SUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCE

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
-------------------

THIEU HUY THUAT

Fostering of teaching skills for the lecturers at the
institutions of training and fostering officials and
public servants based upon micro-teaching APPROACH
MAJOR: RATIONALE AND HISTORY OF EDUCATION
CODE: 62.14.01.02

SUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCE

HÀ NỘI - 2016


THESIS WAS COMPLETED AT:
HANOI NATIONAL UNIVERSITY OF EDUCATION

Science Instructor: 1. Assoc., Prof, Ph.D., Pho Duc Hoa

2. Assoc., Prof, Ph.D., Ngo Quang Son

Counter-argument member 1:Assoc.,

Prof, Ph.D., Dang Quoc Bao

Counter-argument member 2: Assoc.,

Prof, Ph.D., Ngo Thanh Can

Counter-argument member 3:Assoc.,

Prof, Ph.D., Tu Duc Van

Thesis was defended at:
Meeting at: HANOI

NATIONAL UNIVERSITY OF EDUCATION

At….... hours……. day ….. month …. year 2016

The thesis can be read at:
- National Library, Hanoi.
- Library of Hanoi National University of Education.


LIST OF RESEARCH WORKS BY AUTHOR

1. Thieu Huy Thuat (2010), Use of micro-teaching methods to enhance the
capacity of teachers, Educational magazine, (number 242, period 2-7/2010),
pages 23-25.
2. Thieu Huy Thuat (2011), Use of micro-teaching methods to enhance the
pedagogical skills for teachers - A new approach, Proceedings of scientific
workshop on Tectonic theory in primary education, pages 107-115.
3. Thieu Huy Thuat - Pham Thi Hong Tham (2013), On the contents and
methods of training and fostering of professional skills for officials and
public servants, Educational magazines, (number 308, period 2-4/2013).
4. Nguyen Huu Hau - Thieu Huy Thuat (2014), Applying micro-teaching
methods to practice teaching skills for students of Mathematics Major,

Journal of special education (September 2014), pages 134-137.


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INTRODUCTION
1. The necessity of the theme
1.1. Training and fostering of the officials and public servants in the current
period is a very important task and has been paid special attention by the State during
the recent years. Through the training and fostering can the State apparatus can
improve its management efficiency, promote socio-economic development, stabilize
national defense and security, and maintain social development. Therefore, capacity,
qualification and teaching skills of the lecturers are one of the crucial factors
determining the quality and effectiveness of training and fostering for the officials,
public servants and public officers. Accordingly, fostering the lecturers with teaching
skills needs to be performed in a regular, long-term and effective manner.
1.2. One current fact is that lecturers at the institutions for training and fostering
officials and public servants are partially limited in pedagogical methodology, thus more
or less affecting the courses’ effectiveness. On the other hand, the fostering of lecturers
with teaching skills there has not yet to be properly cared. Ways of evaluation,
observation, experiences’ exchange and organization have not made a breakthrough to
gain the effectiveness in the fostering of teaching skills for the lecturers. Besides the
limitations of equipment and institutions also have significant impact on the quality of
fostering of teaching skills for the lecturers in the training and fostering institutions.
1.3. Micro teaching as a new form of teaching with a lot of advantages in fostering
the teaching experience for lecturers has been applied and implemented in some
developed countries, which has brought out practical results. With the implementation
steps in a logical and firm sequence through the modern media, and communications
equipment such as projector, camera, video player, TV, etc., micro-teaching makes the
fostering of teaching skills for the lecturers become more abundant and efficient.
Thus, the subject of “The fostering of teaching skills for the lecturers at institutions

for training and fostering officials and public servants is based upon micro-teaching
approach” contributes to solving the existing problems in education and training in general,
and in the fostering of teaching skills for the lecturers at those institutions in particular.
2. Objectives of the research
On the basis of theoretical and practical research, recommendations and
experimentation of teaching skills for lecturers in micro-teaching approach in order to
fostering and improving teaching skills for lecturers at the institutions of training and
fostering officials and public servants, making contribution to quality improvement of
training and fostering officials and public servants, meeting the requirements of
national development in the current period.
3. Object and Subject of the research
3.1. Object of the research: Research the fostering of teaching skills for the lecturers
at the training and fostering institutions for officials and public servants.
3.2. Subjects of the research: The research on fostering process of teaching experience
for lecturers at institutions for training and fostering officials, public servants based
upon the micro-teaching approach.


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4. Scientific hypothesis
During the teaching process at the institutions for training and fostering officials
and public servants, learners are varied with different characteristics. Hence, despite
certain achievements, the lecturers often face numerous hardships in task fulfillment.
Should they be fostered with skills in consistency with the micro-teaching process
approach and set up conditions and measures for the process implementation, then the
quality of teaching at those institutions could be improved.
5. Mission of the research
5.1. Systemize and develop the rationale of the fostering of teaching skills for the
lecturers at the training and fostering institutions for officials and public servants under
micro-teaching approach.

5.2. Conduct a survey, analysis and evaluation of the current status of lecturers’
fostering with teaching skills at the institutions for training and fostering officials and
public servants under micro-teaching approach.
5.3. Apply the teaching skills fostering process for lecturers at the institutions for
training and fostering officials and public servants under micro-teaching approach.
6. Scope of the research
6.1. Limit of scientific domain: Teaching theory.
6.2. Limit of survey area: Conduct research, survey on subjects including: managers,
lecturers, trainees of the institutions for training and fostering officials and public
servants of the Ministries, central agencies and agencies in the provinces and cities
throughout the country.
6.3. Experimenting area: Conduct experiments with subjects including lecturers,
trainees of the Training School for officials and public servants under the Ministry of
Interior, Nguyen Van Linh Political School (Hung Yen); the Science and Technology
Training School for officials (the Ministry of Science and Technology).
7. The methodology and research methods
7.1. Methodological basis of the research
The thesis is studied under perspective of structural system and practice of a
thesis researching process. The micro-teaching process approach in the fostering of
teaching skills for the lectures is not limited to the theoretical basis or experimental
conditions, but required to bear feasibility in the practice of training and fostering.
7.2. Methods of research
7.2.1. Method of theoretical research
7.2.2. Method of practical research
7.2.3. Method of data processing by mathematical statistics
8. Defense arguments
(1) Since learners at the training and fostering institutions are varied and
characterized, teaching efficiency can only be achieved upon lecturers’ general and
appropriate teaching skills; (2) While the training and fostering of teaching skills for
lecturers at the institutions takes place in various ways, it could be effective only under

micro-teaching process approach; (3) The training and fostering of teaching skills for


