Quản lý hoạt động dạy học nghiệp vụ ở trường đại học phòng cháy chữa cháy theo định hướng phát triển năng lực nghề nghiệp tt tiếng anh

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INTRODUCTION
1. Reasons for choosing dissertation topic
Training and developing high-quality human resources to meet
the requirements of the country's industrialization and modernization
cause is a matter of high importance to our Party and State.
Education investment is an investment for future and sustainable
development. Nowadays, the trend of integration and development,
the quality of higher education is influenced by many factors both
domestically and internationally. Therefore, in higher education, it is
necessary to consider comprehensively factors, focusing on factors
that directly affect the quality of training.
Teaching in the direction of developing professional
competence is a new trend of education and training, which has made
fundamental changes to the teaching process. It is a result-oriented
teaching process, with the outstanding advantage of focusing on
helping learners develop comprehensively personality qualities and
the ability to apply learned knowledge to solve emerging situations in
future career practice.
Teaching activities are a key activity of the school, so managing
teaching activities is a basic and important task, dominating the entire
school management activities.
The People's Public Security is the key force in performing the task
of protecting the Party, the State, the people and the socialist regime; directly
assume responsibility for maintaining political stability, national security
and social order and safety. As an important component of the People's
Police force, the Fire Prevention and Fighting Police is the core of
prevention, promptly extinguishing fires and explosions, handling incidents,
accidents, limiting damage on people and property, contributing to ensuring
national security, social order and safety, creating a safe environment for the
country's socio-economic development cause. Therefore, the contingent of

officials engaged in fire prevention and rescue work must have high
professional qualifications, strong professional ethics and a spirit of sacrifice
for high ideals to meet the requirements of the country's development
career.
Over the past years, the Fire Prevention and Fighting University
has actively renovated teaching activities, approached and implemented
teaching to develop professional capacity for students. However, the
implementation process still faces many difficulties, the results have not
reached the desired goals, due to many reasons, but the main reason is
that the management of teaching and learning activities has not been
renewed, still taking administrative management is mainly; management


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of teaching activities in general and management of professional
teaching activities in particular still follow the tradition; not oriented to
develop career capacity; ... Meanwhile, there has not been any scientific
research on a comprehensive study of management of professional
teaching activities, management of professional teaching activities under
the direction of developing professional capacity at the University of
Fire Prevention and Fighting.
From the above reasons, the author chooses the issue:
"Management of professional teaching activities at the University of
Fire Prevention and Fighting following capacity development
orientation" as a dissertation topic.
2. Research purpose and tasks
2.1. Research purpose
Based on the research clarifying theoretical and practical issues
on professional teaching activities and management of professional
teaching activities, the dissertation proposes measures to manage

professional teaching activities at the University of tat the University
of Fire Prevention and Fighting following capacity development
orientation, thereby improving the effectiveness of management of
teaching activities, contributing to improving the capacity of
professional implementation of fire prevention and fighting and rescue
for students, improving the quality of school training.
2.2. Research tasks
- Researching the theoretical basis of management of
professional teaching activities at the University of Fire Prevention
and Fighting following developing professional capacity.
- Making surveys and evaluating the status of management of
professional teaching activities at the University of Fire Prevention
and Fighting.
- Proposing measures to manage professional teaching
activities at the University of Fire Prevention and Fighting in the
direction of developing professional capacity.
- Verifying the proposed measures through testing the urgency,
feasibility and organize testing to confirm the scientific value and
practical applicability of the measures.
3. The subject, object, scope of research and
scientific hypothesis
3.1. Research subject
Management of teaching activities at the University of Fire
Prevention and Fighting.
3.2. Research object


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Management of professional teaching activities at the
University of Fire Prevention and Fighting following capacity

development orientation.
3.3. Scope of research
- Scope of content: The dissertation focuses on teaching
professional activities of Fire Prevention, Fighting and Rescue in the
direction of developing the professional capacity for undergraduate
students at the University of fire fighting force of the People's Police
force. Because the only country has a University of Fire Prevention
and Fighting, and only the University of Fire Prevention and Training
has the professional training on fire prevention and fighting, rescue,
so the theoretical issues of the dissertation attached to the University
of Fire Prevention and Fighting.
- Scope of the survey object: The dissertation focuses on
surveying the contingent of educational managers and lecturers of the
University of Fire Prevention and Fighting; Survey of university
students in the 3rd and 4th years of the school.
- Scope of time: The data, survey documents and practical
studies are implemented from 2013 - 2018.
3.4. Scientific hypothesis:
Managing professional teaching activities directly affects the
quality of teaching and training quality. Currently, the quality of
human resource training for fire prevention and rescue is increasing.
But the management of professional teaching activities at the
University of Fire Prevention and Fighting is still limited, not
meeting the practical requirements of the Fire Prevention and
Fighting, Rescue nowaday.
If the management subject makes the pedagogical forces of the
school fully aware of professional teaching in the direction of
developing professional capacity; content, methods and teaching
facilities are formulated, selected and used appropriately; Students
'learning activities are oriented proactively, positively and voluntarily,

and at the same time, examining and evaluating students' learning
results according to criteria defined in the occupational competence
framework, management of professional teaching activities at the
University of Fire Prevention and Fighting under the direction of
developing professional capacity, improving the quality of school
training, meeting the requirements of fire prevention and fighting and
rescue of current practice.
4. Methodology and research methods
4.1. Methodology


