Quản lý hoạt động thực hành sư phạm của học viên ở các trường sĩ quan quân đội theo định hướng phát triển năng lực tt tieng anh

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INTRODUCTION
1. Rationale for the study
Cadets at Military Officers Schools (MOSs) are young men, noncommissioned officers and soldiers who have been carefully selected
regarding their political background, health, and cultural knowledge and have
passed university entrance exams and admission exams of MOSs. The
training objective of the military authorities is that after graduating from
school, cadets have just become officers, leading officials and unit leaders; has
just become a military pedagogy, a social-political activist, directly educating
and training the soldiers at the division units; have enough qualities and
capabilities to complete all tasks assigned by the Party and the Army. In order
to fulfil the responsibilities and duties of military pedagogy in units, even
during training, cadets in the army forces must be trained to form and develop
similar qualities and competences. Therefore, organizing and managing PPA
of cadets in the training process is a basic and important content that always
attracts the attention of educators and educational managers at MOSs. That is
also the basic and important stage that contributes to the implementation of the
principle in education: "Learning goes hand in hand with education, combined
with production labour, theory associated with reality"; "the school is
associated with the battlefield, associated with the grassroots unit" to improve
the quality of education and training at MSOs presently.
Pedagogical practice is a basic form of teaching to help cadets
apply their knowledge and experience in pedagogical activities to solve
the theoretical and practical tasks of training and education set out to
consolidate, supplement and develop knowledge, skills and qualities
according to the objectives and the training requirements. In the context of
education and training reform of our country and the military today,
managing PPA of cadets of army officers' schools in the orientation of
labour development is one of the feasible solutions contributing to the
implementation of the comprehensive renovation policy of the Party's
education and training in the direction of "reducing theory and increasing

practice"; “... promoting the active, creative and applying the knowledge and
skills of the learners, overcoming the one-way imposition of transmission
and memorizing machines. Focus on teaching how to learn, think,
encourage self-study and create a basis for cadets to update and renew their
knowledge, skills and capacity development” [32, p.4].
The facts show that, in recent years, cadets' PPA in MOS has been
paid due attention, directed and obtained positive results by the schools.
However, there still exist many limitations and shortcomings in terms of
the content, programs, forms, methods and organizational management.
Some schools also have an inadequate attitude. The planning
formulation; organizing, directing, inspecting and evaluating the quality
of PPA of cadets mainly still follow the traditional method; the
coordination between related forces in the organization and management


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is not really rhythmic and unified. Notably, in some places, there are
achievement-orientated trends; leading to assessing cadets' performance
of PPA is insufficient. In particular, the process of organizing and
managing PPA of trainees has not been based on a solid theoretical basis
on pedagogical skill and management of PPA. Accordingly, it has a
significant influence that restricts the formation, knowledge, skills and
qualities of cadets according to the training goals and requirements.
The theory and practice show that the nature of PPA of cadets is
learning. Currently, educational science has appeared many learning
theories such as tectonic theory, near-development theory, cooperation
theory, cognitive development theory, experience theory (ET), etc. Each
theory has different advantages and disadvantages, but it has the same
purpose of developing learners' abilities. Although, there have been a
number of researches on management of teaching activities in general,

practical activities in particular according to some modern approaches
such as object-based approach, quality management approach, managing
by objectives and content, etc. Yet, there is no work based on a learning
theory, combined with modern approaches to research on PPA and
management of PPA. Therefore, if the research on PPA of cadets in
MOSs is based on experiential learning theory, then apply measures to
manage cadets' PPA based on the management function, combined with
the change approach. Participating subjects will be applied interweaving
will be a new research direction, contributing to the development of
scientific theories of educational management in general, management of
teaching activities in general, and management of PPA in particular.
On the other hand, with the strong development of the 4.0
industrial science revolution, there have been rapid changes in strategic
and tactical thinking; modes of operation and development of weapons,
weapons, war vehicles and high-tech fights. Accordingly, the fighting
style and tactics of individuals and detachments are also regularly
supplemented and developed. The situation above imposes an objective
requirement and must improve the quality of military training at the unit
level divisions. Therefore, improving the pedagogical skills for cadets in
MOSs, meeting the training requirements for military personnel in
division units after graduation has become more crucial than ever before.
From the above-mentioned reasons, the author decides to select
the issue: "Management of pedagogical practice activities of cadets at
military officers' schools according to the orientation of capacity
development” as his doctoral thesis topic, with an aim to improving the
quality of education and training at MOSs at present.
2. Aims and objectives of the research
Aims
On the basis of theoretical and practical research, the thesis
proposes measures to manage PPA of cadets at MOSs according to CDO

