Quản lý đào tạo giáo viên mầm non ở các trường cao đẳng sư phạm trung ương theo tiếp cận CIPO tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

NGUYEN MANH HUNG

THE PRESCHOOL TEACHER TRAINING
MANAGEMENT IN NATIONAL UNIVERSITY FOR
EDUCATION UNDER THE CIPO APPROACH”
Major: Education management
Code: 9140114

SCIENTIAL EDUCATION DOCTORAL THESIS
Supervisor:
MR TRAN KIEM (Assoc.Prof/PhD)
MR PHAM VAN SON (Assoc.Prof/PhD)

HANOI 2019


THIS THESIS WAS CONDUCTED AT HANOI
NATIONAL UNIVERSITY OF EDUCATION
Supervisor:
MR TRAN KIEM (Assoc.Prof/PhD)
MR PHAM VAN SON (Assoc.Prof/PhD)

Argument 1: Assoc.Prof/PhD Nguyen Tien Hung, The
Vietnam Institute of Educational Sciences
Argument 2: Assoc.Prof/PhD Nguyen Thi Thu Hang,
National Academy of Educational Management
Argument3:Assoc.Prof/PhD Phan Thanh Long, Hanoi National
University of Education.

This thesis was upholded at School level Thesis Evaluation Board at
Hanoi National University of Education on ....

You can learn more about this thesis in:
National Library Hanoi National University of Education


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AUTHOR’S OTHER PUBLISHED RESEARCH
RELATED TO THIS THESIS’S TOPIC
1. Training preschool teacher in national colleges for
education, Education Magazine.
2. The prechool teacher education management at
national colleges for education under the CIPO approach;
Education Equiment Magazine
3. The prechool teacher education management at
national colleges for education; Education Equiment
Magazine
4. Previous studies on the prechool teacher
education management at national colleges for education
under the CIPO approach; Education Equiment Magazine


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INTRODUCTION

1. The importance of the research thesis
1.1. Teaching staff is the core force of education and
training, the human resource that determines the quality of
education. Preschool teachers are the human resources in
early childhood education that determine the quality of
childcare in preschools. Derived from the advantages of the
CIPO approach in training, the choice of the teachers’
training management under CIPO approach should be
selected to enhance the quality of preschool education
human resources to meet the universal education
requirements in general and preschool education in
particular.
1.2. The current situation of pre-school teacher training
maagement at national colleges for education nationwide
It is necessary to have studies with diversified and
comprehensive methods of training management to
enhance the quality of training and the quality of preschool teaching staff meeting the needs of society.
1.3. In terms of education management, there are many
doctoral theses about training management of different
fields while studies on the management of training
preschool teachers at national colleges for education under
CIPO approach are few.


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Derived from these above reasons, the topic ”Prechool
teacher education management at national colleges for
education under the CIPO approach” is chosen to study in
order to enhance the quality of training as well as the
quality of pre-school teaching staff meeting the needs of

society.
2. Objectives, missions, subjects and geographical areas
- According to studies on the theory and pratice of training
and training management of preschool teachers, solutions
of the management of training preschool teachers under
CIPO approach are suggested.
- Training activities of preschool teachers at national
colleges for education under CIPO approach.
- The management of training at national colleges for
education under CIPO approach.
- Suggestions and practice of solutions of training
preschool teachers at national colleges for education
following CIPO approach are performed synchronously
from input to output and context so that the quality of
preschool teachers at national colleges for education can be
enhanced.
- Building the rationale, surveying, analysing, assessing the
current situation; suggesting management methods and
testing them at national colleges for education under CIPO
approach.


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- In terms of the research thesis on training preschool
teachers with education college degrees, the main
management subjects are the principals of the national
colleges for education while other subjects are coordinators in the management of preschool teachers at the
school. The management staff and the lecturers of the
national colleges for education are surveyed.
- Students completed their teaching at preschools

nationwide.
- The surveyed area of the national colleges for education.
- Approaching and employing research methods such as
analysis, summary, comparison, modelization,etc of CIPO
model to build the rationale of the thesis topic.
3. New contributions of the thesis
- Building rationale of preschool teachers training
management under the CIPO approach.
- Detecting current situation of training and training
management of prechool teachers.
- Suggesting and confirming effectiveness of the training
management methods of preschool teachers under the
CIPO approach.
4. The thesis structure
Regardless of the introduction, conclusions and
suggestions, references, appendices, the thesis consists of 3
chapters:


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Chapter 1: Rationale of preschool teacher education
management at national colleges for education under the
CIPO approach.
Chapter 2: Current situation preschool teacher training
management at national colleges for education
Chapter 3: Preschool teacher training management
solutions in national colleges for education under the CIPO
approach
CHAPTER 1: RATIONALE OF PRESCHOOL
TEACHER

TRAINING
MANAGEMENT
AT
NATIONAL COLLEGES FOR EDUCATION UNDER
THE CIPO APPROACH
1. Overview of the research issue
Currently, preschool teacher training management has been
studied extensively in theoretical and practical angles with
diverse content and scientific aspects.
With an aim of building a master picture of research to
inherit and identify new points of the research thesis, the
overview will follow 3 directions: a, Studies on teacher
training; b, Studies on the management of teacher training;
c, Studies on the preschool teacher training management
1.1.1. Studies on teacher training
1.1.2. Studies on the management of teacher training
1.1.3. Evaluation of studies on the preschool teacher
training management and identification of the issue
needed to be solved of the thesis


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1.1.3.1. Reviews of outstanding points of the previous
studies on the management of teacher training
- The preschool teacher training management has not been
studied at doctoral level, especially with the application of
the CIPO model.
As a result, the research topic ”The prechool teacher
education management at national colleges for education
under the CIPO approach” has identified new points and

contributed directly to enhance the quality of preschool
teachers meeting the society needs about the human
resources of preschool education currently.
1.1.3.2. Scientific issues needed to be solved of the thesis
- Summarizing and completing rationale of the preschool
teacher training management under the CIPO approach.
- Detecting and assessing the exact situation of preschool
teacher training, factors and their levels of affecting.
- Coming up with effective solutions of preschool teacher
training to enhance the quality of preschool teacher training
for society.
1.2. Theory of preschool teacher training at the national
colleges for education
1.2.1. The concept of training and preschool teacher
training
a, The concept of training


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According to the education dictionary [45] “Training is a
systematic process of transferring methods, experience,
knowledge, skills, professional skills as well as fostering
necessary ethical qualities and preparing learners for
independent life, contributing to building and protecting
the country".
b, Teachers: Teachers are the central characters at school,
determining and ensuring the quality of education.
c, Preschool teachers: “Preschool teachers are those who
are responsible for nurturing, caring and educating children
in schools, kindergartens, children's groups, and public

kindergartens. "[6]
d, The process of training prechool teachers is the process
of transfering knowledge and skills of preschool education,
forming attitudes for students for mastering skills of this
job to become teachers at preschool institutions later.
1.2.2. Objectives, missions of colleges in general and
national colleges for education in particular
Colleges of pedagogical and non-pedagogical disciplines,
teacher training of basic science and gifted disciplines,
National Colleges for Education has functions, goals and
missions like colleges but only train pedagogical and gifted
disciplines.
1.2.3. Basic features of the process of preschool teacher
training at national colleges for education


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Places of admissions, training targets and training budget
are managed directly by Ministry of Education and
Training
1.2.3.1.
Features
through
factors of the process of
preschool teacher training
1.2.3.2.
Features through
factors of preschool teachers’
competencies
Requirements for preschool teachers in accordance with current standards

Quality politics, virtues, ways of life

Knowledge

Pedagogical skills

Requirement
Requirement
1 Requirement
2
3
Requirement
Requirement
4 Requirement
5 Requirement
1 Requirement3
2 Reuqirement4
Requirement5
Requirement1
Requirement2
Requirement3
Requirement4
Requireemnt5
1
2
3

CriteriaCriteria
2

Criteria
3
4
Criteria 1

Criteria
3
4
CriteriaCriteria
2
Criteria 1

CriteriaCriteria
2
Criteria
3
4
Criteria 1


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Figure 1. Requirements for preschool teachers in accordance
with standards in current education reform
1.2.2. Renewing preschool training and requirements
for preschool teachers
1.2.2.1. Renewing education and preschool
education
Resolution of the Eighth Conference of the Central
Committee of the Communist Party of Vietnam on the

"fundamental renewal, comprehensive education and
training, meeting the requirements of industrialization and
modernization in the market economy, orientation
socialism and international integration.
1.2.4.2 Requirements for preschool teacher training and
management of preschool teacher training
- Indentifying expected learning outcomes of the students
according to the competency approach.
- The learning process of the students in the teachers'
colleges to become pre-school teachers meeting the
requirements of preschool education reform and the
requirements of the society.


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- The process of teacher training evaluates the adaptability
to the job and adjusts the content of the program, the form
of training for
- The previous training of preschool teachers has taken into
account the training relationship with the locality and preschool education institutions, etc., before the reform of
preschool education in this training system.
1.2.4. Approaches in preschool teacher
training
The thesis systematizes ways of approaching in training:
process, objectives, quality assurance, expected learning
outcomes, experience, innovation, cooperation.
1.3. Approaches in the preschool teacher
training management
The thesis systematizes ways of approaching in training:
- Management function-based approach in order to

exploit the school’s potentials effectively to reach
the defined training objectives.
Training activities management

Organizing training activities
Directing training activities
Checking training activities
Planning training activities


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- Objective-based approach helps subjects to understand
personal and organization objectives clearly.
- School-based approach in order to help training activities
reach the defined objectives.
- Process-based approach is an aimed and oriented impact
of the management subjects in order to reach the defined
objectives.
Input

Process

Output

Training

- Comprehensive quality management approach identifies
university-based approaches to TQM (Customer Needs
Assessment, Leadership and Strategy, Systems and Quality
Management Processes, Building process management)

- The CIPO management approach looks at three basic
components of the training, with 10 elements from the
perspective of the overall education process. From Input;
Process; Output and Context
1.4. Management of preschool teacher education under
the CIPO approach


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- The nature of access to CIPO in education management is
a process approach that interacts with the environment and
externalities.
- Specifing CIPO in the process of the management of
preschool education.
The CIPO model initiated by UNESCO in 2000:
Input

Proces

Output

Context

Input
(Input - I)
- Admission
- Training majors
- Teachers
- Learners, managers
- Facilities and teaching tools

Process

Output

(Output - O)
- P) of the CIPO pre-service
- The coordination of the(Process
content
- Teaching process
- Learners graduate
teacher education management.
- Learners’ expectations
- Learning process
- Testing and evaluating teaching results
- Adatability to work
- The content of training management in national
- Meeting the colleges
needs of labor institutions
for education under the CIPO approach
- Application of the CIPO model is shown in the following
diagram:
Context
(Context - C)
- Socio-economic conditions and environment of locality
- Law and policy
- Market labor
- Government’s investment
- The progress of science and technology
- Relationships with labor institutions

- International integration and cooperation


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1.5. Factors of preschool teacher training management
a, Input management
b, Process management
c, Output management
d, Context management
Conclusions of Chapter 1
Based on the overview of the research issue on the
management of teacher training and preschool teacher
training, the thesis identified distinctive features of its
content – The preschool teacher training management
under CIPO approach. The theory framework of the thesis
consists of issues:
The preschool teacher training management under CIPO


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approach is an aimed impact, orienting managers (Board of
Directors, funtional departments, faculties,etc) through the
input, process and output management in a specific context
to the subjects of management (the process of training
teachers and learners) in order to create products which are
preschool teachers meeting the needs of society.Content of
preschool teacher training management at central teacher
colleges consists of: Management of input factors of
preschool teacher training; Management of the training

process; Management of output factors of training;
Manangement of context factors of training.
CHAPTER 2: CURRENT SITUATION OF
PRESCHOOL TEACHER TRAINING
MANAGEMENT AT NATIONAL COLLEGE FOR
EDUCATION
2.1. An overview of national colleges education in
Vietnam:
The National College for Education, Nha Trang
National College for Education, Ho Chi Minh National
College for Education
2.2. An overview of the practice of management of
preschool teacher training in national colleges for education
- Survey the current situation of education to identify
the pratical basis for suggesting solutions.
- This thesis survey the below issues:


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a) Survey the current situation: the purposes, contents,
forms, methods of the preschool teacher trainings
b) Survey the current situation of preschool teachers
training management
-Survey methods: questionnaire, interview, statistical
mathemetics
- Evaluative standards
- Rankings: calculating frequency (%), calculating
average score
- Evaluating the affect level of the contexual factors to
the preschool teacher training management with score

- Survey model: based on the built theoratical basis,
process the information in 2 ways calculating the percentage
and calculating average score
- Reseach’s geographical scope: national colleges for
education in Vietnam
2.3. The current situation of preschool teachers
training in national colleges for education
- The level of goal achievement in preschool teacher
training is quite high, showing in the general average score
= 2.85 (min =1, max = 4)
- The implementating the content of the preschool
teacher training program in the national colleges for
education is quite high with = 2.78
- The implementing training preschool teachers’s
form and methods in national colleges for education is
quite high with X= 2.74


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2.4. The current situation of the management of
preschool teachers training in national colleges for
education
The
implementing
student
recruitment
management content is quite high with X= 2.75 (min = 1
max =4)
- The implementing preschool teacher training

program development’s management is at average level
with X= 2.69 (min = 1, max = 4)
- The implementing teaching management is quite
high with average score X= 2.84 (min =1, max =4)
The implementing trainee management is quite high
with average score X= 2.76 (min = , max =4)
- The implementing infrustructure management is
quite high with X= 2.6 (min =1, max = 4)
- The implementing input management is quite high
with X=2.73 (min =1, max=4)
The management of evaluating progess factor is at
average level, with the average score of the content of the
teaching management X=2.59 (min =1, max=4)


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The learning management is at average level with
the average score of the content of the learning
management X= 2.69 (min = 1, max=4)
The management of teaching control and evaluation
is quite high, with the average score of the teaching
management X=2.69 (min=1, max =4)
- The implementation of issuing diplomas and
certificates is quite high with average score X=2.75
(min=1, max =4)
- The feedback management is determined as
follows: “Identify feedback management criteria to
graduated student” X=2.55 ranking 1/5 and “Forming a
feedback collection process from employers” X=2.54
ranking 2/5

The education result management in national
colleges for education is quite high with the general
average score of X=2.56 and the content of the education
result management is considered to be perform well.
The student feedback management is at average
good level with X=2.60


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The contexual factors have strong influence in the
training process that has been mentioned in theoratical
basis in Chapter 1
Evaluating the affect level of school internal and
external factors: general average score X=3.08 (min=1,
max =4)


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Pros and reasons
Cons and reasons
Conclusions of chapter 2
The progress of achieving training objectives, training
programs content, preschool teacher training form and
methods is considered to be performing quite well. Preschool
teacher training management from input management,
training process management to preschool teacher training
output management in recent years is at average to good level
and the level of progress is as follow: 1- Input management;

2- Training process management; 3- Preschool teacher
training output management
The schooling factors affecting preschool teacher
training management constitue many subjective and
objective ones and the level of affect is ranked as follow: 1Relationship between the school and preschools; 2- The
school environment factors 3- Government policy factors;


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4- Science and technology development; 5- Schools
management level factors, 6- Locality factors
The result of the above practice survey about
preschool teacher training management in national colleges
for education is a strong base to suggest effective
management solutions to improve the quality of the trained
preschool teacher.
Chapter
3:
Preschool
teacher
training
management solutions in national colleges for education
under the CIPO approach
3.1. Principles of forming training management
solutions
3.2. Preschool teacher training management solutions in
national colleges for education under the CIPO
approach
3.2.1 Input management solutions
3.2.1.1. Developing preschool teacher training programs

that are oriented toward students abilities development and
today demands of the society on child-caring and education
3.2.1.2. Improving the preschool teacher training
management abilitiy for the manager staff of the school
3.2.2 Training process management solutions
3.2.2.1. National colleges for education collaborate closely
with preschool in training preschool teachers
3.2.3 Output management solutions
3.2.3.1. Improving the adoption rate of IT in student
feedback management while studying and after graduation


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3.2.3.2 Evaluating the preschool techer traininng results
under ability approach
3.2.. Solutions to adjust the affect of the context
3.2.4.1. Completing the framework of references for
preschool teachers in the context of current education
innovation stage
3.2.4.2. Studying the context and conducting surveys on
labor market and recruiting students that meet the society
demands
3.3. The relationships among the preschool
teacher training mangement solutions under the CIPO
approach
Each of the solutions has its own strengths and
weaknesses that are suitable for different situations, thus
avoiding outrightness, focusing too much on a single
preschool teacher training maanagement solutions that the

Developing preschool teacher training programs that are oriented
toward the
students
abilities development
demands
of the
Improving
adoption
rate of ITand
in today
student
feedback
manager approciate

Perfecting
of references
for p
National colleges for education collaborate closely with
preschoolthe
in framework
training preschool
teachers
Traing management solutions

Evaluating the preschool
techerthe
traininng
results
under
abilitymanagem

approac
Improving
preschool
teacher
training


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3.4. Testing the necessity and viability of the preschool
teacher training management in national colleges for
education under the CIPO approach
The purpose of the testing is to assert the necessary
and viability of the preschool teacher training management
solutions in national colleges for education under the CIPO
approach and suggested by this thesis.
Level
Score
Ranking
Very necessary, very viable
4
X=3,25-4,0
Necessary, viable
3
X=2,5-3,24
Less necessary, less viable
2
X=1,75-2,49
Not necessary, not viable
1

X=<1,75
The necessary level of the preschool teacher training
management solutions is very high, showing in the average
score of these solutions X=3.37 (min = 1, max = 4).