In short, skill development is a complex process, a process of continuous transformation, dialectic. In fact, the above stages cannot be separated and divided with clear boundaries. While this stage is clearly manifested, there are already seeds of the next stage and still traces of the previous stage.
Applying the above understanding of the theory of skill development stages, using the assessment standards according to BJ Bloom's perspective, we build the levels of development of teachers' skills in organizing activities, which show the most general comments for all basic skills in the group of activity design skills, the group of activity organization skills, the group of assessment skills and the group of supplementary skills. This content is shown in general through the following table:
Level
Expression | Implementation for evaluation | |
1. Imitation | Observation and imitation | When directly perceiving the process of demonstrating the skills of the trainer, the teacher imitates and follows in a stereotyped and mechanical way; the connection between knowledge and skills has not reached unity, there is no proactive connection on the teacher's side about the relationship between the knowledge formed and the skills that need to be formed, so if there is a change in the activity topic, the teacher does not necessarily plan and organize activities. |
2. Can do | Know how to do and do it yourself | When directly or indirectly perceiving the process of demonstrating the skills of the trainer, the teacher can reproduce and imitate the sequence of operations; establish a unified relationship between basic knowledge and skill formation. If there is a change in the activity topic, the teacher can initially design and organize the activity, completing the work at a standard level. low, may have small errors. |
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Expression | Implementation for evaluation | |
3. Accurate | Do it correctly | Perform skills in organizing activities in a logical and accurate manner, completing work without errors. on skills, meet the prescribed standards. |
4. Coordination | Do the job correctly and efficiently creative part | Complete the standard skills of organizing scientific research activities. |
5. Proficiency | Perform work accurately at high speed and with creativity. | Being able to skillfully complete the skills of organizing activities, saving time, ensuring accuracy, flexibility, creativity and exceeding standards, can bring about high quality of operation. |
Level
Theoretical studies on the level of developing skills in organizing activities shown in the table above are the criteria for us to evaluate the level of formation and development of teachers' skills in organizing activities.
1.3.1.3. The path to developing skills in organizing activities for preschool teachers
a. Self-practice, self-study:
The basic way to help each teacher develop professional capacity continuously in modern society is self-study and self-improvement. Along with the development of school education programs, the development of information technology applications in education and training makes educational resources increasingly abundant with different types of information, helping teachers have practical conditions to exploit and use them in practical professional activities.
In forming and developing skills in organizing experiential activities for children in preschools, the path of self-practice and self-study through practical experience activities of teachers in implementing the experiential activities program according to the educational plan of the school level, helps teachers proactively accumulate experience for themselves by analyzing, evaluating, promoting successes and overcoming their own limitations; proactively self-study the theory and practice of organizing experiential activities is shown in the textbooks and lectures of experts researching this field.
b. Learning from colleagues
Working with colleagues who have experience in organizing activities for children in kindergarten to learn from their experience in organizing activities as well as their knowledge is a meaningful way. Experienced colleagues may be working together, or they may be retired, etc., but the important thing is that they have experience in solving problems, facing challenges that those who have less experience in organizing activities may encounter. They can help teachers who have less experience in organizing activities with useful advice, answer questions, and provide direction so that teachers can achieve the greatest effectiveness in their work.
Learning from qualified colleagues helps teachers gain experience to organize good activities for children in kindergarten. Teachers can learn time management and planning skills; skills to prepare for organizing activities, skills to organize and implement activities, skills to check and evaluate.
c. Scientific research
Scientific research activities are increasingly becoming the basic activities of teachers along with care - education - nurturing activities in preschools. The topics and areas of scientific research of preschool teachers focus on assessing the current situation and proposing measures to help overcome limitations and improve the quality of organizing care activities.
- Education in schools is linked to the level of education. In recent years, research topics in the form of practical experience initiatives have contributed significantly to improving the quality of educational activities and the quality of teachers. The path of scientific research with research topics on the organization and management of the organization of extracurricular activities according to the program issued by the Ministry of Education and Training and activities related to local characteristics help teachers develop knowledge and scientific research skills; develop knowledge and skills in organizing extracurricular activities that are more practical and suitable to educational requirements, characteristics of children and organizational conditions of schools and localities.
In the above skill development paths, self-study and self-improvement play the most important role; the remaining forms are the basis and conditions.
1.3.1.4. Requirements for developing preschool teachers' skills in organizing experiential activities for children
To effectively develop preschool teachers' skills in organizing activities for children, the following requirements must be met:
- Teachers must grasp each component of the system of skills to organize activities for children according to a scientific process. The order of steps in the process will be adjusted to suit the cognitive level of each teacher and specific teaching conditions.
- Each stage in the process of developing preschool teachers' skills in organizing activities for children requires the creation of specific products. Teachers can compare them with the products of other teachers or other groups to gain experience. At the same time, teachers are encouraged to share their products with other individuals to improve implementation efficiency.
- Organizing the inspection and evaluation to ensure objectivity and correct evaluation according to the orientation of the educational goals set out at the level. Using the evaluation channels from the collective and individual teachers so that the evaluation is comprehensive. Focusing on evaluation throughout the training and development process, not just focusing on evaluating the final results.