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The dissertation is based on the methodology of Marxism Leninism, Ho Chi Minh ideology, views and guidelines of our Party
and State on education, training and retraining of cadres in general.
Ministry of Police soldiers in particular; At the same time apply the
following approach in the research: Approach to the structural system;
Operational approach; Access management functions and content
management; Approach to capacity development.
4.2. Research methods
4.2.1. Group theoretical research methods
References and research documents, guidelines of the Party,
State, Ministry of Public Security orientations for research and
building scientific basis of the topic. Analyze, synthesize, compare
documents and theoretical and practical research works of scientists.
4.2.2. Group of practical research methods
* Method of observation
Observing practical teaching activities; The process of
managing professional teaching activities following the orientation of
developing professional capacity; Teaching process, professional
training of lecturers, learning process, professional training of

students at the University of Fire Prevention and Fighting. Observing
and practically studying the process of building forces at the Fire
Prevention and Rescue Police units.
* Investigation method
Investigating by questionnaire: the questionnaire of lecturers.
Survey by questionnaire: Through the opinion questionnaire of
lecturers, educational managers, students in the University of Fire
Prevention and Fighting to collect information on the issues to be studied.
Interview, exchange: In order to understand more deeply the issues
of managing professional teaching activities at the University of Fire
Prevention and Fighting in the direction of developing professional
capacity, through direct exchanges with subjects investigate.
Summary of experience: To collect practical experiences that
are meaningful to the research topic.
Consult with experts: Collecting expert opinions on issues
related to the dissertation's research tasks.
Testing and testing: To evaluate the effectiveness of the
proposed research measures.
4.2.3. Supporting method (Mathematical statistical method)
To process data in the process of investigation and survey to


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quantify, compare and give results of the thesis research.
5. New contributions of the dissertation
5.1. In terms of theory
The dissertation contributes to deepen and enrich the theory of
professional teaching activities and management of professional
teaching activities at the University of Fire Prevention and Fighting
in the direction of developing professional capacity. Introduce the

occupational competency framework of Fire Prevention and Rescue
Police officers to help practice the current training of Fire Prevention
and Rescue officers.
Determining objectives, content, the form of management of
professional teaching activities, together with factors affecting
professional teaching activities at the University of Fire Prevention
and Fighting in the direction of developing professional capacity to
meet the new social demands set for the Fire Prevention and Rescue
Police force.
5.2. In terms of practice
The dissertation clarifies the reality of professional teaching
activities and management of professional teaching activities in
accordance with the orientation of developing professional capacity,
finds out gaps in comparison with the new requirements of society
for the police of Fire Prevention and Rescue. Since then, it is the
basis for proposing measures to manage professional teaching
activities at the University of Fire Prevention and Fighting in the
direction of developing professional capacity.
6. Theoretical, practical significances of the dissertation
The results of the dissertation will make the concepts and
contents of professional teaching activities and management of
professional teaching activities more clear and specific. At the same
time, it also makes teaching and management of professional
teaching activities Fire safety and rescue closely follow the
requirements of security and social safety practices for the society.
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 .
Chapter 1

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OVERVIEW OF RESEARCH ISSUES RELATED TO
DISSERTATION
1.1. These studies are related to the topic
1.1.1. The research is related to teaching activities following
capacity development orientation
Vietnam and foreign studies have clarified the nature and rules
of teaching activities; confirming the role and characteristics of
professional teaching with a specific career. But the studies have not
addressed in depth the organization of professional teaching
activities, not yet specifically considered a model of teaching
activities, methods of defining goals, teaching content, and teaching
process following capacity development orientation.
Regarding capacity development orientation training, it has
been studied very early in many developed countries. The number
and field of study of the authors are also diverse from studying the
context of training according to capacity development, program
development, training organization to assessment and certification of
occupational competence for a trained person.
Regarding professional teaching activities in general and
professional teaching activities in a specific industry, there are a
number of mentioned works but mainly focus on researching directly
or related to pedagogical teaching. for lecturers and pedagogical
students, which mainly refer to viewpoints and general orientations.
A number of research works on teaching in the direction of capacity
development in vocational education but also research on the
development of lecturer competency. Thus, not many types of
research on teaching and learning activities are specific, especially

with the profession of Fire Prevention and Rescue. However, these
studies are valuable sources for researching professional teaching
activities at the University of Fire Prevention and Fighting.
1.1.2. The research is related to management of professional
teaching activities following capacity development orientation
Managing teaching activities is always mentioned by
researchers and educational managers in scientific research works.
Thereby, the authors have affirmed the role of managing teaching
activities. But the issue of managing professional teaching activities
in the direction of developing professional capacity both at home and
abroad is a very little researcher. Most research works only refer to
common views and common directions. There has been no research
on the management of professional teaching activities following
capacity development orientation in the field of fire prevention and
fighting and rescue.


