Tools
Management subject
Management object
Target
Method
Diagram 1.1. Management system structure
From the above analysis, we can draw the following general conclusion about management: Management is a process of oriented, purposeful, organized, and selective impact of the management subject on the management object (subject) to keep the organization's operation stable and make it develop to the set goal with the highest efficiency.
1.2.2. Educational management
Educational management is the conscious impact of the management subject on the management object to bring the pedagogical activities of the education system to achieve the desired results. Educational management in a general sense is the activity of operating and coordinating social forces to promote the training of the young generation according to the requirements of social development.
Resolution of the 2nd Conference of the Central Executive Committee of the Party, term VIII, affirmed: "Educational management is the conscious impact of the management subject on the management object to bring the pedagogical activities of the education system to achieve the desired results in the most effective way ." This is an opinion drawn from the Resolution of the 2nd Conference of the Central Executive Committee of the Party (term VIII) on the strategic orientation for education and training development in the period of industrialization and modernization and tasks until the year 2000.
According to author Pham Minh Hac: "GD management is organizing teaching activities. Only by organizing teaching activities and implementing the characteristics of socialist Vietnamese general schools can education be managed, that is, concretizing the Party's educational policy and turning that policy into reality, meeting the needs of the people and the country" [12].
Author Nguyen Ngoc Quang has the following concept of educational management: "Educational management is a system of purposeful and planned impacts in accordance with the laws of the management subject, aiming to make the system operate according to the Party's educational guidelines, realizing the characteristics of Vietnamese Socialist schools, whose focal point is the teaching and learning process, educating the young generation, bringing the educational system to the expected goal, advancing to a state of qualitative improvement" [16].
From the above concepts, it can be seen that when it comes to educational management, it contains the following essential characteristics: There must be an educational management subject. At the micro level, it is the management of the Principal and Vice Principal of general schools. There must be a management impact system according to a unified content and scientific program from the Central to the local level to achieve educational goals in each specific stage of society. There must be a large force of people working in education along with a corresponding system of material and technical facilities. Educational management is highly social, so it is necessary to focus on solving well the social, economic, political, cultural, national security and defense issues serving educational work.
In summary: Educational management is the process of oriented impact of educational managers in operating the most general principles and methods of science to achieve the set goals. Those impacts are essentially scientific impacts on the school, making the school organize scientifically, have a plan for the teaching and learning process according to the training goals.
1.2.3. Teaching capacity and ability
1.2.3.1. Capacity
In education, when discussing "competence", many authors and studies in the world and in the country have defined competence in different ways.
According to the Vietnamese Dictionary: "Competence is the ability to do a job well" [24]. Psychologists affirm : "Competence is a complex psychological attribute,
is the convergence of many factors such as knowledge, skills, techniques, experience, readiness to act and responsibility” [23].
According to the Dictionary of Education: “Competence is the ability that is formed or developed to allow a person to succeed in a physical, intellectual or professional activity. Competence is demonstrated in the ability to perform an activity, to perform a task” [28].
It can be seen that although the way of speaking is different, the above understandings all affirm: talking about capacity means talking about the ability to perform, knowing how to do , not just knowing and understanding . Of course, the action of performing here must be associated with awareness and attitude; must have knowledge and skills, not doing it "mechanically".
In Vietnam, the issue of NL is also mentioned by many studies of many authors, for example:
According to author Pham Minh Hac: "Ability is an individual's psychological characteristic that meets the requirements of a certain activity and is a condition for successfully performing that activity" [12].
According to author Nguyen Thi Thanh Huyen: "Individual capacity is demonstrated through activities (can be observed in different situations and circumstances) and can be measured and evaluated" [13].
Based on the views on competence of domestic and foreign authors, it can be generalized: Competence is the ability to skillfully combine knowledge, skills, and attitudes to effectively perform a certain activity in certain contexts.
1.2.3.2. Teaching capacity
Teaching capacity is the ability of a teacher to meet the specific requirements of teaching activities to ensure successful completion in the field of teaching.
Currently in developed countries, teachers are defined as the convergence of three main functions, namely teacher, scientist, service provider, which are also very basic characteristics of high school teachers. However, in my opinion, the characteristic of high school teachers' work is pedagogical work, based on the close combination with scientific work and management activities.