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lecturers, and the fostering of officials and public servants are performed under the
micro-teaching process which are appropriate with the subjects and could develop
conditions and methods for the process implementation.
9. Contributions of the thesis
(1) In terms of theory: The thesis has systematized and clarified, supplemented
and developed the theory of teaching skills, the micro-teaching and particularly in the
theory of the fostering of teaching skills for the lecturers in the training and fostering
institutions based upon micro-teaching approach. (2) In terms of practice: The thesis
has identified the current state of teaching skills, fostering of teaching skills for the
lecturers in the training and fostering institutions based upon micro-teaching. It is an
important practical basis for the managers, the training and fostering institutions to
aware the current state of the teaching skills and the fostering of teaching skills for the
lectures under micro-teaching approach. On that basis, propose the steps to conduct the
fostering of teaching skills for the lecturers in the training and fostering institutions
based upon micro-teaching. (3) The research results of the thesis shall become valuable
references for the training and fostering institutions of the Ministries and Agencies in
general and for the institutions of training and fostering officials and public servants of
the Ministry of Interior in particular.
CHAPTER 1
RATIONALE OF TEACHING SKILLS FOSTERING FOR LECTURERS
AT TRAINING AND FOSTERING BASED UPON MICRO-TEACHING
APPROACH
1.1. Overview of the research
1.1.1. Studies on teaching skills and fostering of teaching skills
Teaching skills play a key role in lecturers’ training and fostering . Issues on
teaching skills and fostering of teaching skills were also motioned in many studies . It is

possible to list the typical studies: N.V. Cudominna in the research of “Formation of
pedagogical capacity”, identifying the pedagogical capacities required for a lecturer, the
relationship between professional capacity and expertise, between pedagogical aptitude
and the fostering of pedagogical aptitude to turn it into a capacity ... O.A.Apduliana:
“Discuss on the pedagogical skills”. In this research, the author has clearly presented
each type of the pedagogical skills of a lecturer and carefully analyzed the general skills
and special skills in teaching and education activities; Chris Kyriacou in the book
“Necessary teaching skills” has presented the basic skills to help the lecturer gain a
success in teaching, such as the planning, preparation, presentation of lectures, teaching
style, lecture performance, teaching and learning style, adapting the lectures to the
capacity of learners , use of references and teaching materials, (inclusive) management
of the class, ... The same issues were also found in the book “Teaching practice” (2006)
of A. Duminy and colleagues, Manual of classroom management (research, practice
and modern issues) (2006) of C.M.Evertson, C.S.Weinstein. These are general teaching
skills for all teachers, lecturers.


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In Vietnam, one of the previous traditional methods of teaching skills’ fostering
for teachers and lecturers in general was to let them attend some best teachers’ lectures
, from that they could learn necessary teaching skills. Nevertheless, this training
method could be found of not much effectiveness for the fostering of teaching skills. In
1996, Ministerial-level scientific research with the code number 94-37 - 46: “The
orientation of teacher training method innovation, edited by Nguyen Huu Dung
mentioned a matter of necessary skill system for teachers, innovation of teacher
training process in order to promptly meet the requirements of socio-economic
development of the country. In 2004, the doctoral thesis of Phan Thanh Long: “The
methods of training of teaching skills for the learners of teacher training colleges” also
clarified the theoretical base and systemized teaching skills, especially the new skills,
and provided and completed the system of methods of training of teaching skills in line

with the new requirements, contributing to the quality improvement for training in
teacher training colleges.
In general, the research works mentioned above have shown some relative basic
matters on teaching skills and fostering of teaching skills for the learners of teacher
training schools in general and lecturers in particular. The fostering of teaching skills
for the lecturers at the institutions of training and fostering officials and public servants
is an urgent requirement in the current period and needs to be organized based upon a
close and effective procedure. The studies of the authors mentioned above created the
foundation and prerequisite for our studies in the future.
1.1.2. Studies on fostering of teaching skills for lecturers under micro-teaching approach
In 1960, at Stanford University: Dwight Allen, Ryan, and Acheson, Bush, Clark,
Coooper, Fortune and his colleagues proposed a new teaching method for training in the
summer vocation for some teachers: micro-teaching. Since then, micro-teaching has got
numerous successes in the training and fostering of teaching skills for the teachers at all
levels as well as lecturers. Two scientists - Allen and Ryan assumed that the general
approach (a lesson, a class, a complex object, ...) can be replaced by a variety of short
lectures (5-10 minutes ) for a target group (6-12 trainees), which shall stimulate talents
that the teachers need to master (teacher’s ingenuity). Micro-teaching has gradually
developed in Canada, Quebec, the UK, France, Norway, Sweden, the Netherlands, West
Germany, and the same trend has been also seen in Australia and some other countries in
the world. In April 1972, at the University of Tubingen in Germany, an international
conference on the capacity of using micro-teaching was held with the attendance of ,
more than 40 participants from 12 countries for researching this teaching method. In
Asia: Kuwait University also applied micro-teaching to train the students in teacher
training schools in Tokyo, in 2003 - 2004 this method was also included in the training
design introductions for teacher training courses of Tokyo.
After years of research and experiments, micro-teaching approach have proved to
bring in better results than traditional teacher training method. Therefore, microteaching is supposed to gain initial advantages, and considered as a method of fostering
of teaching skills for the teachers, lecturers in general and for the lecturers at the

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training and fostering institutions for officials and public servants in particular for
them to be able to complete their teaching skills in the certain teaching, education and
training circumstances and conditions.
In Vietnam, micro-teaching is quite new. Recently, authors Tran Ba Hoanh Trang Dinh Le - Pho Duc Hoa have mentioned micro-teaching in a document of
Vietnam – Belgium project on teacher training. Author: Dang Van Duc and Nguyen
Thu Hang have also mentioned micro-teaching in geography subject.
In 2002, author - Dang Thanh Hung in the book: Modern teaching theories,
techniques and methods mentioned some micro-teaching techniques. In her thesis in
2013, author - Tran Thi Thanh Thuy studied and proposed the organization and training
for the students in geographic major of teacher training schools by micro-teaching. The
thesis only mentioned the skills’ training for the students (those who have innitially
started teaching as their jobs), not yet to mention in other sectors.
In general, the authors in some sectors have also mentioned micro-teaching in
some documents, however, only in terms of solving problems at a small and narrow
perspective. And the theoretical and macro issues have not been thoroughly and
scientifically studied. Through an overview of the subjects andthe involved studies in
the past, we have found that most of the authors have raised the issue and focused on
fostering of teaching skills for the lecturers. But, the studies also showed many specific
issues not yet to be resolved in the fostering of teaching skills. Whereas, the studies of
the local and foreign authors provided valuable experiences in the training of teaching
skills. These research results are considered to be a scientific basis for the
implementation of the thesis’s topic.
Micro-teaching application in the fostering process of teaching skills for
lecturers is a completely new solution in Vietnam in general and for the training and
fostering institutions for officials and public servants in particular. Micro-teaching, if
being studied and widely implemented, will get high effectiveness in the fostering of
teaching skills for the lecturers in the training and fostering institutions, enabling them
to fully achieve necessary capacity for effective teaching. Micro-teaching application