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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 studies presented above show that professional teaching and
management of professional teaching activities in general, management
of professional teaching activities in the direction of developing
professional competence have been deeply considered. on many
different sides. A number of projects have gone into research on
managing professional teaching activities for specific specialities.
Therefore, the dissertation will selectively collect the above research

results to dive into the issue of management of professional teaching
activities at the University of Fire Prevention and Fighting.
1.2.2. Inherited issues for researching the topic
Firstly, teaching following capacity development orientation is to
develop the content and curriculum to meet students' future career
practical requirements. Methods and forms of organization of teaching
must attach importance to guiding practice, fostering action capacities and
promoting learners' self-learning and self-training capabilities.
Secondly, the management of teaching activities must focus on
creating psychological, cognitive, environmental and other conditions to
ensure the teaching activities of the teachers closely and smoothly combine
with the activities. learners' dynamics, achieving set management goals.
Thirdly, teaching activities following capacity development
orientation is related to many different subjects and objects; There is
a high requirement for individual awareness and unity in the
organization, so the management of teaching activities needs to fully
consider the factors, accurately assess the role of the new elements
devise appropriate management measures.
1.2.3. The issues that dissertation to be solved
Firstly, focusing on research and interpretation to clarify
theoretical issues about the management of professional teaching
activities at the University of Fire Prevention and Fighting following
capacity development orientation, such as building professional
concept of Fire Prevention and Rescue and professional teaching
activities at the University of Fire Prevention and Fighting following
capacity development orientation and managing professional
teaching activities at Universities Prevent and fight fire according to
the orientation of professional capacity development; propose a
professional capacity framework for fire safety and rescue;

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formulating content and criteria for evaluating the management of
professional teaching activities at the University of Fire Prevention
and Fighting following capacity development orientation; point out
the factors affecting the management of professional teaching
activities at the University of Fire Prevention and Fighting following
capacity development orientation;
Secondly, researching and interpreting practical foundations
for managing professional teaching activities at the University of Fire
Prevention and Fighting, such as researching and investigating,
surveying the actual situation of professional teaching and activities
of management of professional teaching activities at the University of
Fire Prevention and Fighting in recent years; specify advantages,
limitations, and the causes of these limitations. Analysis of factors
affecting the management of professional teaching activities at the
University of Fire Prevention and Fighting;
Thirdly, research and propose measures of management of
professional teaching activities at the University of Fire Prevention
and Fighting following capacity development orientation in a
scientific, appropriate, feasible and effective manner.
Fourthly, conduct testing of the urgency and feasibility of the
proposed measures; At the same time, testing some measures to
assess the suitability, feasibility and effectiveness of the proposed
measures in management practice.
Chapter 2
THEORETICAL BASIS OF MANAGEMENT OF
PROFESSIONAL TEACHING ACTIVITIES AT THE
UNIVERSITY OF FIRE PREVENTION AND FIGHTING
FOLLOWING CAPACITY DEVELOPMENT ORIENTATION

2.1. The theory of management of professional teaching
activities at the University of Fire Prevention and Fighting
following capacity development orientation
2.1.1. Concept of professional teaching activities at the
University of Fire Prevention and Fighting
2.1.1.1. Profession of the University of Fire Prevention
and Fighting
Professional training at the University of Fire Prevention and
Fighting is the profession of Fire Prevention and Rescue that
including knowledge, skills, attitudes and practical experience that a
police officer must have in order to effectively carry out fire
prevention and rescue activities in accordance with the requirements,


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functions and tasks assigned.
2.1.1.2. Professional teaching activities at the University of
Fire Prevention and Fighting
Professional teaching activities at the University of Fire
Prevention and Fighting are the close coordination between teaching
activities of lecturers and learning and training activities of students
in transmitting and acquiring knowledge and skill through individual
practice and team coordination, professional attitudes, associated
with the use of equipment and facilities according to the objectives of
professional training in fire prevention and rescue meeting mission
requirements of practice in the future.
2.1.2. Professional teaching activities at the
University of Fire Prevention and Fighting
following capacity development orientation
2.1.2.1. Occupational capacity and development of