1.4. Some theoretical issues on developing skills in organizing experiential activities for preschool teachers
1.4.1. The principal's management role in developing skills in organizing experiential activities for preschool teachers
According to the Kindergarten Charter issued together with Decision No. 14/2008/QD-BGDDT dated April 7, 2008 of the Minister of Education and Training, it is stipulated that:
The principal of a preschool is the head of the basic unit of the preschool education sector, responsible to the local Party Committee, government and superiors for managing all activities of the school according to the Party's guidelines, the direction and tasks of the sector, and making decisions in bringing the school towards the goals of child care and education of preschool-age children. Held the highest responsibility for administration as well as expertise in the school.
In a school, the principal is a person appointed by a competent state agency, responsible to the state, the people and the immediate superior for all educational activities of the school; is the person who represents the state in managing the entire apparatus and synchronously implementing all contents of the school's educational development orientation in the general operation of the national education system. The capacity of the principal is decisive for the effectiveness of the management process and the development of the school.
The principal plays an important role in managing the development of skills in organizing professional activities for teachers. He is the person who directly plans, organizes, and directs the development of skills in organizing professional activities for teachers. The principal actively organizes and coordinates with educational forces inside and outside the school so that the process of developing skills for teachers achieves good results. The effectiveness of school management in general and the effectiveness of developing skills in organizing professional activities for teachers depends directly on the qualities and management capacity of the school principal.
1.4.2. Content and methods of developing skills in organizing experiential activities for preschool teachers
1.4.2.1. Plan to develop skills in organizing experiential activities for teachers
Planning is a basic function of management, in which it is necessary to identify issues such as assessing and analyzing the situation and context; forecasting possibilities; selecting and determining goals, objectives and planning the path, methods and measures to achieve the goals and objectives of the process. Each plan usually includes contents such as determining the formation of goals, determining and ensuring the conditions and resources of the organization to achieve the goals and finally deciding which activities are necessary to achieve the set goals.
To plan to develop skills in organizing activities for teachers, school managers need to carry out the following:
Develop a general plan, in which the manager must carry out the following basic tasks:
- Assess the current status of teachers' skills in organizing activities for children.
- Determine feasible goals for developing skills in organizing scientific research activities.
- Selecting the content and skills to train teachers needs to be carried out according to the topics of the week, month, semester, school year of each subject, and how to conduct it.
- Identify the subject of the activity of developing skills of HĐTN for teachers;
- Arrange work according to reasonable progress, meet resources and measures for effective implementation.
Requirements when building a plan to develop skills in organizing professional activities for teachers:
Based on the school year's tasks and curriculum of each teacher and each subject, the Principal develops a plan to foster organizational skills.
Organize training activities for teachers in each grade or the whole school and direct departments and teachers to organize implementation.
The plan to develop skills in organizing activities for teachers needs to clearly define:
- Activity objectives: must be clear, consistent with the objectives of the level of study, knowledge, awareness, ability, and capacity of managers, teachers,...
- The content of developing skills in organizing activities for teachers must be appropriate and have a unified relationship with the implementation of educational activities in the preschool education program.
- Implementing subjects: Teachers and staff in the school with good professional capacity in organizing extracurricular activities for children or experts from educational training institutions, education department specialists, and qualified individuals from preschool education organizations outside the school.
- Methods and forms of organization: determine the form of skill development training for teachers by school cluster, by each school for all teachers implementing the HĐTN program for children or organize separately for each group of teachers (group in charge of nursery age, group in charge of kindergarten age); skill development training for teachers in a centralized form - direct or semi-centralized training - combined with training via e-learning; online training combined with forms of visiting classes, observing lessons, and self-training.
- Resources involved: Human resources, facilities, finance needed, coordination with organizations inside and outside the school.
- Implementation time: Day, week, month, semester.
- The results to be achieved in terms of the quantity and level of skills to be formed and developed.
1.4.2.2. Organizing the development of skills in organizing experiential activities for teachers
Organizing the process of developing skills for teachers is the stage of realizing the process of developing skills in organizing practical activities for teachers through the role of managers, creating and using pedagogical interactions between trainers and preschool teachers to help teachers form and develop skills in organizing practical activities. The content and implementation methods are as follows:
The Principal establishes a Steering Committee to organize the development of skills in organizing professional activities for teachers, headed by the Principal, and representatives of mass organizations and teachers in different grades, professional groups, and related organizations inside and outside the school.
- Survey the status of preschool teachers' skills in organizing activities. Surveying the current level of teachers' skills in organizing activities needs to be considered in two aspects: First, survey and evaluate the number of skills that have been formed in groups of skills in organizing activities; Second, evaluate the level of skills achieved (quality of skills) according to the levels of the scale.
- Explain the objectives and requirements of the problem of developing skills in organizing practical activities for teachers, discuss measures to implement the plan.
- Arrange and assign personnel, assign management responsibilities, mobilize facilities and finances to serve the implementation of the plan. When arranging and assigning personnel, the Principal must know the qualities and abilities of each person, their strengths and weaknesses, and if necessary, assign tasks to each "team" so that the work can be carried out smoothly and effectively; it is necessary to create conditions for teachers to promote self-awareness, positivity, and coordination to complete tasks well.
- Mobilize financial resources to organize the development of skills in organizing professional activities for teachers using various financial sources such as: financial resources from the state budget, financial resources from non-school sponsored organizations, etc.
- Organize training forms to develop skills such as self-training, learning from colleagues in class visits and class observation activities; especially need to build