for fostering of teaching skills for lecturers requires to be studied and clarified to foster
teaching skills for the lecturers at the training and fostering institutions, making
contribution to improving teaching skills for the lecturers and quality of training and
fostering for officials and public servants to meet requirements of the current period.
1.2. Basic concepts
1.2.1. Skills and teaching skills
1.2.1.1. Skills
In teaching theory, teaching skills are normally defined as the capacity of
human being to effectively implement the corresponding action with the objectives and
the conditions in which the action takes place. Skills always have the generality and are
used in different situations. Accordingly, skills can be interpreted as follows: It is the
action of human being to effectively perform a certain task to achieve the objectives


6
identified by selecting and applying the methods and actions in accordance with certain
conditions, circumstances and means.
Thus, we approach skills which tend to be the capacity of human to implement the
work effectively, including the concept that skill is an acting technique. In order to have
skills, firstly we must have knowledge as the basis for the understanding of the work
content included in the skills and knowledge of the skill such as practicing process for
each separate action and taking an action in accordance with the planned objectives.
1.2.1.2. Teaching skills
In the doctoral thesis of Nguyen Nhu An, a definition has been presented:
“Teaching skill is the effective implementation of one or a variety of complicated
actions of teaching, by selecting and applying proper knowledge, methods and
processes”. Similarly, in the doctoral thesis of Tran Anh Tuan, a definition has also
been put forth: “Teaching skill is the effective implementation of one or a series of
combined actions by selecting and applying necessary professional knowledge in
identified teaching situations”.

From the common definitions of skill and pedagogical skill, with reference to the
point of views mentioned above, we hereby provide definition of teaching skills as follows:
Teaching skill is the capacity of teachers to effectively implement their activities/tasks to
achieve the identified objectives of teaching by selecting and applying the methods and
actions suitable for certain learners, conditions, circumstances and means.
1.2.2. Fostering of teaching skills
From the studies on the concept of fostering, we provide the view on the fostering
as follows: “Fostering is the process of additional provision of knowledge, qualification,
professional capacity and corresponding skills to improve capacity and quality for
retrained objects. Retrained subjects are those who have been trained and had a certain
qualification, thus fostering is just the process of updating the new knowledge and skills to
improve professional capacity and qualification in their operating field”.
Likewise, at the fostering institutions, if officials and public servants have already
been trained of knowledge, qualification, professional capacity as initial background, then
“fostering of teaching skills is just the process of fulfilling and developing their capacity and
teaching skills for the post-graduate lecturers to meet new requirements in reality”.
1.2.3. Micro-teaching approach
1.2.3.1. Concept of micro-teaching
The prefix “micro” comes from the Greek word meaning “small”. The term
“Micro-teaching”, also known as “teaching based upon each part was started in 1963 by
some professors at Stanford University (United States), which means that a normal
lesson can be divided into small and short lessons.
There are many studies which have presented the concept of micro-teaching, our
opinion is: Micro-teaching in fostering of teaching skills for the lecturers is a form of
teaching in which lesson’s content (skills, capacity ...) is divided into short lessons,
lecturers themselves shall implement these lessons under the supervision of their
colleagues. This process of implementation shall be assessed, from which lesson will be


7

drawn to allow the lecturers to re-teach lesson, thanks to which they shall dominate
and complete their teaching skills.
Micro-teaching can be described as follows: The lecturer teach a certain issue of
the lesson by using teaching skills for a small quantity of learners (10 to 15 people) in a
short time (10 to 20 minutes). This process shall be recorded. Then review and reevaluate the teaching of lecturer, re-plan and re-teach the lesson with an other group of
learners and continue to be recorded. This second teaching time shall be also followed
by an analysis or a signal of the second feedback.
1.2.3.2. Basic features of micro-teaching
Micro-teaching is based on theoretical principles and teaching psychology,
programming teaching method, and some other socio- psychology factors. Besides, it is
combined with the method of analyzing pedagogical actions to turn them into special
capacities and teaching means: video recorder, television, etc. to accept objective
evaluation and optimize feedbacks.
1.2.3.3. The nature of micro-teaching
(1) The teaching process is separated into teaching units (short lessons) and
organized into groups that the lecturers can observe; measure, count through the
recording; (2) The lecturers can re-teach the lesson after the feedback, drawing
experience from the first time of teaching; (3) Micro-teaching allows organizing the
training activities which make the lecturers proactively practice, and adjust teaching
skills. At the same time, the lecturers themselves can re-adjust the teaching objectives
and select appropriate teaching method; (4) Teaching equipment helps the lecturers
make self-feedback of the results and the process of teaching in a most objective
manner, the collaboration between individuals and groups through the means.
1.2.3.4. Micro-teaching process
a) Definition of the process
According to Sino-Vietnamese dictionary, “quy trình” (process) can be defined as
follows: “quy” ("planned") + “trình” ("road, way"). => Process: A defined program. From
another approach: “quy” = regulation; “trình” = order. Hence a process is a series of
regulations, fairly detailed guidances to help us do something in a unified sequence.
b) Description of micro-teaching process

Figure 1.1. General description of the process for micro-teaching
A basic period.
Testing
micro
lesson

Recording
and response
analysis
information

+

+

Repeat +

(1)
(2)
(3)
Practice session under micro-teaching
1

+

2

+

3

+

4

x

Response
the second
feedback

(4)
n trainees

x

n expected
aptitudes


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(x.t: Apprentissage, Flanders, formation, pdagogie, translated documents of the
project: micro-teaching techniques)
c) Micro-teaching process
Micro-teaching includes 5 basic steps: Teach, Feedback, Replan, Reteach and
Refeedback.
Figure 1.3. Pattern describes the steps of micro-teaching
Teach
1

