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MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
GIANG SON MY
MANAGE PEDAGOGICAL PRACTICE IN TRAINING HIGH
SCHOOL TEACHER ALONG WITH HIGH SCHOOL
TEACHER’S CAREER STANDARDS
Major: Education Management
Code: 62 14 01 14
PHD THESIS SUMMARY OF EDUCATION
MANAGEMENT
HANOI - 2014
THE THESIS HAS BEEN COMPLETED IN HANOI
NATIONAL UNIVESITY OF EDUCATION
Science instructors: AP. PhD. Thanh Binh Nguyen
PhD. Vu Bich Hien Nguyen
Reviewer 1:

Reviewer 2:

Reviewer 3:

The thesis is going to be defended against the Committee of thesis
examnination in Univesity level
Located in: Hanoi National Univesity of
Education
At: : , date month year 2014
The thesis could be reached at:
The National Libraty; Hanoi National Univesity of Education’s
library
1
FOREHEAD

1. The urgency of researching matter
1.1. Pedagogical practice (PPR) in Teacher training program
(PPR) of education universities (hereafter socalled pedagogical
university - EU) in our country for many years has many limitations
and shortcomings due to many reasons. The direct cause, mainly
PPR management, only relying on qualifications and experience of
each university, and there is no consensus, synchronization, lack of
legal basis, and hard to reach/ ensure the quality and timely catch up
the development of science management and the fact.
1.2. Nowadays, one of the world’s management trends is
managing based on the standards. Document of Vietnam National
Parliament in Eleventh Communist Party congress, stated mission of
Education and Training Sector in Vietnam in the coming years
"fundamental and comprehensive innovate in Vietnam education
towards standardization, modernization, socialization and
democratization and international integratelization, in there to
reform educational management mechanism, develop of teachers
and educational managers is key stages". Under standardization
trends, PPr activities must be managed by standard output
orientation. However, for many objective, subjective reasons,
standard output built by each university is not really science and
reliable. Therefore, the choice of high-school teachers (HTs)’ career
standards to guide the innovation of management is necessary and
reasonable.
1.3. PPR and PPR management are luring the concern of many
local and oversea authors. However these author didnt make the
deep research in PPR management in High-school (HSch) PPR under
HTs Career standards orientation. For these reasons, the topic:
“Manage Pedagogical practice in training high-school teachers
along with high-school teachers’ career standardsorientation” is

choosen to research in order to contribute in improve the quality of
HSch PPR of pedagogical university.
2. Research target
Proposed solutions for PPR management oriented to HTs
career standards.
3. Object of Research
The PPR management in HSch PPR in TTr centers.
4. Research’s object/body
PPr Management Solution oriented to HTs career standards in
2
HSch PPr.
5. Research’s hypothesis
PPr management currently has many limitations, obstacles,
slow in improvement, and doesnt catch up with the development of
education management theories and the realities. If there could be
proposed the feasible content and solutions PPR management along
with HTs career standards, it would help the HSch teacher training
centers reform PPr management, contribute to improving the quality
of TTr.
6. Research task
Research on the theoretical basis of PPR and PPR
management in high TTr along with HTs career standards; Research
on reality basic of PPR management in currently HSch PPR; propose
PPR management solutions in TTr PPR under HTs career standards;
Assay the necessarility and the feasibility of the proposed solutions
and experiment some solutions of the proposed solutions.
7. Scope of research
7.1. Limit on research objects: Management of pedagogical
Principals in final PPr in HSch TTr.
7.2. Scope of research locations: Survey is conducted in 09

universities which have HSch TTr, experiment in Saigon University.
8. Approaching and researching method
8.1. Approaching method: a) Systematic approach:
Synchronous research several factors in PPR management under HTs
career standards. b) Functional approach: Apply managerial
functions in PPR management along with HTs career standards
orientation. c) Standard approach: Use HSch Career Standard as
“system of reference” in building the targets, contents, testing
methods, examination methods of PPr management in accordance with
the Standard. d) Abilitable approach: PPR management tends to
exercise, test, evalute the teaching quality and ability, educational
ability of students.
8.2. Specific research methods: a) Theoretical research
methods group: analyse, compare, summarize, classify and
systematize. b) Reality research method group: product research,
questionare research/survey, interview, discussion and experiment. c)
Information settlement method group: use SPSS software to handle
with data (encode, entry, statistic, analyse, ).
9. The points need to be protected in the thesis
- PPR Management is to manage training activities in the TTr,
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has peculiar, takes an important part and role in improving the
quality of training in pedagogical university.
- In the context of standard ouPPrut, pedagogical profession
standards are not invested in, PPR management oriented to Career
standards is necessary and reasonable.
- In PPR management along with Standard, planning (defining
objectives, content, ), testing, evaluating and selecting PPR
arrangement method which meets the requirements of the Standard
are the essential issues.