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in order to contribute to improving the quality of education and training
at MOSs currently.
Objectives
Giving an overview of the thesis-related situation and the issues
need further addressing.
Clarifying the basic theoretical issues about cadets' PPA at MOSs
and management of PPA of cadets at MOSs according to CDO.
Conducting surveys and assessing the current situation of PPA and
management of PPA of cadets at MOSs, indicating the causes, and
drawing lessons.
Proposing measures to manage the PPA of cadets at MOSs currently.
Examining the necessity, feasibility and effectiveness of the
proposed measures to verify the thesis results in the reality.
3. Subject, object, scope of the research
Subject
Management of training activities at MOSs according to CDO.
Object
Management of PPA of cadets at MOSs according to CDO.
Scope
In terms of content, the thesis focuses on studying management of
PPA of cadets in the MOSs according to CDO. However, the PPA of
cadets at MOSs has a variety of contents; the thesis only focuses on the
management of military training practice management of cadets. This is
considered as the most important aspect for army officers.
In terms of subject, the thesis focuses on PPA and management of
PPA of cadets of officers in charge of advising officers at MOSs,
including: The Officers Training College N1, The Artillery Officers

Training College, The Commandos Officers Training College, The
Chemistry Officers Training College, The Armour Officers Training
College. The participants include: managerial staff, lecturers and cadets
of basic training, university level at MOSs.
In terms of time, the data used for the thesis is mainly from 2013
to the present.
4. Scientific hypotheses
Managing pedagogical practice activities of cadets at MOSs has a
very important role, contributing to the decision to improve the quality
and capacity of cadets' training, meeting the requirements of training and
educating soldiers after graduation. However, compared with the
requirements of military development in the context of international
integration and innovation in education and training, the management of
PPA of cadets still has limitations and shortcomings that have not kept
up with the development of military training practices. Those limitations
have several causes. If applying the management of PPA of cadets at
MOSs according to the CDO, based on the application of ET by David


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Kolb, combined with the participants, then it will improve the quality of
PPA of cadets at MOSs.
5. Methodology and research methods
Methodology
The thesis is based on dialectical materialism and historical materialism
of Marxism - Leninism, Ho Chi Minh thought; thoroughly grasping the views
and policies of the Party, the State and the Central Military Commission on
education renovation and education and training management in general;
innovating, improving the quality of PPA management of cadets at MOSs in
particular. Simultaneously, the thesis is also based on the scientific research

methodology of educational management, specifically:
The system - structure approach
The PPA of cadets at MOSs is a system, including elements such
as: Objectives, programs, contents, methods, forms, tests and evaluation
of the results of EA. From a systematic perspective, the management of
PPA of cadets at MOSs must be implemented synchronously on all these
elements. Simultaneously, it must be put in dialectical relationship with
other systems of training activities to determine the mode and means of
participation in management.
The activity approach
Cadets' pedagogical activities are self-conscious activities of learners
under the guidance, direction and orientation of the management staff and
teachers. It is a positive process with purpose and conditions and means
guaranteed. Therefore, managing PPA of cadets at MOSs is based on the
orientation of labour development, requiring the management subjects to have a
firm grasp of the purpose, requirements, contents, forms, methods and
conditions, means and characteristics of PPA. Accordingly, the thesis proposes
measures to manage cadets' PPA in accordance with the orientation of CD.
The capacity approach
Managing the PPA of cadets at MOSs under the CDO is to train
cadets with skills and pedagogical capacity to meet the requirements of
military training for military personnel in units after graduation. Thus, it
is necessary to develop pedagogical competence of learners; on that
basis, the thesis proposes tasks and solutions in accordance with the
requirements of cadets’ pedagogical capacity development.
The functional combined with object management approach
Management on PPA of cadets at MOSs is conducted through
management functions, at the same time and based on the evolution of
the management object to create a synchronized, unified coordination
between the subject and the object. . From there, find out the ways and

measures of impact in accordance with the evolution of the object.
Therefore, it is necessary to closely combine functional approach with
object approach to define the theoretical framework and propose
measures to manage PPA of cadets at MOSs in the direction of CDO.


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The standard output approach
In order to determine the content of orientation for developing
competencies in managing PPA of cadets at MOSs, it must be based on
the pedagogical competence output standards. Therefore, this approach
is an objective requirement for the thesis to determine the content of
pedagogical skill development orientation of learners and also a basis for
determining the system of measures to manage PPA of cadets at MOSs
according to the orientation of CD.
Along with the above approaches, during the dissertation research, the
experiential learning theory is used to determine the content and process of
PPA of cadets. In particular, it points out the steps and pedagogical skills and
competences of cadets need to be formed in those stages. Therefore, it is
necessary to apply ET to build a theoretical basis, and then appropriately
determine the content and method of managing PPA of cadets at MOSs.
Research Methods
The thesis uses a combination of theoretical, practical and
supportive research methods as listed below:
Theoretical method
Using methods of analysis, synthesis, systematization, generalization of
information, sources of documents to build theoretical basis and thesis
implementation. Resources exploited for research include: Marxist - Lenin
classics, Ho Chi Minh thoughts; documents, resolutions of the Communist Party
of Vietnam, instructions and resolutions of the Central Military Commission, the

Ministry of Defense; State education and training documents related to research
issues; research works on educational science and education management;
theses, theses, scientific reports, scientific conference proceedings, scientific
articles, and relevant monographs.
Practical methods
Observation method: Focusing on observing the leadership,
direction and organization of the implementation of the management of
PPA of cadets of the administrative staff, teachers and cadets of
educational managers and lecturers to collect information. Practical
information, verification of existing theories comparing results in
research with testing, comparing theory and practice.
Methods of summarizing educational management experience:
through legal documents; summarizing reports on education, training and
experience in organizing models and ways of organizing PPA of pedagogical
assets in order to draw experiences from managing cadets’ PPA.
Survey method: used to collect opinions of managers, teachers and
cadets about the status of PPA and management of PPA of cadets at
MOSs; the factors affecting the management of PPA of cadets at MOSs;
Survey the necessity and feasibility of the proposed measures.
Research method of activity products: used to study the program,
content, process of organizing PPA and student's pedagogical skills to
collect necessary information and data.