occupational capacity for fire prevention, fighting and rescue
Occupational competence of Fire Prevention, Fighting and rescue is
a combination of personal qualities and characteristics formed from a
system of knowledge, skills and professional attitudes that meet operational
requirements for fire prevention, fighting and rescue operations, ensuring
that police officers effectively carry out their tasks in various fire prevention
and rescue situations, providing good results.
Developing professional capacity of fire prevention, fighting
and rescue is aimed at making common and typical competencies for
each lesson/subject formed, strengthened and improved for students.
In developing professional capacity of fire prevention, fighting and
rescue must closely combine the development of common
competencies with the development of specialized competencies
(subject matter and experience, etc.) of student.
2.1.2.2. Occupational competence framework for fire safety
and rescue
Based on the operational characteristics and functional provisions
and tasks of the fire prevention and fighting force, it is possible to outline
the occupational competence framework of fire prevention and rescue and
rescue, including the following competency groups:
The group of mastery of professional knowledge and skills of
fire prevention and fighting and rescue, this group includes:
professional knowledge and skills of fire prevention and fighting and
rescue; Professional practice skills of Fire safety and rescue;
Organizational and managerial skills.
Group of professional performance competence, including: The
capacity to use specialized equipment and means; Expressive capacity
(using language, communication); Capacity to assess the situation and

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detect signs of violations; Ability to work with others and teamwork;
Capacity to solve problems; Planning capacity; Statistical capacity and
reporting, through the collection of relevant knowledge and information;
Capacity to use Information Technology to exploit information related to
occupations Fire safety, rescue and salvage
Group of scientific research competencies, including: Research
capacity in the field of fire prevention and fighting, rescue and
salvage; Ability of study.
2.1.2.3. Features of professional teaching activities at the
University of Fire Prevention and Fighting following professional
capacity development orientation
Teaching activities in the direction of developing professional
capacity at the University of Fire Prevention and Fighting is the
combination and interaction between lecturers 'teaching activities and
students' learning activities in communication and acquiring
knowledge, skills and attitudes, focusing on forming and developing
the capacity to carry out professional operations of fire prevention
and fighting, rescue for students, meeting the requirements of
activities occupation of fire prevention and fighting, rescue.
2.2. Theoretical issues of management of professional
teaching activities at the University of Fire Prevention and
Fighting following professional capacity development orientation
2.2.1. The concept of management of professional teaching
activities at the University of Fire Prevention and Fighting
following professional capacity development orientation
2.2.1.1. Management of professional teaching activities
Management of professional teaching activities at the
University of Fire Prevention and Fighting are the intended, planned
impacts of management subjects to all activities of transmitting and

acquiring professional knowledge and skills of occupation of fire
prevention and fighting, rescue under a defined program to achieve
the school's training goals.
2.2.1.2. Management of professional teaching activities at the
University of Fire Prevention and Fighting following professional
capacity development orientation
Management of professional teaching activities at the
University of Fire Prevention and Fighting following professional
capacity development orientation is the purposeful, planned impacts
of management subjects to the whole of professional teaching
activities in order to form and develop students with professional
competence to meet the requirements of fulfilling the tasks of fire


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prevention and rescue in practical future.
2.2.2. Requirements of management of professional teaching
activities at the University of Fire Prevention and Fighting
following professional capacity development orientation
Firstly, aim at directly serving the professional subjects
teaching and learning activities.
Secondly, formulating and developing a strong political spirit,
organization and high discipline for students.
Thirdly, the content and teaching methods closely follow the
practical task of protecting the security and order of Public Security.
Fourthly, the development of students' professional
competence as the goal of professional teaching..
2.2.3. Contents of management of professional teaching
activities at the University of Fire Prevention and Fighting
following professional capacity development orientation

2.2.3.1. Developing a professional teaching plan following
capacity development orientation
2.2.3.2. Directing the professional training activities of
lecturers following capacity development orientation
2.2.3.3. Organizing students' professional learning activities
following capacity development orientation
2.2.3.4. Management of facilities and equipment
conditions for professional teaching activities following
capacity development orientation
2.2.3.5. Managing and evaluating the results of professional
teaching following capacity development orientation
2.3. Impact factors of management of professional teaching
activities at the University of Fire Prevention and Fighting
following professional capacity development orientation
2.3.1. The impact of globalization and international
integration
2.3.2. The impact of the requirements of fundamental and
comprehensive innovation in education and training, of which
educational management innovation is the key step.
2.3.3. The impact of facilities and professional
teaching facilities
2.3.4. The impact of cognitive, psychological and innovation
capacity of teaching staff
2.3.5. The impact of professional qualifications and
responsibility of managers


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2.3.6. Conditions on the quantity and level of awareness,
activeness and initiative of students