- PPR management under the Standard contributes in changing
fundamentally pedagogical universities’ PPR activities, improve
quality of pedagogical practice (PPr) and TTr; students have the
capacity to meet social requirements.
10. New contributions of the thesis
10.1. In theory: Formation of management theory framework
of TTR PPR high school career oriented HTs Standard. Proposal
objectives, content, methods, tools of test and evaluation and
methods of PPR arrangement to meet the requirements of the
Standard.
10.2. In Practice: Detecting inconsistencies and inadequacies
of the PPR, PPR management, to help training managers in the
pedagogical university have the base, orientation to give out the
solutions of improvemental and renewal PPR management. Propose
and test some PPR management solutions which meet the HTs career
standards. Contributing to building regulations PPR for the MOET
and the pedagogical universities.
11. The structure of the thesis
The thesis includes: forehead, three chapters, conclusion and
recommendations, list of published works, references and appendices
(there are 37 tables, 08 diagrams and 15 appendices).
CHAPTER 1
THEORICAL BASE OF PEDAGOGICAL PRACTICE
MANAGEMENT IN HIGH-SCHOOL TEACHERS TRAINING
ALONG WITH VIETNAM HIGH-SCHOOL TEACHERS’
CAREER STANDARDS
1.1. OVERVIEW OF RESEARCH MATTER
1.1.1. The studies abroad
Management, PPr issues are been cared and researched by
many authors worldwide. Their research works mentioned in the

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trends which focus on practice, in high-school, they considered as
training environment and standardized trends in PPr. That is the
problem related to our topic.
1.1.2. The local studies
Many authors pointed out the shortcomings in PPR
management: PPR target has not been established scientifically and
lack of updates, PPR content was one-sided review, attention to more
in pedagogical practice, less in education practice; training
arrangement methods are out of date, passive based and rely on the
high-schools; test evaluation of the PPR methods are qualitative not
quantitative, subjectively depend on the assessors.
Many authors have focused on research, explore and find the
way to innovate PPR management; one important direction is PPR
management along with the Standard oriented. The authors Quang
Bao Dinh, Thi Ban Nguyen, Thi Tuyet Oanh Tran, Van Khoi
Nguyen, Thi Mui Nguyen have common option in using the
Standard as started point, fulcrum and destination to identify the
target, program, required skills to train students in PPR
Meanwhile, the authors Quang Bao Dinh, Kieu Tran, Trong
Ry Vu, Hong Quang Pham, Tuyet Thi Nuong Truong, have the
same assertion: we need to improve relations, links, cooperation
between pedagogical university and high-school in PPR; need to
institutionalize this relationship based on the interests of both parties
towards the common objectives as people-growing issue. On that
basis, innovation on PPR arrangement methods is towards students to
do regular practice in high-schools as medical students practice in
hospitals.
However, most authors have had the deep research on PPR
management in training high-school teachers along with HTs career

standards yet. This issues are focused to research more in the thesis.
1.2. PEDAGOGICAL PRACTICE IN HIGH-SCHOOL TEACHERS
TRAINING ALONG WITH HIGH-SCHOOL TEACHERS’ CAREER
STANDARD ORIENTATION
1.2.1. Pedagogical practice in HSch TTP
1.2.1.1. The definition of PPr
PPr is one organizational context to send pedagogical students
to HSch to help them use professional knowledge in pedagogical
science which they learned in universities, practice the work of
teachers, and then concrete, improve their knowledge, professional
skills, emotion and ethic of career.
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1.2.1.2.Location of the PPr in HSchs TTP
PPr in HSch TTP of pedagogical university is usually divided
in to 2 periods: 1
st
period so-called subject PPr 1 which is hold in 6
th
semester of training course, with a volume of 3-4 credits (Cr), 2
nd
period so-called subject PPR 2 is located in 8
th
semester of training
course, weighing from 6-7 (Cr).
1.2.1.3. The role of PPr in HSchs TTP
Is the stage of practical training which contributes to the
educational principles, linking theory with practice; is the period for
applying and improving their professional knowledge and skills at
HSchs; training and improving career’s ethic and emotion.
1.2.1.4. Pedagogical practice targets

PPr targets are regulated in PPr status of MOET. Pedagogical
university based on these PPr targets and their facts to set up their
own PPr targets.
1.2.1.5. The contents of the final PPr
Which consists two main activities: pedagogical practice and
educational practice. Based on the content of the regulations and
their facts, the pedagogical universities have their PPr concretization
and adjustments. However, this adjustments are negligible.
1.2.1.6. The methods of Pedagogical practice arrangement
The PPr arrangement method which is mainly applied by
pedagogical universities is concentrating PPr method, with or
without pedagogical universities’ lecturers.
1.2.1.7. Testing and evaluation of Pedagogical practice
Currently there are certain shortcomings in testing and
evaluation of the PPr. It is the contradiction between the real levels
of students with too high PPr results (over 90% achieved distinction).
1.2.2. High-school teacher career standards
Standard is issued by the MOET 2009; is a system of basic
requirements for HTs quality such as politics, ethics, lifestyle,
competence and professional. The standards consists of 25 criteria
divided into 6 standards. Each creteria has 04 indicators (1 point, 2
points, 3 points and 4 points, appropriate with each level of each
creteria; in which 1 point level reflects the minimum requirements
that teachers must meet the criteria thereof), in each level there are
evidences/ indicators.
1.2.3. Pedagogical practice in HSch TTr along with high-school
teachers’ career standards orientation
1.2.3.1. Standardization trends in education
6
In the world today one of the management trends is to manage

based on standards. Towards standardization, PPr have to reach
output standards of the training process. However, for many reasons
objectively and subjectively, PPr management along with HTs career
Standards is necessary and reasonable.
1.2.3.2. PPr along with teachers’ career standards
orientation
The Standards rules the career capacities of teachers. Therefore,
the PPr building has towards to require the qualifications, profession
capacity regulated in the Standards.
1.3. PEDAGOGICAL PRACTICE MANAGEMENT ALONG WITH
HIGH-SCHOOL TEACHERS’ CAREER STANDARDS ORIENTATION
1.3.1. The definition of PPr management
The PPr management oriented HSch teacher career Standard is
the process that PPr management Subjects act via managemental
functions and other influencing factor upon PPr elements along with
the Standard, suit and meet the Standard’s requirements.
1.3.2. Planning for Pedagogical practice
1.3.2.1. The concept of planning for pedagogical practice
PPr's planning is the process of setting PPr goals, constructing
PPr content; implementing plan to achieve the PPr objectives, and
formulating sub-plans for PPr.
1.3.2.2. Setting PPr objective along with the Standards orientation
Consist of 1/ General target: Students meet fundamental
requirements for high school teachers which are ruled HTs career
standards; ready to adapt to the role of the active high school
teachers. 2/ Specific target: Have full knowledge, basic skills of
teaching, can perform teaching duties independently; Having
knowledge, basic skills of education, and can perform tasks
education independently.
1.3.2.3. Build PPr content along with the Standards orientation