Refeedback 5

2 Feedback

Micro
teaching

Reteach

4

3

Replan

1.2.3.5. Micro-teaching approach
The term "tiếp cận" is called "approach" in English, meaning the choice of place
to observe the object of research, the way of tackling and consideration over the object
of research.
In the Vietnamese dictionary, “tiếp cận” (approach) in English is "approaching,
coming alongside, gradual exposure to certain methods with certain audiences,". Thus,
“tiếp cận” (approach) implies: the gradual use of certain methods to research an issue or
certain work.
According to the concept of teaching applications of some European - American
countries, "approach" means a manner, a way, a measure to be used in teaching.
Micro-teaching approach is seen as the way, measure to foster teaching skills for
lecturers. In particular, it is the way, measure to arrange lecturers to approach microteaching process including 5 steps (item c -section 1.2.3.4) during the process of
fostering teaching skills for lecturers.
1.3. Fostering of teaching skills for the lecturers at fostering and training
institutions for officials, public servants towards micro-teaching approach

1.3.1. The role of micro-teaching in fostering of teaching skills for the lecturers
Training and fostering for officials and public servants plays the role of
supporting and enhancing knowledge and skills, from which the public servants have
full capacity to meet the management and administration. Training and fostering are
two concepts that reflect the same goal, which is the knowledge transfer to the learners
to help them improve and update new knowledge in the exercise of duties. With the 5step process of micro-teaching to be used by us, we hope to contribute to improving
the effectiveness of fostering of teaching skills for the lecturers and equipping them
with necessary teaching skills to help them become more confident, flexible and active
in the process of teaching to make the training and fostering of officials and public
servants get more efficient and more advanced in quality.


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1.3.2. Basic teaching skills system
(1.3.2.1) Skill of developing lecture corpus system (2) Skill of GRAPH setting;
(3) Skill of developing exercises system (4) Skill of questioning (ask questions); (5) skill
of organizing outdoor activities; (6) skill of organizing problem situations; (7) skill of
designing lessons
1.3.3. Teaching skills system for the lecturers
(1) Skill of opening lecture; (2) lecturers’ skill of orientation; (3) lecturers’ skill
of controlling; (4) observation skill of lecturers; (5) listening skills of lecturer; (6)
presentation skill of lecturer; (7) skill of giving questions of lecturer; (8) Skill of
delivering case studies; (9) Skill of teaching problem solving; (10) lecturers’ skill of
feedback; (11) skill of using teaching facilities; (12) Skill of ending lecture.
1.3.4. Teaching skills system to be fostered for lecturers at fostering institutions
For the training and fostering institutions, the skill training focuses on the
following teaching skills: (1) Skill of opening lecture; (2) lecturers’ skill of controlling;
(3) Presentation skills of lecturers; (4) observating skill of lecturers; (5) pedagogy
communication skill; (6) The skill of selection and use of teaching methods and
techniques; (7) skill of using means of teaching; (8) skill of giving questions; (9)

listening skills; (10) Skill of lecture ending
1.3.5. Strengths of teaching skills’ fostering for lecturers at fostering institutions
under micro-teaching approach
Application of micro-teaching in teaching skills of lecturers is effective because
the lesson can be divided into small lessons to facilitate lecturers in gradually
approaching the lesson content in longer research periods. With adequate facilities,
micro-teaching will become self-training method based on the needs and abilities of
each lecturer. Micro-teaching overcomes the problem of theory focus, helping lecturers
be fostered with teaching skills in a sequential, solid manner to be well-prepared for
official periods. Micro-teaching encourages efficient use of teaching skills for not only
novice lecturers but also for experienced ones. Therefore, the use of micro teaching not
only really works during initial training, but in the lecturers’ training and fostering as
well.
The advancement of science and technology has also put major influence on the
process of fostering teaching skills for lecturers (to receive and transmit images, sounds,
…). Through the transceiver of images, sounds will the lecturers directly observe their
activities during teaching process so as to self-adjust their activities in the teaching
process, thanks to which fulfilling their teaching skills for the next courses later on. This
is also a unique feature of micro-teaching in which the means and modern equipment are
one of the indispensable elements.
Conclusion of Chapter 1
Approach of the micro-teaching process in fostering lecturers with teaching
skills is a necessary and optimum solution for every training and fostering institution
for officials and public servants at present


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CHAPTER 2
CURRENT STATUS OF FOSTERING TEACHING SKILLS FOR
LECTURERS AT TRAINING AND FOSTERING INSTITUTIONS FOR

OFFICIALS AND PUBLIC SERVANTS UNDER MICRO-TEACHING APPROACH
2.1. About the the system of training and fostering institutions
2.1.1. Position, role, functions and task of the training and fostering institutions
The training and fostering institutions include academies, schools and centers
(shortly referred to as the training and fostering school) belonging to the school system of
State agencies, political organizations, political-social organizations, People’s armed
forces. The extremely important position, role, function and task of the training and
fostering institutions are for training and fostering knowledge, skills and working
methods for the officials and public servants.
2.1.2. Special features of the training and fostering institutions
Those institutions focus or mainly focus on the training and fostering activities.
The objects for training and fostering are adults or mainly adults in the State agencies
(officials, public servants, public officers). The training and fostering lecturers should
meet not only the required national education system’s standards, but that of the actual
capacity and teaching skills, as well.
2.1.3. Lecturers of training and fostering institutions
2.1.3.1. The lecturers and development of lecturers
When referring to the lecturers, we must understand and consider in a
comprehensive and systematic manner. It’s not a discrete collection, but comprises
variouselements with mutual relationship, bound by a certain mechanism, convention.
In terms of human resources, the lecturers are high-quality and special human resources
of higher education;
Fostering and development of lecturers are the solution of the managers to
develop the lecturers become full in quantity, strong in quality, unified in structure,
being the core task and top priority in strategy of comprehensive development for the
institutions, a complete process or frequent change of the lecturers’ real status that has
existed for them to grow in every aspects towards the goal of a lecturers team with full
quantity, strong quality, reasonable structure and successfully fulfilling tasks.
2.1.3.2. Fostering and development for the lecturers at the training and fostering
institutions

Lecturers at the training and fostering institutions are those in charge of teaching
in the training and fostering institutions, including: Full-time lecturers of the institutions
and part-time lecturers (managers, scientists, teachers, public servants, foreigners with
deep expertise and practical experience who are contracted or invited to teach)
Fostering and development for the lecturers of training and fostering institutions
are the process of building, finishing the lecturers in terms of quantity, quality and
structure to create a team of lecturers with strong political spirit, qualification, highly
professional, practical experience, reasonable structure, innovative ideas to contribute
to quality improvement of training and fostering, building professional and modern


