Directing the development of training program content and implementation of training programs and content on teaching skills for secondary school teachers.
Directing the improvement of the capacity of reporters and key teachers to carry out the task of training teachers in DHPH skills.
Directing the compilation of training and self-training documents on teaching skills for secondary school teachers.
Directing training methods and forms to suit the objectives, content, and characteristics of the training subjects.
Directing the training process of teachers who are eligible for training.
Direct the coordination of resources and effectively use resources to achieve training goals and content.
Directing the effective implementation of training objectives, content, methods, and forms of organization in accordance with the actual conditions of the locality, school, and the characteristics and qualifications of teachers.
Directing, monitoring, evaluating training results and providing feedback to teachers and learners on the effectiveness of training activities for teachers.
Directly adjust training programs, content and plans when necessary.
1.4.5. Testing and evaluating the results of training in differentiated teaching skills for teachers
To effectively implement the work of fostering teaching skills for secondary school teachers, school principals need to have serious and accurate measures and forms of testing.
The Principal's inspection and evaluation measures must have the effect of motivating training activities to improve training effectiveness.
Check the preparation of the reporter: Compile training materials for trainees, design lectures, and support tools for teaching activities during the training process.
Check training resources: Financial resources, facilities, information technology resources, etc.
Check the training process of school teachers: Check the process of participating in training activities in class and self-training activities of teachers such as designing teaching plans, organizing lessons in class, etc.
Check the activities of developing teachers' teaching skills through observation, demonstration lessons, initiatives, and scientific topics. The school board can basically grasp the self-improvement activities of teachers through the results of observation, demonstration lessons, initiatives, professional activities through lesson research, and through assessing the progress of learners. If teachers have a good self-improvement process, the results achieved through teaching lessons will be high.
Organize to collect feedback from trainees about training activities to improve the training process in the next stage. Evaluate the training results achieved by trainees to improve the training process and gain experience for activities in the next stage.
1.5. Factors affecting the organization of training in differentiated teaching skills for teachers
There are many factors affecting the training of teaching skills for secondary school teachers, including both objective and subjective factors, specifically:
1.5.1. Objective factors
- The Party's leadership viewpoint, the State's policies, the attention of all levels, sectors, political, social, economic organizations, schools and the response to the needs of society. The attention of all levels will have specific requirements on content, form, time, facilities for training, which will motivate teachers.
actively participate in training and also have a common direction for schools when organizing mass training for teachers.
- Social awareness of DHPH and the work of fostering DHPH skills for teachers. If social forces do not fully understand the importance of differentiated teaching, it will not create motivation for the process of fostering DHPH skills for teachers.
- Training needs: Shown in the number of teachers, knowledge, and professional skills that need to be trained. Each subject teacher has different training needs in terms of knowledge and professional skills. The age of the teacher also affects the training needs. If the training needs for teachers of each subject are correctly determined, it will ensure that teacher training is practical and effective.
Resource conditions: if there are not enough training materials for each teacher or the rooms and equipment for training classes are lacking and rudimentary, it will greatly affect the training results. In addition, policy mechanisms also have a significant impact on training activities for DHPH skills.
1.5.2. Subjective factors
- Awareness of managers and teachers about the work of fostering teaching skills for teachers. If managers and teachers have the right awareness of the need to foster teaching skills for teachers, it will create high consensus when organizing implementation. This is an important factor contributing to the success of the activity of fostering teaching skills for teachers.
- Qualifications and capacity of staff implementing training on DHPH skills for teachers and the team of reporters and key teachers directly participating in training.
- Qualifications and abilities of the core teachers directly participating in the training. If the core teachers are qualified, organize the training activities scientifically, have good knowledge, skills in controlling activities, and good pedagogical methods, the teachers participating in the training will be interested and quickly grasp the requirements and apply them skillfully in the teaching process.