Using the Standards as “System of reference”, by “mapping” it
could be determine students’ quality, capacity and skills that they need
to perform and train in the PPr that belongs to 02 content teaching
practice (TPr) and educational practice (EPr) as in Chart 1.3.
1.3.2.4. Plan and method to implement PPr contents
The Thesis presented plan and method to implement PPr
contents in Appendix 1 for reference purposes.
1.3.2.5. Making sub-plans for PPr
The sub-plans in PPr include: preparation plan (of the
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pedagogical universities, the faculty, HSch); plan for facilities and
finance, the Schedule for PPr.
Chart 1.3. the chart established PPr contents along with
HSch teachers’ career standard orientation
1.3.3. Arrange the pedagogical practice
1.3.3.1. The concept of PPr arrangement
Perform arrangement function in PPr arrangement includes:
building organizational PPr structures, building tasks of each
departments or individuals in the system and the relationship between
the departments and individuals in the system.
1.3.3.2. Organizational PPr structure
Organizational PPr structure is organizational structure as
High-school teachers’ career standards
Standards 3
Teaching
capacity
Standards 1
Politics,
ethics
lifestyle

Standards 2
Research
objective,
education
environment
Standards 4
Educational
capacity
Standards 6
Career
developmen
t capacity
Standards 5
Political
and social
capacity
(1) Study object, education environment
(2) Build and conduct teaching plan
(3) Lesson preparation
(4) Attending teaching hour
(5) Teaching (at class)
(6) Testing and evaluating pupil’s learning
result
(7) Build and manage teaching resume.
(14) Train, foster career develop capacity
(15) Train ethics and lifestyle
(1) Study object, education environment
(8) Build and conduct director plan
(9) Control activity hours
(10) Control education activities outside the

class
(11) Join in evaluating pupils’ ethics training
results
(12) Build, manage director resume
(13) Join in other education activities
(14) Train, foster career develop capacity
(15) Train ethics and lifestyle
Teaching practice
Educational practice
Contents of Pedagogical practice
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online structure style. PPr Steering Committee of pedagogical
university and management board of DOET directly lead PPr board
of HSchs. HSch PPr board directly lead professional leaders, the
instructor teachers and students.
1.3.3.3. Tasks of system’s divisions
The thesis presents tasks of: pedagogical university’s
principal; PPr Board of pedagogical university; Departments of
Education and Training; Principal of practice school; PPr board of
practice schools; leaders/groups have practicing students; instructors,
practice team leader, and students.
1.3.4. Lead/direct pedagogical practice
1.3.4.1. The concept of lead/ direct PPr
Lead/direct PPr is to instruct, monitor PPr activities;
encourage, attract groups, individual compete PPr tasks.
1.3.4.2. The content of the activities steer PPr
Main content of lead/direct PPr concludes: Decide methods of
PPr; making decisions of implementing arrangements; arrange to
implement the decisions.
1.3.4.3. Decide arrangement methods of pedagogical practice

Which methods use for PPr (concentration, unconcentration,
team leader is lecturer of pedagogical university or not? ) is
managerial dicision of leaders of pedagogical university.
1.3.4.4. Making decision to implement arrangement
There are many kinds of decisions, the most important of PPr
operational decisions is decisions to promulgate PPr Regulations/
Rules/ documentation of the pedagogical university
1.3.4.5. Organize to implement decisions
Arrangements to implement decisions are a process that should
be taken in a certain sequence. The thesis presents implementation
process; implement PPr decisions under determined chart.
1.3.5. Testing and evaluating in Pedagogical practice
1.3.5.1. The concept of testing and evaluating in PPr
Testing and evaluating in PPr is the process: build PPr testing
and evaluating standards; Measuring, testing, assessing PPr results;
checking the performance of elements of PPr structure; and
discovery, adjusting the bias.
1.3.5.2. Build testing and evaluating PPr standards
Based on a system of criteria, requirements and
implementation level the criteria in the Standards and characteristics
of pedagogical practice elements, the thesis constructed a set of PPr
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testing and evaluating criteria (50 criteria).
1.3.5.3. Measuring, testing and evaluating the performancing
results of pedagogical practice tasks
a) Measure PPr task performance level: In each criteria, the
thesis build the indicator which describes 05 different level to form a
scale: 0 points - less, 1 point - weak; 2 points - average (asymptotic
at 1 point or 2 points in the Standards) 3 points - pretty; 4 points -
good.