11
officials, public servants, promoting administrative reform and completing the lawgoverned Socialist State, meeting the requirements of industrialization, modernization
and international integration.
2.1.3.3. Characteristics of training and fostering and training and fostering institutions
* Training and retraining: Training and fostering with the goal of “ providing, updating
knowledge, skills and methods of implementation of tasks and duties. Contribute to
building professional public servants and qualified to develop the advanced and modern
administration”, in order to maintain political security, complete the law-governed
socialist State, develop socio-economy and meet the requirements and aspirations of the
people. The objects of training and fostering are the officials, public servants working
in the public sectors, with high qualification and experience at work and in life, hence
the method of training and fostering must be consistent with the objects, using positive
training methods, increasing the exchange, discuss and handle of situations that arise
from the reality...
* Training and fostering institutions: Are only public service organization under the
Ministries, ministerial-level agencies, Government agencies or agencies under
provincial Party Committees, People’s Committees, District Party Committees, District
People’s Committees, established by decision of the competent authority. Having full
legal status and an important role for the work of training and fostering officials, public

servants of the Ministries, agencies and localities. Many institutions under the
Ministries, agencies and the provincial political institutions have process of
construction and development associated with the construction and development of the
Ministries, agencies and localities (Nguyen Huu Tam, Ministerial-level scientific
research subject in 2011) .
2.1.3.4. Model of lecturers at the training and fostering institutions:
(1) Must have a strong political spirit, clearly understanding the Party’s views, the law
of the State (Members of the Communist Party of Vietnam), (2) Must have knowledge
on State management and specialized knowledge of the Interior management (3) Have
teaching methods and knowledge of psychology suitable for adult audiences; (4) Have
deep knowledge, specialized skills in the fields of State management of the Ministries,
agencies and localities. These are very important bases for the formulation of standards
of teaching capacity for lecturers at the training and fostering institutions, to train and
foster officials, public servants with bravery, expertise and professional capacity in
duty performance to meet the requirements of the current period.
2.2. Current status Researching
2.2.1. Objectives of current status researching
- To survey, analyze and clarify the current status of teaching skills, fostering of
teaching skills using micro-teaching approach in fostering of teaching skills for
lecturers at the training and fostering institutions for officials, public servants.
- On that basis, propose the steps to retrain teaching skills for the lecturers at the
institutions of training and fostering officials, public servants using micro-teaching
approach.


12
2.2.2. Objects of current status research
Conduct research and survey for the lecturers, leaders, managers and trainees at
the institutions of training and fostering officials, public servants of the Ministries,
agencies and provinces, cities across the country.

2.2.3. Contents of survey and current state research
(1) Current state of lecturers at the training and fostering institutions; (2) Current
state of fostering teaching skills for the lecturers of the training and fostering institutions;
(3) Current state of fostering teaching skills for the lecturers of the training and fostering
institutions using micro-teaching approach;
2.2.4. Researching method for the current status
Use the questionnaire (please see samples of questionnaire in appendixes 1; 2; 3; 4)
and direct interview the lecturers of system of the institutions of training and fostering
officials, public servants as stated in practical research objects. The results of current state
research shall be a scientific basis for the organization of training teaching skills for the
lecturers at the institutions of training and fostering officials, public servants using microteaching approach in order to retrain and improve teaching skills for the lecturers.
2.3. Results of current state research
2.3.1. Current status on teaching experience of lecturers
From the research results of current status on teaching experience of lecturers at
the training and fostering institutions (TFI), we have some following comments: (1) the
application of the teaching experience in the teaching process of a number of lecturers
are still in shortcomings. A number of lecturers have already attained and known how
to apply some of the skills in the teaching process, however, the percentage of those
who have unknown how to apply (Averagely, 21.78%) or got confused in applying
(Averagely, 68.27%). (2) Lecturers at TFI are partly fully and properly aware of the
importance of the system of teaching skills (very important: Averagely 75.81%;
Important: 24.19%; unimportant: 0%). However, the use of these skills in the teaching
process have faced many difficulties leading to the limitations in efficiency and quality
of the teaching hours. This is the first step of research on the current status of teaching
experience of lecturers at TFI and is the prerequisite for our next researches.
2.3.2. Current status of fostering the teaching experience of lecturers
From the research results of current status, we would like to give some following
comments: (1) The majority of lecturers and management leaders are aware of the role of
teaching experience fostering for lecturers (Very important: Averagely 89.0%; important:
Averagely 11.0%; not important: 0). However, due to limitations and shortcomings of

organization in fostering activities, for instance, there is no rational process, or has not
been paid attention to, ... leading to the inefficiency of teaching experience fostering for
lecturers. (2) The majority of the lecturers and management leaders claimed that there
should be a suitable process of teaching experience fostering for lecturers and brings
efficiency, in which using the steps in the micro-teaching process (reviewing the teaching
activities by video tapes and other modern means) as a primary method and bringing
effects with percentage: 87.8% for management leaders and 86.5% for lecturers.


13
2.3.3. Current state of fostering teaching skills for lecturers at training and fostering
institutions under micro-teaching approach
The survey results have also showed that the understanding and information
related to micro-teaching for the leaders, managers and lecturers at the institutions of
training and fostering for officials, public servants is now limited (right, sufficient:
11.55%; Right, not sufficient: 53.79%; Not right: 34.66%), the use of micro-teaching
aiming to retrain teaching skills for the lecturers has not yet to be applied in their units
and organizations. The approval of micro-teaching to retrain teaching skills for the
lecturers at the institutions of training and fostering officials, civil servants is only
applied by a very small number of the institutions of training and fostering officials,
public servants, however, their application process has not yet to be fully and correctly
performed. From the above survey results, it is easy to find that the application of
micro-teaching at the institutions of training and fostering for officials, public servants
to retrain teaching skills for the lecturers, improve the quality of training and fostering
officials and public servants is now essential and feasible.
In the process of surveying the current state, we have investigated factors
affecting the process of fostering teaching skills for the lecturers to see the influence of
objective and subjective factors in the process of fostering teaching skills for the
lecturers. There are many factors affecting the fostering process of teaching skills based
upon micro-teaching approach including: factor of school (not giving enough attention