CHAPTER 1 SUMMARY
Implementing Resolution No. 29 - NQ/TW dated November 4, 2013 of the Party Central Committee on fundamental and comprehensive innovation of education and training; to meet the requirements of the general education program according to the General Education Program (approved on July 27, 2017). The teaching staff in general, and junior high school teachers in particular, need to be trained to improve their professional capacity, including teaching skills.
DHPH is not a new teaching trend, however, it is a teaching perspective implemented based on many foundations of different sciences such as philosophy, sociology, physiology, psychology and pedagogy. DHPH is implemented on the principle of "closely following the subject" teaching, which is effective in promoting self-awareness, positivity, independence and creativity for students according to the innovation trend of modern education.
DHPH is a positive teaching perspective, this teaching trend has been studied by many countries in the world, from the issue of studying DHPH at the macro level to the level of research on micro-differentiation, even to technical aspects, methods, and implementation forms. In Vietnam, research on DHPH has also been carried out at certain levels. However, the research directions often delve into the macro level of DHPH, the research direction on DHPH at the micro level is still small and scattered in subjects without deeply studying the DHPH in the classroom of teachers.
Teaching skills of teachers in general, and secondary school teachers in particular, are a system of many teaching skills. Teachers' teaching skills are formed through the learning process in pedagogical schools, through teaching practice, through training and self-training activities. However, facing the development trend of society and the requirements of educational innovation, training teaching skills for teachers must be carried out regularly and ensure scientific and synchronous nature. Thereby contributing to improving the quality of the team, the quality of the school in particular and the quality of education in general.
Chapter 2
CURRENT STATUS OF TRAINING IN DIFFERENTIATED TEACHING SKILLS FOR SECONDARY SCHOOL TEACHERS IN CHI LINH TOWN, HAI DUONG PROVINCE
2.1. Organize research and survey the current situation
2.1.1. Survey purpose
Assess the current awareness of the management staff and teachers about teaching skills, assess the teaching skills of secondary school teachers, content, methods, forms and measures that have been conducted to foster teaching skills for secondary school teachers in Chi Linh town, Hai Duong province in the past time.
Through the survey, we also identified resources and relationships between factors, and found advantages, difficulties, influencing factors, and causes of limitations in the work of fostering teaching skills for secondary school teachers in Chi Linh town, Hai Duong province at present. Based on the identification of the current causes, we propose feasible measures to overcome the shortcomings and limitations in the work of fostering teaching skills for secondary school teachers in Chi Linh town, Hai Duong province.
2.1.2. Survey content
We conduct a survey of the current situation in the following contents:
- The current awareness of the research subjects about the importance of training activities on teaching skills for secondary school teachers.
- Current status of teaching skills of secondary school teachers.
- Current status of content, methods and forms of training teaching skills for secondary school teachers in Chi Linh town, Hai Duong province.
- Current status of the subject of training activities for DHPH skills
- Current status of testing and fostering teaching skills for secondary school teachers in Chi Linh town, Hai Duong province.
Factors affecting the management of teaching skills training activities for secondary school teachers in Chi Linh town, Hai Duong province.
2.1.3. Survey method and processing of results
To collect practical research results, I use research methods such as: observation method, investigation method, expert method, interview method, experience summary method, educational activity product research method; mathematical statistics method; Speaman rank correlation coefficient calculation method.
When processing the results of the current research, we calculated the average score for the 3 levels in the response options of the survey subjects as follows:
+ Agree (very suitable, regular, very reasonable, good, very necessary, very feasible,…): 3 points.
+ Hesitant (suitable, sometimes, reasonable, normal, necessary, feasible…): 2 points.
+ Disagree (not suitable, never, unreasonable, not good, unnecessary, not feasible,…): 1 point.
Based on the average score X , we assume:
With
X 2 : Low rating
With 2 X 2.5 : Average rating level.
With 2.5 X 2.75 : The evaluation level is quite high.
With 2.75 X 3 : High level of appreciation
2.1.4. Time of survey
Survey period: from November 2017 to March 2018.
2.1.5. Survey area and subjects
Survey area: 19 secondary schools in Chi Linh town, Hai Duong province (of which all 19 schools are grade II schools).
