Tóm tắt tiếng anh phát triển năng lực dạy học của giáo viên ngữ văn trung học phổ thông vùng đồng bằng sông cửu long theo mô hình nghiên cứu bài học

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

DEVELOPING THE TEACHING CAPACITY OF HIGH SCHOOL
LITERATURE TEACHERS IN THE MEKONG DELTA
THROUGH A LESSON STUDY MODEL

Speciality: Theory and methods of teaching Literature and Vietnamese
Code: 9.14.01.11

SUMMARY OF DOCTORAL THESIS IN
EDUCATIONAL SCIENCE

HANOI, 2023


The work was completed at Hanoi National University of Education

The thesis will be defended in front of the School-level Thesis Judging
Committee at Hanoi National University of Education
on … hour … date … month … 2023

Thesis can be found at:
- National Library, Hanoi.
- Library of Hanoi National University of Education.


LIST PAPERS ESTALBISHED RELATED
TO THE THESIS TOPIC
1.

. 2016. Promoting the activities of the Linguistics group in the direction of
studying lessons in high schools in Can Tho city. National scientific
conference: Innovation in literature research and teaching in pedagogical
schools. Hanoi National University of Education, January 2016, p. 568-573.

2.

. 2016. Professional activities based on observations, analytical activities of
students in high schools during their time studying Literature in Can Tho city.
Educational Journal, Special Issue, Term 3 - 6/2016, p.144-147.

3.

, Le Thi Hong Hanh. 2017. Errors in the writing of high school students in
Can Tho city. Education Magazine, No. 398, 2nd term, January 2017, p.36-41.

4.

. 2022. The situation of developing teaching capacity of high school Literature
teachers in the Mekong Delta according to the model of lesson study.
Education Magazine, Special Issue 6, May 2022, p.115-119.

5.

. 2022. Measures to develop teaching capacity for teachers of Literature in the
Mekong Delta according to the model of lesson study. Education Magazine, Special
Issue 7, June 2022.


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PREAMBLE
1. Reasons for choosing the topic
1.1. Developing the teaching capacity of teachers of Literature in
the Mekong Delta is one of the necessary issues because when this
goal is achieved, it will make a significant contribution to the
process of "fundamental and comprehensive" innovation in
education of nation
Literature has an important position in the school, helping students form and develop skills
in using Vietnamese language (listening, speaking, reading, writing). In the new context of
national education, literature teachers also need a change in thinking and action to meet the urgent
requirements of Resolution 29 (2013) of the Party, Resolution 88 (2014) proposed by the
National Assembly. Each teacher must have the necessary competencies not only to deliver the
task of training learners in knowledge and skills, but orient them to develop their qualities and
capabilities towards the goal of education and training for global citizens as well.
1.2. Developing the teaching capacity of Literature teachers at
high schools in the Mekong Delta through a lesson study model,
contributing to meet the innovation requirements of the national
education program.
The purpose of the renovation of professional activities in Literature in the direction of
studying lessons is to improve the quality of teaching, help teachers and students innovate
their way of thinking, teaching and learning towards promoting the positive students'
enthusiasm, initiative, creativity, habit and self-study ability, cooperative spirit, and skills to
apply knowledge to different situations in learning and practice.
In order to innovate professional activities in schools in general and in Literature in
particular, it is necessary to have a change in the thinking and actions of each teacher, the head
of the professional group, especially the school administration. The renewal of professional
activities according to the lesson research model promises to improve the efficiency and quality
of teaching Literature in high schools.
1.3. The current situation of developing teaching capacity of high
school literature teachers in the Mekong Delta according to the

lesson study model has changed positively, but it needs the
support of leaders and specialized researchers, and knowledge
insights from adaptive education experts.
Renovating professional activities in Literature according to the model of lesson study with
a very specific theoretical and practical basis. The low quality of education is the reason forcing
schools to innovate. In fact, there are many ways and measures to improve teaching quality such
as: Renovating lesson plan design, renovating the way teaching activities are organized; innovate
instruction on how to study for students; innovation in guiding students to practice; innovate to
guide students to apply in practice; organize for students to experience;... In which, lesson study is
considered as a model, a professional way of teachers, widely applied in schools in Japan. In
Vietnam, since 2006, case-based teaching has initially brought some positive results, proving its
feasibility in fostering and developing teachers' professional and teaching capacity.
Faced to that reality, the Ministry of Education and Training requires localities, schools


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and specialized groups to renew professional activities according to the model of studying
lessons to become more and more effective, improve the quality of life and the quality of life
teaching quality, especially improving student learning outcomes. Stemming from the above
practice, in order to comprehensively innovate education as well as improve the quality of
teaching Literature, promote creative potential, stimulate thinking, challenge career, develop
career and professional. In order to develop the teaching capacity of Vietnamese language
teachers that makes them more professional and firm in their expertise, we have chosen the
research topic: “Developing the teaching capacity of high school Literature teacher in Mekong
Delta by lesson research model”.
2. Research goals and tasks
2.1. Research purposes
- Proposing principles and measures to develop teaching competence of Literature
teachers in Mekong Delta high schools according to the model of lesson study.
- Thereby, contributing to improve the quality of education in general and Literature