According to the Professional Standards for High School Teachers, teaching competence is one of the standards of a teacher. Teaching competence is a synthesis of many competencies and is an important and necessary competency of a teacher. It is a component of pedagogical competence including: Developing teaching plans; Ensuring subject knowledge; Ensuring subject curriculum; Applying teaching methods; Using teaching aids; Building a learning environment; Managing teaching records; Testing and evaluating students' learning outcomes.
The teaching capacity of high school teachers according to the Professional Standards in the context of educational innovation can be summarized as 8 criteria in the following table:
Table 1.1. Teachers' teaching capacity according to Professional Standards in the context of educational innovation
Teaching Competency according to Professional Standards
Criteria |
Building a teaching plan |
Ensure subject knowledge |
Ensure the course program |
Apply teaching methods |
Use of teaching aids |
Building a learning environment |
Teaching record management |
Test and evaluate student learning outcomes |
Maybe you are interested!
-
Management of Teaching Natural Science Subjects by Teachers in an Integrated Direction at Secondary Schools -
Survey Form for Teaching Competency According to STEM Education Orientation of High School Teachers -
Current Status of Teaching Capacity of Teachers at District-Level Vocational Education Centers in Cao Bang Province -
Managing teaching capacity building activities for teachers of high schools in Binh Giang district, Hai Duong province to meet the requirements of educational innovation - 16 -
The Relationship Between English Teaching Activities and English Competency Development
On the other hand, in the context of current educational innovation, teachers' teaching capacity according to Professional Standards can be summarized in the following table:
Table 1.2. Teaching capacity of teachers in the context of current educational innovation
TEACHING CAPACITY IN EDUCATIONAL INNOVATION
Group 1 NL building KH DH | Group 2 NL implements training activities | Group 3 NL checks, evaluates and adjusts labor contracts |
- Identify the resources needed for the work of building the KHDH - Determine DH goals - Arrange and supplement teaching content from textbooks and other sources - Identify, select, identify, select, and coordinate appropriate teaching methods. - Arrange content and time for teaching plan in semester and school year. - Design teaching plan for subjects, lesson plan (Lesson plan). Construction, maintenance and use of lakes DH | - Organize activities in line with goals - Use teaching organization forms, methods, means and tools appropriately and flexibly. - Use different resources - Manage the classroom, attract students to actively participate in classroom activities. | - Develop assessment and test plans for the entire subject, each semester, and each study week. - Organize self-assessment activities for students - Keep a log of student progress |
Thus, teaching capacity is the ability to carry out teaching activities with high quality results of a teacher.
1.2.4. Fostering teaching capacity
1.2.4.1. Training
Vietnamese Dictionary says: To foster is to increase capacity or quality.
According to UNESCO documents, training is understood as follows: Training is the process of updating and supplementing knowledge, skills, and attitudes to improve the capacity, qualifications, and qualities of workers in a field.
In addition, it can be understood that training is additional activities that increase the existing level of knowledge, skills, teaching capacity, and attitudes to help teachers perform teaching tasks with better results.
On the other hand, training activities cannot take place overnight, but it is a process of increasing the capacity or quality of teachers. Broadly understood, training activities are the process of education and training to form personality according to the chosen purpose. Narrowly understood, training activities are the process of updating missing or outdated knowledge and skills, aiming to improve or perfect the capacity to operate in specific fields to do better the work being done. From another perspective, training activities have the meaning of improving professional capacity. This process takes place when employees and organizations that employ employees need to improve their professional knowledge or skills to meet professional requirements.
Thus, the purpose of training is to improve capacity, quality and professional competence so that employees have the opportunity to consolidate, expand and improve their existing system of knowledge, skills and professional techniques, thereby improving the quality and efficiency of their current work.
In summary: Training is the process of updating and supplementing knowledge, skills, and attitudes to improve the capacity, qualifications, and qualities of workers in a field of activity in which the worker already has a certain level of professional capacity through a certain form of training.
1.2.4.2. Fostering teaching capacity
It can be understood that BD NLDH for teachers is the process of supplementing and improving professional capacity, expertise and corresponding skills according to the content of teaching capacity for teachers on a regular basis to help them update, equip, and equip new knowledge, skills, and attitudes, increasing the capacity and qualities of teachers to meet teaching tasks in response to the requirements of innovation.