b) Testing and evaluating PPr tasks performance level:
Evaluation of PPr task performance by TPr and EPr lecturers
assessed (Chart 1.6 in the thesis).
c) Summary of PPr tasks performance: Grade of final PPr
subject is the sum of subject grade after multiply with weight factor
(scale of 4).
1.3.5.4. Checking performance of PPr structure’s devices
In order to superviseing, tracking, evaluating the performance
level as schedule and conducting the adjustments, improvement (if
necessary) to sure that released plan and goals is performancing during
the PPr period.
1.3.5.5.Adjust the bias
Measuring results of the PPr tasks performance will be
compared, in confront of PPr standards to determine the bias.
Analysis the cause to correct timely.
1.4. FACTORS AFFECT TO PPR MANAGEMENT ALONG WITH
HIGH-SCHOOL TEACHERS’ CAREER STANDARDS ORIENTATION
The thesis examines factors affecting to PPr management
includes, subjective factors: curriculum; quality of teaching
professionally pedagogical subjects; coordination between the
pedagogical universities with the HSchs; and Awareness about PPr
innovation oriented career standards; the objective factors: PPr
Regulation of the MOET; training fund granted by the State for
pedagogical universities; using the Standard in evaluation teachers
annually; and “dephasing” in PPr arrangement of pedagogical
universities in HSchs.
Therefore, PPr Management along with HTs career Standards
orientation is the process in which PPr management’s subjects
impact via management functions and make PPr elements had to
meet the Standards, asymptotic the Standards, match and reach the

requirements of the Standards. The applying process is illustrated in
Chart 1.8.
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Chart 1.8. Chart of PPr management along with HSchs teacher
career Standard
PPr
HSch teacher career Standard
PPr planning
- Setting up PPr
goals
- Building PPr
contents
- Planning to
implement PPr
contents
- Setting up sub-plan
in PPr
PPr arrangement
- Defining PPr
organizational
structure
- Buiding the tasks
of Structure’s
devices, individuals
Lead/ Direct PPr
- Determining
organizational
methods of PPr
- Making decision to
implement

- Organizing to
implement the
dicisions
Checking and
evaluating PPr
- Bulding stabdard
for PPr checking and
evaluating
- Measuring,
evaluating
performance results
of PPr tasks
- Discovering,
investigating
aberrents
PPr MANAGEMENT AS HSch TEACHER CAREER’S STANDARD
Influencing factors to PPr management along with HSchs teacher career Standard
Subjective factors Objective factors
- Education framework - PPr regulations of the MOET
- Quality in teaching pedagogical subjects - Education budget granted by State to PUs
- Cordination between Pus and HSchs - Using the Standar in teacher evaluating
- Recognition of PPr reform oriented career annually
Standard - “Differ from phrases” in PPr arrangement
between PÚs and HSchs
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CHAPTER 2
PRACTICAL BASIS OF PEDAGOGICAL PRACTICE
MANAGEMENT IN HIGH-SCHOOL TEACHER TRAINING
ALONG WITH HIGH-SCHOOL TEACHERS’ CAREER
STANDARD ORIENTATION

2.1. ARRANGE TO RESEARCH THE REALITY OF PEDAGOGICAL
PRACTICE MANAGEMENT
2.1.1. Content, survey the situation of PPr management
Consist of the real PPr, PPr management; influencing factors
on PPr management as Standard oriented.
2.1.2. Prepare instruments for surveying, investigating the reality
Consist of: Deep survey paper (Annex 15); Questionare as 2
survey forms use for managers, lecturers of pedagogical universities
and managers, teachers of HSchs which have PPr. Form 1: Survey
and investigate the reality of PPr; Form 2: Survey and investigate
the reality of PPr management.
2.1.3. Check the reliability of the scales in the survey instruments
Scale has satisfactory the reliability of Cronbach's alpha
coefficient; lowest α = 0.715, highest α = 0.890; it shows the
reliability of questionnaire sets.
2.1.4. Arrange to investigate and survey
With sample choosing to stratified system, we selected 09
universities and 19 high schools which have HSchs TTr to conduct
transmitter and receiver questionnaire. As the results, we receive 160
feedbacks of pedagogical university and 225 feedbacks of HSchs.
2.2. REALITY OF PEDAGOGICAL PRACTICE
2.2.1. Awareness about the role of Pedagogical practice
Over 90% of respondents have high appreciated about the role
of PPr in TTr.
2.2.2. Pedagogical practice’s target
Nearly 1/3 of respondents rated the current PPR response "Not
good" to PPr target along with the Standard orientation.
2.2.3. Implement pedagogical practice’s contents
The training contents are evaluated as good-perform are:
teaching, class-attending, participate in perform other educational

activities, build and implement teaching plans for class activities
hours; evaluated as average-perform are: lesson preparation, study in
educational objects and environment, construction and implementation
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the plan of extracurricular activities; evaluated as weak-perform are:
build and manage teaching/director resume, testing and evaluating
pupils’ learning results, participate in evaluating the results of pupils’
training results in moral discipline, training and fostering career
development capacity, training ethics and lifestyle.
2.2.4. Organizational method of pedagogical practice
Currently, the organizational method of concentration PPr,
without pedagogical lecturers as team leader ("sent out" mode) is the
method that many pedagogical university applied, but the
organizational method of unconcentration PPr is choosen as the most
effective method.
2.2.5. Testing and evaluating in Pedagogical practice
There is 1/3 respondents judged that test and evaluation in the
PPr "Weak". Reason: current PPr test and evaluation is qualitative,
non-objective, dependent on experience, assessor’s sensory, not
caught up with theorical and practical testing and evaluating toward
quantitative and standardization. Testing and evaluating PPr now
have to ensure the transparencyy and partial fairness.
2.2.6. The level of implementation of the final pedagogical
practice’s stages
In general, the fina PPr arrangement was assessed by 2 groups
of investigation in “Average” level, with the rate of 60% - 86%. The
survey result is suit for the fact: Pedagogical universities have pay
reasonable attention to PPr; so, PPr in PUs is a regular and stable
action, stricted organization and seriously implementation.
2.2.7. Pedagogical practice meets the standard requirements of