teaching skills of teachers in high schools in the Mekong Delta in particular.
All of the above issues are aimed at clarifying the research question: How does the lesson
research model affect the teaching capacity of teachers of Literature?
2.2. Research mission
- Review relevant research papers.
- Research on theoretical basis: Theoretical research on the lesson research model, on the teaching
capacity of Literature teachers in high schools to have a theoretical basis for the research topic.
- Research on practical basis: Surveying the actual situation of professional activities
according to the model of lesson study, surveying the current teaching situation to have a practical
basis for teacher preparation, professional activities according to research Lessons from expert
groups and teachers.
- Proposing principles and methods of studying lessons to develop teaching capacity for teachers.
- Organize experiments to test the feasibility of the principles and measures of professional
activities according to the proposed model of studying Literature lessons in high schools.
3. Object and scope of the study
3.1. Research subjects
- The object of the research is the teaching methods and capacity of teachers of Literature
through lesson study.
- The object is a measure to develop the teaching capacity of teachers.
3.2. Research scope
- The concept of lesson research, methods and techniques of studying lessons is to have a basis
to build and design experimental teaching plans, to test and evaluate experimental teaching results.
- How to organize professional activities according to the model of studying Literature
lessons at high school level.
- Survey at the high school level and experimental teaching in grade 12. The
researcher chooses to develop the teaching and professional competence of teachers because
the professional competence of teachers will help them have a lot of experience in teaching.
Hence, students will have more motivation in learning Literature.
4. Research Methods
4.1. Theoretical analysis method

4.2. Educational investigation method
4.3. Professional solution
4.4. Methods from experts


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4.5. The case study method
5. Scientific hypothesis
Lesson study is a teaching model that has achieved many theoretical and practical
achievements in developed educational systems. Our country's education sector is currently on
the path of renewal with creative incentives to implement the 2018 General General Education
Program. Therefore, applying the model of lesson study will contribute to capacity development
teaching, the professional capacity of teachers in general and teachers of Literature in particular,
especially teachers of Literature in high schools in the Mekong Delta in three aspects: designing
lesson plans, organizing learning activities and assessing student progress.
6. Scientific arguments will be defended
6.1. This study will provide information on the current situation of professional activities according to
the research model of Literature lessons in high schools in the Mekong Delta, the level of teachers'
response to teaching competence through professional activities according to standard lesson study
model. From there, the results of the thesis will serve as the basis for the development of teaching
capacity, professional competence, and professionalism for teachers of Literature through lesson study.
6.2. Teachers at high schools in the Mekong Delta need to develop teaching competence through
the implementation of the teaching research model in Literature.
6.3. In order to effectively develop the teaching capacity of Literature teachers in high schools in the
Mekong Delta, it is necessary to define a teaching competency framework suitable to the
professional standards of teachers; at the same time, clearly define measures to build appropriate
model of lesson study; renovate the examination and evaluation towards developing the capacity
and quality of learners; renovate the way teaching is organized, renew observation when attending
class, and enhance contemplation after each session of professional activities.
7. Dissertation Contribution

7.1. About logic
Inheriting and developing the existing theoretical premises about the capacity to study lessons
and teaching; meanwhile, deepening some of the concepts of what is a lesson, what is a lesson
study, and professional activities in Linguistics according to the model of lesson study, capacity
development and teaching capacity of students. teacher.
Teaching reading comprehension of literary texts by teachers of Literature subject. The thesis
also proposes principles and measures for professional activities in Literature according to the
model of classroom attendance in order to develop the teaching capacity of high school literature
teachers in the Mekong Delta.
7.2. About practice
This study also tests the feasibility and effectiveness of applying the study of Literature
lessons in professional activities in high schools.
8. Thesis structure
Chapter 1: Overview of the research problem
Chapter 2: Theoretical and practical basis of developing the teaching
capacity of teachers of Literature in high schools in the Mekong Delta
according to the model of lesson study
Chapter 3: Measures to develop teaching capacity for teachers of
Literature in the Mekong Delta according to the model of lesson study
Chapter 4: Pedagogical Experiment


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CHAPTER 1
RESEARCH ISSUES OVERVIEW
1.1. Overview of the lesson study
1.1.1. Studies on the study of lessons by foreign authors
The problem study authors study the lesson from a number of different angles. We
consider in terms of concepts, the origin of the lesson study; how the lesson study process
takes place and how the lesson study is done; how to study lessons to Vietnam and how to

be supported and implemented by foreign education experts; the school's vision when
studying; lesson philosophy and how to regularly renew lessons; teacher's cooperation with
school leadership in the study of the lesson and, ultimately, the goal of the lesson study.
1.1.2. Studies on the study of lessons by Vietnamese authors
The authors study the problem of studying lessons in several aspects in Vietnam. We look
at how issues like case studies emerge; the influence of lesson study on the development of
teaching and professional competence of teachers; lesson concept and distinguish lesson from
lecture; business operation process according to the study model; need to pay attention to
students in learning process; lessons learned after a period of studying the lesson and how to
maintain professional activities according to the lesson study model.
1.2. Studies on the teaching competence of teachers and the teaching competence of
teachers in Literature subject
1.2.1. Studies on the teaching competence of teachers
1.2.1.1. Capacity concept
Capacity comes from the Latin word “competentia”, which means response.
According to Hoang Phe’s Vietnamese Dictionary (editor) (1997), capacity is “the ability,
subjective or natural condition available to perform a certain activity. The ability to complete a
certain type of activity with high quality” [95].
From the author's point of view, based on the perspectives and understandings of the capacity
of domestic and foreign researchers, the concept of competence can be drawn as follows:
Capacity is a broad concept, with many interpretations and perceived in many different fields.
Capacity is formed and developed in association with living and learning environment; Capacity is
formed through action; Capacity is the ability to perform with the goal of knowing and doing. Capacity
is the highly effective performance of a specific activity/work in a certain field by an individual or a
group of people. Capability is formed based on the available human qualities. The basis to help form
Capacity in a person is that person's habit of thinking, persistence and continuous action.
Capacity has 3 basic characteristics: Capacity is revealed in activities; efficiency of energy;
coordination of many resources. The structure of Capacity consists of three core components:
knowledge, skills and attitudes. Those are also views that are consistent with the views of
researchers around the world.