to skills training for lecturers; improper time distribution of training skills; poor
infrastructure conditions; having no reasonable process to organize fostering teaching
experience; activities for teaching-skills fostering are not frequent, ...)
Conclusion for Chapter 2
At the institutions of training and fostering for officials, public servants of
Vietnam, although the class observation to feedback to lecturers is still annually
organized, it has not yet to bring the results for the fostering of teaching skills for the
lecturers. From above survey results, it is easy to find that the implementation of microteaching approach at the institutions of training and fostering for officials, public
servants to retrain teaching skills for the lecturers, improve the quality of training and
fostering officials and public servants is now essential and feasible.
CHAPTER 3
EXPERIMENTING FOSTERING PROCESS OF TEACHING EXPERIENCE
FOR LECTURERS AT INSTITUTIONS FOR TRAINING AND FOSTERING
OFFICIALS, PUBLIC SERVANTS BASED UPON THE MICRO-TEACHING
APPROACH.
3.1. Process of fostering lecturers with teaching skills at training and fostering
institutions under micro-teaching approach
3.1.1. Necessity and purposes of making procedures
Like any activity, micro-teaching requires a comprehensive procedure which
enables the most scientific and effective micro-teaching performance in fostering


14
lecturers’ TS. Micro-teaching is the most scientific, advanced, logical and effective
method to foster lecturer officials’ TS at institutions of TF for officials and public
servants. For such reason, making standard and consistent procedures for microteaching process to apply at institutions of TF for officials and public servants, thereby
fostering lecturer officials’ TS is essential and urgent.
3.1.2. Orientation in making micro-teaching procedures
Based on the micro-teaching methodical model; analyses of micro-teaching
nature…; we would like to recommend the orientation of micro-teaching procedure

for fostering lecturers’ TS at TF institutions in order to make a general, modern,
practical and widely applicable procedure in fostering lecturers’ TS at TF institutions.
3.1.3. Principles of procedure making
We suggest 4 principles to make a micro-teaching procedure in fostering lecturers’
TS at TF institutions as below: (1) Purposefulness guarantee; (2) Systematism guarantee;
(3) Practicality guarantee; (4) Comprehensive effectiveness guarantee.
3.1.4. Procedure of fostering lecturers with teaching skills at TF institutions for
officials, public servants under micro-teaching approach
(a) Helping lecturers to realize the significance and role of TS fostering as well
as to grasp its content and methods of implementation under micro-teaching approach;
(b) Arranging for lecturers to approach micro-teaching procedure and get aware of its
performance method; (c) Helping lecturers to grasp the content and method of
evaluating lecturers’ TS; (d) Creating the method of providing remarks and evaluation
in TS under micro-teaching approach; (e) Aiding lecturers in implementing TS
fostering under micro-teaching approach: Step 1: A lecturer provides a lesson’s
content; Step 2: Feedback on and evaluation of the provided lesson are given; Step 3:
The lecturer revises his/ her syllabus according to his/ her colleagues’ feedback; Step 4:
The lecturer gives the revised lesson; Step 5: Re-evaluation.
3.2. Experimenting fostering process of teaching experience for lecturers at
institutions for training and fostering officials, public servants based upon the
micro-teaching approach.
3.2.1. Preparation for experimentation
3.2.1.1. Selecting institutions for experimentation
We selected and monitored experimentation at three institutions for TF of
officials and public servants, namely Ministry of Home Affairs (MOHA)’s school for
TF of officials and public servants; Cadre School, science and technology management,
MOHA; Nguyen Van Linh Political School, Hung Yen province. These TF institutions
are experienced in TF CCS in Ministries, branches and localities.
3.2.1.2. Selecting classes and programs for experimentation
In the scope of this thesis, we decided to select the programs for experimentation

in terms of the following contents: (1) Exploratory experimentation: fostering programs
for grades of junior officials members, specialists and chief specialists; (2) Influence
experimentation: fostering programs for specialist grade; (3) Application
experimentation: fostering programs for specialist and chief specialist grades. We


15
selected fostering programs for grades of junior officials members, specialists and chief
specialists for experimentation for the reasons stated in the annexes…
3.2.1.3. Rating scale of teaching skills of lecturers in the experimental process
We use a rating scale of teaching skills of lecturers based on specific rating
criteria of 10 teaching skills that we have developed in Chapter 1. This is the basis for
us to assess the fostering results of teaching skills for lecturers, thereby we are to adjust
any teaching skills not meeting the requirements and further foster the teaching skills
for lecturers based upon micro-teaching process (see Appendix 5) .
3.2.2. Experimental content and method
3.2.2.1. Experimental schedule and stages
(a) Stage 1: Exploratory experimentation: programs for grades of junior officials
members, specialists and chief specialists (June 2013); (b) Stage 2: Influence
experimentation: programs for specialist grade (October 2014); (3) Application
experimentation: programs for specialist and chief specialist grades (June, July 2015)
3.2.2.2. Formulas for experimentation data analysis
We used mathematical formulas to analyze experimentation data. The analysis
results were evaluated by statistical method: (1) Making tables of grade distribution,
frequency and convergence; (2) Drawing specific graphs of frequency and convergence
tables; (3) Calculate typical statistical parameters.
3.2.3. Experimentation process
3.2.3.1. Exploratory experimentation
This is preliminary stage for applying the TS for lecturers at TF institutions
under micro-teaching approach. This experimentation stage is aimed at seeing whether

micro-teaching procedures exist and checking lecturers’ TS at schools for TF SM in the
present, and at the same time, forming the basis for our later experimentation. In order
to do this, we attended, recorded and analyzed a number of random lessons in fostering
programs at several TF institutions. Specifically, a number of the surveyed lessons are
closely relevant to the content of fostering programs for grades of junior officials
members, specialists and chief specialists.
While attending the class period, we realized the natural appearance of TS without any
outside influence. However, the lecturers did not realize the appearance of teaching skill system
and mainly delivered the lessons based on their own experience. This outcome acts as a basis for
us and make us more confident to carry out the next experimentation steps of the thesis.
3.2.3.2. Influence experimentation
After surveying, probing and attending a number of lessons by lecturers at the TF
institutions, we have had the basis for carrying out influence experimentation. Influence
experimentation was carried out on some special subjects of fostering program for
specialist grade at schools for TF CCS. There were an experimental class and a
comparable one. At the end of the experimentation period, the two classes would do
valuation surveys in the same condition. The comparison between the outcomes of the
two objects’ surveys would provide reviews on the feasibility of applying the fostering
of TS for lecturers under micro-teaching approach.