TTr under the Standards
Despite of the concerns, PPr lacks of update, slow reform, so
that the response level of PPr factors for the current TTr
requirements under the Standard is low. In 4 level scale: grade point
average of elements are 1.97 points, 2 points below the Average.
2.2.8. Advantages and disadvantages in pedagogical practice
Most of investigated factors are evaluated as more difficult
than favorable. It should be noted that "relations between the
pedagogical university – high-school” is considered as a favor. This
review is based on current practice, relations betwwen pedagogical
university and high-schools is “depend – support”. This relationship
has to innovate from its nature, and move to “co-responsibility” and
“co-obligations” to pedagogical universities in PPr.
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2.3. REALITY OF PEDAGOGICAL PRACTICE MANAGEMENT
2.3.1. Pedagogical practice planning
The solution are evaluated as “Weak” implemented are:
"Setting practice goals"; "Building TPr contents", "Building Epr
contents"; "Train, foster career development capacity” and "Train
ethics and lifestyle”. The solutions such "Build implementing plan
for practice contents”; “Plan for PPr preparation”; “Build PPr
schedule”; “Plan for PPr infrastructure, finance" was assessed as
“Average”. Analysing the survey results shows that: PPr planning in
PUs has many limitations: not up-to-date and conprehensive PPr
goals which not meet the new requirements of TTr in the current
period; the content of PPr is not completed, subjective, viewed in one
sided, slow reform.
2.3.2. Organize pedagogical practice
The measure of the relationships between parts of PPr
structure are assessed as quite good - performance. However, these

assessment is based on a curent "reference system": relationship
between pedagogical university and high-schools in PPr is "Depend -
support" relation. If based on new “reference system”: “co-
responsibilities and obligations”, the above relationship is not
satisfactory. The measures in building specified tasks for the
departments and individuals in the structure are evaluated Average -
perform.
2.3.3. Lead/direct pedagogical practice
Measures: "Chosing and defining organizational methods of
PPr", "Building arrangement processes to implement PPr" and "Steer
PPr during practice period" is Weak” - performance evaluated.
Measures: "Issuing organizational implement PPr decisions,
regulations, documents", "Arrange to release, implement PPr
decisions, regulations/ guidelines" are pretty good – perform
assessed, the total ratio of selecting "average" and "good" is about
90% of this measures. This result is consistent with reality. The PPr
organizational method is regid, lack of mobility, passive, the time for
practice is few, rush in implement in HSchs, and it does not reach the
trend of PPr respect in TTr, see HSchs as work place, study place
and training place of students.
2.3.4. Testing and evaluating Pedagogical practice
The measures of the Standards system construction, testing
and evaluating criteria and the role of pedagogical university
lecturers in testing and evaluating is assessed weak – perform. The
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analysis shows that current testing and evaluating science is growing
in both theory and practice. Method, testing and evaluating
techniques are developing towards more quantitative, accurate and
reliable. While testing and evaluating, current PPr does not catch up
with this development, this is the big problem that all PPr managers

need to be addressed.
2.3.5. Success and limitation in PPr management toward HSch
teacher career standard orientation
To check the realiable level of survey results of facts
mentioned above, we search the success or limit factors in PPr
management, surveyed factors are evaluated as more limited than
success, and this result suits to survey results of the facts.
2.4. SUCCESS, LIMITATIONS AND FACTORS AFFECT TO
PEDAGOGICAL PRACTICE MANAGEMENT TOWARDS HIGH-
SCHOOL TEACHERS’ CAREER STANDARDS ORIENTATION
The PPr management is to manage one of complex training
activity, with a lot of contents, various implementation method,
containing many interacting between institutions, departments and
individuals, influenced by many factors. In particular, the element of
human perception and adherence to PPr rules/ regulations have the
greatest impact to the success of PPr maagement towards HTs career
standards orientation.
CHAPTER 3
THE PEDAGOGICAL PRACTICE MANAGEMENT
SOLUTION IN HIGH-SCHOOL TEACHER TRAINING
TOWARDS HIGH-SCHOOL TEACHERS’ CARREER
STANDARDS ORIENTATION
3.1. THE PRINCIPLES OF PROPOSING SOLUTIONS
The principles of proposing solutions: ensuring targetics,
realistic, systematic and feasibility.
3.2. SOLUTIONS PEDAGOGICAL PRACTICE MANAGEMENT IN
HIGH-SCHOOL TEACHER TRAINING TOWARDS HIGH-SCHOOL
TEACHERS’ CAREER STANDARDS ORIENTATION
From the basis of theory, practice and principles mentioned
above, the thesis proposed PPr management solutions in training

high school teachers oriented HTs career standards, including 06
following solutions:
15
3.2.1. Raise awareness for managers, lecturers, teachers in
pedagogical universities, education and training centers and
high-schools about the roles, responsibilities, obligations to PPr
3.2.1.1. The solution’s target
Raising awareness of managers, lecturers in pedagogical
universities, administrators in DOETs, high-schools about
responsibilities and obligations towards PPr along with HTs career
standard orientation.
3.2.1.2. Solution’s meaning
Solve problems of thought to pedagogical universities, high-
schools to increase accountability, enthusiasm, active in arranging
PPr and care for the person growing task.
3.2.1.3. Content of solution
- Educate and communicate between managers, teachers,
lecturers of pedagogical universities, DOETs, high-schools about the
roles, responsibilities and obligations to the PPr.
- Specifying the responsibilities, obligations and rights of the
managers, lecturers, teachers in pedagogical universities, high-school
teachers in PPr.
3.2.1.4. Implement solution
- Using propaganda and education through scientific seminars
and conferences on PPr.
- Putting guiding PPr task as a criteria in the poll emulation
officers, excellent teachers, People’s Teacher to pedagogical and
HSch teachers.
3.2.1.5. Conditions for solution implementation
The MOET has to have legal documents to institute the