The total number of survey subjects was 493 people, including: 80 Management staff (19 Principals, 22 Vice Principals, 39 professional group leaders) and 413 teachers of 19 secondary schools in the town. Specifically:
Table 2.1. Survey subjects
STT
School name Secondary School | The management sets | Teacher | ||
Board of Directors | CM Team Leader | |||
1 | Peace | 2 | 2 | 15 |
2 | Ho Chi Minh | 2 | 2 | 25 |
3 | Chu Van An | 3 | 3 | 32 |
4 | Ancient Citadel | 2 | 2 | 13 |
5 | Republic | 3 | 3 | 34 |
6 | Dong Lac | 2 | 2 | 15 |
7 | Hoa Tham | 2 | 2 | 13 |
8 | Hoang Tan | 2 | 2 | 16 |
9 | Hoang Tien | 2 | 2 | 19 |
10 | Hung Dao | 2 | 2 | 15 |
11 | Le Loi | 2 | 2 | 23 |
12 | Nguyen Trai | 3 | 3 | 32 |
13 | Humanity | 2 | 2 | 9 |
14 | Pha Lai | 2 | 2 | 44 |
15 | Red Star | 2 | 2 | 36 |
16 | Tan Dan | 2 | 2 | 17 |
17 | Thai Hoc | 2 | 2 | 15 |
18 | Van An | 2 | 2 | 20 |
19 | Van Duc | 2 | 2 | 20 |
Total | 41 | 39 | 413 | |
Maybe you are interested!
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Ministry of Education and Training (2014), "Training Materials for Teaching and Testing, Evaluating Learning Outcomes Based on the Orientation of Developing Student Capacity in the Subject" -
Training, Training Differentiated Teaching Skills -
Evaluation of the Results of Training on Math Teaching Capacity According to the New General Education Program for Teachers in Secondary Schools -
Current Status of Testing and Evaluating the Results of Moral Education Activities -
Managing the training of differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province - 2
2.2. Results of the current situation survey
2.2.1. Current awareness of managers and teachers about the importance of training activities on teaching skills for secondary school teachers
To grasp the awareness of the research subjects about the importance of training activities on DHPH skills for secondary school teachers, we conducted a survey of 80 managers (19 principals, 22 vice principals, 39 professional group leaders) and 413 teachers of 19 secondary schools in the whole town, the results are shown in Table 2.2.
Table 2.2. Assessment of the importance of training activities on DHPH skills for secondary school teachers
STT
The role of fostering DHPH skills | Rating Level |
| Rank | ||||||
Very important | Important | Not important | |||||||
SL | % | SL | % | SL | % | ||||
1 | Help teachers understand the Party's viewpoints, educational trends and apply them to teaching practice. | 197 | 40 | 246 | 50 | 50 | 10 | 2.30 | 4 |
2 | Help teachers realize their roles, functions and tasks in education. | 208 | 42 | 261 | 53 | 24 | 4.9 | 2.37 | 3 |
3 | Help teachers have good teaching skills to meet the requirements of educational innovation. | 228 | 46 | 242 | 49 | 23 | 4.7 | 2.42 | 1 |
4 | Help teachers have the ability to help students have the best development opportunities compared to their abilities and circumstances. | 220 | 45 | 245 | 50 | 28 | 5.7 | 2.39 | 2 |
Group average | 213 | 43 | 249 | 50 | 31 | 6.3 | 3.57 | ||
The results in Table 2.2 show that: The importance of training activities on teaching skills for secondary school teachers has a fairly high level of evaluation, shown in
average score
X 2.37 ( min 1; m ax 3 )
The most important content is "Helping teachers have teaching skills"
good, meeting the requirements of educational innovation" X 2, 42
Less important content is “Helping teachers to be able to train
Students develop necessary competencies"
X 2.39 ; “ Help teachers realize the role,
functions and tasks in education work" X 2.37 ; "Help teachers
understand the Party's innovation viewpoint, educational trends and apply them to public practice
teaching effect” X 2.30 .