2.3.7. The impact of factors belongs to the pedagogical
environment of the school
Conclusion of Chapter 2
Management of professional teaching activities at the
University of Fire Prevention and Fighting following capacity
development orientation with the focus on shifting from managing
teaching activities to completing the main content of teaching
program into manage teaching activities with the aim of forming and
developing professional capacity for students according to
occupational competency criteria Fire Prevention and Fighting,
rescue, ensuring that graduates can take care of and fulfil the tasks
and responsibilities of the Fire Prevention and Rescue Police in
practice. The management subjects, in which the Principal of the
school is the main subject, has the role of organizing and directing
through secondary subjects who are leaders of departments, faculties,
subjects and lecturers to make teaching activities professionally
performing the school's training objectives.
Chapter 3
PRACTICAL BASIS OF MANAGEMENT OF
PROFESSIONAL TEACHING ACTIVITIES AT THE
UNIVERSITY OF FIRE PREVENTION AND FIGHTING
FOLLOWING CAPACITY DEVELOPMENT ORIENTATION
3.1. Overview of the University of Fire
Prevention and Fighting
3.1.1. Functions and duties
3.1.2. Scale and types of training
3.1.3. Objectives, content and training methods
3.1.4. Role and position of students of the University of Fire
after graduation
3.2. The practical situation of professional

teaching activities, management of professional
teaching activities and factors affecting the
management of professional teaching activities
3.2.1. Overview of the current situation survey
3.2.1.1. Purpose of practical situation survey
Conduct a survey of the status of professional teaching
activities and management of professional teaching activities at
the University of Fire Prevention and Fighting to collect data,
thereby assessing the true situation of management of professional


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teaching activities at the University of Fire Prevention and
Fighting; assessing advantages and disadvantages; identify the
causes of advantages and limitations in the management of
professional teaching activities in order to have a basis for
proposing measures to manage professional teaching activities at
the University of Fire Prevention and Fighting following capacity
development orientation.
3.2.1.2. Research content of the situation
The content of the current situation survey focuses on the
following main issues: Surveying the actual situation of professional
teaching activities at the University of Fire Prevention and Fighting;
Surveying the real situation of managing professional teaching
activities at the University of Fire Prevention and Fighting;
Surveying the real situation of the factors affecting the management
of professional teaching activities at the University of Fire Prevention
and Fighting.
3.2.1.3. Survey object
The author surveyed 86 managers; 146 lecturers of basic and

specialized training; 362 trainees: D31 course of the 2015-2019
school year; D32 school year 2016-2020.
3.2.1.4. Research methods
During the research process, we used the following main
methods: Survey by questionnaire, this is the main survey method
with the way of conducting; Interview with experienced experts and
managers; Statistical mathematical methods; Observing the actual
management of professional teaching activities at the University of
Fire Prevention and Fighting;
3.2.1.5. Processing survey results
3.2.2. Actual situation of professional teaching activities at
the University of Fire Prevention and Fighting
3.2.2.1. Awareness of managers and lecturers on professional
teaching
A part of school administrators and lecturers still have a
misconception about professional teaching, which needs to: Focus on
and focus on practice, apply knowledge, skills and form attitudes for
student; Focus on developing capacity for students: knowledge,
skills, attitudes.
3.2.2.2. Practical situation of professional teaching objectives
Misconceptions about professional teaching objectives will
directly affect the implementation and management of professional
teaching activities in the direction of developing professional


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competencies of managers and lecturers and learners, such as: The
goal of professional teaching is built, focusing on content knowledge; Professional teaching objectives are described in detail.
3.2.2.3. Practical situation of professional teaching content
Currently, professional teaching activities oriented to develop

new professional competence have been implemented in the
University of Fire Prevention and Fighting, but still based on a
content-focused program. Therefore, it is required that the school
needs to review and adjust the structure of professional teaching
content, select and develop the content of professional teaching
following capacity development orientation.
3.2.2.4. Practical situation on methods, means and forms of
organization of professional teaching
The method of professional teaching is not appropriate;
professional teaching facilities have not met the requirements and are
not suitable with reality; the form of professional teaching
organization has not been focused on implementing in teaching.
3.2.2.5. Practical situation of professional teaching
environment
Currently, infrastructure, professional teaching facilities are
still inadequate. The objective factors also have a positive effect.
3.2.2.6. Practical situation of pedagogical force in
professional teaching
Standardization of teaching staff according to the standard of
inadequate and unqualified titles of each title is prescribed by the
Ministry of Public Security. The management staff has not experienced
teaching tasks, the experience in management is very limited, unable to
meet the teaching management requirements of the school.
3.2.2.7. The reality of assessing the results of
professional teaching
Using the form of student learning performance-oriented
assessment is an underestimated activity. Many lecturers and
managers have not yet adapted to the results evaluation in the
direction of developing professional capacity.
3.2.3. The practical situation of management

of professional teaching activities at the University
of Fire Prevention and Fighting
3.2.3.1. Situation of making professional teaching plan
The plan of teaching and learning only stops at the
organization of implementing task assignments and receiving results,
there is no direction, direction and testing, evaluation of plans of
faculties and lecturers.
3.2.3.2. Managing professional teaching activities of lecturers