responsibilites, duties, interests of Pedagogical universities and
HSchs and the scheme between PU - HSchs in PPr.
3.2.2. Steering to set PPr goals towards high-school teachers’
career standards orientation
3.2.2.1. The solution’s target
In order to establish common goals, the specific objectives of
PPr towards HTs career standard orientation.
3.2.2.2. Solution’s meaning
As a basis for the construction, improvement PPr contents
toward the Standards orientation, and is a prerequisite for innovation,
improving the quality of PPr Management.
3.2.2.3. Content of solution
Based on the system of requirements for high-school teachers
are specified in the Standards, featured career of teachers and career
16
practice requirements, identify common goals and specific objectives
of the PPr towards high-school teachers’ career standards orientation.
3.2.2.4. Implement solution
Based on the MOET’s Framework regulation and HSch
teacher career standard, PUs set up new PPr goals, suitable and
reaching to Standard’s requirements.
3.2.2.5. Conditions for solution implementation
The MOET need to research, building common PPr
regulations for all pedagogical university through out the country.
This is a "regulations framework" to create common standards, the
minimum regulations in management, organization in PPr. In which
it’s to set goals towards high-school teachers’ career standards
orientation.
3.2.3. Direct to implement PPr contents towards high-school
teachers’ career standards orientation

3.2.3.1. The solution’s target
In order to build PPr contents in HSch TTr comprehensive,
complete, meet the new quality requirements, capacities for teachers
regulated in HTs career standards.
3.2.3.2. Solution’s meaning
There is a direct effect in creating PPr qualitative innovation
PPR toward standardization trend, as the basis for PPr test and
evaluation innovation, improve organizational methods of PPr.
3.2.3.3. Content of solution
To enhance and supplement the current contents of PPr: Create
a lesson preparation documents, testing and evaluating student’s
learning results, building and manage teaching records; control
activities EOCLs; Join to rate the results of pupils’ ethics training;
build and manage director resume; Train, foster career development
capacity, and train ethics and lifestyle.
3.2.3.4. Implement solution
Based on the MOET’s framework regulations and HSch
teacher career standard PUs build new PPr contents, suit and reach
the Standard requirements (can use chart 1.3 in the Thesis to build,
supplement the PPr contents).
3.2.3.5. Conditions for solution implementation
Regulation of the PPr of the MOET must specify PPr contents
towards high-school teachers’ career standards orientation for
pedagogical universities to have legal basis for supplementing
practice contents and create the necessary synchronous.
17
3.2.4. Steering to innovate testing and evaluating method in PPr
3.2.4.1. The solution’s target
In order to build testing and evaluating methods as
quantitative, objective, reliable and comprehensive ones than at

present.
3.2.4.2. Solution’s meaning
Overcoming the limitations of currently testing, evaluating
PPr. Create a "breakthrough" in innovation of PPr, contributing to
improve the quality of PPr.
3.2.4.3. Content of solution
- Build a set of testing and evaluating criteria of teaching in
accordance HTs career standards approach (presented in Table 3.1
and Table 3.2 of the Thesis).
- Build the evidence/ indicators to describe the criteria: At
each criteria of test and evaluation, thesis provided 05 indicators
corresponding to the description from 0 to 4 points, to form a scale
(presented in the Thesis appendices: Appendix 6: Table of
competency assessment lesson preparation; Appendix 7: Table of
teaching competency assessment; Appendix 8: Table of competency
assessment test and evaluation students’ learning results; Appendix
9: Table of evaluating other teaching capacities; Appendix 10: Table
of assessing capacity of building and implementation class direction
plan, control activities hours and EOCLs activities; Appendix 11:
Table of evaluating other education capacities).
3.2.4.4. Implement solution
The pedagogical universities compile all relevant documents,
designing the assessment papers suit for the assessment of mentioned
capacities and training managers, lecturers, teachers and practicing
students in implementating.
3.2.4.5. Conditions for solution implementation
The MOET must release the documentation to direct unified
awareness, technical of innovative PPr testing and evaluating
methods. Arrange to thorough training.
3.2.5. Steer to reform PPr’s organizational method from

concentrated to unconcentrated
3.2.5.1. The solution’s target
In order to switch into unconcentrated PPr method, students
usually practice in HSchs, as medical students practice in the
hospital.
3.2.5.2. Solution’s meaning
Important contribution to the reform and renewal of skills
18
training methods for pedagogical students, meet PPr requirements
toward the Standard orientation to heighten teacher training quality.
3.2.5.3. Content of solution
Student are arranged regularly practicing at HSch. HSch
teachers as well as pedagogical universities lecturer train, guide
student in PPr. HSch is one of educational environment where
students practice - work, skilled HSch teacher is considered as
pedagogical university’s lecturer.
3.2.5.4. Implement solution
The PUs need to: 1/ Build cordination scheme, contracts to
HSchs to send students to regular practice in HSchs. 2/ Build
documents, standard table for new management suitable for new PPr
methods. 3/Annual organizing PUs - HSchs conferences about
registering instruction of Pedagogical and related content to PPr.
3.2.5.5. Conditions for solution implementation
The goverment need to instute and principle the responsibilies,
duties and interests of HSchs teacher in instructing PPr, cordination
scheme between PUs and HSchs in PPr.
3.2.6. Strengthen leadership/ guidance synchronous other
solutions, make the favor in PPr management towards high-
school teachers’ career standards orientation
3.2.6.1. The solution’s target