1.2.1.2. An overview of the teaching capacity of teachers
a). Studies on the teaching capacity of foreign authors
Many foreign authors have researched on teaching capacity, focusing on the following core and
basic competencies: communication capacity; Adaptation; planning; thinking and creativity; co-


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operate; self-study, lifelong learning; on information and communication technology; emotions;
specialization. If a teacher has all these capabilities, they will become a good and capable teacher,
especially teaching capacity, professional capacity, and professional competence.
b). Studies on the teaching capacity of Vietnamese authors
There are many research works of Vietnamese authors on teaching capacity.
The teaching capacity of teachers is reflected in many factors, but the most important is: the
ability to convey knowledge, interpret opinions and abstract theories; extensive knowledge of the
subject; proficient practice skills; using a variety of teaching methods; active learners; state and
communicate effectively with learners, attract students through lecture content, ensure fair and
objective assessment of learners;... In the trend of educational innovation towards capacity
development, Creative experiential education becomes a compulsory requirement in schools.
Therefore, the development of teaching capacity of teachers is an urgent and practical
requirement, requiring constant efforts from many sides, many departments, and many
managers, but the most important thing is still striving, the efforts of each teacher himself.
1.2.2. Studies on the teaching capacity of English language teachers
Talking about the capacity of teachers of Literature, the thesis understands this concept
according to the capacity specific to the subject, which means that the teacher must really be an
active reader, speaker, writer, and listener, proactive, capable of self-study, expertise,
understanding, independence, creativity, sophistication, sensitivity, and literary quality. To develop
this capacity, teachers of Literature must really seriously invest time and effort in designing lesson
plans, organizing teaching activities, and drawing experiences after teaching hours.
In the capacity of teachers in general and the capacity of teachers of Literature in particular, it
is necessary to have the following competencies: communication capacity; information and

communication technology (ICT) capacity; ability to think critically and solve problems; creative
capacity; general cultural competence; emotional and aesthetic capacity; pedagogical capacity. In
addition to the above competencies, teachers of Literature need to understand the issues of
Linguistics and Literature. Not only that, a good Literature teacher is also a talented pedagogue and
has an artistic soul (Le Thi Minh Nguyet, 2018).
And author Phan Trong Luan said that teachers in Literature class must not only understand
the work but also have to face more than forty human worlds, although they are of the same age,
but are not uniform and homogeneous in terms of aesthetics, living capital, cultural capital [69,
p.165]. Students’ psychology also changes daily according to the development of the market
mechanism, so it is difficult for teachers to grasp what is going on in their hearts, which directly
affects the perception of students. Student literature. Therefore, author Phan Trong Luan pointed
out, if a teacher is not sensitive about humanistic and aesthetic feelings or lacks understanding about
people and life, it is difficult to create for students the necessary emotions in Literature class,
especially the hours of reading comprehension [69, p. 168].
In order to help teachers of Literature perform their basic tasks in the teaching process in order
to develop their own teaching and professional capacity, educational managers need to have
measures to support and encourage.


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Literature teachers always need to cultivate, supplement, and improve their professional skills
to meet the increasing requirements of learners, the change of factors in the teaching process
(program, teaching methods, learners,...). Reality has proven, professional activities not only help
improve the teaching capacity of each teacher of Literature but also build good colleagues in a
learning community; help them find meaning and new values, interesting of the profession.
1.2.3. The relationship between lesson study and the development of teaching capacity for
teachers of Literature
From the above two issues, we can see that there is a close relationship between the study of
the lesson and the development of the teaching capacity of teachers. Regularly participating in
professional activities according to the lesson research model will help teachers have the

opportunity to rub and learn from colleagues, thereby they improve the professional capacity and
teaching capacity of teachers.
CHAPTER 2
THEORETICAL AND PRACTICAL BASIS OF
DEVELOPMENT OF TEACHING CAPACITY OF LITERATURE TEACHER OF
MEKONG DELTA HIGH SCHOOL BY LESSON RESEARCH MODEL
2.1. Theoretical basis
2.1.1. Teacher's capacity to teach
2.1.1.1. The concept of capacity and teaching capacity of teachers
a). Capacity
Competence is a concept that has been studied a lot in the world and also in Vietnam.
The concept of capacity used in the thesis: competence is the ability of people to receive and
perform certain problems with all their knowledge, skills, attitudes, etc. to achieve a quality result.
In other words, competence is the ability to apply knowledge, skills, experiences, attitudes and
interests to act appropriately and effectively in diverse and colorful situations of life.
In general, from research on capacity, we find that researchers agree on capacity in the
following aspects: Firstly, capacity is the ability of people to perform, know how to do and can
do, high sustainable value. Second, human capacity is formed and developed by the inherent
qualities of that person, but the most important thing is still thanks to the training and cultivation
of that person. Third, the components that make up human capacity are knowledge, skills and
interest, passion, will, belief, etc. of people. Fourth, competence helps people to successfully
perform a certain type of activity. Fifth, the destination of competence is the efficiency achieved
by activities in each specific condition or circumstance.
b). Teacher’s teaching capacity
Teaching capacity is the ability to undertake the task of educating students in terms of
knowledge, competence and qualities; at the same time is responsible for imparting knowledge in
the educational program to students, assessing students’ progress and making relevant reports as
required by the school. In other words, teaching competence is the ability to receive and perform
tasks in the workplace with a level of proficiency determined by quality results achieved.
2.1.1.2. Developing the teaching capacity of teachers of Literature

