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INTRODUCTION
1. Reasons for choosing dissertation topic
Career tendencies play a very important role in career choices, job
adaptation, stability and career development of each individual. For
educators, the pedagogical tendency is both an attribute and a basic, very
important psychological and personality quality in the teacher's
personality, having a role to guide and motivate them to be active in job.
Young lecturers in military iniversities are selected from many
different sources, so their formation, development and level of pedagogical
tendencies is different. Since then, the demand has measures to consolidate
and develop the trend of pedagogical career for each person to help them
increasingly career adaption and develop their own careers.
All pedagogical activities of young lecturers are affected by objective
and subjective conditions. These impact factors can reinforce, enhance or
degrade the pedagogical career tendency of young lecturers, so there should
be measures to develop pedagogical career tendency for young lecturers.
The practical situation of a part of young lecturers is limited in
many aspects, in which the tendency of pedagogical career is still not
high and unstable.
There has not been any in-depth research on the pedagogical
career tendency of young lecturers in military universities.
Based on the above reasons, the study on “ The pedagogical
career tendency of young lecturers in military universities” is a new,
up-to-date and urgent issue. Researching this issue has a very important
and practical meaning, contributing to building and developing a
contingent of young lecturers in military universities.
2. Research purpose and tasks
* Research purpose
Studying theory and practice on pedagogical career tendency of
young lecturers in military universities, on that basis it proposes

sychological - pedagogical measures to develop pedagogical career
tendency, contribute to improving quality of young lecturers in the
military universities.
* Research tasks
An overview of the study of overseas and domestic works is
related to the pedagogical tendency of young lecturers in military universities.
Developing a theoretical basis for the pedagogical tendency of
young lecturers in military universities.
Clarifying the practical situation of the pedagogical tendency of
young lecturers and the impact of factors on pedagogical career tendency
of young lecturers in military universities.


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Proposing psychological-pedagogical measures and organizing
experiments to develop pedagogical career tendency for young lecturers
in military universities.
3. The subject, object, scope of research and
scientific hypothesis
* Research subject:
The research object includes staff, lecturers and young lecturers in
the military university system.
* Research object :
Expressions, levels and factors that influence the pedagogical
career tendency of young lecturers in military universities.
* Scope of research:
The research content: The dissertation studies the expression, the
level of pedagogical career tendency of young lecturers and the basic
factors affecting the pedagogical career tendency of young lecturers in
military universities.

The scope of the survey: 04 officer schools in the military school system.
The scope of the of time: from August 2015 to present.
* Scientific hypothesis:
The pedagogical career tendency of young lecturers in military
universities is very high. The level of uneven expression on three
aspects: awareness, attitude and behavior in pedagogical career and in
different groups of young lecturers.
There are many subjective and objective factors affecting the
pedagogical career tendency of young lecturers in military universities,
in which subjective factors have the strongest influence.
Through raising awareness of young lecturers about pedagogical
skills will contribute to the development of pedagogical career tendency
of young lecturers in military universities.
4. Methodology and research methods
* Methodology
The dissertation is based on the methodology of MarxismLeninism and Ho Chi Minh's thought; Resolutions of the Central
Military Commission, Directive and guidance of the Department of
Schools on education - training, building and development of army
teachers; Basic methodological principles of psychology.
* Research methods
The dissertation uses a combination of research methods of
psychology, including: Methods of studying documents; expert;
questionnaire survey; in-depth interviews; talkshow; active product
analysis; experiment; statistics.


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5. New contributions of the dissertation
In theory
Analyzing and clarifying some basic concepts, show the

pedagogical career tendency of young lecturers, identifying factors
affecting pedagogical career tendency of young lecturers in military
universities.
In practice
The dissertation clearly shows the pedagogical career tendency of
young lecturers in military universities at a very high level. Specifically:
young teachers are fully and properly aware of pedagogical profession; much
of the attitude is right; positive behavior in pedagogical career to realize the
needs, motives, and goals of themselves at a very high level; The results of
implementing the duties and tasks are quite good and good. However, the
trend of pedagogical attitude towards attitude is lower than that. The degree of
pedagogical career tendencies of young lecturers is different. The dissertation
has clarified the reality of the influence of subjective and objective factors on
the pedagogical career tendencies of young lecturers in military universities, in
which subjective factors have a strong and frequent influence. Best of all. The
thesis has confirmed that it is possible to develop pedagogical career
tendencies for young lecturers in military universities using psychologicalpedagogical measures. Experimental results of fostering methods to improve
the process for teachers to be effective and feasible of the proposed measures.
6. Theoretical, practical significances of the dissertation
* Theoretical significances:
Research results of the dissertation contribute to supplement and
develop, enriching the theory of pedagogical tendency of young lecturers
in military universities.
* Practical significances:
Research results of the dissertation contribute to clarifying the
expression, the level of pedagogical career tendencies of young lecturers
and the degree of influence of subjective and objective factors on The
pedagogical career tendency of young lecturers in military
universities. It provides a scientific basis for developing pedagogical
career tendency of young lecturers, contributing to improving the quality

of young lecturers in military universities. At the same time, is a useful
research document.
7. Structure of the dissertaion
The dissertation includes introduction, four chapters (10
periods), conclusions, list of scientific works of the author related to
the dissertation, list of references and appendices .


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Chapter 1
OVERVIEW OF RESEARCH ISSUES RELATED TO THE
PEDAGOGICAL CAREER TENDENCY OF YOUNG
LECTURERS IN MILITARY UNIVERSITIES
DISSERTATION
1.1. Scientific research works related to self-learning and
self- learning activities
1.1.1. Scientific research works in foreign countries
1.1.1.1. Scientific research works on career tendencies
Research on content and expression of vocational trends: Studies
of Lixopki V., Dmitriev D. (1974), Rubin B., Colexova I.U. (1968) ... on
orientation, career options; the relationship between career tendency and
occupational capacity, with labor productivity of workers. Golomatov
A.E., Cuzmina N.V., Klimov E.A. identify the expression of vocational
trends through awareness, knowledge of careers, occupational needs,
attitudes, interest in careers, ideal occupations, vocational motives ...
Corresponding to each stage of the occupational trend, the expression of
career trends varies.
Research on factors affecting career tendency: Petrovxski A.V.
has pointed out occupational factors that regulate learners' career choices
such as creativity of labor, social meaning of the profession and salary

scale. Cruchetxki V.A. clearly point out and analyze the smooth
combination between the aspiration and the ability of the individual with
the social meaning of the career affecting the career choices of the
students. Tsebuseva V.V. (1973) analyzed the causes of limitations in job
choices in students. Rubina L.I. (1981) looked at two aspects of career
choices when studying the life planning of Soviet students. According
Zheleznyak L.F. (1979), the career tendency of young officers is not
constant but often varies, which can occur in both positive and negative
directions.
Research on the formation and development of vocational trends:
Children I.S., career trends in each individual formed in a long,
continuous process, under the control of many factors. Lukina V.X.,
considers self-determination as a process of developing the inner
position of a professional. Lukina V.X., Tocatreva N.U. then the career
trend is divided into 3 phases. A. Alechxandrov A.I. (1977) pointed out
four stages of formation and development of career trends. According
Zheleznyak L.F. The formation and development of vocational trends is
the process of ensuring consistency between internal conditions and
external impacts with objective requirements of military career
activities. Tsebuseva V.V., need to pay special attention to preparing
students for careers. Zheleznyak L.F. (1979), introduced a system of


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measures to stabilize and develop the career trend of military
practitioners. Studies on the above vocational trends show that they all
affirm the important role of the vocational trend for each person.
1.1.1.2. Studies on pedagogical career tendency
Study of content and expression of pedagogical career tendency:
Cuzmina N.V. (1967), Xlatvenin V.A. refers to characteristics and

expressions in terms of ideological tendency, career tendency and career
awareness ... Gonobonin Ph.D. (1976) indicated the signs reflecting the
teacher's career tendency. Menyhart A. (2008) presents aspects of
internal motivation - an important component of the teacher's
pedagogical tendency. Janes M. Banner and Harold C. Cannon (2009),
emphasize the elements of new teachers. Rogop E.I. allowing
clarification of some aspects of pedagogical activities for teachers.
Research on factors affecting pedagogical career tendency:
Gonobonin Ph.D. (1976) stated that the factors affecting teachers'
pedagogical tendency are very diverse, both objective and subjective,
taking place in both positive and negative directions. Dornyei Z. (2003),
Ramachandran V. and Shekar S. (2005) have research on the motivations
of motivators, work motivation of teachers.
Research on the formation and development of pedagogical
career tendency
Darling Hammond and Sykescho (2003) research related to
teacher engagement. Darling Hammond (2005), working with his
colleagues, reaffirmed the conclusions about the close relationship
between training and teacher training programs and effective teaching.
Dornyei Z. (2003) proposed an improvement to reduce negative factors
to the motivation of teachers. A type of research work related to
pedagogical career trends refers to aspects such as motivation,
motivation of teaching or research of teachers, the need to achieve
career, satisfaction with work. of the teacher.
1.1.2. Scientific research works in Vietnam
1.1.2.1. Studies on career tendency
Research on content and expression of career tendency
The theoretical research of Pham Minh Hac (1982). From 1984 1987, the University Research Institute explored "The ideological state student life" and introduced the characteristics of the students' career tendency
at different stages. "About some characteristics career tendency of students in
the new socio-economic transformation ”by Tran Thi Ninh Giang. Nguyen

Dinh Xuan and Tran Thi Minh Duc (1995) study on "Career orientation of
students and students in some high schools and universities in Hanoi” which
confirmed: personal trend is formed, develop and strengthen in the process of
living and operating. Do Ngoc Anh (2006) said that the vocational trend
includes components: Demand, motivation and career goals. Chu Thanh


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Phong (1998) studied "The psychological basis of consolidating the
development of military career trends for fighter pilots of the current Vietnam
Air Force." Practical research "Career trends and employment issues for
young people in Ba Dinh district, Hanoi", (2010), Nguyen Quang Uan said
that the indicators tell the trend of human career, including: career awareness,
attitudes towards careers. The book "University pedagogical psychology"
(2014) of Nguyen Thac and Pham Thanh Nghi presented the components,
functions and manifestations of vocational trends. Vietnamese military
psychologists determine the structure or composition that constitutes a career
trend among students and military officers.
Study the factors affecting career tendency: Pham Tat Dong, Le
Duc Phuc, Pham Nguyet Lang, Bui Thi Phuc ... research on students'
career tendency is mentioned in the book "Some psychological issues
pedagogy and age of Vietnamese students ”(1976). Tran Thi Ninh Giang
(1994) identified factors that strongly influence student career
tendencies, the vocational tendency of learners is directly and frequently
influenced by the training process, value orientation, routine and
learning; direct social relations ... in studies by Hoang Ngoc Phach, Do
Ngoc Anh and Hoang Van Thanh. Chu Thanh Phong (1998) provides
factors affecting the career tendency of fighter pilots.
Research on the formation and development of vocational trends:
Studies of Hoang Ngoc Phach (1987), Truong Thanh Trung (1989), Chu

Thanh Phong (1998), Do Ngoc Anh (2006) ... strongly agree with the
way identify Soviet military psychologists such as Zheleznyak LF,
Alechxandrov AI, ... about 4 stages of formation and development of
career trends. Studies on career trends of students during the vocational
training phase of Nguyen Thac and Pham Thanh Nghi (1992), (2014)
divided into 3 different phases. In 1994, Tran Thi Ninh Giang surveyed
the status of students' career trends and asked for measures to create
vocational trends for students. Other studies by Bui Thi Ngoc Diep
(1998), Do Ngoc Anh (2006), Nguyen Thac and Pham Thanh Nghi
(2014) ... mentioned measures to form and develop vocational trends for
learners. Hoang Ngoc Phach identifies measures to develop and develop
career trends in military cadets. Studying on the career trends of cadets
and military students, Hoang Van Thanh (2000, 2014) identifies 5 stages
of vocational trends and proposed psychological and social measures.
The author Chu Thanh Phong proposed 6 development paths (measures),
strengthening the military career trend on fighter pilots
1.1.2.2. Studies on pedagogical career tendency
Research on the content and expression of the pedagogical career
tendency: Do Mong Tuan (1983) with the study "Motivation and career
tendency of students" of Hanoi University of Education. Nghiem Duong
(2006) Studying the pedagogical career tendency of preschool pedagogical


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college students has approached this psychological phenomenon on three
aspects: Awareness, attitude and action. Vietnamese military pedagogical
psychologists "Military pedagogical psychology" (2011), considered the
pedagogical trend as a psychological attribute, a basic personality quality of
teachers, preaching military officer.
Study factors affecting pedagogical career tendency

Do Thi Chau (1995) with the study “Understanding the pedagogical
trend of youth in the situation of socio-economic innovation”. Nghiem Thi
Duong learns the factors affecting pedagogical career tendency of
pedagogical students. Nguyen Van Luot research on "Teaching motivation
of university lecturers" (2013) has pointed out the objective and subjective
factors. The two authors are Nguyen Thac and Pham Thanh Nghi (2014),
determining the factor of value orientation that has a close relationship and
very strong impact on the career trend and vice versa.
Research on the formation and development of the pedagogical
career tendency: Do Mong Tuan (1983) shows the ways to create
vocational trends for pedagogical students. Le Ngoc Lan (1998)
identifies the position and functions of subjects in pedagogical
environment for comprehensive quality of pedagogical students. The
author, Nghiem Thi Duong (2006) argues: through measures, the trend
of students' pedagogical career will form and develop. Considering from
the teaching motivation of university lecturers, Nguyen Van Luot (2013)
proposed measures to enhance their motivation.
Studies on some aspects of lecturers such as demand, motivation,
interest in pedagogy ... Nguyen Duc Son with study "Demand for work
factors in pedagogical career of teachers" (2015), "Change in academic
career of lecturers in Vietnam" by Pham Thanh Nghi, Tran Thu Huong
(2015) "Adapting to the teaching activities of young teachers at
institutes, Public Security University "...
1.2. Overview of research results of
published scientific works related to dissertation
and issues that need to be solved
1.2.1. Outline the results of the published scientific work
The issue of career tendency and the pedagogical career tendency is a
problem that many scientists abroad and in Vietnam are interested in research,
exploited on many angles, scope and on many different research objects. The

above theoretical and practical research products are extremely rich and
diversified sources that the dissertation can refer to, exploit and inherit in order
to build the thesis in a scientific and practical way.
1.2.2. The issues that dissertation to be solved


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Firstly, clarifying the specific characteristics of the researcher,
find out the relationship between the elements of the young lecturers and
the expression of their pedagogical career tendency.
Secondly, clarifying the characteristics of the pedagogical career
tendency of young lecturers in military universities .
Thirdly, identifying and clarifying the expression of The pedagogical
career tendency of young lecturers in military universities.
Fourthly, analyzing the factors affecting The pedagogical career
tendency of young lecturers in military universities.
Fifthly, proposing psychological-pedagogical measures to develop
pedagogical career tendency for young lecturers in military universities
and verifying the effectiveness of such measures in practice.
Conclusion of chapter 1
In this chapter, the author has generalized the research works
related to the dissertation both abroad and in Vietnam. From the review
of research works related to the dissertation, we have a scientific basis in
the implementation of the dissertation.
In general, the results of the research projects are extremely rich
and diversified sources that the dissertation can refer to, exploit and
inherit in order to study the topic. Thereby, the author identifies the
theories and practices that the dissertation needs to continue to solve.
Chapter 2
THEORETICAL BASIS OF THE PEDAGOGICAL CAREER

TENDENCY OF YOUNG LECTURERS IN MILITARY
UNIVERSITIES
2.1. Theoretical basis of the pedagogical career tendency
2.1.1. Tendency
The tendency is a system of personal motives and purposes aimed
at certain subjects, expressed through awareness, attitude and behavior,
in order to create products (physical or mental) to meet the requirements
of social and personal needs.
2.1.2.Career tendency
2.1.2.1. Career concept
Career is a field of professional activities of people (trained or
self-trained) according to the division of social labor to create certain
products (physical or mental) to meet the demand of personal and social
survival and development.
2.1.2.2. Career tendency concept
Career tendency is a system of personal motivations and
purposes, expressed through awareness, attitude and behavior in the
profession, in order to create products (material and spiritual) to meet
the requirements of personal and social needs.
2.1.3. The pedagogical career tendency
2.1.3.1. The pedagogical career concept


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Pedagogical career is a field of professional activities of teachers
according to the division of social labor, in order to achieve the objectives and
requirements of education - training and satisfy the needs of teachers.
2.1.3.2. Concept of the pedagogical career tendency
The tendency of pedagogical career is a system of teachers'
pedagogical motives and purposes, reflected in the awareness, attitude

and behavior in pedagogical profession, in order to meet the education
and training requirements of the society and the needs of teachers.
2.2. Theoretical basis of the pedagogical career tendency of
young lecturers in military universities
2.2.1. Young lecturers in military universities
2.2.1.1. Concept of young lecturers in military universities
Young lecturers in military universities are those who have basic
training in professional fields, directly teach, conduct scientific
research, and payrolls in the faculties of military academies and
schools, and their age is not over 35 and seniority of teaching is 5 years.
2.2.1.2. Characterics of young lecturers in military universities
a) Young lecturers are in the period of high development of
psychophysical indicators
b) Young lecturers have basic training, professional military
qualifications, staffing in faculty at military academies and schools,
perform teaching and scientific research tasks ...
c) There is an abundance of professional qualifications,
capabilities, qualities, practical experience and age of young teachers
d) Young lecturers who are at the beginning of the marriage and
family rear are still facing many difficulties
2.2.1.3. Characterics of the pedagogical career of young
lecturers in military universities
a) Teaching and scientific research are two central political tasks
of young teachers in military universities.
b) Pedagogical subjects of young lecturers in military universities
are "double" subjects.
c) Professional qualifications and qualifications of pedagogical
profession are tools and of pedagogical means that are especially
important for young lecturers.
d) Pedagogical activities of young lecturers in military

universities take place in specific conditions of military pedagogical
environment
e) The product of pedagogical activities of young lecturers is the
personality of officers according to the objectives and requirements of
education and training.


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2.2.2. Concept and expression of the pedagogical career
tendency of young lecturers in military universities
2.2.2.1. Concept of the pedagogical career tendency of young
lecturers in military universities
The pedagogical career tendency of young lecturers in military
universities is a system of pedagogical motivations and purposes of
young lecturers in the army, reflected in the awareness, attitudes and
behaviors in pedagogy to meet the requirements of education - training
of the army and society and satisfy your own needs.
2.2.2.2. Expression of the pedagogical career tendency of
young lecturers in military universities
a) Awareness
- Awareness of position, meaning, value of pedagogy.
- Awareness of pedagogical career characteristics.
- Awareness of the requirements of the pedagogical profession.
- Awareness of self-conformity with pedagogical profession.
b) Attitude
- Exciting of the pedagogical career.
- Love of the pedagogical career.
- Demand, desire to develop pedagogical career.
- The willingness and perseverance at work.
c) Behavior

- Developing plans and objectives of pedagogical career.
- Fully performing the duties and duties.
- Development of military teacher personality.
- Accumulating experience, improve qualifications, qualifications
and personal qualities:
The aspects that show the pedagogical trend of young teachers
have a close relationship with each other.
2.2.3. Assessing criteria and level of the pedagogical career
tendency of young lecturers in military universities
2.2.3.1. Assessing criteria of the pedagogical career tendency
of young lecturers in military universities
- Criteria 1: The level of awareness of young lecturers on
pedagogical career
- Criteria 2: The level of attitudes of young lecturers to
pedagogical career
- Criteria 3: Degree of implementing behavior in pedagogical
career of young lecturers.
- Criteria 4: Results of completing the responsibilities and duties
of young lecturers.


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2.2.3.2. The level of the pedagogical career tendency of young
lecturers in military universities
In the scope of the dissertation's research, we present the levels of
the pedagogical career tendency of young lecturers in military
universities from low to high: very low, low, medium, high and very high.
2.3. Affecting factors the pedagogical career tendency of
young lecturers in military universities
The pedagogical career tendency of young lecturers in military

universities are divided into two groups: subjective factors and objective factors.
2.3.1. Subjective factors
Subjective factors, including: The appropriateness of
psychophysical charactistics and political and moral qualities to meet the
requirements of pedagogical activities; vocational value orientation;
qualification; pedagogical capacity; sense of responsibility, selfcultivation, training; Practical experience of pedagogy and military
2.3.2. Objective factors
Objective factors, including: Performing the responsibilities and
tasks of the staff of the department, teachers' faculty and functional
agencies in the school; professional training and military pedagogical
operations for young teachers; military pedagogical cultural
environment; elements belonging to students; remuneration regimes and
policies for young lecturers; elements belong to the family.
Conclusion of Chapter 2
The pedagogical career tendency of young lecturers in military
universities is a system of pedagogical motives and purposes of young
lecturers in the army which are expressed through awareness, attitudes
and behaviors in pedagogical activities in order to meet the requirements
of education - training of the army, society and satisfy your own needs.
The pedagogical career tendencies of young lecturers in military
universities are expressed by awareness of pedagogical career,
attitudes towards pedagogy and behavior in pedagogy. There are many
subjective and objective factors affecting the pedagogical career
tendency of young lecturers in military universities
.Chapter 3
RESEARCH ORGANIZATION AND METHOD OF THE
PEDAGOGICAL CAREER TENDENCY OF YOUNG
LECTURERS IN MILITARY UNIVERSITIES
3.1. Research organization
3.1.1. Studying location and object

3.1.1.1. Study location
In the scope of the dissertation, we conducted research on 4
military universities: The Army officer College No1, The Army officer
College No2, School of Military Technical Officers and School of


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Military Officers. These are schools representing the type of army
commander training and specialized military techniques.
3.1.1.2. Study object
Objects are young lecturers: The number of young teachers in the
study sample is 238 young lecturers (after filtering the questionnaire).
Subjects are officials and lecturers: 68 people
3.1.2. Research stages
The dissertation is organized according to the following 4 stages:
3.1.2.1. The stage of building a theoretical basis for studying
the pedagogical career tendency of young lecturers in military
universities
3.1.2.2. The period of studying the status of the pedagogical
career tendency of young lecturers in military universities
3.1.2.3. The research phase proposes psychologicalpedagogical measures to develop the pedagogical career tendency of
young lecturers in military universities.
3.1.2.4. Experimental research period impacts on developing
the pedagogical career tendency of young lecturers in military
universities
The dissertation included 4 study stages, receiving opinions
from the collective of instructors, experts and scientific councils at all
levels, as well as the process of editing, supplementing and perfecting
each cabinet. content, each part and the whole dissertation.
3.2. Research Methods

3.2.1. Methods of studying documents
3.2.2. Method of asking expert opinion
3.2.3. Method of investigation by questionnaire
3.2.4. In-depth interview method
3.2.5. Talk method
3.2.6. Method of product analysis works
3.2.7. Experimental method
3.2.8. Mathematical statistical methods
Conclusion of Chapter 3
The dissertation is organized through 4 stages and a combination
of research methods of psychology. It uses a scale of 5 steps according to the
interval distribution. The pedagogical career tendency of young lecturers in
military universities is assessed on 5 levels, from low to high: Very low, low,
normal, quite high and very high, through 4 criteria: awareness, attitude
degree, behavior and results of completion of responsibilities and tasks.
Factors affecting the pedagogical career tendency of young lecturers in
military universities are also measured on five levels of zero (or very little)


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affecting influence very much. Based on theoretical research, we conduct
practical surveys on the pedagogical career trend of young teachers in order to
prove the dissertation hypothesis. How to design questionnaires, interview
form and how to handle data in 2 qualitative and quantitative methods with
the support of SPSS software version 20.0 for Window.
Chapter 4
PRACTICAL RESEARCH RESULTS OF THE
PEDAGOGICAL CAREER TENDENCY OF YOUNG
LECTURERS IN MILITARY UNIVERSITIES
4.1. Analyzing the results of research on the situation

4.1.1. Practical situation of the pedagogical career tendency of
young lecturers in military universities
4.1.1.1. The tendency of pedagogical career of young lecturers
manifests through awareness of pedagogical profession
* Results of general awareness of young lecturers on pedagogy
Overall assessment of the awareness of pedagogical career: at a
high level, with a General point average (GPA) of 4.39 points, standard
deviation of 0.17 points.
In the expression of awareness of pedagogical career of young
lecturers, "Awareness of the requirements of pedagogical career" is most
appreciated by the young lecturers (GPA) is 4.46 and the lowest is "
Awareness of position, meaning and value of pedagogical career"with
GPA = 4.35. The difference of the above two contents is not too big, only
0.11 points. That is, young teachers have an equal awareness of the
content, showing that young teachers have awareness and knowledge of
vocational skills which are relatively complete and quite profound.
Compare common perceptions among research groups:
In terms of professional qualifications: the awareness of young
lecturers has the highest doctoral degree (GPA = 4.65; SD = 0.09), and
masters (GPA = 4.42; SD = 0.17), the awareness of pedagogical career is
also higher than the bachelor's degree (GPA = 4.37, SD = 0.16), meaning
that the process of training and retraining plays an important role in
general awareness as well as private understanding about the career field
of the young teacher himself.
Compare common perceptions among research groups:
In terms of age: Although there are differences in cognition, it is
not significant. Specifically: Young lecturers in the ages of 31 to 35
years have a higher level of awareness than with GPA = 4.41; SD = 0.17
compared to the rest. Age under 26 years old and from 26 to 30 years old
have similar awareness, at a high level with GPA = 4.37 and GPA =

4.36). Experiencing the process of practical experience, the knowledge
of young teachers about pedagogical profession is adjusted and changed.


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In terms of occupational age: There is no significant difference.
Young lecturers with few occupations have a lower awareness of
occupations: 1-year teaching seniority has an average score of 4.33,
while a very high average of young teachers with a 5-year teaching
experience (GPA = 4.40). Thus, it can be seen that the practical
experience helps young teachers gain more knowledge about
pedagogical profession. Therefore, strengthening the practice of
teaching, education and scientific research for young teachers
contributes to raising awareness of pedagogical profession for them,
contributing to strengthening and strengthening the pedagogical career
tendency and their professional performance.
* The results of each aspect of awareness of pedagogical career
of young lecturers
"Awareness of position, meaning, value of pedagogical career" of
young lecturers is very high with GPA = 4.39, but lowest in the group of
awareness of pedagogical career. In which the content received the
highest appreciation of "There are many conditions for caring for the
family" (GPA = 4.77; SD = 0.43), "Good working environment" (GPA =
4,74; SD = 0.43), "Perfecting one's personality" (GPA = 4.61; SD =
0.49) and lowest is "Less strenuous than student management staff and
assistants in departments "( GPA = 3.95, SD = 0.60). Thus, young
lecturers appreciate the value of both material and spiritual practices for
themselves, their families and the army.
"Awareness of characteristics of pedagogical career" is very high
(GPA = 4.41; SD = 0.25). In particular, the content "Educational training products are learners' personality" (GPA = 4.73, SD = 0.43) is

the highest, the lowest is "Tools and means of pedagogical career is
submitting to the professional team, pedagogical competence and
exemplary qualities of lecturers" with the GPA = 4.21. This shows that
the perception of pedagogical characteristics is quite similar, the
difference is not too large.
"Awareness of the requirements of the pedagogical career" is very high
with GPA = 4.46; SD = 0.21, the highest among pedagogical awareness
groups and there are differences between cognitive content. Awareness of
"Scientific worldview, faithful to the Party's ideal purpose" (GPA = 4.75;
SD = 0.43), "Exciting about teaching and scientific research" (GPA = 4,
73, SD = 0.44) at the highest level. This shows that young teachers highly
agree with the requirement of political quality, morality and high interest
in pedagogy. Besides, the content "Profession requires rich experience,
living capital and military practice" received the lowest evaluation, only
at a high level with GPA = 4.11.


15
"Awareness of conformity with the pedagogical career", young
lecturers evaluate around a very high level (GPA = 4.37; SD = 0.33). In
particular, the perception of "Satisfying their values and benefits " is the
highest choice (GPA = 4.61) and "Ethical quality is suitable for
pedagogical profession" at the lowest appropriate level and the lower
bound is very high (GPA = 4.20). This reflects clearly the needs, benefits
and orientation of vocational values of young lecturers.
4.1.1.2. The pedagogical career tendency of young lecturers in
military universities expressed through attitudes
* The general attitude of young teachers towards pedagogical career
The survey results show that the pedagogical career tendency of
young lecturers in military universities through attitudes shows that

young lecturers in military universities have a lot of positive attitudes
towards career, positive, positive feelings, willingness and perseverance
in pedagogical activities (GPA = 4.22; SD = 0.35).
The general evaluation of the clients on the young lecturers
“pedagogical career attitude” with the overall GPA is 4.22 points,
corresponding to a very high level of expression but at the lower level of
the very high level. At the same time, this is also the lowest expression
in the face of the pedagogical career tendency of young lecturers in
military universities.
In terms of professional qualifications: This factor is fundamentally
different, whereby young teachers have a doctorate degree (GPA = 4.71; SD =
0.26) with a higher attitude than the master's degree. Doctors and universities,
between universities and masters there is no big difference.
In terms of age: The expression of the pedagogical tendency attitude of
young lecturers is different but not significant. These emotions over time have
been adjusted, changed and become more stable.
Occupational age: Assessing attitudes towards pedagogical skills
of young teachers is uneven and unstable according to the age of
teaching and scientific research of young lecturers.
* The results of each aspect of the attitude towards the
pedagogical career of young lecturers
"Exciting for the pedagogical career" of young lecturers is very
high at GPA = 4.26) but only above negligible highs (0.06 points).
"Loving the pedagogical career " of young lecturers received very
high appreciation in young lecturers with GPA = 4.32. In particular,
young teachers have the highest appreciation in the content "Loyal to the
goals and ideals of the Party" (GPA = 4.50) reflecting great political and
social significance and military activities.
"Demand, desire to develop pedagogical career" of young
lecturers is only at a high level (GPA = 4.12; SD = 0.47) and the lowest

among groups shows the attitude of pedagogical career trend of Young
teacher in military school. Considering each specific content, such as:


16
"Trust and build good relationships with officials and colleagues" (GPA
= 4.02), showing the adaptation and belief of young teachers at the level
is quite high, there are still certain difficulties and obstacles.
"The willingness and perseverance in work" is the permanent
status of young teachers in the teaching and scientific research activities
which are selected at a very high level (GPA = 4.20). However, this level
at the lower end of the range is very high.
4.1.1.3. The tendency of pedagogical career of young lecturers
manifests through behavior in pedagogical career
* Results of general behavior of young lecturers in pedagogy career
Behavior side shows the pedagogical tendency of young lecturers
are surveyed, synthesized through 4 groups of basic signs. The
pedagogical career tendency of young lecturers in military universities
is manifested by the high level of pedagogical behavior with the average
score of 4.49 and the SD of 0.22 points. This is the highest score in all
aspects of the pedagogical trend of young teachers in military schools.
In terms of professional qualifications: Among them, the lowest is
the bachelor's degree with GPA of 4.45, followed by the master's degree
(GPA = 4.53) and the highest is the doctorate level (GPA = 4.65). ).
In terms of age: the higher the age of young teachers, the higher
the level of positive, effective and stable behavior in their career.
In terms of seniority: Young teachers' pedagogical behaviors are
very high and there is no significant difference.
* Results of each behavior in the pedagogical career of young lecturers
"Developing pedagogical plans and objectives" of young lecturers is

very high (GPA = 4.32; SD = 0.40), however, it is the lowest among the groups
of behaviors showing pedagogical career trends of young lecturers.
"Implementing the responsibilities and tasks" of young lecturers
has a very high level (GPA = 4.59; SD = 0.53). In particular, the content
is done quite similarly, the highest is the "Implementing the
responsibilities and duties of the lecturer" (GPA = 4.55; SD = 0.50).
"Developing military teacher personality" of young teachers at
the highest level in the pedagogical behavior group with GPA = 4.57.
"Accumulation of experience, improvement of qualifications,
abilities, personal qualities" has a very high choice with GPA = 4.52.
Thus, young teachers are very interested in improving their
qualifications, abilities, and qualities to meet the requirements of tasks
and job adaptation and development of pedagogical profession.
4.1.1.4. The general situation of pedagogical career tendency of
young lecturers in military universities.
* General results of pedagogical career tendency of young
lecturers in military universities


17
The reality of the general pedagogical tendency of young lecturers is
assessed at a very high level and with a unified focus, there is a certain difference
between the subjects. The average GPA level is 4.49 points and SD is 0.22 points.
The table shows that the pedagogical trend of young lecturers
through different expressions. The highest level belongs to "Completion of
functions and duties" (GPA = 4.63; SD = 0.34), followed by "Common
behavior in pedagogical career" (GPA = 4.49; SD = 0.22), "Awareness of
pedagogical career " (GPA = 4.39; SD = 0.17) and the lowest is "Attitude
towards pedagogical career" (GPA = 4.22; SD = 0.35).

Awareness

Attitude

Behavior

Results of fulfilling Results of fulfilling
responsibilities and responsibilities and tasks
tasks

Chart 1. Current situation of the pedagogical career tendency of
young lecturers in military universities
In terms of professional qualifications: pedagogical career
tendency of young lecturers tend to increase with the qualifications of
young lecturers. The high level of pedagogical trend is the doctoral level
(GPA = 4.55), followed by masters and universities.
In terms of age: The ages of pedagogical career tendency of
young lecturers differ but the difference is not too large. Lecturers in the
age group of 26 to 30 years old have lower average GPA with GPA =
4.40 and standard deviation is 0.16 points.
Occupational age: Considering overall on all 4 criteria, the
pedagogical career tendency of young lecturers is not stable and there is no big
difference between groups of subjects. The highest pedagogical trend is about
young lecturers with a 3-year teaching career and a minimum of 1 year.
* The relationship between the expressions the pedagogical
career tendency of young lecturers in military universities.
The relationship between the expression of the pedagogical
tendency of young lecturers in the military universities by examining the
relationship between the three groups shows the pedagogical tendency of
young lecturers by using the Pearson

Correlation.
Awareness
r = 0.500
r = 0.174

Attitude

THE PEDAGOGICAL
CAREER
TENDENCY OF
YOUNG
LECTURERS IN
MILITARY
UNIVERSITIES

r = 0.225

behavior


18

r = 0.782

r = 0.878
r = 0.525

Diagram 1. Correlation between expressions of pedagogical
tendency and pedagogical career tendency of young lecturers
Through the diagram, the correlation is quite clear and relatively

close to the pedagogical tendency in the allowed limit (p <0.01),
respectively: The correlation between "Attitude for pedagogical career”
and pedagogical career tendency (r = 0.878); Behavior in pedagogical
career (r = 0.782); Awareness of pedagogical career and pedagogical
career tendency (r = 0.500). However, there are very weak correlations
between the aspects of pedagogical trends. This shows that the consistency
and consistency between the aspects of pedagogical tendency are not high
and not yet strict. This allows us to affirm: It is necessary to improve the
pedagogical career tendency for young lecturers.
4.1.2. The reality of factors affecting the pedagogical career
tendency of young lecturers in military universities
4.1.2.1. Influence of subjective factors on pedagogical career
tendency of young lecturers
* The overall effect of subjective factors on pedagogical career
tendency of young lecturers
Subjective factors affect the pedagogical career tendency of
young lecturers in military universities at a very high level with general
GPA of 4.55 points. That said, elements of the young lecturers subject
define their pedagogical needs, motives, and goals.
Compare the influence of subjective factors on the pedagogical
career tendency of young military lecturers in each group of students as
follows:
In terms of professional qualifications: The most influential individual
element belongs to the doctoral level (GPA = 4.77), followed by the master
(GPA = 4.56) and the lower is university with GPA. = 4.53.
In terms of age: Subjective factors affect no difference between
groups of young teachers.
In terms of seniority: young teachers of 2-year and 5-year
seniority are influenced by the most subjective factors and the difference
is not too large.

* The effect of each subjective factor on pedagogical career
tendency of young lecturers
"Career orientation" has the strongest influence (GPA = 4.84)
with the lowest dispersion level (SD = 0.38).
"The sense of responsibility for self-cultivation and training" and
"Pedagogical professional qualifications" have a strong influence on the


19
corresponding GPA, which is GPA = 4.71 and GPA = 4.53. It reflects the
content and requirements of the profession. Since then, the young
teacher is very difficult to love the profession, sticking to the job.
"Experience of pedagogical and military practices" ranked lowest
among the subjective factors affecting the pedagogical career trend of
young teachers (GPA = 4.30).
Thus, the pedagogical career trend of young teachers has a strong
relationship and is greatly influenced by the factors that belong to them,
such as political - ethical trends, qualities, professional qualifications
and pedagogical abilities....
4.1.2.2. Influence of objective factors on pedagogical career
tendency of young lecturers
* The overall effect of objective factors on pedagogical career
trends of young teachers
Survey results, indicating: Objective factors affecting the pedagogical
career tendency of young lecturers in military schools are very high (GPA =
4.38; SD = 0.36), in which the highest impact is "Factors belonging to the
family" with GPA is 4.57 and the lower impact is "The organization,
management and implementation of responsibilities and tasks of the subject,
faculties and authorities in the school ”(GPA = 4.29).
In terms of professional qualifications: The most influential factor

belongs to the doctoral level (GPA = 4.61). The influence of objective
factors on pedagogical career trends of young teachers is that there is a
university degree (GPA = 4.43) and masters (GPA = 4.42) are similar.
In terms of age: Objective factors affect the difference between young
teacher groups, but not large. The group of young teachers in the group of 31
to 35 years has the highest influence (GPA = 4.42; SD = 0.23).
In terms of seniority: young lecturers in the 1-year and 5-year
group of teaching experience are influenced by more objective factors.
* The effect of each objective factor on pedagogical career
tendency of young lecturers
"Factors belonging to the family" have the strongest influence in
objective factors with GPA = 4.57. According to many young lecturers:
Selecting and sticking with teachers for a long time helps young
lecturers have close conditions and care more about family rear.
"Military pedagogical cultural environment" is the place where
all the professional activities of young teachers take place, directly,
regularly and deeply affecting the pedagogical career tendency of young
lecturers (GPA = 4.42 ).
"The organization, management and implementation of the
responsibilities and tasks of departments, faculties and functional
agencies in the officers' school" are determined at the lowest among
objective factors (GPA = 4, 29), but still at a very strong influence level
From the analysis of the factors affecting the pedagogical career trend of
young teachers in military schools, the requirement of developing the


20
pedagogical career trend of young teachers must be made to synthesize the
impact from Many sides, especially the direct factors to young teachers.
4.1.2.3. The general situation of factors affecting the pedagogical

tendency of young lecturers in military universities
* Overall results on the factors affecting the pedagogical
tendency of young lecturers in military universities
There are many factors that influence the pedagogical tendency
of young lecturers in military universities. The factors that strongly
influenced the pedagogical career tendency of young lecturers with GPA
were 4.47 points and SD 0.19 points.
The group of subjective factors (GPA = 4.55) has a stronger
influence level than the objective factors (GPA = 4.38). This shows that
the pedagogical career trend of young teachers is formed, stable and
developed in line with the completion and impact of individual
characteristics of military pedagogical environment with practice.
teaching, scientific research, building units of young teachers.
* The relationship between affecting factors of pedagogical
career trends of young teachers in military universities
Considering the correlation between the influencing factors and
the pedagogical tendency of young lecturers in military universities,
they have a certain correlation, in which both subjective factors and
objective factors have a relationship that closely correlated with
pedagogical career trends of young teachers.
r = 0.798
Subjective factors

r = 0.201
Affecting
Factors

Objective factors

r = 0.753

THE
PEDAGOGICAL
CAREER
TENDENCY OF
YOUNG
LECTURERS IN
MILITARY
UNIVERSITIES

Diagram 2. The correlation between the influencing factors and
the pedagogical tendency of young lecturers
These influencing factors have a relatively close relationship with
the pedagogical tendency of young lecturers, in which subjective factors
are more correlated (r = 0.798). Therefore, the formation and
development of pedagogical career tendency for young lecturers, schools
and faculty should pay due attention to personal factors, while
promoting the positive of the elements of environment, practical
conditions of pedagogical activities in military universities.


21
4.2. Psychological - pedagogical measures of
development of the pedagogical career tendency of
young lecturers in military universities
We propose pedagogical - pedagogical measures to develop
pedagogical career tendency for young lecturers, including:
4.2.1. Raising awareness of young lecturers on pedagogical career
4.2.2. Fostering and improving professional qualifications for
young lecturers

4.3.3. Organizing scientific pedagogical activities,
in
accordance
with
professional
qualifications,
qualifications and qualities of young lecturers
4.2.4. Building a strong faculty, creating
conditions for young lecturers to develop and meet the
requirements of standardizing army teachers
4.2.5. Improving the sense of responsibility, self-cultivation and
practice of young teachers
4.3. Analysis of experimental results
4.3.1. Previous experimental results
Surveying the pedagogical career tendency of young lecturers
before experiment, the author used a survey method of votes, in-depth
interviews and expert advice.
Survey results: The pedagogical career tendency of young lecturers is
very high, but near the lower bound level (GPA = 4.25). Considering the
pedagogical career tendency of young lecturers, the highest is "Behavior in
pedagogical profession" (GPA = 4.25) and the lowest is "Attitude towards
pedagogical profession" (GPA = 4.07) at a high level.
The impact on awareness helps young lecturers to be fully aware, more
right, and more profound, thereby improving their beliefs, developing needs,
forming emotions - proper emotions in young teachers.
4.3.2. Results after impact
After conducting pedagogical impact, we conducted a survey of
changes in the aspects of pedagogical trend of young teachers. The
pedagogical career trend of young teachers is very high, with GPA of
4.32 and SD of 0.21. In particular, "Behavior in pedagogical career " of

young teachers has the highest expression (GPA = 4.47), followed by
"Attitude towards pedagogical career " (GPA = 4.35) and "Receive
knowledge of pedagogical career ”(GPA = 4.32).
4.3.3. Compare results before and after the experiment
According to research results, the trend of pedagogical career of
young lecturers in military universities has changed positively after the
impact of raising awareness of young lecturers about pedagogical career.
Understanding the pedagogical tendency of young lecturers before
and after the impact, we see: the trend of pedagogical career of young teachers
has changed and improved quite well with the overall GPA of 4.25 points


22
increased. with before the experiment is 0.07 points. This change is entirely
appropriate because through education, it helps young teachers to fully
understand, be more correct about the profession, have the right attitude, more
positive and positive behaviors in teaching and scientific research .. .
Table 1. Comparison of pedagogical tendency of young
lecturers before and after impacts
Experiment results
Before
After
No
Contents
impacts
impacts
X
X
SD
SD

1 Awareness of pedagogical career
3 Attitude towards pedagogical career
4 Behavior in pedagogical career
Trend of pedagogical career

4.29
4.07
4.39
4.25

0.12
0.19
0.30
0.19

4.34
4.35
4.47
4.32

0.20
0.50
0.24
0.21

From the above analysis, it shows that the process of experiment
impact with young lecturers has created a change and development in
both awareness, attitude and professional behavior of young lecturers.
The data are synthesized and processed in combination with in-depth
interviews, exchange talks ... showing the significance, urgency and

practicality. In order to have a visual view of the increasing of
pedagogical tendency of young lecturers before and after the impact
experiment, we perform the following chart:

Awareness

Attitude

Behavior

reality of pedagogical
career tendency

experiment
After
Figure 2.Before
Comparison
of the level
of experiment
expression of pedagogical
tendency of young lecturers before and after impacts

The above results show that, after the process of raising
awareness of young teachers about pedagogical career, the groups
showed up compared to the previous experiment, in which the highest
increase is the attitude towards the profession. pedagogy with 0.18
points (from GPA = 4.07 to GPA = 4.35). However, with a few certain


23

manifestations, the change is not much, even downward adjustment on
the level of selection and approval of young lecturers.
Comparing the results before and after the experiment shows the
dispersion of the expression of pedagogical tendency of young lecturers.
This change takes place on all three aspects of awareness, attitude,
behavior in young lecturers.
Thus, after the experiment, the groups of basic manifestations of
pedagogical career tendency of young lecturers all increase compared to
before the experiment. In particular, the trend of pedagogical career
expressed through "Attitudes towards pedagogical career" is clearly
improved. At the same time, other manifestations were also increased,
whereby the clarity, stability, sustainability and effectiveness of the
pedagogical trend of young teachers in military universities increased.
4.3.4. Experimental conclusions
On the basis of analyzing and comparing the results before and after
experimenting on the impact method of "Raising the awareness of young
lecturers on pedagogical career", we make specific conclusions as follows:
Firstly, the experiment is conducted based on solid scientific and
practical bases, strictly and elaborately, regulating regulations and
conducting smoothly and effectively. Through experiment, it has a
comprehensive impact on awareness, attitude and behavior in
pedagogical activities of young lecturers.
Secondly, the general result of the impact experiment shows that: the
"Raising awareness of young lecturers on pedagogical skills" contributes to
strengthening and developing pedagogical career trends for young lecturers.
From there, allow us to confirm the feasibility of the impact method.
Thirdly, this initial effect should continue to be carried out
regularly and appropriately in order to contribute to the development of
pedagogical career trends as well as to improve the comprehensive
quality of young lecturers in military universities and schools today.

Conclusion of Chapter 4
The results of practical research show that The pedagogical
career tendency of young lecturers in military universities is very
high in terms of specific groups, but there are differences but not too
large. The correlation between the aspects shows the pedagogical career
trend and the pedagogical career trend of young lecturers is quite clear
and relatively tight. However, the correlation between facial expressions
of pedagogical tendency is weak. The factors that strongly influence the
pedagogical career trend of young lecturers with the overall GPA of
4.47. On the basis of theory and practice, combined with the results of
the experimental process, the thesis has proposed 5 psychological
measures - pedagogical development of pedagogical career tendency for
young lecturers in military universities. Experimental results have
confirmed that the measure of "Raising awareness of young teachers on
pedagogical profession" is feasible and can be applied to improve the
level of pedagogical trend of young teachers in the military universities.
CONCLUSIONS AND RECOMMENDATIONS


24
1. Conclusion
The pedagogical career tendency of young lecturers in military
universities is a system of pedagogical motivations and purposes of
young lecturers in the army, reflected in the awareness, attitudes and
behaviors in pedagogy to meet the requirements of education - training
of the army, society and satisfy your own needs. The pedagogical career
tendency of young lecturers in military universities is influenced by
both subjective and objective factors.
In order to assess the level of expression and the influence of
factors on The pedagogical career tendency of young lecturers in

military universities, we organized through 4 stages and integrated use
of research methods. Assessing the pedagogical tendency of young
lecturers in military universities and the factors affecting are evaluated
on 5 levels, from low to high. .
The results of practical research show that the pedagogical tendency of
young lecturers is very high, in the attitude of pedagogical skills is at a lower
level. Among the factors affecting, the subjective factor strongly influenced the
objective factor and the "Orientation of vocational value", "Sense of
responsibility, self-cultivation, self- training","Factors belonging to the
family","Cultural pedagogical environment of the military"... have the strongest
influence. As a result of the experimental process, the dissertation has proposed
psychological measures - pedagogical development of pedagogical career
tendency for young lecturers in military universities .
2. Recommendations
2.1. For Ministry of Defense
Developing a system of legal documents regulating standards for
lecturers in military academies and schools. Organize training courses,
fostering pedagogical skills for lecturers in the military schools.
Ensuring good policies for young teachers and army rear.
2.2. For militaries schools
The school should pay attention to fostering and improving the
full understanding of pedagogical and military activities for young
lecturers. Well doing the selection and teaching assignment for young
lecturers in accordance with their professional qualifications, teaching
capacity and teaching needs, aspirations and interests. Disseminate
documents of superiors about standards, titles, functions and duties of
lecturers in the military school system. Assigning and assigning tasks in
conjunction with checking, evaluating and considering promotion and
appointment of young teachers. To attach importance to building
material and technical foundations, creating pedagogical cultural

environment, positive and healthy psychological environment.
2.3. For the department and faculty
Building a collective of solidarity, unity and democracy in all aspects.
Promoting the role of faculty and faculty. Organize strict management of
pedagogical activities of the subject and faculties, focusing on professional work,
fostering young lecturers, building formal rules. Encourage young lecturers to selfstudy and improve their qualifications, professional knowledge, skills, skills and
pedagogical style. Supporting young teachers actively and proactively in innovation,
innovation, creativity ... Timely grasping feelings, feelings, aspirations to take


25
measures to educate, manage, motivate and support. .. young lecturers.
2.4. For young lecturers
Proper self-assessment of self-awareness, right awareness of the
requirements of pedagogical career at the officers schools to actively
adjust and change the qualities and capabilities that are not in line with
the requirements of the profession. Young lecturers need to actively
acquire new requirements for education and training activities of the
army, stipulate standards and titles of lecturers to actively study and
retrain ... Regularly, proactively self-training and training to improve
knowledge, forming new habits, styles, capabilities and qualities needed
to meet the requirements of teaching and scientific research.
Strengthening exchanges, learning experiences, learning experiences in
teaching and research ... Actively participating in professional activities,
approaching learners, experiencing military practice ...