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Topic interview method: used to study the cause of the reality of PPA and
management of cadets’ PPA through direct interviews with the participants.
Expert method: used to collect and process information related to
research issues and to appraise the proposed measures.
Experimental method: used to verify the effectiveness of the

proposed management measures and test method 3: “Directing each
stage of military training practice under ET to draw experience and
disseminate good lessons.
The supporting method
Mathematical statistical methods: Using mathematical statistical
formulas to process the data obtained in comparative quantitative terms and give
research results of the thesis. The survey collected from the actual questionnaire,
from the experiment was processed by Microsoft Excel software program.
6. New contributions of the research
Firstly, the thesis supplements and clarifies the theory of PA and PPA
of cadets, the characteristics, requirements, and content of the process of
organizing PPA of cadets, clearly defining the learning outcomes of the
pedagogical capacity of cadets; management of PPA of cadets at MOSs
according to the orientation of CD. Simultaneously, the thesis thoroughly
analyses the content of managing the PPA of cadets and the factors affecting
the management of PPA of cadets according to the orientation of CD.
Secondly, the thesis provides an objective panorama about the
current situation of PPA and management of PPA of cadets at MOSs
according to the orientation of CD.
Thirdly, by clarifying the theoretical and practical issues, the
thesis proposes 6 measures to manage PPA of cadets at MOSs according
to the orientation of CD. Experimental results show that the measures
proposed in the thesis are practical, necessary and highly feasible.
7. Theoretical and practical significance of the research
Theoretical significance: The thesis contributes to supplement,
develop the theory of PPA and management of PPA of cadets at MOSs
according to CDO; and it proposes a practical and feasible system of
measures to improve the effectiveness of the management of PPA of
cadets at MOSs in the direction of CDO, contributing to improving the
quality of education and training at MOSs.

Practical significance: The results of the thesis provide scientific
arguments which help leaders and commanders at all levels of MOSs,
especially the faculty and management staff to study and apply in the process
of organizing and managing PPA of cadets according to the orientation of CD.
The thesis is also a useful reference source for leaders and commanders at all
levels in general, the management staff of cadets, lecturers and cadets in
particular in the organization and management of cadets' PPA, contributing to
improve the quality of education and training at MOSs currently.
8. The structure of the research
The thesis includes: Introduction; 4 chapters; 15 periods, conclusion, a
list of published works by the author, references and appendices.


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Chapter 1
AN OVERVIEW OF THE THESIS-RELATED RESEARCH
SITUATION
1.1. The studies related to the thesis
1.1.1. The studies related to practice and pedagogical practice
Typically, there are some prominent works by the following authors:
In the Soviet Union and a number of socialist countries in Eastern
Europe before, the study of students’ EA was concerned by many authors
such as Soschol, Gutsev, OAAbdoullina, Ivanôv, N.VKuzmina, (Soviet
Union); N.M.Iacovalev, Iu.K.Babansky ...; C. Denhec, F.Januskiewiez
(Poland). The author Xavier Roegiers [134] in his work "Integrated
Pedagogy or how to develop competencies at school". In some works by
T.ragg and L. Stenhouse, they emphasize that the curriculum must be
intensive and practical, as well as the ability to apply those influences to
practical activities to form skills. Occupational skills of learners. In the work
"Theory of teaching in high schools" (1982), the authors MIMacmutov,

MNXcatkin, V. Konon, ... On the basis of active psychology, by
LXVưgôtxki, ANLônchiep, Ganperin ... initiators, psychologists, socialist
educators have pointed out the most common way to organize activities to
shape the capacity development of each individual.
In the doctoral dissertation on: "Fostering the capacity to practice
party and political work of cadets training cadres at division level in
Military Political Academy in the current period”, Nguyen Chinh Ly
(2006) has shown the capacity of the party cadres to practice political
and party work. In the work "Practical military pedagogy", edited by
author Tran Dinh Tuan. In it, the authors emphasize: "Pedagogical
practice is a regular task of teachers and is an indispensable form of
basic teaching in teacher training programs". Author Nguyen Thanh
Long (2017) with his doctoral thesis: "Developing career-adaptive skills
through practice and apprenticeship for technical college students".
Nguyen Dinh Chinh and Pham Trung Thanh also presented their views
on this issue in the text "Education and pedagogical practice".
1.1.2. The studies on pedagogical training and practice oriented
capacity development
Shirley Fletcher (1995) in his book, "Competence-Based
Assessment Techniques" [146], points out the difference in competencybased training in the UK and US. Author Thomas Deissinger and Slilke
Hellwig (2011), in the book: "Structures and functions of competencybased education and training (CBET): a comparative perspective"
[147], gave a view on the structure and function of training program


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based on the carrying capacity. Roger Harris, Hugh Guthrie, Bary
Hobart, and David Lundberg (1995) have published: Competency-Based
Education and Training: Betwenn a Rock and a Wirlpool. South
Melbourne” [144]. Of which, the authors have comprehensively
researched on education and training based on performance in Australia.