In the process of leading the country, the Party has always paid attention to education and training (GD&DT). Educational innovation is the Party's consistent policy. Many important Resolutions and Directives on GD&DT have been issued and put into practice. Notably, Resolution 4 of the Central Committee (NQTW) (Session VII), Resolution 2 of the Central Committee (Session VII), and Conclusion Notice No. 242 of the Politburo (Session X) dated September 15, 2009. The Party has affirmed: GD&DT is the top national policy, investment in education is investment in development; Education is the cause of the Party, the State and the entire people; the goal of education is to improve people's knowledge, train human resources, and foster talents; education must be closely linked to socio-economic development, scientific and technological advances; diversifying types of education; learning goes hand in hand with practice, school education is closely linked to family and social education; implementing equity in education...
Our Party and State have affirmed that “Education development is the top national policy. Fundamentally and comprehensively innovate Vietnam's education towards standardization, modernization, socialization, democratization and international integration, in which innovation of education management mechanism, development of teachers and managers is the key step”. In which, development of teachers and managers is the key step, the motivational foundation to bring education to a new level, adapting to the socialist-oriented market economy and international integration.
In reality, the process of BDGV includes a number of basic elements such as: Objectives, content, methods, forms, implementation resources and evaluation of BD results. These elements have an interactive relationship with each other to form a whole, operating in the educational environment of the school and the local socio-economic environment. That relationship can be described in the diagram:
Implementation resources
Target
Content
BDGV
Organizational form
Evaluate the results
Method
Figure 1.2. Relationship between factors in teacher training
From the diagram we can see that teachers must both supplement and update new knowledge and skills to improve their political, professional and technical qualifications; and must also train their staff to adapt to the constantly changing professional objects - learners, the unique products of the educational process.
In short, fostering teachers' teaching capacity is the process of organizing teachers to update and supplement their professional knowledge and pedagogical skills to improve their knowledge, skills and techniques in the teaching process, meeting the increasingly high development of education, especially in the current period of comprehensive innovation in the education sector.
1.2.5. Management of teaching capacity development
Managing the training of teachers' capacity is the process of implementing the tasks of developing a training plan (including determining specific goals, formulating plans, defining assessment standards and institutionalizing), arranging the organization (arranging the organization, coordinating personnel, assigning work, coordinating financial and technical resources, etc.), directing,
Manage, control and evaluate the results, correct errors (if any) of teaching activities to ensure the completion of the school's set goals of improving teaching capacity for teachers.
The management of training of teaching staff belongs first of all to professional groups (TCM). TCM in high schools is a part of the school, including a group of teachers (3 or more people) teaching a subject, a group of subjects or a group of staff working in the library, educational equipment, etc., organized to carry out tasks together according to the provisions of Clause 2, Article 16 of the School Charter [8, pp. 10-11].
TCM is a component of high schools. Professional groups and teams have cooperative relationships with each other, coordinate with other professional departments, and mass organizations to carry out the tasks of the group and the school in order to achieve the set goals. TCM is the unit to organize and implement the school's activities, in which the focus is on education and teaching activities, and is the focal point that the Principal must focus on to manage the school in many aspects. TCM is also the place to directly manage the training of teachers in terms of awareness, expertise, and profession; discover the strengths and weaknesses of each teacher, thereby having a reasonable training plan. In addition, TCM also has the ability to gather, unite, understand the thoughts, feelings, and difficulties of teachers in the group, and is a source of spiritual encouragement for all members of TCM to successfully complete the tasks of high school teachers.
According to the provisions of Clause 2, Article 16 of the Charter of Secondary Schools, High Schools and Multi-level High Schools [8, pp. 10-11], the TCM has the following main tasks: Developing and implementing the general action plan of the group; Guiding the development and management of individual plans of group members according to the teaching plan, distributing the program and other educational activities of the school; Organizing professional and technical training for teachers in the management group; Participating in evaluating and classifying group members according to the regulations of the Secondary Teacher Training Center and other current regulations; Introducing group leaders and deputy group leaders; Proposing rewards and discipline for teachers; The TCM meets every two weeks and can hold extraordinary meetings according to work requirements or when requested by the Principal. Thus, according to this regulation, organizing professional training for teachers is a very important task of the TCM.