Developing teaching capacity for teachers is a process of pedagogical impact in order to
transform, perfect and make teachers more progressive, from the “current development zone” to


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the “proximal development zone” and shape the teacher’s teaching ability as a “recently
developed region”. “Forward development” meets the set training goals and tasks and develops to
become an increasingly professional teacher.
Literature teachers must also meet the same teaching competencies as other subject teachers in
high schools, in addition, need to have the following competencies of a pedagogy: communication
ability; information and communication technology (ITC) capacity; capacity to adapt and cooperate;
critical thinking, problem solving and creativity; general cultural competence; emotional capacity
(aesthetic, humanistic). The above competencies are key competencies, serving as the foundation on
which to form and develop well specialized competencies, including pedagogical competence.
Pedagogical capacity: is the teacher’s special ability. The teacher must have knowledge about
psychology, student level, knowledge about the teacher’s teaching, understand the goals and teaching
program, know how to make lesson plans, know how to test and evaluate students.
In order to have teaching capacity, it is required that teachers of Literature have the following
components: (1) Good background knowledge of in-depth knowledge and wisdom; (2) capacity to
design lesson plans; (3) capacity to organize classroom activities; (4) the ability to observe students'
learning activities; (5) When organizing teaching, teachers support, comment and give feedback on
students’ learning results; (6) Know how to use student learning records in the teaching process; (7)
Self-reflection to draw lessons for themselves in the process of teaching; (8) the ability to cooperate
with colleagues while exchanging and sharing with colleagues about lessons and students’ learning
activities. Among the above factors, the author of the thesis is particularly interested in designing
lesson plans to help Literature teachers develop their teaching and professional competence.
Literature teachers, there should be three houses in one house, which are: (1) Literature
teacher must be a scientist; (2) Educator; (3) The artist.
The author believes that the teaching capacity of teachers in general and teachers of Literature
needs to have: First, general teaching capacity/key teaching capacity. Second, specialized teaching

capacity/pedagogical teaching capacity, including many areas: psychological knowledge, student
level; knowledge of teachers’ teaching; know how to plan teaching, know how to test and evaluate
students; know how to develop school programs;… Third, teachers of Literature must have a
thorough, thorough and profound understanding of issues in Linguistics, Literature, Writing, and
Literary Theory. Fourth, teachers of Literature need to be an educator and have an artist’s soul,
know how to absorb poetry and literary works. Fifth, Literature teachers need to select, coordinate
and apply teaching methods, techniques/methods, and teaching aids effectively.
2.1.1.3. The framework of teaching competence of teachers of Literature
Many countries around the world have developed professional standards of high school
teachers with many standards and criteria. We base on documents on Professional Standards of
High School Teachers of the Ministry of Education and Training in Vietnam and the Ministry
of Education in Taiwan and Singapore to build a Teaching Competency Framework of Teacher
Literature with seven competencies and twenty-three criteria.
2.1.1.4. About the teachers of Literature in the Mekong Delta region
The Mekong Delta is the southernmost region of the country. The people here are gentle,
sincere, generous, hospitable, open, cheerful, respectful, frank, straightforward. This personality
will greatly affect the teaching and learning of teachers and students here, especially the
pronunciation, sometimes not according to the correct pronunciation standard (often wrong: the
first sounds tr/ch, d/gi, r/g); rhyme â/ă; question mark/tilde; final sound n/ng, t/c, a/u), also using
local words. Because the pronunciation is not correct, sometimes the teacher also spells it wrong.
2.1.2. Study the lesson


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2.1.2.1. What is the lesson?
There are many definitions of lesson. According to author Ho Ngoc Dai (2010), lesson is
a process by which teachers organize activities for students to acquire a concept and
corresponding skills and techniques in a certain time, at a certain level. Certain degree certain
level of development.
According to the Vietnamese Dictionary of the authors Minh Tan, Thanh Nghi, Xuan

Lam (1998), a lesson is a lesson that students must learn. Things that have educational effects,
useful experiences. [105]
From the definitions and analysis of the above lesson, the author of the thesis thinks that:
The lesson can be understood in two ways: (1) First, the lesson is a three-in-one teaching unit, it
contains the objective, teaching content and methods; (2) Second, the lesson includes lessons
for students to learn and pedagogical processes for teachers to teach, and also tools and systems
for parents to support students.
2.1.2.2. Study the lesson
Studying the lesson derived from the teacher’s Japanese learning and the tradition of
educational reform in Japanese schools, it involves identifying the initial goal of the teacher and
the main objective in each specific content. Possibly, they work together to in planning a lesson.
The author of the thesis understands that lesson study is a process of researching,
exchanging, sharing and learning from the reality of one or more teachers in a school or
school cluster in order to best meet the learning needs, quality and efficiency.
2.1.2.3. Steps to conduct professional group activities according to the
lesson study model
From the review of a number of professional operation processes according to the lesson
study model in the documents, from the professional operation processes based on the above
lesson research model, we will apply the following research steps: study the lessons of
researchers Manabu Sato and Masaaki Sato to build a professional operation process according to
the lesson study model. The author of the thesis concretizes the process of organizing professional
activities according to the lesson research model in Figure 2.1 as follows:
Prepare lesson illustrations/Design lessons
Attend time/Conduct public lessons
Share, reflect on the lesson
Adjust lessons, save
Figure 2.1.Organization chart of professional activities according to the
model of lesson study