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- Actual situation of teaching professional training of lecturers
The managerial staff has not fully realized the importance of
professional teaching preparation activities of the lecturers, so the
management contents are not regularly implemented, are not paid due
attention, and lack of inspection.
- Actual situation of managing teaching activities in
class of lecturers
Still dependent on the content already available, the lecturer
has not updated the new knowledge in the countries advancing in the
lecture, has not promoted the model means of teaching.
3.2.3.3. The actual situation of managing professional
learning activities of students
Not really paying much attention to the students of the school
to organize professional learning activities accordingly.
Unmanageable self-control of students to promote self-awareness and
positive learning.
3.2.3.4. The actual situation of managing physical conditions,
equipment and facilities in service of professional teaching activities
The management entity has not upheld the sense of

responsibility, the monitoring and checking are not strict, not
meticulous. Not taking advantage of the support of all levels and
sectors in investing funds, providing equipment and models of
professional teaching for the school.
3.2.3.5. The practical situation of managing and assessing
students' learning results
The management of inspection and evaluation associated with the
reorganization of professional teaching activities has not been
implemented in a synchronous and effective manner by the managers;
Despite having done, but has not given specific comments, assessments.
3.2.4. The practical situation of the impact of factors on the
effectiveness of professional teaching activities
The level of the influence of the factors on the effectiveness of
the management of professional teaching activities in the direction of
developing professional competence is greatly affected, when
proposing measures, attention should be paid to the factors have a
great influence on the effectiveness of the management of
professional teaching activities under the direction of developing
professional capacity.
3.3. Assess the situation of management of
professional teaching activities at the University
of Fire Prevention and Fighting


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3.2.1. Advantages
3.2.2. Limitation
- Cause: Still based on the current curriculum, which was built
according to the content approach; Inadequate awareness of the
importance of professional teaching activities oriented development

of professional competencies for students; Directing the
implementation is not drastic, lack of updating information; Students
learn professionally passively; The curriculum and content of
professional teaching close to the reality are limited and have not
been conducted regularly; No professional framework for fire safety,
rescue and rescue has been developed and issued; Haven't mobilized
resources to invest in facilities and equipment for professional
teaching; The examination and evaluation of students' study results
are not yet associated with the objectives, criteria, and evaluation of
the actual results; The management system is still inconsistent,
discrete, units, operating parts are not flexible and ineffective.
Conclusion of Chapter 3
In recent years, the University of Fire Prevention and Fighting
has implemented professional teaching activities in the direction of
developing professional capacity, these activities have initially
brought practical results, ... However, some activities have not yet
been organized or organized but their effectiveness is still low.
Awareness of managers and lecturers of the school on professional
teaching and management of professional teaching activities under
the orientation of developing professional capacity is limited.
Chapter 4
MEASURES AND TESTING MEASURES OF MANAGEMENT
OF PROFESSIONAL TEACHING ACTIVITIES AT THE
UNIVERSITY OF FIRE PREVENTION AND FIGHTING
FOLLOWING CAPACITY DEVELOPMENT ORIENTATION
4.1. Measures for managing professional teaching activities
at the University of Fire Prevention and Fighting according to the
orientation of developing professional capacity
4.1.1. Education organization raising awareness about
teaching professional about fire prevention and rescue under the

orientation of developing professional capacity for pedagogical
forces of the school
In many ways to make the pedagogical forces of the school so
that they wholeheartedly carry out the management of professional
teaching activities in the direction of developing professional capacity
for students; determine the educational force, the necessary conditions


17
and means to carry out such educational impacts to achieve the results
set out in the set goals. With the goal of creating a unity in the
awareness of professional teaching activities in the direction of
developing professional capacity of fire prevention and rescue, rescue
and pedagogical forces of the University of Fire Prevention and
Fighting Fire should be aware of the role of professional teaching
activities that directly determine the quality of school training. That
awareness will motivate each individual to develop a sense of
responsibility in carrying out his duties and responsibilities.
4.1.2. To direct the renewal of teaching
contents for professional subjects suitable to the
occupational competence framework of fire
prevention and rescue
It is the responsibility of the management subjects to carry out
specific, continuous instructions to eventually formulate the
curriculum framework of professional subjects in the training
program, and at the same time develop the program of professional
subjects. service, prepare an outline of each subject of the training
program. First of all, the management subjects must thoroughly grasp
the criteria and professional competence standards of fire prevention
and rescue and rescue in the training program. Researching the

overall training objectives, analyzing the occupational competence
framework will clearly show the knowledge, skills, and attitudes that
need to be formed for students so that students will have the
necessary competencies for activities.
4.1.3. To direct the renewal of methods and forms of
organization of professional teaching following capacity
development orientation
To foster the raising of management capacity of methods and
organizational forms of professional teaching for managers and leaders
of faculties and subjects; fostering the capacity building and organizing
the implementation of plans for management and renovation of
methods and organizational forms of professional training according to
the orientation of developing professional capacity; To foster teachers'
awareness and understanding of positive teaching viewpoints,
theoretical and practical bases, and knowledge and skills to use active
teaching methods and forms to train apply creativity in the process of
renewing the method and form of professional teaching in the direction
of developing professional capacity, suitable to the characteristics of
each department, subject and professional subject.