In our country, the research works on labour-oriented training
appear first in the field of vocational training, typically as the scientific
works of the following authors:
The work "The basics of innovation to improve the quality of
education and training at the Military Political Academy" [59]. The scientific
topic of the Military Political Academy (1989) discusses thoroughly and
applies the motto "theory related to reality". Le Minh Vu (2007) with the work
"Organizing the teaching process of social sciences and humanities at military
university" [133] has shown: Besides very basic advantages, too the teaching
curriculum of S&T subjects at military university now also reveals
shortcomings and shortcomings that must be quickly overcome. Nguyen Huu
Chi with the article "The basic characteristics of modern programs" [22],
affirms, it is necessary to change from a teaching method that focuses on
knowledge to focus on competence. Cao Danh Chinh (2012) in the doctoral
thesis: "Teaching according to performance-based approach at technical
pedagogical universities". Nguyen The Dan (2016) in the doctoral thesis
"Developing lecturers of technical pedagogical universities in the direction of
approaching capacity".
1.1.3. The studies related to practice and pedagogical practice
according to the orientation of capacity development
From the perspective of psychological science, Bui Tuan Anh and
his group of topics on "Fostering pedagogical practice capacity for
students to train military science and humanities lecturers at the current
Political Academy”. By Truong Quang Hoc and Nguyen Truong Giang
when studying "Improving the quality of pedagogical practice in the
process of teacher training in pedagogical colleges and universities
today". Doctoral thesis "Training teaching skills for pedagogical
university students to follow flexible approach in pedagogical practice"
[89] by Nguyen Thi Nhan.
1.1.4. Related research works on pedagogical practice

management in the direction of capacity development
The doctoral thesis "Training management according to the
capacity to carry out construction engineering in construction colleges"
[41] by Dao Viet Ha (2014); "Management of graduation practice of
People's Security Academy students following CIPO approach" by Do


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Van Hieu; "Management of practical activities - internships of students
in Education Management by approaching output standards" by
Ministry of Defense Science Project (2005); "Solutions for fostering
teaching capacity of the humanities faculty of social sciences teaching in
MOSs" by Nguyen Van Chung; "Solutions to improve pedagogical
capacity for young teachers in the current military faculties of Political
Officers School" by Nguyen Duc Mien. In the process of training
lecturers, the authors Dang Duc Thang, Nguyen Van Chung, Truong
Thanh Trung and Nguyen Van Thang studied "Improving the quality of
training human resources for social sciences and humanities in the army
in the current period”; "Improving the quality of pedagogical practice
for pedagogical students at the current political academy" by a group of
authors led by Nguyen Ba Hung thoroughly clarify the position and the
role of organizing pedagogical practice in teacher training process.
1.2. Summary of the results of the published works and the
issues need further addressing
1.2.1. Summary of the results of the published works
From the overview of the relevant studies, some basic issues can be drawn:
Firstly, researching on practice and modernization has been
interested by many authors in foreign countries and in the country with
many different approaches. The research works have affirmed the
important position and role of practical teaching and student council for

strengthening, supplementing, expanding knowledge, training skills and
improve the quality of education and training.
Secondly, researching on issues related to education, training and
pedagogical skill-oriented education is currently a trend to attract
research interests of countries around the world as well as in our country.
Many works of Western countries and in our country have pointed out
objective requirements and given many theories and models of
competency-based training.
Thirdly, researching on the popularization of students according to
the modern approach has a number of works and dissertations
researching in accordance with the basic approaches such as the
approach according to the output standards, approaching CIPO,
approaching professional standards ...
Fourthly, directly related to the thesis are studies of psychologists
and educators in the West on practical teaching according to ET.
According to the authors of this school, experiential learning is the
process of gaining information through studying a problem or a
situation.


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Fifthly, approaching from the perspective of science of education
management, so far, there has not been any basic and systematic
research on the management of pedagogical activity of students and
students at universities according to CDO. In particular, there have been
no works on management of pedagogical activities with the subject of
cadres training officers at MOSs.
1.2.2. The issues need further addressing
From the overview of the research situation related to the thesis
topic, the author identifies the thesis issues that need to focus on the