16
The influence experimentation process of the thesis took place with the following steps:
a) Surveying, input checking
Before influence experimentation, we carried out input checking at 02 lessons of
02 classes (experimentation and control ones) which had the same number of students
and fostering program. The outcomes would be tabulated, analyzed and compared.
Reviews on the two groups of input:
The outcomes of input testing at both lessons showed us that: In both
experimentation and control groups, the valuation rates of the TS survey outcomes were

rather similar and not much different in all 4 levels: Excellent, Good, Average, Weak. This
facilitated influence experimentation on the lecturers of experimental classes based upon
micro-teaching in order to fostering lecturers’ TS.
b) Designing syllabuses
Syllabuses indicate lecturers’ ideas of using TS and teaching methods. Moreover,
they are expected to expose lecturers’ TS in classes. Therefore, it is necessary to
research, select appropriate teaching content and procedures. Syllabus design strictly
abides by the program, matches the features of TF program classes, meet the lesson
requirements and expectation.
As influence experimentation is involved in using TS’ fostering steps for
lecturers under micro-teaching approach, we pay special attention to fostering a system
of lecturers’ basic TS, including: (1) Lesson introducing skills; (2) Guiding skills; (3)
Presentation skills; (4) Observing skills; (5) Pedagogical communication skills; (6)
Teaching method proficiency; (7) Teaching aid proficiency; (8) Question raising skills;
(9) Listening skills; (10) Lesson concluding skills.
After designing the syllabuses, we consulted experts, standardized and exchanged
the syllabuses with the lecturers directly teaching the lessons (please refer to annex 12).
c) Discussing with lecturers
While discussing with the lecturers teaching experimental classes, we
particularly noted that lecturers are supposed to grasp the syllabuses’ ideas, get wellprepared in terms of knowledge and skills to deal with unexpected situations during
teaching process. Particularly, we had a thorough discussion with the lecturers on the
theoretical basis as well as the procedure for fostering of TS for lecturers under microteaching approach.
This is a crucial step in the experimentation process as lecturers are the persons to
host, guide and determine lessons’ success. Consequently, we tended to encourage
lecturers to raise questions and make suggestions for the syllabuses during the discussion.
d) Arranging for lecturers to carry out the fostering of TS under micro-teaching
approach
We would like to describe basic experimentation processes including: (1)
Arranging for lecturers to approach, grasp the content and method of experimentation;
(2) Arranging for lecturers to approach and grasp micro-teaching procedures; (3)

Arranging for lecturers to join the experimenting process to grasp TS assessment
methods and scales; (4) Arranging for lecturers to deliver lessons based upon micro-


17
teaching procedure: Step 1: A lecturer gives an extract of a lesson; Step 2: Feedback
on and evaluation of the provided lesson extracts are given; Step 3: The lecturer
revises his/ her syllabus according to his/ her colleagues’ feedback; Step 4: The
lecturer gives the revised lesson extract; Step 5: Re-evaluation is carried out.
e) Results of influence experimentation
* Quantitative results.
- Class period 1’s assessment results.
Class period 1’s collected statistical assessment results are shown as below:
Table 3.9. Table of Class period 1’s collected assessment results for the
experimentation and comparable groups
Quantity
Average level

Percentage %
Quantity

Good level

Percentage %
Quantity

Excellent level

Percentage %
Quantity

Total

Percentage %

Experimentation Comparable
0
4
0.00%

13.33%

29

26

96.67%

86.67%

1

0

3.33%

0.00%

30

30

100.00%

100.00%

- Class period 2’s assessment results.
Table 3.13. Table of Class period 2’s collected assessment results for the
experimentation and comparable groups
Quantity
Average level

Percentage %
Quantity

Good level

Percentage %
Quantity

Excellent level

Percentage %
Quantity

Total

Percentage %

Experimentation Comparable

0
0
0.00%

0.00%

30

30

96.78%

100%

1

0

3.22%

0.00%

30

30

100.00%

100.00%

Reviews on the two output groups:
Based on the collected assessment results for the experimentation and comparable
groups, after analysis, we initially drew some conclusions as follows: (1) After carrying
out experimentation, the experimentation groups had better teaching assessment results
and more remarkable progress than the comparable ones and even than themselves; (2)
The frequency curves of the experimental classes are always on the right of those of the
comparable ones, indicating that the number of high-marked lessons of the experimental
classes outweighs that of the others; (3) The forward converging frequency curves of the
experimental classes always lie above and on the right of those of the others, also
indicating the same fact; (4) Asserting that initially applying micro-teaching procedure in
fostering lecturers’ TS is feasible and contributes to improve TF quality.


18
* Qualitative results
Generally considering both of the experimentation and comparable groups: not
only the TS enquiring result but also the spirit while participating in lecturers’ TS
fostering activities had remarkable differences. The research outcome has showed that
the differences became greater over the experimentation period. While the
experimentation group showed remarkable progress, the other showed slow and little
progress it. This shows that applying micro-teaching in fostering lecturers’ TS has
promoted its strength and proved its effectiveness. It also offers a favorable condition
for us to carry out implementing application in our thesis.
3.2.3.3. Application experimentation
Developed upon the collected outcomes of influence experimentation, the application
experimentation was carried out on a larger scale and at a greater scope of teaching programs.
Besides carrying out the suggested micro-teaching procedure steps, application
experimentation proved the flexible utilization as well as the relationships in fostering
lecturers’ TS based upon micro-teaching. Influence experimentation was carried out in 2
teaching programs, namely fostering programs for specialist and chief specialist grades in the

TF institutions including CCS TF School (herein after referred to as School I), Cadre School
of management of scientific and technological activities (herein after referred to as School II);
Nguyen Van Linh Political School, Hung Yen province (herein after referred to as School III)
with the adjustments in the TS system based upon micro-teaching. Our experimentation plan
and procedure follow micro-teaching steps. Upon completion of experimentation process, we
made assessment and analysis of experimentation results as shown below:
a) Quantitative analysis results
Table 3.14. Summarize the quantity of the lecturers making assessment
Experimentation_ Lesson 1
Quantity
School I
School II
School III
Total

Experimentation_ Lesson 2

Experimentation_ Total

Percentage % Quantity Percentage %
Quantity Percentage %
16
33.33%
17
33.33%
33
33.33%
15
31.25%
16

31.37%
31
31.31%
17
48

35.42%
100.00%

18
51

35.29%
100.00%

35
99

35.35%
100.00%

- Class period 1’s assessment results (specialist program)

Figure 3.11. Cumulative graph of marks of the input and output experimental classes.