The diagram above describes the process of professional activities according to the model

of lesson study, which is shown in 4 main activities: preparation of research lessons; time
attendance; common reflection, discussion of the lesson; adjust lessons, archive.
Therefore, the steps of professional activities according to the lesson study model must follow
the process. Four such steps must be taken in professional activity. Here’s a practical approach to
the four steps of the professional practice process, which we illustrate with the following example:
Step 1
First, in this step, the expert group imposes assignments on teachers. We use the word


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“imposed” because choosing someone to teach illustration will be very difficult, this job is very
hard, the person who receives the task of teaching illustration is always worried and anxious.
Therefore, the specialized group must specifically assign the teacher, and the assigned person must
make every effort to comply with the assignment of the specialized group. The person assigned to
teach the illustrated lesson must have a specific lesson plan to present to the expert team to analyze
and discuss with colleagues.
In the course of studying the lesson, the expert group always has to meet to teach. Choose
illustrated lessons and design lesson plans. The person who teaches that lesson (teacher A) gives
the lesson idea first, then brings that idea to the analysis team. In which, Ms. B, Ms. C,...
suggested that teaching this place would be better, and Ms. A corrected it.
Step 1 will help teachers in the professional group to make great progress through the
process of professional activities according to the lesson study. Listening to people's suggestions
and absorbing new ideas is also a way to develop professional and professional competence of
teachers themselves.
Step 2
After getting ready, the expert team proceeded to attend Ms. A’s lesson to run the program
for the first time. And the team observed the students because this would help the teacher and the
participants get the lesson, learn from experience.
The illustration teacher (teacher A) prepares the lesson study - Tay Tien poem. All members
of the expert group cooperate to give suggestions based on the lesson plan of Ms. A. Ms. A

revises it according to the suggestions of teachers B, C, D, etc. Ms. A completes the correction,
then proceeds to teach, the group experts/teachers visit class for 15 minutes to see if Ms. A has
absorbed everyone’s suggestions. If Ms. A thinks that Ms. A prepared like that, without receiving
the opinions of her colleagues, the expert team also has no need to attend Ms. A’s time anymore
because everyone has attended Ms. A’s time too much, while she herself A does not change, does
not accept the contributions of any member of the expert group.
In the positive case, when attending class, the expert team found that Ms. A had absorbed and
implemented the revised lesson plan, received everyone’s comments, so she taught differently from
the original lesson plan. In the past, Ms. A’s teaching had many shortcomings, now, Ms. A’s
teaching has improved. For example, about learning activities, for a long time, Ms. A often used the
question-answer method, using study cards, but Ms. B suggested to Ms. A to let students play a role
in a certain learning activity; Ms. A received, revised her lesson plan and followed Ms. B’s
suggestions. Today, Ms. A let the students play the role. Ms. C (professional leader) attended the
class and found the class to be lively, the learning atmosphere was much happier, the students
studied better. That is proof that the teaching activity is successful, Ms. A teaches this lesson too
successfully, proving that Ms. A’s teaching capacity has been improved. The professional leader
noted that the students were happy, Ms. A was also very happy, the teaching effect was successful,
the learning atmosphere was comfortable but effective. Ms. B and her colleagues filmed, watched
the film, and the members of the expert team felt all the developments and changes. Obviously,
compared to the previous lesson plan, if the teacher finds that the students are bored with the
presentation, bored with the worksheets, the teacher should change the teaching method of roleplaying, then the students will be proud, more excited, more excited.
Step 3
After the professional session, what progress has been made by teacher A thanks to the
comments and exchanges of teachers B, C, D, E, etc., then Miss A and the teachers in the
professional group will break down a lot thing. But if you stop there, the quality of education
cannot be changed. During class time, teachers need to observe students, in that situation,


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students learn like that, teachers speculate on causes and solutions to discuss and share after

attending class.
Step 4
Teaching competence is expressed through the ability of teachers to do and must be
able to do. To assess whether a teacher has progressed or not, has developed professional
capacity, or not, it is necessary to measure the change of teachers in step 4.
As mentioned above, both teacher A and teacher B teach Tay Tien lesson. Teacher A is
assigned to teach that lesson, teacher A finishes the preparation, teacher A teaches after absorbing
the opinions of colleagues. Teacher B goes to class, teacher B not only records it in the notebook
to change it to the next year, but it is important to consider it before teacher B attends teacher A’s
Tay Tien lesson, and after How does teacher B attend that lesson (listen to share, discuss after
attending class) how does it change about teaching that Tay Tien lesson? This is the basis for
assessing the impact of professional activities on the development of teaching capacity,
professional competence, and professionalism of teachers.
This is also reflected in the teaching results. The next day, teacher A went to teacher B’s class,
found that teacher B taught more smoothly, or better, teacher B also felt more comfortable. Miss A
found that, thanks to Ms. B attending her class and listening to the expert group’s suggestions, Ms.
B’s teaching was much better. Based on the evaluation criteria in Official Letter No. 5555 of the
Ministry of Education and Training. The group leader or the teacher who takes this form evaluates
from the previous period to the next period of teachers A, B, etc, that there is a change, in a more
positive direction. Teacher B said, I didn’t know about it the other day, but I knew it well by talking
with the teachers in the Expert Group. That is the tip of the iceberg of power. By studying lessons,
teachers will do better, although measuring a teacher’s progress is very difficult, requiring an
investment of effort and time. For example, in developing lesson plans, thanks to Ms. B and Ms.
C’s suggestions, I know that idea, thanks to the suggestions of members of the expert group,
everyone, especially insiders, has come up with many things. When commenting on lesson plans,
which factors do people care about, which factors are emphasized, the next time the teacher is
commented on, the teacher himself (and also the teachers in the expert group) will pay attention to
the weak points that element. If you can do that, the next activity will be smoother.
So, in fact, in this step 4, Ms. A teaches Tay Tien lesson, Ms. B comes to the class, then
Ms. B teaches Ms. B’s class that there is a change. In order to measure Miss B's progress, just