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4.1.4. Organize fostering active self-discipline learning
methods in the direction of professional capacity development for
students
Including: implementing regulations on learning and training
as prescribed; organize class time; focus on building the right
learning motivation and attitude, promoting self-discipline, positive,
independent and creative learning; guide students to practice selfstudy and self-study skills; fostering the capacity to explore, think
and prepare professional content. Helping students consciously adjust

their professional learning activities, helping their professional
learning activities always under control and ensure their fit.
Enhancing the participation in management of professional
learning activities of students by educational forces in the school,
including: administrators, training management units, student
management offices, faculties and ministries subjects, lecturers, ...
4.1.5. Ensuring the facilities and professional
teaching facilities meet the requirements of
developing professional capacity for students
Complete the system of management, preservation and use of
facilities and equipment for professional teaching to serve
professional teaching activities in accordance with the orientation of
developing professional capacity. It is necessary to develop the
procedures for carrying out the investment in facilities, equip
professional teaching facilities according to the regulations of the
State, the Ministry of Public Security and the actual situation of the
University of Fire Prevention and Fighting to have a general
agreement in the implementation process. Gradually supplementing
equipment for professional teaching. Building a model system and
professional training ground for fire prevention and rescue, rescue
close to reality of fighting, with continuous structure and modern
technical equipment;
4.1.6. Direct innovation in testing and evaluating students'
study results following capacity development orientation
Changing the form and method of making the test, organizing
examinations, organizing examinations to ensure that both covering the
content of professional teaching and promoting the ability of thinking
to apply in combination with professional practice, focusing on ability
ability to apply knowledge creatively in career situations; Combining
many forms of testing, assessing students' learning results, combining

process evaluation with final results evaluation; Having regulations on
control of examination and grading of lecturers.


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4.2. Test of measures for managing professional teaching
activities at the University of Fire Prevention and Fighting
following capacity development orientation
4.2.1. Test the necessity and feasibility of the measures
* Testing purposes
The trial aims to evaluate the necessity and feasibility of the
measures proposed by the author, based on which adjustments are
made to suit the practical management of teaching and learning
activities at the University. learn how to prevent and fight fire in the
orientation of developing professional capacity.
* Content of the testing
The trial set up a referendum on the necessity and feasibility of
the six measures proposed in the dissertation.
*Test subject
To find out the necessity and feasibility of the measures, we
conducted a trial of managers and lecturers: 232 people.
* Test method
Used by the method of referendum by questionnaire. In
particular, each content is concretized assessed by the score
corresponding to the levels from high to low: 3-2-1. Using statistical
math methods, interviews, ...
* Test results
The necessity

The feasibility

Figure 4.1. Urgency and feasibility of measures to manage professional
teaching activities at the University of Fire Prevention and Fighting
following capacity development orientation
The calculation results (r = 0.77) allow the conclusion that the
above correlation is positive and closely correlated, meaning that
between urgency and feasibility, there is a relatively high level of


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compliance, measures of management of professional teaching
activities at the University of Fire Prevention and Fighting following
capacity development orientation, at any level, the feasibility level is
relatively appropriate and corresponding.
4.2.2. Thử nghiệm biện pháp quản lý hoạt động dạy học
nghiệp vụ ở trường Đại học Phòng cháy chữa cháy theo định
hướng phát triển năng lực nghề nghiệp
4.2.2. Testing measures for management of
professional teaching activities at the University
of Fire Prevention and Fighting following the
orientation of developing professional capacity
Due to the conditions of time and other objective conditions,
the dissertation only tests the measures: "Directing the renovation of
methods and organizational forms of professional training following the
orientation of developing professional capacity ".
* Test purpose
The purpose of the test is to verify the effectiveness of the
method of managing professional teaching activities in accordance
with the proposed orientation of developing professional competence.
* Choose a testing sample

Trials in the dissertation are conducted in the form of parallel
testing including 02 groups: Control group (not applying test
methods) and experimental group (applying test methods).
* Content and duration of the test: conduct 02 batches.
- Phase 1: from August 2018 to October 2018. We conducted
for lecturers to implement "Directing innovation in methods and
organizational forms of professional teaching following developing
professional capacity".
- Phase 2: from October 2018 to December 2018. We conduct
instructors to prepare and practice professional teaching in the
classroom. Immediately after lecturers teach, conduct tests, evaluate
test results for two-class students.
Phase 1
The control group consisted of 45 lecturers of the Department
of Fire Fighting (Department 3) and the Faculty of Automation and
Technical Facilities for Fire Prevention and Rescue (Department 1).


