 points)

Fair (3 points)

Average (2 points)

Weak (1 point)

request for observation and experiment results

test, implement.

Organizational capacity to enhance students' interest in learning

through subjects in the fields of science, technology, engineering and mathematics

Design teaching topics and teaching processes, integrating interdisciplinary subjects to enhance students' interest in learning through subjects in the fields of science, technology, engineering and mathematics.

Designing teaching topics, integrating interdisciplinary subjects but not implementing teaching processes to enhance students' interest in learning through subjects in the fields of science, technology and engineering.

maths

Designing teaching topics, not yet integrating interdisciplinary subjects, not yet implementing teaching processes to enhance students' interest in learning through subjects in the fields of science, technology and engineering.

maths

Teaching topics have not been designed, interdisciplinary integration has not been implemented, and teaching processes have not been implemented to enhance students' interest in learning through subjects in the fields of science, technology, engineering and mathematics.

Ability to organize and apply interdisciplinary knowledge to solve problems

practical issues

Develop teaching topics with knowledge content directly related to two or more subjects/educational activities; design teaching processes for the developed topics according to active teaching methods and techniques; prepare teaching equipment and learning materials to support learners' learning activities;

testing teaching process

Building a teaching topic with knowledge content directly related to two or more subjects/educational activities but not designing a teaching process for the built topic according to active teaching methods and techniques.

Has not yet developed a teaching topic with knowledge content directly related to two or more subjects/educational activities, has not yet designed a teaching process for the developed topic according to active teaching methods and techniques

Teaching-oriented capacity STEM education	Good (4 points)	Fair (3 points)	Average (2 points)	Weak (1 point)
		study designed.
8	School Connectivity and community	Teachers coordinate with the school to organize exchanges and demonstrations of students' learning projects to the community, mobilize the community to accompany students' projects, and create opportunities for students to become familiar with careers in the STEM field. Organize students to visit research institutes to learn about the applications of mathematics, science, and technology in practice. see you off	Teachers coordinate with the school to organize exchanges and showcase students' learning projects to the community, mobilizing the community to support students' projects.	Teachers coordinate with the school to organize exchanges and display students' learning project products to the community, but have not yet mobilized the community to accompany students' projects.	Teachers have not coordinated with the school to organize exchanges and demonstrations of students' learning projects to the community, and have not mobilized the community to accompany students' projects.
9	Action-oriented capacity, learning experience for students	Teachers guide students to explore experiments and applications of science and technology in real life. Organize field trips for students. universities	Teachers guide students to explore experiments in the STEM Lab classroom.	Teachers guide students to explore experiments, however, they have not used the STEM Lab classroom.	Teachers have not guided students to explore experiments and have not used STEM Lab classrooms.

Assessment method: Assessment of teachers' teaching capacity according to STEM education orientation needs to be based on information sources: Self-assessment, assessment by experts, assessment from students. There are many forms of assessment: assessment by questionnaire, assessment by observation, direct interview; assessment by end-of-course test; assessment through written reports; assessment through teachers' teaching practice; Assessment of the impact of training on students' learning quality, self-assessment, peer assessment... We designed an illustration of the assessment method through an observation checklist. This checklist is built on the basis of a table detailing the levels of expression of 9 teaching capacities according to STEM education orientation of high school teachers (Table 3.1) to design a survey form. These survey forms can be adjusted and used to assess the levels of achievement in STEM-oriented teaching capacity of high school teachers at different times in the process of forming and developing STEM-oriented teaching capacity of high school teachers (Table 3.2).

Table 3.3. Survey form on teaching capacity according to STEM education orientation of high school teachers

Full name of surveyed teachers

Training course:			Assessment forms
Date…..month…..year…..
DH capacity according to STEM education orientation	Manifestations of NLDH STEM-oriented education
DH capacity according to STEM education orientation	Level 1	Level 2		Level 3	Level 4	On one's own DG	GV DG	Specialized family
Organizational capacity for students to solve problems topic and creativity
Organizational capacity for student autonomy and self-study
Ability to organize students to communicate and cooperate
Ability to develop core competencies for pupil
Ability to organize for students to explore and discover
Ability to organize and enhance students' interest in learning through subjects in various fields. science, technology, engineering and mathematics
Ability to organize and apply relevant knowledge subjects to solve practical problems.
The ability to connect schools and communities
Ability to orient action and experience in learning for students

- Using the results of training assessment and evaluation: The results of training assessment reflect the quality of training. These are positive changes in knowledge, skills, and attitudes that teachers participating in training have acquired after the training course ends. The school principal directs the use of training results to effectively manage teaching and education in the school. Teachers with high training results are the core for innovation in the school and "train" other teachers. Training results are also one of the important bases in adjusting the teaching and learning process, determining the quality of the team, training needs, and planning for the next training.