going to Miss B’s Tay Tien poem lesson next time will notice the difference compared to the
first time. It is measured in teaching results. Miss B realizes that Miss B teaches better. Ms. A,
C, D, etc, at the time, Ms. B found that Ms. B taught differently than Ms. B used to teach. Just
take the criteria in Official Letter 5555 of the Ministry of Education and Training to evaluate,
you will see the progress of teachers more clearly, teachers do better, teach better.
Recommendations: Teachers should select specific suggestions from the expert team. For
example, in the lesson plan, the teacher must know where everyone’s comments are; Ms. B, C,
D, etc. comment on the lesson plan they are interested in, the next time they teach that lesson,
the teacher must change and correct it after receiving the comments. The teaching competence
of teachers must be demonstrated through the ability of people to do that job. After absorbing,
return to the class you teach, then measure your progress. Teachers should do this regularly.
So many components of that educational capacity can be through the process of studying
the lesson, or only some elements through the process of studying the lesson that teachers need
to develop. We can use one impact factor to be complete or not, or do we need to use all four
components to affect the teaching capacity and professional competence of teachers. If all four
factors are affected, teachers will improve more. Therefore, it can be said that studying lessons
is only really valuable when all steps are taken. And how to prove to everyone that lesson study


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has helped teachers make real progress. This question can be answered by measuring the
progress of teachers through Official Letter 5555 of the Ministry of Education and Training
before and after receiving comments from colleagues. Through this measurement, it can be
confirmed that teachers have developed teaching capacity, professional competence, or not after
performing professional activities according to the lesson study model.
2.2. Practical basis
2.2.1. Survey objective
Comment and evaluate the current situation of lesson plan design; the organization of
students' learning activities and the status of teachers’ attendance; the contribution, reflection,
discussion of the lesson after the lesson, from this practical basis, the thesis author determines

for the proposal of measures of professional activities in Literature according to the model of
lesson study to influence the development of teaching capacity of teachers of Literature in
high schools in the Mekong Delta.
2.2.2. Objects, scope of survey
- Surveying lesson plans; attend class time; interviews with teachers, students, surveys;
exchange and contribute ideas after attending the Literature class at some high schools. We
surveyed 3 times to find out the teaching capacity of teachers before, during and after
conducting the lesson study to have specific analysis and comments on the development of
teaching capacity.
- Survey scope:
+ Phase 1: Get opinions from high school literature teachers of some provinces/cities: Kien
Giang province, Can Tho city, An Giang province, Tra Vinh province.
+ Phase 2: Investigate and interview teachers and students in high schools in the
Mekong Delta region: An Giang province; Hau Giang province; Tra Vinh province; Kien
Giang Province; Can Tho city.
+ Phase 3: Conducting the third survey to have a basis for the perception of teachers
who are leaders of Linguistics and high school literature teachers in the Mekong Delta about
research and teaching capacity development.
2.2.3. Survey content
- Survey design lesson plan.
- Survey through time attendance: observing student's learning activities.
- After-hours survey.
- Survey of teachers and students (through questionnaires, interviews).
- Phase 3, the author focused on survey questions about the study of the lesson, about
the teaching capacity of teachers after studying the lesson.
2.2.4. Describe and evaluate the situation
2.2.4.1. The current situation during the time of studying the lessons of the teachers of
Literature in the Mekong Delta
a). Lesson planning skills
* Stage 1: The researcher conducts a survey on the design of lesson plans of literature

teachers and finds that:
- Firstly, lesson objectives: In the first preparation, most of the objectives of the lesson plan
are still defined in general, have not yet identified the correct verbs expressing the level of
awareness students need to achieve such as: to form, to understand, to see…
- Second, design the questions of the lesson: Teachers often use the questions contained in
the Guide to Standardization of knowledge and skills in Grade 11 Literature.
- Third, about teaching methods: The lesson plans are observed by the author and found that
most of them use the question and answer method and lecture. Teachers only prepare questions,


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rarely combine some other teaching techniques/methods such as: group discussion (group of 2
students, 4-5 students,...), role play, presentation, etc.
- Fourth, teaching means: little is written in the lesson plan, what tools, means and
equipment should be prepared for teaching.
b). Lesson execution skills
* Phase 2: When attending classes with colleagues in some high schools of the Mekong
Delta provinces, through observing students’ learning activities, the researcher found that:
- Firstly, students’ learning activities: Through observation, the author finds that students
are active in learning, serious, focus on studying, perform well the teacher's duties; However,
besides that, there are still some students who are not interested in learning.
- Second, teaching methods/teaching techniques, teaching aids; the teacher’s interest
in helping students:
On the teacher's side, teachers often use group discussion method. Thanks to the use of
cooperative teaching methods, the classroom atmosphere is lively, exciting and fun.
- Third, the assessment of students through individual study records.
- Fourth, assess students’ comprehension ability: The author has conducted a test to assess
students comprehension ability by consulting with teachers and asking students to take specific
tests. The results of the consultation with teachers are shown in Figure 2.2 and Figure 2.3 below:

Figure 2.2. The chart of teachers’ opinions on the level of students’s
acquisition of new knowledge

Figure 2.3. Chart of teachers’s opinions about students applying
new knowledge to solve problems arising in practice