To implement ther management measures, create the
synchronous, resonant effect, ensure PPr management along with
high-school teachers’ career standards orientation to be done
successfully, efficiently.
3.2.6.2. Solution’s meaning
Contribute to improving the quality, efficiency of PPr
management, thereby improving PPr quality of pedagogical
universities.
3.2.6.3. Content of solution
Strengthening leadership/ guidance other measures:
construction, completion PPr Regulations; developing educational
curriculum towards high-school teachers’ career standards
orientation; constructing and improving output standards of the
pedagogical universities and building roadmap for PPr implementing
arrangements as unconcentrated manner; Building PPr organization
process.
3.2.6.4. Implement solution
Directing construction, completion of PPr Regulation; update
training programs towards high-school teachers’ career standards
19
orientation; Adjusting, completing output standards; Step by step
switch to unconcentrated PPr; Building and performing PPr
organization process.
3.2.6.5. Conditions for solution implementation
The MOET need to release guidance documents in PPr
organization as unconcentrated method. The PUs take the priotities
for managers, specialists in charge in PPr.
3.3. EXPERIMENT THE FEASIBILITY OF SOLUTIONS
3.3.1. Surveying the necessity and feasibility of the solutions
3.3.1.1. Survey’s target, content, objective

a) Survey’s target: to collect assessing information about the
necessity and feasibility of proposed solutions; b) Survey’s Content:
Survey the necessity and feasibility of the proposed solution; c)
Survey’s objectives: pedagogical universities’ managers and
lecturers, HSchs’ managers and teachers who join in direct and guide
PPr (239 person); d) Survey method: questionnaire.
3.3.1.2. The necessity of the solutions
06 proposed solutions are high appreciated as necessary and
very important (89.9%). Using the average score as 4-point scale, the
average score of 06 proposed solutions’ necessity is 3.32, higher than
the 3 - "Necessary".
3.3.1.3. The feasibility of proposed solutions
Compared with the assessment of the necessity, the evaluation
of proposed solutions’ feasibility is lower. Number of comments at
"feasible" and "very feasible" levels are 75.5% (assessment of the
necessity is more than 89.9%). Using the average score at 4-point
scale, the average score on the feasibility of 06 proposed solution is
2.89, approaching the 3 - "Feasibility".
Therefore, solutions are necessary and feasible, can be
implemented in practice in PPr management at pedagogical
universities.
3.3.2. Experimental arrangement
3.3.2.1. Target: Experiments is to affirm the effectiveness,
feasibility and necessary conditions to implement the proposed
solutions.
3.3.2.2. Problem: Experiments check 2 solutions: “Direct to
build PPr contents toward HSch teacher career Standard oriented”
and “Steer to reform PPr testing and evaluating methods”
3.3.2.3. Experiment’s supposition
In PPr management, should appy 2 solutions: “Steer to build

20
PPr content innovations towards high-school teachers’ career
standards orientation" and "Steer to inovate PPr testing and
evaluating methods”, therefore:
- The grade of students’ PPr results is lower, reflecting more
accurate of students’ quality (Supposition 1)
- PPr quality that students do will be better (Supposition 2)
In order to experiment and auditing 2 suppositions, we choose
experiment sample is 2 groups: experimental group and encounter
group with inputs of experiment progress as the same. At that time,
experiment theory is specified in following model:
In which:
- a (inputs): Professional level of instructors and students in 2
group. To students, a is expressed via accomulated grading of the
course, counted from the beginning till the practice period. To
instructors, a is expressed via professional and skills level and
experiences.
- t
1
: Current PPr content’s management method.
- t
2
: The management measure for testing and evaluating method
of the current PPr.
- Y
1
: Grading for Encounter group’s PPr results
- Y
2
: Quality of Encounter group’s PPr

- t'
1
: Management measure for PPr contents building towards
standards orientation.
- t'
2
: Management measure for reform of PPr testing and
evaluating method towards standards orientation.
- Y'
1
: Grading for Experiment group’s PPr results.
- Y'
2
: Quality of Experiment group’s PPr
The experimental results were measured by comparing the
difference between the results obtained in 02 groups. Specifically,
- If Y’
1
<Y
1
: The supposition 1 is right; vice versa supposition 1 is
Y
2
a
Y’
2
(t
1
+t
2

)+(t’
1
+t’
2
)
Y
1
a
Y’
1
t
1
+ t
2
21
wrong
- If Y’
2
>Y
2
: The supposition 2 is right; vice versa supposition 2 is
wrong.
3.3.2.4. Experiment sample
The sample is choosen as classification choosing method by
chance: a) Sample of practicing students: 156 students are chosen is
devided into 2 groups, the Experiment and the Encounter, have the
same signs of level, knowledge, scale, training faculty. b) Sample of
practicing highschool: Have the same signs of teachers (quality and
quantity), infrastructure, conditions for teaching and learning
3.3.2.5. Experiment method