3.2.5.3. Conditions for implementing measures

Managers, teachers and collaborators must fully understand the importance of the above criteria and strictly implement these criteria in the training activities of high schools.

3.3. Relationship between measures

The proposed measures are closely related and unified. The implementation of this measure will influence the implementation of the remaining measures, so there needs to be a harmonious coordination between the measures in the implementation process to improve the quality and effectiveness of managing teaching capacity in the direction of STEM education for teachers in high schools in Ha Giang province. When "building a program to foster teaching capacity in the direction of STEM education for teachers in high schools in Ha Giang province" , educational organizations inside and outside the school raise awareness of fostering teaching capacity in the direction of STEM education for teachers in high schools. The management board will direct the implementation of " Building a process for organizing training and managing the process of fostering teaching capacity in the direction of STEM education for high school teachers " and " Building a lesson plan to foster teaching capacity in the direction of STEM education for high school teachers in the context of educational innovation". In addition, measures to ensure conditions for managing and fostering teaching capacity in the direction of STEM education for high school teachers in the context of educational innovation are necessary to successfully organize training activities. To contribute to the improvement of management work, it is necessary to " Design a set of tools"

"Assessing teaching capacity according to STEM education orientation in the context of educational innovation" aims to measure the capacity of high school teachers.

The above measures are all extremely important and closely related to each other. They are an important link in a unified chain. Each measure has its own strengths, but depending on each situation and environment, each school has more appropriate and effective measures. To achieve the best results in managing and fostering teaching capacity in the direction of STEM education in the context of educational innovation, it is necessary to implement all of the above measures synchronously. Raising awareness of fostering teaching capacity in the direction of STEM education for teachers at high schools in Ha Giang province.

3.4. Testing the necessity and feasibility of measures

3.4.1. General testing issues

3.4.1.1. Objective

Based on the proposed measures, we seek opinions from managers and teachers to confirm the necessity and feasibility of the measures. Based on the application and implementation of the proposed measures to improve the quality of management and training of teaching capacity in the direction of STEM education for high school teachers in the context of educational innovation.

3.5.1.2. Content, method, survey subjects

- Survey on the necessity and feasibility of 5 proposed measures to improve the effectiveness of management and training of teaching capacity in the direction of STEM education for high school teachers in the context of educational innovation.

- Develop a survey on the necessity and feasibility of measures, and seek expert opinions on proposed measures.

- Test subjects:

We conducted a survey of managers and teachers of Bac Quang Secondary and High School for Ethnic Minorities, including 45 managers and specialists from the Department of Education and Training, and 80 teachers from high schools in Ha Giang province.

3.5.1.3. Analysis of test results

We collected teachers' assessments on the necessity of management measures to foster teaching capacity in the direction of STEM education for high school teachers in Ha Giang province in question 1 (Appendix 2), the results are as follows:

Table 3.4. The necessity of management measures to foster teaching capacity in the direction of STEM education for high school teachers in Ha Giang province in the context of educational innovation

Measures

Level of need

Necessary

Jar

often

No need

design

Average

Building a training program to foster teaching capacity in the direction of STEM education for teachers in high schools

Ha Giang province

102

2.45

0.37

0.00

2.82

Develop a process for organizing training and managing the process of training teaching capacity according to educational orientation.

STEM for High School Teachers

2.35

0.43

0.00

2.78

Building lesson plans to foster teaching capacity in the direction of STEM education for high school teachers in the context

educational innovation

2.14

0.58

0.00

2.71

Ensuring conditions for managing and fostering teaching capacity in the direction of STEM education for high school teachers

in the context of educational innovation

2.11

0.59

0.00

2.70

Designing a toolkit for assessing teaching capacity according to educational orientation

STEM in the context of educational innovation

2.18

0.54

0.00

2.73

The results of the test of the necessity of the measures show that the measure "Building a program to foster teaching capacity in the direction of STEM education for teachers at high schools in Ha Giang province" (2.82 points) and the measure "Establishing a process for organizing training and managing the process of fostering teaching capacity in the direction of STEM education for high school teachers" are the most necessary (2.78 points). Next are the measures "Building a lesson plan to foster teaching capacity in the direction of STEM education for high school teachers in the context of educational innovation" and "Designing a toolkit to assess teaching capacity in the direction of STEM education for high school teachers in the context of educational innovation"

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