interpretation to clarify the following basic issues:
Firstly, it is clear the objective requirements and practical
significance of the process of dissertation research. On that basis
continue to supplement, clarify the theoretical issues as the basis of
thesis deployment. In particular, it is necessary to identify scientific
conceptions about pedagogical activity law, content of orientation to
develop capacity of students in pedagogical activity law; manage the
students' pedagogical activities at MOSs according to the orientation of
CD and the factors affecting the process of managing this activity.
Secondly, the commentary clarifies the content and method of
managing the pedagogical activity of students at MOSs according to
CDO based on the ET by D. Kolb.
Thirdly, a comprehensive assessment of the current state of
pedagogical activity and management of pedagogical activity of cadets
at MOSs according to CDO; specifying the issues that need to be
addressed about the management of pedagogical activity of cadets at
MOSs according to CDO.
Fourthly, based on the results of theoretical and practical research,
propose a system of measures to manage pedagogical activity of cadets
at MOSs according to CDO.
Fifthly, organize testing and testing of pedagogical practices
management of cadets at MOSs according to CDO proposed by the
thesis. On that basis, confirms the necessity and feasibility of the
measures. Simultaneously, it confirms the reliability of the measures to
prove the thesis’s hypothesis.
Conclusion of chapter 1
The present chapter gives an overview of the studies abroad and in
Vietnam in the military related to the management of PPA of cadets at
MOSs according to CDO and the ET by David Kolb. It is shown that: At
each different historical time, there are different approaches for

pedagogical skill, management of PPA and ET. The process of research


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review shows that there is no work in the world, in the country, in an indepth, systematic research on the management of PPA of cadets at MOSs
according to CDO. The research results of those works just stop at ideas, or
research at different angles and scopes for students, students inside and
outside the military. There are also some works on pedagogical skill in the
direction of modern approach. However, there have been no adequate and
proposed studies on the management of PPA of cadets at MOSs according to
CDO. From the domestic and foreign works, the issues that have not been
studied and solved are the basis for the author to build a theoretical basis and
conduct research on the current situation of the thesis.
Chapter 2
THEORETICAL BACKROUND ON MANAGEMENT OF
PEDAGOGICAL PRACTICE AT MILITARY OFFICERS
SCHOOLS ACCORDING TO THE ORIENTATION CAPACITY
DEVELOPMENT
2.1. Theoretical issues on pedagogical practice activities of
cadets in military officers schools according to the orientation of
capacity development
2.1.1. Practice and pedagogical practice of cadets at military
officer’s schools
2.1.1.1. Practice
Practice is defined as a basic form of teaching, which helps
learners apply knowledge to solve tasks set by the theory and practice,
after each lecture, module and subject in order to form and develop
knowledge, skills, techniques and competencies relevant to the
objectives and training requirements.
2.1.1.2. Pedagogical practice

Pedagogical practice is defined as a form of teaching, which helps
learners to apply the theory of teaching and education to practical
teaching and education to form pedagogical skills and techniques in line
with the objectives and training requirements.
2.1.1.3. Pedagogical practice activities of cadets at military
officers’ schools
* The conception of pedagogical practice activities of cadets at
military officers’ schools
Pedagogical practice activities of cadets at military officers
schools are a purposeful, organized process that adheres to the program
and content and has a defined time to apply the theory into practice to
reinforce, supplement and develop the system of knowledge, skills,
techniques and personality qualities to meet the requirements of military
training and education activities in accordance with the objectives and
requirements of training.


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2.1.1.4. Features, requirements, content, process of organizing
pedagogical practice activities of cadets at military officers schools
* Features of PPA of cadets at MOSs Firstly, PPA of cadets at
MOSs are attached to the requirements of training the soldiers according
to the assigned functions and duties after their graduation.
Secondly, PPA of cadets at MOSs has rich and diverse content,
which takes place under lecturers and trainees’ strict monitor.
Thirdly, PPA of cadets at MOSs associated with the content of
each module and subject.
Fourthly, PPA of cadets at MOSs often takes place on the sports ground,
training ground and is associated with the use of weapons and fighting means.
* Requirements for PPA of cadets at MOSs

Firstly, cadets' PPA must comply with the principles of tactics and
use of related weapons.
Secondly, cadets' PPA must ensure the basic, systematic, intensive,
and closely follow the requirements of modules and subjects.
Thirdly, cadets' PPA must contribute to consolidating knowledge,
gaining experience, and forming pedagogical skills for learners.
* The content of cadets' PPA at military officers’ schools
The training model of PPA of cadets at MOSs focuses on the practice of
technical and tactical training to the platoon level in the army units in the whole
region. Thus, PPA of cadets at MOSs focuses on the following basic areas:
Tactical PT, including the following main contents: tactical
combinations and PT platoon tactics.
Technical PT, including the following main contents: technical PT for
controlling commands; Using technical PT to use weapons and weapons in
combat; PT construction engineering fortifications; Technical PT for clearing
bombs and mines; connect explosive amount; Martial arts PT, etc.
* The process of PPA of cadets at MOSs
Step 1, guiding the theory of pedagogical skills training.
Step 2, learners observe sample movements.
Step 3, learners prepare training forms, education
Step 4, learners train their pedagogical skills according
to the form.
Step 5, learners draw for themselves new knowledge and
experience to practice the content of training and educational.
Step 6, check and evaluate the results of PPA of learners
2.1.2. Capacity and orientation of capacity development in
pedagogical practice of cadets at military officers’ schools


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2.1.2.1. Capacity and orientation of capacity development in
education and training
* The conception of capacity
"Capacity is defined as a combination of mental and
physiological qualities of individuals, manifested in the skills to
successfully fulfil certain type of task".
* The classification of capacity:
General capacity is the type of competency needed for many
fields of activity such as: capacity of thinking, observation capacity;
expressive capacity; motor capacity, etc.
Specialized capacity is the one that meets the requirements of a certain
type of activity such as training, education, business, leadership, organization,
etc. Capacity is divided into 2 categories: creative and renewable energy.
2.1.2.2. The orientation of capacity development in
education and training
“The orientation for capacity development in education and
training is to identify a system of perspectives, goals, requirements, tasks
and solutions to guide the national education system into the realization
of the educational mission, responding to the requirements of building
and defending the Fatherland".
2.1.3. The standard of output capacity and orientation to
develop capacity in pedagogical practice activities of cadets
at military officers’ schools
2.1.3.1. The standard of output capacity of cadets at military
officers schools in the orientation of capacity development
It includes: Political qualities, lifestyle ethics; Professional
knowledge and qualifications; Capacity to formulate training and
education plans for soldiers; Organizational implementation of the plan;
Capacity to check and evaluate results; Self-assessment ability.
2.1.3.2. The orientation for capacity development in pedagogical

practice activities of cadets at military officers’ schools
* The group of cognitive capacity and content orientation of PPA
includes basic skills:
* The group of cognitive capabilities and design of PPA
* The group of capacities to conduct PPA, including the following
basic skills:
* The group of practice lecturing in front of the Faculty, the
division, and the supervisor.
2.1.4. Pedagogical practice activities of cadets at military
officers schools in the capacity development orientation - A type of
learning based on D. Kolb's Theory of Experiences


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2.1.4.1. The basic contents and characteristics of D. Kolb’s
experience theory
According to D.Kolb, the experience process of learners has 4
basic stages:
Specific experiences (1): Through theoretical learning, experience
exchange, reading books, observing vision ... learners gather knowledge
about learning contents or a type of activity.
Observation, reflection (2): After collecting specific experiences at
stage (1), learners think, consider and retain in mind the experiences that can
be used well for further receive academic content or carry out a task.
Conceptualization (3): From the things gained in stage (1) and (2)
learners synthesize the knowledge, concepts and concepts gained from it
to visualize the basic problems of attitudes and skills required in learning
content, or conducting an activity.
Positive trial (4): Learners apply problems drawn from (3) into
practice for testing, then draw additional experiences to the learning

content, or conduct a certain activity. On that basis, it is transferred to
experience, knowledge and skills.
2.1.4.2. Concretize David Kolb's experiential learning theory into
pedagogical practice activities of cadets at military officers' schools
according to the capacity development orientation.
2.2. The theoretical issues on management of pedagogical
practice activities of cadets at military officers' schools in the
capacity development orientation
2.2.1. General conception of management
Management is seen as the impact of directing, controlling and
guiding social processes and human activities to achieve the set goals.
2.2.2. The conception of managing pedagogical practice
activities of cadets at military officers schools in the direction of
capacity development
Management of PPA of cadets at MOSs is a system of intentional,
planned and legal impacts of management subjects on cadets' practice to
help them form and develop pedagogical skills according to CDO.
2.2.3. The content of management of pedagogical practice
activities of cadets at military officers schools in the direction of
capacity development
* Pedagogical practice management activities in the
connected phase
* Pedagogy practice management in the generalization period
* Pedagogical practice management in the construction phase
* Pedagogical practice management in the awareness period


15
2.3. The factors affecting the management of pedagogical
practice activities of cadets at military officers’ schools under the

capacity development orientation
2.3.1. The objective factors
2.3.1.1. The impacts from the requirements of renewing education
and training towards capacity development
2.3.1.2. The impacts from the requirements to improve the quality
of military training and readiness in the new situation
2.3.1.3. The impacts from the documents and regulations on
practice at military officers’ schools
2.3.2. The subjective factors
2.3.2.1. The impacts from content, training program
2.3.2.2. The impacts from qualifications and experience
in pedagogical practice of managers and lecturers at military
officers' schools
2.3.2.3. The impacts from cadets' knowledge, attitudes, and
coaching skills formed during the training process
Conclusion of chapter 2
Management of cadets’ PPA at MOSs according to CDO is a
thorough process, which creatively applies Marxism-Leninism’s views,
Ho Chi Minh’s thought, concretizing the guideline and educational
principles of the Communist Party of Vietnam on the theory of learning
should go along with practice, education combined with productive
labour, schools attached to society; inheriting the achievements of the
modern theory of teaching. Management of cadets’ PPA according to
CDO directly contributes to cadets’ comprehensive according to the
training objectives. The nature of the management of cadets’ PPA at
MOS according to CDO is a training process of shaping and promoting
pedagogical thinking capacity, knowledge, skills, pedagogical
experience in the orientation of learners’ future career.
Chapter 3
PRACTICAL BACKROUND ON MANAGEMENT

OF PEDAGOGICAL PRACTICE ACTIVITIES
OF CADETS AT MILITARY OFFICERS SCHOOLS
ACCORDING TO THE ORIENTATION OF
CAPACITY DEVELOPMENT
3.1. An overview of the education and training objectives at
military officers’ schools
3.1.1. The system of military officers’ schools
3.1.2. The characteristics of cadets at military officers' schools


16
3.2. Conducting and researching the current situation of
management of pedagogical practice activities of cadets at military
officers schools according to the capacity development orientation
3.3. The current situation of pedagogical practice
activities of cadets at military officers schools in the
capacity development orientation
The survey results on awareness of the role of pedagogical PP: the
majority of managers, lecturers and cadets were well aware of the role of
pedagogical skills; identify basic pedagogical goals that are suitable for
schools; build PP content to ensure practical comprehensiveness; method
of pedagogical PP ensure science, creativity and efficiency; PP results
reflect quite honestly develop cadets' capacity.
3.4. The current situation of managing pedagogical practice
activities of cadets at military officers’ schools
3.4.1. The current situation of management of pedagogical
practice in the connected phase

In general, the respondents have
appropriate awareness and can imagine

the work to be done during this phase.
Through seminars, exchanging ideas with a
number of managers, lecturers and fourthyear cadets of Political Officers School and
Army Officers College Number 01 state
that, despite not having access to the full
theory of D Kolb, when conducting PPA at
military
officer’s
schools,
they
all
experience the above contents at different
levels of implementation.
Nu
mb
er
1

2

Contents
Understanding
the
position and role of PP
Important
Normal
Difficult to anwser
DefiningtheaimsofPP
Appropriate
Inappropriate

Managing
officials
Qua
%
ntity

Results
Lecturers

Cadets
Overall

Qua
ntity

%

Qua
ntity

%

119
31
0

79,3
20,7
0

165
35
0

82,5
17,5
0

199
51
0

79,6
20,4
0

80,5
19,5
0

121
29

80,7
19,3

169
31

84,5
15,5

187
63

74,8
25,2

79,5
20,5


17
3

4

5

Difficult to anwser
FormingthecontentsofPP
Adequate
Inadequate
Difficult to anwser
Ways of conducting PP
Creative, efficient
Simple, not creative
Difficult to anwser
Results of PP

Sense of competence
development
Normal
Unreliable

0

0

0

0

0

0

0

125
25
0

83,3
16,7
0

175
25
0

87,5
12,5
0

226
24
0

90,4
9,6
0

87,7
12,3
0

116
34
0

77,3
22,7
0

141
59
0

70,5

29,5
0

155
95
0

62,0
38.0
0

68,7
31,3
0

115

76,7

129

64,5

188

75,2

72,0

25

10

16,7
6,6

60
11

30,0
5,5

41
21

16,4
8,4

21,0
7,0

3.4.2. The current situation of management of pedagogical
practice in the generalization phase

The results of the surveys and
discussion with cadres, lecturers and final
year cadets of the Army Officers College
Number 01 and Political Officers School
show that: cadets have visualized the work
to be done, their functions, duties and
powers during this period. Especially

managers and lecturers have a very
important role at this stage. The fact shows
that if managers and lecturers are
interested in disseminating thoroughly the
purposes, requirements, contents, forms
and methods of conducting pedagogical
contents; well organize group division;
organized for cadets to discuss the
contents of PPA, then cadets will be aware
of and know what they need to do and how
to form skills at this phase.
Num
ber
1

Contents
Defining
the
objective,
requirement, content, form
and method of conducting
PPA (Q2).

Partici
pants
MOs
Lectures
Cadets

Quantity/

Percent
Quantity
%

M1
107
71,3

Level
M2
29
19,3

M3
14
9,4

Quantity
%
Quantity

156
78,0
183

17
8,5
39

27

13,5
28


18
Num
ber

Partici
pants

Contents

2

Holding group discussion on
PPA (G2).

3

Forming the basic issues
related to the assigned tasks
of PPA (tasks that cadets have
to do) (H2).

4

Cadets’ formed skills
[Appendix 9]

(K2).

Quantity/
Percent
%
Quantity
MOs
%
Quantity
Lecturers
%
Quantity
Cadets
%
Quantity
MOs
%
Quantity
Lecturers
%
Quantity
Cadets
%
Quantity
MOs
%
Quantity
Lecturers
%
Quantity

Cadets
%

M1
73,2
121
80,7
164
82,0
203
81,2
119
79,3
161
80,5
211
84,4
352
78,2
490
81,7
603
80,4

Level
M2
15,6
17
11,3
26

13,0
28
11,2
18
12,0
23
11,5
15
6,0
54
12,0
71
11,8
103
13,7

M3
11,2
11
7,3
10
5,0
19
7,6
13
8,7
16
8,0
24
9,6

44
9,8
39
6,5
44
5,9

3.4.3. The current situation of management of pedagogical
practice in the construction phase

With
the
same
contents,
when
conducting in-depth interviews with cadres
of trainees, lecturers shared the same
remark: At this stage, the staff and
lecturers did well in directing the trial
training process in front of the class, well
directing the development of the outline,
searching for information and materials for
the preparation process as well as the PPA.
Accordingly, it contributes positively to
cadets forming the necessary skills,
meeting the demanding needs of learners
according to the training requirements. At
this stage, the skills acquired by the cadets

19

are the result of a close process of
management by the managing officials and
lecturers.
Num
ber

Contents

1

Directing each step in the
preperation and training
process (Q3).