- Step 1: Measure grade of PPr results in 2 groups by Teaching
practice instructors and Education practice instructors granted.
- Step 2: Measure real PPr quality of 2 groups via self grading
of students about the PPr contents that PPr management solution
towards HSch teacher career standard orientation effect to, via
“Survey form for students after PPr”. Meanwhile, take the deep
interviews to discover the different from skills and quality of 2
groups’ students after PPr.
3.3.2.6. Experiment documents and conditions ensure for
experiment progress
a) Experiment documents include: "Pedagogical practice
Guide 2 - For the practicing group which arrange experiment for
subject PPr 2", “Pedagogical practice guide 2- For PPr groups not
included in experiments. b) Conditions ensure for experiment
progress: Organize to train teachers and students in 2 groups, ensure
the same conditions in practice.
3.3.2.7. Criterions and assessment scale for experiment
a) The experiment group: Measure along with the criteria and
criterion and scale in annex 6, 7, 8, 9, 10, 11, 12. Grading scale: use
4 grading scale (as regulated in 43 Regulation): Excellent: Grade
from 3.6 to 4; Good: Grade from 3.2 to 3.59; Fair: Grade from 2.5 to
3.19; Average: Grade from 2.00 to 2.49; Fail: Grade under 2.00.
b) The encounter group: Measure along with the criteria,
criterion and scale in annex 13, 14, 15; Grade scale: use 10 grade
scale; Excellent: Grade from 9 to 10; Good: Grade from 8 to 9; Fair:
Grade from 7 to 8; Average: Grade from 5 to 7; Fail: Grade under 5.
The fomular to conver 10 grade to 4 grage: (Grade in 4 grade scale)=
[(Grade in 10 grade scale):10] x 4.
3.3.2.8. Experiment results
The theme using SPSS software for data cleaning and data

22
processing by using statistical analysis, describe, compare tools.
a) The change of students’ PPr results in Grading granted by
instructors: Grade of PPr results shows that the average grade of
experiments lower than encounter 0.27 point. Before PPr,
accumulating average grade of 2 groups differ, not exceed 0.03 point
(That means the different increases 9 folds); Classified PPr result
showed that the encounter group is high, the rate of 81.0% graded
excellent, this ratio in the experimental group only accounted for
42.9%. Thus: Y’
1
< Y
1
, supposition 1 is right. B)The chage in
Students’ PPr quality: The quality of students PPr in 2 groups show
via the practice quality in the factors influenced by PPr management
measure toward applied Standard. Self grading of students in
exeperiment group has the average grade 3.59 (Good); encounter
group is 2.93 (Fair). So Y’
2
>Y
2
: Supposition 2 is right. c) Conclusion
on experiment: Organize the experiment is implemented as
principled. The experiment results show the experiment suppositions
is assessed are right; experiment has reached the supposed goals;
supposed solutions are suit for regular and unconcentrated PPr
organization method.
CONLUSION AND RECOMMENDATIONS
1. CONCLUSION

1.1. Theory frameworkd of PPr management toward the
Standard orientation, include: PPr definition, PPr management
definition, PPr management toward the Standard orientation
definition; the content of plan building, organization, management,
tesing and affecting factor to PPr managment toward the Standard
orientation.
1.2. Survey, evaluating the facts of PPr and PPr management,
the success and limitation and the influence level of affecting factors
to PPr management show that: the fact of PPr curently has many
limitations, shortages in goal, contents, organization method of PPr,
PPr testing and evaluating method; not reach the requirements
system of quality, ability of teacher as regulated in HSch teacher
career standard. The main and direct causes lead to the limitations
and shortages are experiencist managment, not united and
synchronous in management, lack of legal basements, lack of
scientific approach method; lack of the benchmark solution in settig
up pratice goals, content building, improve the relationship between
PUs and HSchs, reform the practice organization method, improve
testing and evaluating method; and failed to keep up with the
23
development of managerial science and practice.
1.3. On the basis of research theory and the fact’s results,
respecting for rules of goals, facts and systematic and feasibility, the
Thesis supposed 06 PPr management solutions towards standards
orientation: 1/ Raise awareness for managers, lecturers, teachers in
pedagogical universities, education and training centers and high-
schools about the roles, responsibilities, obligations to PPr in general,
PPr toward the Standard orientation in specific; 2/ Steering to setup
PPr goals toward HSchs teacher career standard orientation; 3/
Steering to build PPr contents towards high-school teachers’ career

standards orientation; 4/ Steering to innovate testing and evaluating
method in PPr; 5/ Steer to improve PPr organization method from
concentrated in to unconcentrated; 6/ Direct to implement
synchronous other measures, make the favor for PPr management
toward the Standard orientation.
The thesis experimented the necessary and feasibility of
mentioned solutions and experimented 2 solutions, the results have
showed that the supposed solutions are necessary and feasible and
they can apply in the real life of PPr management, take the
contribution to improve HSchs teacher training quality.
The thesis has the theory and reality meaning in PPr
management field; the results of research meet the principled
research goals and tasks.
2. RECOMMENDATIONS
2.1. To the MOET
2.1.1. Building and issuing documents in stipulating
coordination mechanism between the pedagogical university and
HSch in PPr.
2.1.2. Develop and promulgate new regulations on PPr, which
is a framework and open regulation, meet the requirements of theory,
current practice, use as scientific and legal basis for applying in
pedagogical universities in their particular conditions.
2.1.3. Supplement, complete document system for PPr
standardization: teacher career standards, output standard, and PPr
standard and legal documents guiding the implementation of the
standard.
2.2. To provinces and cities’ DOET
2.2.1. Steering to heighten awareness of managers and
teachers about the role, responsibilities and obligations of HSchs to
pedagogical students PPr.

2.2.2. Directing in using HTs career sandards in annual teacher