19
Table 3.18 . Classification table for input and output experimental classes in the first class-period
Input experimental group
Quantity

Proportion %
18
37.50%
27
56.25%
3
6.25%
48
100.00%

Average class-periods
Good class-periods
Excellent class-periods
Total

Output experimental group
Quantity
Proportion %
8
16.67%
29
60.42%
11
22.92%
48
100.00%

Figure 3.12. Summary result classification chart of input class in the first class-period
Verification values
Table 3.19. Verification value summary

Quantity
Input experiment
Output experiment

48
48
t

Input experiment
Output experiment

37.865
37.883

Average Standard
mark
deviation
69.08
12.640
77.73
14.215

Mean error

Optional
degree
47
47

Difference of

mean value
69.083
77.729

Testing
value
.000
.000

1.824
2.052
Confidence interval 95%
Lower limit Upper limit
65.41
72.75
73.60
81.86

Statistics on testing the mean value of a sample (One Sample T - Test) showed that the
average score of the experimental group at the input stage was 69.08 with a standard deviation
of 12.64 with Sig. (P_VALUE) = 7:22 * 10-37 <α = 5% (confidence level of 95%), the result
of teaching hour in the first class-period in the output stage showed the average score of the
experimental group in the output stage was 77.73 with a standard deviation of 14:22 with Sig.
(P_VALUE) = 7:06 * 10-37 <α = 5% (confidence level of 95%) this showed that the score of
the experimental group before and after application experiment was in a standard distribution,
the testing value showed the reliability of the average score of the group in two stages was at a
high level. This confirmed the difference of the average score of the group in two stages was
statistically significant and highly reliable. Thus, the average score achieved by the
experimental group in the output stage was much higher than that in the input stage, the
change in the test results of the group was statistically significant and highly reliable.

Remarks on experimental group through input and output results:
Based on the result of summarizing the evaluating result of experimental process,
after conducting analysis, we initially draw some conclusions as follows: (1) After


20
experiment conducting time, (output) teaching class-period assessment results in
experimental classes were higher and made clearer progress than that of the input; (2) The
frequency line of the output was on the right compared with the input, indicating the
number of teaching class-periods obtaining high score of the output were more than that of
the input; (3) The advanced convergence frequency lines of the output being always
located on the top right compared with the input also demonstrated that the number of
high-scored teaching class-periods of the output was higher than that of the input.
- Evaluation results with learning period 2 (senior expert program).
From the data compiled in Table 3.22, we built graphs displaying the frequency
and cumulative frequency lines of the output and the input as follows:

Figure 3.15. Score cumulative lines of input and output experimental classes
Table 3.23. Summary result of teaching hour evaluation of input and output experimental classes
Input experimental group
Output experimental group
Quantity
Average class-periods
Good class-periods
Excellent classperiods

Total

51

Proportion %
Quantity
Proportion %
41.18%
9
17.65%
21
52.94%
30
58.82%
27
5.88%
12
23.53%
3
100.00%
51
100.00%

Figure 3.16. Summary result classification chart of input class in the second class-period


21
Verification values
Table 3.24. Verification value summary
Quantity
51
51

Average

mark
67.94
78.31

37.974
38.010

Optional
degree
50
50

Input experiment
Output experiment
t
Input experiment
Output experiment

Standard
deviation
12.777
14.714

Mean error
1.789
2.060

Testing Difference of
Confidence interval 95%
value

mean value Lower limit
Upper limit
.000
67.941
64.35
71.53
.000
78.314
74.18
82.45

Remarks on experimental group through input and output results:
(1) After experiment conducting time, (output) teaching class-period assessment
results in experimental classes were higher and made clearer progress than that of the input;
(2) The frequency line of the output was on the right compared with the input, indicating the
number of teaching class-periods obtaining high score of the output were more than that of
the input; (3) The advanced convergence frequency lines of the output being always located
on the top right compared with the input also demonstrated that the number of high-scored
teaching class-periods of the output was higher than that of the input.
- Summary of learning outcomes of students.

Figure 3.22. Proportion of scores achievement of students through the first and the
second exams in 3 experimental schools

Figure 3.23. Lines of students’ cumulative score through the first and the second exam
of three experimental schools


22
The effect scale value indicated the extent of impacts of the research.

ES ( SMD) =

X TN X DC
x100% = 0,90
S DC

- To evaluate effect scale values, we use Hopkins table
Table 3:29. Effect scale value evaluating table
Effect scale (ES)
Above 1.00
From 0.80 to 1.00
From 0.50 to 0.79
From 0.20 to 0.49
Under 0.20

Impact
Very huge
Huge
Average
Small
Insignificant

Remarks: Based on handling data of experimental rounds, we have made a table comparing
statistical parameters among experimental classes as follows: (1) Of all experimental programs
conducted in classes at 03 schools, after experiment conducting time, learning outcomes of students in
the second test were always higher and had clearer progress than the first one; (2) The frequency lines
of the second test were always on the right compared with the first one, indicating there were more
high scores in the second test than the first test; (3) The advanced convergence frequency lines of the
second test being always on the top right compared with the input also showed that the number of
students achieving high scores in the output stage was higher than the first time; (4) The proportion of

students achieving good and excellent scores in the second test was quite different from that in the first
test, this showed experimental class members were better at and more certain about having thorough
grasp of knowledge and applying the knowledge flexibly in changed situations;
The fostering of teaching skills for lecturers under micro-teaching approach is feasible and has
helped improve the teaching quality of training programs at institutions of training and fostering
officials, public servants in particular and the process of education and training in general.
b) Qualitative analysis results
After conducting experiment, beside the above-mentioned qualitative analysis results, we
noticed an increasing progress in the positive attitude, interest in participating in teaching skills
fostering activities of lecturers. There were also changes in lecturers’ independence as well as
teamworking skills in individual and group activities. Besides, there were a clear increase and
expression of lecturers’ ability to observe and comment (lesson evaluation) and their creativity. At
the same time, after conducting experiments, by conversation, the experimental-group lecturers said
they felt very confident in their own ability. When being fostered teaching skills by micro-teaching
approach, lecturers had a significant progress in the ability to analyze and summarize, especially
forming solid teaching skills that made them more confident in teaching. When organizing a postexperimental meeting for sharing experience for two groups of lecturers, the control-group lecturers
were also keen on being involved in the process of skill training by micro-teaching procedure like
the experimental group.
Conclusion of Chapter 3
The above-mentioned results were obtained after pedagogical experiments. Thus, the
fostering of TS for lecturers at training and fostering institutions under micro-teaching
approach has really been effective. The success of the thesis is reflected firstly in the