This data is also a channel that shows that there are still many limitations to students’s
application of new knowledge to solve problems arising in practice. The ability to apply problem
solving well accounts for only 46.16%, the remaining 53.84% of them are not good at solving


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problems. As for the level of students’s acquisition of new knowledge, students absorb new lessons
well, accounting for 61.53%, and the remaining 38.47% students do not absorb the lesson well. To
test the students’s level of acquisition of new knowledge, the author asked students to take a test. The
specific results are presented in the following figure 2.4:

Figure 2.4. Graph of student’s work results

c). Skills for professional activities (general reflection, discussion of lessons)
Before doing professional activities according to the lesson study model:
(1) Teachers prepare relatively well, especially experienced teachers who have the qualities of
good teachers of Literature. However, besides that, there are still some teachers who are still confused
when designing lesson plans.
(2) The problem that teachers organize students’ learning activities is not flexible.
(3) The content of knowledge has not been deeply focused on the core knowledge.
(4) Not really flexible in dealing with situations that occur in class.
2.2.4.2. Results of the survey of Literature teachers after studying the lesson
In order to understand the teaching capacity of high school literature teachers in the Mekong
Delta objectively and accurately, the author of the thesis conducted the third survey of high school

literature teachers with 15 questions in many high schools in 10 provinces/cities in the Mekong Delta.
The author arranges the content of this 15 question survey in many different groups. The results
obtained from the Linguistics teacher are as follows:
- Firstly, about designing lesson plans, using teaching aids and methods.
- Second, the question of skills to meet teaching needs according to the lesson
research model to develop the teaching capacity of Literature teachers.
- Third, about the skills of feedback and assessment of students in the
teaching process.
2.2.4.3. The impact of lesson study on the development of teaching capacity of
teachers of Literature
The author also surveyed the level of awareness of the expert group leaders and teachers of
Literature in the Mekong Delta about studying lessons and teaching capacity. Each question has 3
levels of answers, these 3 levels of answers are arranged by the author not in order from high to
low or from low to high, but randomly arrange levels for teachers to answer objectively, neutrally,
do the things that the teachers have done. The following are figures 2.5, 2.6 and 2.7 clearly
showing the awareness of Literature teacher about studying lessons and teaching capacity:


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Figure 2.5. The chart measures the level of awareness
of the expert leader about the lesson study

Figure 2.6. The chart measures the teacher’s awareness of the lesson study

Figure 2.7. The graph of the level of measuring teachers’ awareness
of teaching competence

From the above survey results, we find that professional activities according to the lesson
research model have directly impacted the development of teaching and professional competencies

of Literature teachers, helping them to have more experience in designing lesson plans, organizing
classroom hours; contemplation, contemplation.

CHAPTER 3
PRINCIPLES AND MEASURES FOR DEVELOPING TEACHING
CAPACITY OF LITERATURE TEACHERS OF HIGH SCHOOL
IN THE MEKONG DELTA BY LESSON RESEARCH MODEL
3.1. Principles of professional activities according to the lesson study model
3.1.1. Principles of ensuring systematicity
3.1.2. Principles of capacity development
3.1.2.1. Principles of lesson plan design
3.1.2.2. Principles of conducting illustrated lessons
3.1.2.3. Principles of discussion and reflection after observing time
3.1.2.4. Principles of adjusting and storing lesson plans


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3.1.3. Principles of ensuring feasibility
3.2. Measures to develop teaching capacity of teachers of Literature in the Mekong
Delta according to the model of lesson study
3.2.1. Measures to develop lesson design skills through
collaborative activities to build lessons
Teachers can use some bright spots, some new ideas when designing Literature lesson
plans in the process of conducting lesson research to develop teaching and professional
competence of Literature teachers.
3.2.1.1. Pedagogical ideas of the teacher
To promote the central role of learners, teachers need to promote the activeness and
initiative of students in learning, create conditions for them to develop critical thinking,
creative thinking and problem-solving capacity, topic, self-control and self-study ability,
aesthetic capacity. To do that, Literature teachers can use good and creative pedagogical

ideas when designing lesson plans such as: (1) Changing the content/material in the
textbook; (2) Choose a breaking point in reading comprehension; (3) Train learners’ selfstudy skills; (4) Forming creative capacity for students; (5) Using the strategy of
“inferential reading” in teaching reading comprehension of texts.
3.2.1.2. Contributions and sharing of pedagogical ideas by members of the
expert group
Renovating professional activities according to the model of studying lessons
requires each member of the professional team to exchange and discuss pedagogical
ideas to build better lesson plans. When it is a collective product, the teachers in the
professional group will not look for the limitations and shortcomings of their colleagues,
but only focus on the learners. After “running” the program/teaching for the first time,
each member of the expert team has the same concern: how students learn about that
pedagogical idea. From there, the teacher will pay more attention to the students and will
find the most optimal solution for that lesson.
After learning from experience and adjusting the lesson plan, the illustrator (and the
participating teacher) continues to “run” the lesson/conduct teaching for the second time. After
that, every member of the team continued to come up with other ideas, discuss another lesson.
To illustrate the cooperation in building lesson plans, we introduce a lesson plan design
(Tay Tien by Quang Dung) built by an illustration teacher, giving ideas (Ms. Ngo Thi Phuong
Thao, Thot Not High School).
3.2.2. Developing reading comprehension skills for teachers
through teaching illustrated lessons
In order to influence the teaching competencies of teachers through professional activities
according to the lesson study model, there are many ways and measures to help teachers
develop their skills of studying lessons through teaching the lesson disaster.
3.2.2.1. Measures used by illustrators to guide students to develop reading
ability
Language teachers in the teaching process need to develop teaching and professional
competence. Attending time and observing students regularly will help teachers have a lot of
experience, learn a lot of useful things from the content, teaching methods, means, teaching
methods, etc. The responsibility of the teacher is to How to make students understand the

lesson, be passionate about the subject and inspire enthusiasm for students. To help students
develop those teachings, English language teachers can use the following ways:


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a). Teacher guides students to use Reading Diary with 10 steps of homework
Step 1. The teacher instructs students how to use 10 types of exercises
Step 2. The teacher guides students to perform 10 types of reading
diary exercises
Step 3. The teacher organizes for students to share their reading diary exercises
Step 4. Teachers evaluate and give points
b). The teacher instructs students to use the Study Card
The worksheet is both a lesson that students can complete while preparing at home or
during reading in class. The author designed a number of Learning Warehouse formats for
teachers to use in the process of guiding students to read texts in class.
c). Teachers use questions to guide students to read the text
(1) The question stimulates students’ background knowledge: Background knowledge
is knowledge about language, about genre characteristics of texts and about the world,
people, and characters.
(2) Questions to stimulate students’ ability to associate and imagine: In creative
thinking, imagination and association are two very important factors.
(3) Questions that elicit emotions: In the process of approaching and discovering
literary works, teachers need to evoke emotions and creative thinking for students in
perceiving literature.
d). The teacher instructs students to use markup and notes in the margins of
the text
Highlighting and footnotes is a form that can be used while reading the text and after
reading the text to help students grasp key words, keywords, details, images, valid
argument; from there, extract the information, the core meaning of the text. To use the form
of marking and taking notes in the margins, the teacher assigns work to students to prepare

at home according to specific tasks.
e). Teachers organize an interactive environment during text reading time
Some measures teachers help students participate in the interactive process in the
classroom: (1) Reveal students’ understanding by inviting students to present their thoughts
and ask questions. use that question for groups to discuss, (2) Invite students to take turns
in the discussion, (3) The teacher guides students on how to relate ideas, how to agree,
disagree and ways to expand ideas, (4) As students discuss, teachers go to groups to
observe students’ discussions, (5) Ask students to explain their ideas.
f). Teachers organize experiential activities for students
Learning through experience to stimulate students' curiosity and discovery of
knowledge. In the process of students’ experiences, teachers guide students to observe,
reflect, analyze, criticize and generalize what they have experienced. The process of
learning through experience consists of four stages: experience; observing, thinking;
generalize, draw conclusions; Plan to test something new.
3.2.2.2. Measures to develop skills for participants of illustration teaching
through lesson study
When participating in a demonstration lesson, participants only use gestures and
actions to observe student learning. Attendees take photos and record videos to record
students’ learning activities to help share and discuss after class more effectively. The
participant's task is to find out how students are learning.
3.2.3. Develop teachers’ skills of assessing students through observing and learning
about students in the teaching process
3.2.3.1. Researching individual study records and developing interviewing content as a tool to


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help teachers diagnose the results and ability of high school students to study Literature
* Objective: To help teachers practice well with personal learning records and interview
questions to make judgments about students’ learning ability at present and in the future.
* Background Role: Review of individual academic records and interviews are often

considered as a diagnostic step by teachers of a student’s academic ability.
* Implementation Guide:
(1) Step 1. Use individual learning records to evaluate student learning outcomes such
as: Progress Records, Progress Records, Goal Records, Achievement Records.
(2) Step 2. Using questioning in assessing student learning outcomes
Questionnaire assessment is a type of assessment that allows students to critique the content
of their learning. The strength of interviewing is to help teachers identify topics about student
experience: Planned Interview, Semi-Planned Interview, Unplanned Interview.
3.2.3.2. Improving the grading capacity of Literature teachers
* Objective: The goal of the measure is to improve teachers’ skills on the role of grading,
from which, teachers will master the performance of grading Literature subjects.
* Basic role: In the assessment process, Literature teachers need to have the ability to
score. Assessment should be based on educational goals. How the goal is set, evaluates the
process by which students aim to achieve that goal.
* Implementation Guide
(1) Step 1. Some key requirements when performing grading
(2) Step 2. Determine the scoring mechanism
(3) Step 3. Commenting on student work
(4) Step 4. Return test
(5) Step 5. Solve your questions
3.2.3.3. Design learning tasks in the teaching process with increasing difficulty for students
to practice and develop their ability to evaluate learning results.
* Intent
By designing learning tasks from easy to difficult, students will have the opportunity
to practice and consolidate knowledge and skills. From there, students will improve their
ability to evaluate their own learning outcomes.
* Implementation Guide
We propose to design learning tasks to develop students’ ability to assess learning
outcomes based on interactive activities with the following levels:
- Level 1 (lean, easy).

- Level 2 (medium difficulty).
- Level 3 (increasing difficulty).
- Level 4 (high difficulty, done outside the classroom).
3.2.4. Developing self-awareness and self-reflection skills through learning activities in
the process of studying lessons
To do a good job of contemplating lessons regularly, teachers/ schools can do this as follows:
- First, school administrators (principals, specialist vice principals) make short visits to classes
and record student activity.
- Second, each teacher will be invited by the administrator to analyze their lesson.
- Third, the management board shares with teachers the whole school about the teacher's
lessons.
- Fourth, the management board respects and encourages teachers through teaching hours.
This contemplation and contemplation step can take place after attending classes, which are
professional activities according to the lesson study model (step 3 - reflection and contemplation of
the professional group/school/school cluster), can also take place in each teacher itself. Literature
teachers should follow these contemplative steps: