Quản lí đào tạo giáo viên tiểu học ở các trường khoa đại học sư phạm theo tiếp cận năng lực tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY

CHE THI HAI LINH

MANAGING THE TRAINING OF PRIMARY TEACHERS IN PEDAGOGICAL
UNIVERSITIES/ FACULTIES ACCORDING TO COMPETENCE APPROACH

Specialization: Educational Management
Code: 9.14.01.14

SUMMARY OF DOCTORAL DISSERTATION OF SCIENCE AND EDUCATION

Nghe An – 2019


The dissertation was completed at: Vinh University

Science instructor:

Prof. Dr. Thai Van Thanh

Reviewer 1:

..........................................................................

Reviewer 2:

..........................................................................

Reviewer 3:

..........................................................................

The dissertation will be protected at the ministerial-level dissertation council
meeting at: Vinh University
At ............on ..............................,............. (At 2p.m on April 14th, 2019)

The dissertation can be found at:
- National Library
- Library of Vinh University


INTRODUCTION
1. Reason for choosing the topic
1.1. The training of high quality primary human resources in Vietnam is an
urgent requirement in the current period, in which the training of university-level
primary teachers according to competence approach is the correct scientific way to
form knowledge and professional capacity to meet social requirements.
1.2. Implementing the National Assembly's Resolution No. 88/2014 / QH13 on
renewing general education textbooks and programs, the new general education
program is built according to the orientation of developing learners' capabilities and
qualities. Therefore, primary teachers' training institutions should focus on training
primary teachers who have a vision towards the world, bravery and ambition; must
form for primary pedagogical students with affection and love for career, love for
children, dedication to work, having necessary pedagogical skills to cooperate and
lead learners' activities, etc. in order to meet new demand for education, firstly to
prepare for new requirements of the general education curriculum and textbooks.
1.3. Approaching competence is a relatively new training method in Vietnam.
Output standards and training programs have not been invested in construction, so
over the past time, the training and management of primary teacher training were

limited and inadequate; There are many reasons for this, of which direct cause is
mainly due to the lack of innovation in training management. From the above
reasons, we selected the topic "Managing the training of primary teachers in
Pedagogical Universities/ Faculties according to competence approach" to study.

2. Purpose of the study
On the basis of theoretical and practical research, the dissertation proposes
solutions to manage the training of primary teachers according to competence
approach, contribute to improving the quality of training, meeting the requirements
of general education innovation.

3. Object and subject of the study
3.1. Object of the study
The primary teacher training activity at Pedagogical Universities/
Faculties.
3.2. Subject of the study


Management of primary teacher training in Pedagogical Universities/
Faculties according to competence approach
4. Scientific hypothesis
The primary teacher training activity at Pedagogical Universities/ Faculties is
currently having certain limitations, but the main reason is that management of this
activity is not good. If it is proposed and implemented synchronously solutions
based on competence approach, with the principles, process of managing the output
standards, the training program attaches the training results to the interests of
learners and society, the quality of primary teacher training can be improved to
meet the requirements of education innovation.

5. Tasks and scope of the study

5.1. Tasks of the study
5.1.1. Studying the theoretical basis of the management issue of primary
teacher training in Pedagogical Universities/ Faculties according to competence
approach.
5.1.2. Researching on the practical basis of the management issue of primary
teacher training in Pedagogical Universities/ Faculties according to competence
approach.
5.1.3. Proposing solutions for management of primary teacher training in
Pedagogical Universities /Faculties according to competence approach
5.1.4. Examining the urgency and feasibility of the proposed solutions; Testing
a management solution for training primary teachers in Pedagogical Universities/
Faculties according to competence approach.
5.2. Scope of the study
5.2.1. Researching on management solutions for training primary teachers at
university degree, formal system at Pedagogical Universities/ Faculties according to
competence approach.


5.2.2. Surveying the current situation, probing the urgency and feasibility of the
proposed solutions in some Pedagogical Universities/ Faculties which trained
primary teachers from the 2016-2017 school year to the 2017-2018 school year.
5.2.3. Experimenting a proposed solution at Pedagogical Universities/
Faculties: (Hanoi Pedagogical University, Hanoi Pedagogical University 2, Thai
Nguyen University of Education, Vinh University, Hue Pedagogical University, Ho
Chi Minh City University of Education).
6. Methodology and research methods
6.1. Methodology: system approach; practical approach, operational approach;
capacity approach.
6.2. Research methods:
+ Group of theoretical research methods: Methods of analyzing and

synthesizing documents; Generalizing method; Modeling method;
+ Group of practical research methods: Method of investigation by
questionnaire; Methods of exchange and interview by topic; Method of collecting
expert opinions; Experimental method;
+ Mathematical statistics method: Using statistical formulas, Microsoft Excel
software to process the collected data.
7. The defense points
7.1. Managing primary teacher training according to competence approach to
enhance the quality of primary teacher training to meet the requirements of
education innovation. This method of management requires a synchronous
innovation from organizing the design of output standard, the capacity framework,
training objectives, and management method for training to assessing the training
results according to output standard; At the same time, the influence of objective
and subjective factors on the management process must be taken into account.
7.2. Primary teacher training activity has been carried out and achieved certain
results. However, before the innovation requirements of Education - Training, the
quality of training and management of primary teacher training still exists
inadequacies and limitations. Therefore, it is required that Pedagogical Universities/


Faculties must develop training programs and build output standard in accordance
with the training objectives associated with the requirements of general education
and management reform of primary teacher training according to competency
approach. .
7.3. Forming the opinion of primary teacher training according to competency
approach; Improving management of training programs; Constructing output
standard in accordance with training objectives; Innovating management of training
methods; Organizing the conditions to ensure training activities, etc. are the basic
solutions to maintain and improve the effectiveness of management of primary
teacher training according to competence approach, meeting the quality

requirements of primary human resources to serve the current fundamental and
comprehensive innovation of general education.
8. Contribution of the dissertation
8.1. Systematizing and enriching the theoretical issues about management of
primary teacher training in Pedagogical Universities/ Faculties according to
competence approach.
8.2. Providing a full and objective picture of the current status of management
for training primary teachers in Pedagogical Universities/ Faculties according to
competence approach.
8.3. Proposing 6 management solutions for training primary teachers at
Pedagogical Universities/ Faculties according to competence approach; proposing
the process of improving the training program in accordance with the requirements
of education renovation and the program of fostering and enhancing the capacity of
teachers who take part in training primary teachers in Pedagogical Universities/
Faculties, contributing to improving quality training of primary human resources for
the national education system.

9. Structure of the dissertation
Apart from the introduction, conclusion, recommendation, list of references,
appendices, the content of the dissertation is presented in 3 chapters:


Chapter 1: Theoretical basis of management for training primary teachers in
Pedagogical Universities/ Faculties according to competence approach.
Chapter 2: Current situation of management for training primary teachers in
Pedagogical Universities/ Faculties according to competence approach.
Chapter 3: Management solutions for training primary teachers in Pedagogical
Universities/ Faculties according to competence approach.

Chapter 1

THEORETICAL BASIS OF MANAGEMENT FOR TRAINING PRIMARY
TEACHERS IN PEDAGOGICAL UNIVERSITIES/ FACULTIES
ACCORDING TO COMPETENCE APPROACH

1.1. Overview of the studied issues
Through an overview of domestic and foreign research projects on training and
management of primary teacher training, it is shown that the training and
management of primary teacher training according to competency approach are
studied and approached in many different angles, from output standard of the
training program, contents, training policies and management methods, etc.
However,

the

studies

have

not

given

training

management

solutions

comprehensively and systematicly. The enrollment, construction and development
of training programs, the process of implementation, teaching - learning activities,

test and evaluation should be reorganized scientifically and effectively according to
certain standards and criteria.
Issues of the dissertation need to focus on research: theoretical issues,
objective and subjective factors affecting training and management of primary
teacher training according to

competence approach in the current context;

Establishing the practical basis for proposing management solutions for training
primary teachers according to competence approach, contributing to improving the
quality of training to meet the requirements of education innovation.
1.2. Some basic concepts
1.2.1. Primary teachers


The dissertation uses the concept of "Primary teachers" according to the
Charter of primary schools: Primary teachers are those who teach and educate
students in primary schools and other educational institutions to implement primary
education programs.
1.2.2. Competence approach
Competence is the system of necessary knowledge, skills and attitudes to
perform specific tasks and activities of a profession according to the set criteria.
From the competence concept, it is possible to understand: competence
approach is the determination of specific competence standard system
corresponding to the curriculum of learners, thereby determining appropriate ways
and methods to form and develop that competence system for learners.
1.2.3. Training primary teachers according to competence approach
From the concept of training, it is possible to understand that primary teacher
training according to competence approach is a method of training to form the
competences, consider the formation of competences as the core which is both the

basis for the beginning and the ultimate goal of the training process.
1.2.4. Management of primary teacher training according to competence
approach
Management of primary teacher training according to competence approach is
a system of purposeful and planned impacts to fulfill the goals, output standard,
training plans, contents of training programs, testing and evaluation of training
activities to ensure the formation of capabilities that meet occupational
requirements.
1.3. Primary teacher training activity

in Pedagogical Universities/

Faculties according to competence approach
1.3.1. The objective of primary teacher training according to competence
approach
The objective of primary teacher training according to competence approach
in Pedagogical Universities/ Faculties is currently determined based on the output
standard of training ology.


1.3.2. The content of primary teacher training according to competence
approach
Training primary teachers according to competence approach focuses on the
following contents: The theoretical knowledge of basic science, educational science
on professional activities; Professional skills; Career attitude and pedagogical style;
Pedagogical situations in the practice of primary education.
1.3.3. Methods and forms of primary teacher training according to
competence approach
1.3.3.1. Training method: Applying positive methods to credit-based training
process. Specially, integrated teaching helps learners complete their learning tasks

with the help of lecturers as instructors and means to support the training process.
1.3.3.2 Training form: Classroom training; Training outside the classroom and
outside the school.
1.3.4. Testing and evaluating the results of primary teacher training
according to competence approach
Testing and evaluating the results of primary teacher training according to
competence approach are based on the capacity standard which is built for primary
teachers and conducted during the entire training period. Types of test and
evaluation according to competence approach include: Regular assessment, periodic
assessment and process evaluation.
1.4. Management issue of primary teacher training in Pedagogical
Universities/ Faculties according to competence approach
1.4.1. The need to manage the training of primary teachers in Pedagogical
Universities/ Faculties according to competence approach
Managing the primary teacher training according to competence approach is to
meet the basic and comprehensive innovation requirements of higher education,
general education and the need to change the role of primary teachers in modern
society.
1.4.2. Contents of management for training primary teachers in Pedagogical
Universities/ Faculties according to competence approach


The content of management for training primary teachers according to
competency approach is determined based on management content: Management of
training objectives; Management of training programs; Management of training
forms and methods; Management of test and evaluation activities; Management of
conditions for primary teacher training activities according to competence approach.
1.4.3. Management subjects of primary teacher training according to
competence approach
Participating in the management of primary teacher training according to

competence approach includes

many subjects with different roles and

responsibilities: School principal; Head of functional departments; Dean / Head of
Pedagogy / Head of Department / Lecturer; Training coordination unit (satellite
schools, secondary schools, etc.); Other support organizations (Youth Union,
Student Association, etc.)
1.4.4. Factors affect the management of primary teacher training according
to competency approach in Pedagogical Universities /Faculties.
Objective factors: Documents, regulations

stipulate for training and

management of teacher training; The trend of international integration in teacher
training; Conditions on facilities and finance for training activities; The
coordination between training institutions with satellite school system and
institutions for pedagogical practice.
Subjective factors: Training program; Methods, forms of training and the ways
to evaluate training results; Team of managers, lecturers and students (awareness,
qualifications, qualities, capabilities).
1.5. International experience in training and management of primary
teacher training according to competency approach

The dissertation researches and learns the experience of training and teacher
training management in some countries: the United States, some European countries
and some countries in Asia – Pacific.


Conclusion of chapter 1

1. Training primary teachers according to competency approach is relatively
new in Vietnamese higher education, training and management of primary teacher
training have not been invested and developed; therefore, there has not been much
research on this issue, especially the management for training primary teachers
according to competence approach.
2. Training primary teachers according to competency approach is considered
to be the intentional activity of Pedagogical Universities/ Faculties to develop
ethics, professional culture and personality of learners (students of primary
education ology), expressed in three aspects: knowledge, skills and professional
attitudes, in accordance with the requirements of the labor market and the
development of national human resources. In other words, the competencies
(expressed in the knowledge, skills and attitudes) of the students play the most
important role in training primary teachers according to competence approach.
3. Participating in managing activities concludes many subjects with different
roles and responsibilities; Influenced by many objective and subjective factors.
When proposing solutions to manage primary teacher training according to
competency approach, these factors should be considered.
4. Content of management for training primary teachers at Pedagogical
Universities/ Faculties according to competence approach includes: Management of
training objectives; Management of enrollment; Management of content and
training programs; Management of teaching and learning activities; Management of
test and evaluation activities of training results; Management of conditions for
primary teacher training activities according to competence approach.


Chapter 2
CURRENT SITUATION OF MANAGEMENT FOR TRAINING PRIMARY
TEACHERS IN PEDAGOGICAL UNIVERSITIES/ FACULTIES
ACCORDING TO COMPETENCE APPROACH
2.1. The situation of the development of primary pedagogy and

pedagogical universities/ faculties which train primary teachers in our country
today
The dissertation learns about the training scale and model in Pedagogical
Universities /Faculties which training primary teachers at the formal university
level.
2.2. Organizing to survey the current situation
2.2.1. Survey objective
The objective of the survey is to assess correctly and objectively the current
situation of managing primary teacher training according to competence approach
to establish the practical basis of the topic.
2.2.2. Survey content
Focusing on the main issues: Current situation of primary teacher training
activities according to competence approach ; Current situation of management for
training primary teachers according to competence approach; Current situation of
factors affecting management efficiency of primary teacher training according to
competence approach.
2.2.3. Survey objects and areas
2.2.3.1. Survey objects:
Including 192 managers and lecturers; 232 managers, primary teachers; 104
students)
2.2.3.2. Survey area:
University-level training institutions, formal system of primary education ology
as mentioned with practice establishments, recruitment units (primary schools).
2.2.4. Survey method


The study of the current situation is conducted through the following methods:
Making survey questionnaires of managers, lecturers, primary teachers and
students; Exchanging, interviewing by topic; Researching the products of activities
of managers, lecturers and students.

2.2.5. Evaluation of survey results
The questionnaires, opinions of managers, lecturers, primary teachers, students,
experts and related documents are gathered according to statistical method. At each
level there are specific assessment criteria/ indicators.
2.2.6. Ways to handle data
After collecting data from the raw votes according to the different levels of
each criterion, using the mathematical statistics method and Microsoft Office Excel
software to calculate the average or rank, thereby analyzing and drawing
conclusions about the current situation.
2.3. Current situation of primary teacher training activity in Pedagogical
Universities/ Faculties according to competence approach
2.3.1. Current situation of awareness for primary teacher training activity
according to competence approach
The survey results show that: On average, the survey objects give prominence
to the necessity of primary teacher training activities according to competence
approach , affirm that primary teacher training according to competence approach
is "Very necessary" and "Necessary" in enhancing the quality of primary teachers
to meet social needs (accounting for 78% is very necessary and 18.8% is necessary
in the total number of respondents). However, 3.4% of the respondents considered
the training of primary teachers according to competency approach as
"Unnecessary" and "Not necessary yet", especially for students (14.4%). Currently,
students are still not fully aware of the position and role of training activity
according to competency approach. Most still consider traditional training activities
to be simple, less pressure.
2.3.2. Current situation of implementing the target of primary teacher
training according to competence approach


85.4% of respondents said that the basis for building the goal of primary
teacher training according to competence approach in the current Pedagogical

Universities/ Faculties is based on the "current program". Only 10.1% of the
training objectives are built "deriving from social needs" and 4.5% is built on the
basis of "describing specific capability of learners". This leads to "abstraction,
confusion and high demand" for learners during the training process (89.2%).
2.3.3. Current situation of content, program of primary teacher training
according to competence approach
Survey results show that: The objects all unify in evaluating the implementation
of content, training program at pretty average level ("Pretty" accounts for 27.9%,
"Average" accounts for 46.6%)
2.3.4. Current situation of methods and training forms of primary teachers
according to competence approach
Survey results show that:
- About the method: Currently, teachers still mainly use traditional teaching
methods and the way of learning is still mostly passive to acquire knowledge.
- Form: The form of training on the class still accounts for a high proportion but
the effect is not high (average rate accounts for 49.5%); In the other two forms, the
form of training through practice, internship is highly appreciated with the "Pretty"
rate of 60.4%.
2.3.5. Current situation of inspecting and evaluating the results of primary
teacher training according to competence approach
The survey results show that: there are limitations in the testing and evaluation
of training results, giving management subject a problem that needs measures to
build and design the appropriate assessment tools based on the output standard of
training ology, combining evaluation forms to enhance the effectiveness of the
university's test and evaluation in training activity.
2.3.6. Current situation of meeting the ology’s output standard of primary
teacher training according to competency approach


The level of meeting the ology’s output standard of the training elements is still

low, the rate of assessment of the "weak" response level is high (average 22.4%).
2.4. Current situation of management for training primary teachers in
Pedagogical Universities/ Faculties according to competence approach
2.4.1. Current situation of management of primary teacher training target
according to competency approach
Table 2.16. Level of management for building training target
Level of implementation
___
Good Pretty Average Weak X
67
114
197
46
Organizing to build the system Quantity
2.46
of output criteria
%
15.8
26.9
46.5
10.8
Occupational analysis
Quantity
65
121
180
58
(identifying occupational
%
15.3

28.5
42.5
13.7 2.45
competences)
Quantity 112
165
116
31
Buiding requirements of
2.84
%
26.4
38.9
27.4
7.3
knowledge
Content of assessment

Building
skills

requirements

Building
attitude

requirements

of Quantity
%

of Quantity
%

65
15.3
120
28.3

103
24.3
158
37.3

189
44.6
104
24.5

37
15.8
42
9.9

2.39
2.83

Survey results show that: On average of surveyed objects, the rate of evaluating
the current situation of training target management is done at a pretty average level
(Average score from 2.39 to 2.84)
2.4.2. Current situation of management of primary teacher training program

according to competence approach
Table 2.18. Level of management of training programs
Content of assessment
Analyzing professional
Quantity
capability as a basis for
building
programs
according to output
%
standard
Building output-oriented Quantity

___
Level of implementation
X
Good
Pretty Average Weak

27

125

179

93

6.4

29.5

42.2

21.9

25

121

175

103

2.2

2.16


capability targets

%

Building a program Quantity
framework, identifying
the modules according
%
to competencies
Building goals, outline, Quantity
concretizing capability
%

in subject outline
Organizing workshop to Quantity
consult experts and
%
employers
Organizing
regular Quantity
evaluation of training
programs to update new
%
capabilities
The survey shows that the

5.9

28.5

41.3

24.3

32

131

170

91

7.5

30.9

40.1

21.5

52

156

159

57

12.3

36.8

37.5

13.4

48

135

166

75

11.3

31.8

39.2

17.7

22

123

167

112

5.2

29.0

39.4

26.4

2.24

2.47
2.36

2.12

objects have agreed to assess the level of

implementing the training program management activities at pretty average level
(Average score from 2.12 to 2.84)
2.4.3. Current situation of management of primary teacher training method
according to competence approach
Table 2.19. Level of implementing management of teachers’ teaching activities
Activities
Planning
and Quantity
implementing teaching
%
plan
Assigning
teaching Quantity
hours for teachers
%
Quantity
Managing class time
%
Managing
the Quantity
implementation
of
%
teaching content
Managing
teaching Quantity

methods and means

%

Level of assessment
Good Pretty Average Weak
28
92
55
17
14.6

47.9

28.6

8.9

44
22.9
41
21.4
32

104
54.2
109
56.8
97

37
19.3
35
18.2
44

07
3.6
07
3.6
19

16.7

50.5

22.9

9.9

38

97

35

22

19.8

50.5

18.2

11.5

___

X

2.68
2.96
2.95
2.73
2.78


The survey results show that: Calculating the average, the rate of respondents
who assessed the management of teaching activities reached a pretty level (Average
score of 2.68 to 2.96).
Table 2.20. Level of implementing management of students’ learning activities
Content of assessment
Learning and training Quanlity
activities in class time
%
Activities of learning, Quanlity
training in practice,
practicing pedagogical
skills regularly and
%

practically,
teaching
practice
Activities of learning, Quanlity

Level of implementation
Good Pretty Average Weak
233
35
20
08
78.7
11.8
6.8
2.7
212
47
27
ten
71.6

15.9

9.1

3.4

105

141

38

twelfth

35.5

47.6

12.8

4.1

13

138

96

49

4.4

46.6

32.4

16.6

___

X

extracurricular training,
unions, etc. inside and

%

3.66

3.55

3.14

outside the university
Self-learning and selfQuanlity
training activities
%

2.38

The survey results show that: Calculating the average, the rate of objects
assessing the implementation of learning activity management of the students is
quite good (average score from 2.38 to 3.66).
2.4.4. Current situation of the management for the inspection and evaluation
activities of primary teacher training results according to competence approach
The survey results show that: Calculating the average, the rate of respondents
assessing the implementation of inspection and evaluation activities at a pretty
average level (Average score from 2.12 to 2.51).
Table 2.22. The level of implementation of inspection and evaluation activities

Activities
Inspecting
construction

the Quantity
%
and

Level of implementation
Good Pretty Average Weak
32
131
170
91
7.5
30.9
40.1
21.5

___

X

2.24


implementation

of

the

Inspecting
the planning Quantity
training
objectives
to implement training
%
content
Checking
the Quantity
construction

27

125

179

ninety
three

6.4

29.5

42.2

21.9

52

159

156

57

12.3

37.5

36.8

13.4

25

121

175

103

5.9

28.5

41.3

24.3

26

135

163

100

6.1

31.8

38.5

23.6

48

135

166

75

11.3

31.8

39.2

17.7

2.2

of

organizational structure

%

2.48

and defining functions
and tasks
Building a system of Quantity
standards,

criteria

inspection

for
and

evaluation of training

%

2.16

activities
Checking

the Quantity

organization

and

direction of the training

%

2.2

process
Checking

activities of Quantity

preliminarily reviewing,
summarizing

and

drawing experience in
implementing

%

2.36

training

tasks
Detecting and adjusting Quantity
%
the errors in training

57

156

159

52

13.4

36.8

37.5

12.3

Quantity
Identifying the role of
%

22
5.2

123
29.0

167
39.4

112
26.4

stakeholders in assessing
the

professional

2.51
2.12


capability of students
2.4.5. Current situation of management of conditions for training primary
teachers according to competence approach
The survey results show that: Calculating the average, the rate of respondents
assessing the implementation of activities to build conditions for the training at a
pretty average level (Average score from 2.26 to 2.86).
2.5. Current situation of factors affecting management of primary teacher
training in Pedagogical Universities/ Faculties according to competence

approach
The results of data analysis show that: 1 / Group of subjective factors greatly
affect the management of primary teacher training according to competence
approach , in which the factor of curriculum affect the most; 2 / Objective factors
also impact significantly on the management of primary teacher training according
to competence approach, in which the conditions of facilities and finance are
assessed as having the greatest impact on this activity.
2.6. Overall assessment of the current situation
In order to assess more objectively the current situation of management of
primary teacher training as a basis for proposing solutions in Chapter 3 according to
competence approach, the dissertation uses the SWOT model to analyze, which
shows: strong points , weaknesses, opportunities and challenges in training and
management of primary teacher training according to competence approach.
Conclusion of chapter 2
1. Managing the primary teacher training activitiy is managing the specific
training activity compared to other teacher training ologies in the pedagogical
university/ faculty. Recognizing the significance and importance of primary teacher
training according to competency approach, training institutions initially paid
attention to this activity.
2. Training of primary teachers according to competency approach over the past
years has achieved the encouraging results, but there are still some limitations and
shortcomings: from the awareness of the participants to the planning stages,


building goals and training programs; organizing and directing the implementation
of training plans; checking and evaluating the training quality; coordination
mechanism between training institutions and practice schools, recruitment units;
conditions for training.
3. The study of the current situation from which to propose management
solutions for primary teacher training according to competence

approach is

essential.
Chapter 3
MANAGEMENT SOLUTIONS FOR TRAINING PRIMARY TEACHERS IN
PEDAGOGICAL UNIVERSITIES/ FACULTIES ACCORDING TO
COMPETENCE APPROACH
3.1. Principles for proposing solutions
Including principles such as: Ensuring goals; Ensuring system; Ensuring
feasibility; Ensuring efficiency.
3.2. Management solutions for training primary teachers in Pedagogical
Universities/ Faculties according to competence approach
3.2.1. Organizing to grasp thoroughly the need to manage primary teacher
training according to competency approach for participants
- Objectives: to raise awareness for managers, lecturers and students about the
position and role of training activity according to competence approach; the need of
management for primary teacher training according to competence approach so that
this activity achieves the desired effect.
- Meaning: solving ideological problems, helping members see the position, the
role of training activity according to competence approach and the need to manage
this activity in the new context.
- Content and method of implementation: Raising awareness and career
orientation for students; Diversifying propaganda and education activities;
Encouraging students to actively study and practice professional skills associated
with the ology’s output standard and recruitment units.


- Conditions for implementation: Principals of practice institutions need direct
management levels to build plans to raise awareness for participants; Assigning the

task for the specialized department to propagate through many information channels
about the importance of the training and management for this activity.
3.2.2. Managing the construction of the output standards of the training
branch according to competence approach
- Objective: to build and complete detailed and specific output standard in line
with the goal of primary teacher training in the new context.
- Meaning: orienting the training of primary teachers in Pedagogical
Universities / Faculties, ensuring that the ology’s output standard is in line with the
society's requirements on the role of primary teachers in modern society.
- Content and method of implementation: Establishing a steering committee
and expert research groups, identifying the necessary competence system associated
with the requirements of general education innovation; Organizing scientific
conferences in pedagogical sector to consult and perfect the output standard;
Proposing the competence framework of primary teachers as a basis for building
output standard according to competence approach; Organizing to build the ology’s
output standards according to competency approach; Establishing the relationship
between training institutions and satellite schools, recruitment agencies.
- Implementation conditions: Principal and Dean of Pedagogical University
need focus on consolidating and enhancing the quality assurance conditions to
properly implement the output standard commitments for learners, parents and
society.
3.2.3. Organizing the construction of a process for developing training
program to meet output standard and capacity frameworks needed for primary
teachers
- Objective: to aim at training primary teachers to meet professional standard,
, to ensure the output standard and training program meets the capability
framework, in accordance with the requirements of general education reform.


- Meaning: creating a change in content innovation, training method for

primary teachers, bringing the teacher training program to approach the advanced
training programs in the world.
- Content and method of implementation: Raising awareness of managers,
lecturers and related parties about the meaning of the development of training
program according to competence approach ; Organizing periodic review,
adjustment, supplement and update of training programs associated with training
objectives; Organizing improvements, developing training programs that closely
follow the characteristics of primary teacher training; Proposing a process to
improve the training program according to competency approach.
- Conditions for implementation: The principal need direct to build a plan to
improve the training program according to the policy set out with the determination
of the whole system with strategic thinking and vision in primary teacher training.
according to competence approach to meet social requirements and human resource
use units.
3.2.4. Innovating

management of primary teacher training method

according to competence approach
- Objectives: organizing primary teacher training activity to meet the relevant
output standard derived from the nature of competence approach.
- Meaning: overcoming limitations and shortcomings of management of
primary teacher training activity in Pedagogical Universities/ Faculties; creating an
important basis for managing training results according to output standard.
- Content and method of implementation: Organizing enrollment in the form of
capability assessment; Implementing training according to competency approach;
Promoting the exploration and innovation in teaching methods; Encouraging
students to actively study and practice professional skills associated with output
standards and requirements of recruitment agencies; Testing and evaluating the
learning result according to competency approach; Managing careers consultancy

and recommendation for graduates.


- Conditions for implementation: The principal must direct to build training
plans and determination to implement the new process; attach importance to
fostering and enhancing the quality of teachers and experts to effectively implement
innovation.
3.2.5. Organizing the fostering activity to enhance professional capability for
lecturers participating in training primary teachers in Pedagogical Universities/
Faculties
- Objectives: to train, foster and develop lecturers who are virtuous, talented,
qualified and professional ethics to effectively serve the training of primary teachers
according to competence approach.
- Meaning: Consolidating, enhancing the quality, knowledge and professional
skills based on the existing foundation, ensuring that teachers meet the requirements
of the teaching process according to the competence approach.
- Content and method of implementation: Building a fostering plan in
accordance with teaching requirements; Renovating the way of building goals and
contents of the fostering program according to competence approach; Diversifying
organizational forms and fostering methods; Organizing to foster and enhance
professional capability for teachers according to the scientific process.
- Conditions for implementation: The principals of training institutions must
build suitable and feasible training plans. At the same time, it is required to have
the necessary resources to ensure the fostering work effectively.
3.2.6. Strengthen conditions to ensure effective management of primary
teacher training according to competency approach
- Objectives: to identify and ensure conditions to enhance the effectiveness for
management of primary teacher training according to competence approach.
- Meaning: help managers and high school teachers clearly see the important
role of facilities, finance and resources; ensuring the organization of implementing

primary teacher training activities as planned.
- Content and method of implementation: Building, supplementing, completing
and promulgating regulations and rules on training activities according to


competence approach ; Building training programs according to the ology’s output
standard and competence framework; Diversifying methods and forms of test and
evaluation of training results; Building a friendly and positive pedagogical cultural
environment which is suitable to the school's conditions, ensuring the conditions of
facilities and finance to support training activities; Coordinating with satellite
schools, practice establishments in training pedagogical skills, listening for practice
and practicing for students.
- Conditions for implementation: The management must determine the right
position, the role of the conditions to prioritize the implementation, ensuring the
sustainability, synchronization, mutual support among the conditions.
3.3. Surveying the urgency and feasibility of solutions
3.3.1. Purpose of the survey: collecting evaluation information about the
urgency, feasibility of the proposed solutions, adjusting inappropriate solutions and
confirming the reliability of highly regarded solutions.
3.3.2. Content and method of the survey
- Contents of the survey: the urgency and feasibility of management solutions
for training primary teachers according to competency approach.
- Method of the survey: done by questionnaire with 4 levels of evaluation about
urgency and feasibility.
3.3.3. Objects of the survey: Scientists, experts in education management;
Board of directors, Heads of functional departments/ boards, lecturers of practice
institutions, primary teachers; Head/ Deputy (of Faculty, Department) of primary
education; managers and teachers of primary schools.
3.3.4. Survey results
Respondents appreciated the urgency (88%) and the feasibility (81.1%) of the

proposed solutions which can be implemented in the practice of teacher training
management according to competence approach.
3.4. Testing solution
3.4.1. Organizing test


3.4.1.1. Test purpose
In order to evaluate the effectiveness, feasibility and necessary conditions to
deploy the proposed solution into practice.
3.4.1.2. Experimental hypothesis
It is possible to enhance knowledge, skills for teachers, contribute to
improving the quality of training if applying the solution "Organizing the fostering
activity to enhance professional capability for lecturers participating in training
primary teacher s in the Pedagogical Universities/ Faculties" proposed by

the

dissertation.
3.4.1.3. Content and methods of the test
i) Test content
We chose this solution to test because this is one of the key solutions in the
proposed solutions. Good implementation of this solution is the basis for
implementing other solutions. Moreover, the test of this solution also meets the
requirements of a test.
ii) Test method
The test was carried out once, in parallel form, in which corresponding to the
experimental groups is control groups.
3.4.1.4. Standard and evaluating scale for the test
Test results are evaluated based on the development of professional capability
(knowledge and skills) of the teachers after conducting the fostering activities.

3.4.1.5. Location, time and object samples of the test
Pedagogical Universities/ Faculties: Hanoi Pedagogical University, Hanoi
Pedagogical University 2, Thai Nguyen Pedagogical University, Vinh University,
Hue University, Ho Chi Minh City University of Education.
3.4.1.6. Handling test results: Using the formula to calculate the average value;
variance; standard deviation; variable coefficient, etc.
3.4.2. Analyzing test results
3.4.2.1. Analyzing input results