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The testing group consisted of 45 lecturers of the Rescue
Department (Department 4) and the Department of Fire Prevention
(Department 2).
* Test criteria and evaluation scale
* Test results
The pre-test results show that, in the teacher's awareness of the
teaching preparation activities and professional teaching practice
activities of the lecturers before the test in both control and testing
groups are similar, there was no difference between the control and
control groups
In the experimental group, the test results were higher than the

control group.
In conclusion, based on the results of measuring the two
criteria after implementing the directions for renewing the method,
the form of organization of professional teaching under the
orientation of developing professional capacity shows the awareness
of lecturers in preparation. Teaching and professional teaching
practice of lecturers in the experimental group are higher than the
control group results. Therefore, it can be concluded that, "Directing
the innovation of professional teaching methods and forms in the
direction of developing professional competencies" has the effect of
improving the quality of management of professional teaching
activities in ihe University of Fire Prevention and Fighting is oriented
to develop professional capacity.
Phase 2 testing
* Test object
A third-year students, majoring in Fire Safety.
The control group was 45 students of class D32B.
The test group has 45 D32A students.
* Force participating in testing
Author of thesis and lecturer of Training and Rescue Team of
Faculty of Rescue (department 4).
* The testing phase
- Preparing phase: Surveying participants in the test and
control classes.
- Trial phase:
Lecturers prepare and teach the subjects in turn in order of the
headings of the curriculum;


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Conduct lectures under normal teaching conditions;
Analyze test results quantitatively on the criteria: the quality of
knowledge and ability to systematize thinking, generalize through
lectures in class of students; formation of attitudes, behaviors and
professional development of students. Based on the data obtained, the
result of the test layer is higher than the control class.
In qualitative terms, through the experiment, the author has
joined with lecturers to exchange and analyze that when lecturers
follow the process of preparing and practicing teaching activities
according to the subject method If the proposal is proposed, the
trainees should have a solid knowledge and ability to systematize and
generalize the formation of attitudes, behaviors and develop
professional competencies.
Conclusion of Chater 4
In order to improve the efficiency of managing professional
teaching activities at the University of Fire Prevention and Fighting
following capacity development orientation, it is necessary to
synchronize the proposed measures. The above proposed measures
have dialectical, impacting and supporting relationships in the
implementation process. Each measure holds a place in the
implementation process, they are not separated from each other and
only promote the highest efficiency when done synchronously, in
which the direction of renewing the method and form of teaching
organization is the central measure.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
On the basis of critically absorbing scientific achievements of
domestic and foreign authors, the dissertation has built a theoretical
framework including theoretical issues on professional teaching
activities and management of professional teaching activities at the

University of Fire Prevention and Fighting following capacity
development orientation. The dissertation has contributed to
supplementing and developing the theory of professional teaching
activities at the University of Fire Prevention and Fightingfollowing
capacity development orientation, including concepts, especially the
concept of skills professional capacity of fire prevention and fighting


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and rescue has proposed a professional competency framework for
fire safety and rescue, identifying management contents and factors
affecting management of professional teaching activities at the
University of Fire Prevention and Fighting following capacity
development orientation.
The dissertation has surveyed, comprehensively analyzed the
current situation of the problem of professional teaching activities
and management of professional teaching activities at the University
of Fire Prevention and Fighting following professional capacity
development orientation; specify the advantages, limitations and
causes. Those research results are scientific arguments for proposing
measures to manage professional teaching activities at the University
of Fire Prevention and Fighting following professional capacity
development orientation.
The proposed measures have dialectical, impacting and
supporting relationships in the implementation process. The test
results by collecting opinions of lecturers, managers and
students showed that measures to manage professional teaching
activities at the University of Fire Prevention and Development
are oriented to develop. The proposed professional competence
is highly urgent and feasible in accordance with the school's

conditions.
The dissertation has tested the method "Directing to renovate
the method and form of professional training organization following
professional capacity development orientation". The test results
have confirmed the effectiveness of the test method in improving
the quality of professional teaching activities at the University of
Fire Prevention and Fighting following professional capacity
development orientation.
2. Recommendations
2.1. The Ministry of Public Security
To increase investment in material infrastructure construction,
prioritize infrastructure development, training ground model;
Increasing the equipment and facilities for fire prevention and rescue,
specialized rescue for the school; Create a legal corridor and expand
international cooperation in many aspects, including interest and
investment in training and retraining of staff and lecturers to improve
their professional qualifications.


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2.2. The University of Fire Prevention and Fighting
Building regulations, regimes and rules for managing
professional teaching activities on fire prevention, rescue and
rescue according to the orientation of professional capacity
development for students.
Studying, proposing and flexibly applying methods of
managing professional teaching activities in order to make full use of
all potentials of the school.
The school administrators pay close attention to more closely,
promptly grasp the situation of the school, take measures to adjust

and rectify in time so as not to make mistakes.
The board of management should pay attention to upgrading
infrastructure, planning to invest in procurement and effective
exploitation of equipment and facilities for professional teaching,
creating the best conditions for professional teaching activities.
oriented career development.
Strengthening policies to support the life and working
conditions of lecturers.
2.3. Lecturers
Constantly striving to improve the ethical quality, professional
capacity and professionalism as well as being aware of the role,
position and responsibility of the lecturers.
Strictly abiding by the regulations on the management of
professional teaching activities in schools./.