Objects
MOs
Lecturers
Cadets

2

Giving direction for cadets to
build detail program; finding
documents and implementing
the content of PPA (G3).

CBQL
Lecturers

Cadets

3

Forming and correcting
the outline, the teaching
plan and practising the
training in the class (H3).

MOs
Lecturers
Cadets

4

Learners’ formed skills
(K3). It includes 5 skills
[Appendix 9].

MOs
Lecturers
Cadets

Quantity/
Percent
Quantity
%

M1
114

76,0

Level
M2
25
16,7

M3
11
7,3

Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity

%
Quantity
%

167
83,5
197
78,8
119
79,3
161
80,5
212
84,8
120
80,0
171
85,5
211
84,4
624
83,2
829
82,9
1079
86,3

19
9,5
28

11,2
18
12,0
25
12,5
25
10,0
13
8,7
19
9,5
21
8,4
69
9,2
113
11,3
100
8,0

14
7,0
25
10,0
13
8,7
14
7,0
13
5,2

17
11,3
10
5,0
18
7,2
57
7,6
71
7,1
71
5,7

3.4.4. The current situation of management of pedagogical
practice in the awareness phase

At this stage, the direction of
conducting PP, training lecturers on how to
evaluate and draw experience for good
basic cadets; the organization for cadets to
conduct the contents of PPA; organized
criticism on the content, form, method ...
The PPA of cadets has quite high results
92.4%; Cadets directly implement the


20

contents of PPA in front of lecturers and
class staff with good results, which is

91.2%; formed skills of learners (K4)
includes 9 skills with good results, which is
85.1%.
Numb
er
1

2

3

Contents

Objects

Implementing
the
contents
of
PPA,
forstering lecturers on
the method of evaluating
and drawing lessons
(Q4).
Giving guidlines for
cadets to implement the
contents of PPA; having
discussion
on
the

content,
form
and
method of cadets’ PPA
(G4)
Cadets implement the
contents of PPA in the
class (H4).

MOs
Lecturers
Cadets
MOs
Lecturers
Cadets
MOs
Lecturers
Cadets

4

Learners’ formed skills
(K4). It includes 9 skills
[Appendix 10].

MOs
Lecturers
Cadets

Quantity/

Percent
Quantity
%

M1
127
84,7

Level
M2
15
10,0

M3
8
5,3

Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity
%

172
86,0

217
86,8
139
92,7
178
89,0
231
92,4

17
8,5
19
9,5
11
7,3
17
8,5
11
4,4

11
5,5
14
7,0
0
0
5
2,5
8
3,2

Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity
%

133
88,7
179
89,5
228
91,2
1097
81,2
1465
81,4
1915
85,1

10
6,7
13

6,5
22
8,8
159
11,8
211
11,7
213
9,5

7
4,6
8
4,0
0
0
94
7,0
106
5,9
122
5,4

3.5. The current situation of factors
affecting management of pedagogical
practice of cadets at military officers
schools

Number

Contents

1

Impact from the requirements of
education and training innovation
according to CDO
Impact from the requirement to improve

2

Quantity

Percentage
(%)

503

83,8

543

90,5


21
Number

3
4

5
6

Contents
the quality of military training and
readiness in the new situation
Impact from the `documents, rules,
regulations on practices at MOSs
Impact from the content and training
program of the school
Impact from the knowledge and experience in
organizing pedagogical skills of managers and
lecturers at MOSs
Impact from cadets' knowledge, attitudes, and
coaching skills formed during their training

Quantity

Percentage
(%)

529
572
581
565

95,3
96,8
94,1

3.6. General assessment of the results of pedagogical practice
and its management in military training at military officers’ schools
3.6.1. The advantages and limitations
3.6.1.1. The basic advantages
Firstly, the leadership and management of the military forces have
closely followed the viewpoints and guidelines for the education and
training activities to concretize the viewpoints, the policy to strongly
shift the educational process mainly from equipping knowledge to
develop competency and quality of learners, learning goes along with
practice, theory associates with reality.
Secondly, forming a plan for managing PPA at MOSs has been
implemented effectively.
Thirdly, the leadership, direction and assessment of PP outcomes
and management of PPA are conducted in an orderly manner.
3.6.1.2. The limitations
Firstly, the implementation of PP at MOSs of defining contents,
ensuring material and facilities for practice and management of
pedagogical skills at MOSs is general and not focused.
Secondly, the implementation of pedagogical practice at MOSs is quite
tight and serious, but it has not really focused on building and managing the
process of the steps associated with stages in accordance with EP.
Thirdly, no specific criteria have been developed according to the
contents at the stages of management of PPA.
Fourthly, conducting inspection of practice and management of
PPA at MOSs is not yet in place.
3.6.2. The causes of advantages and limitations
3.6.2.1. The causes of advantages
Firstly, in the past years, the Party and the State have issued
several guidelines and measures to direct the comprehensive renovation
of education and training.

Secondly, the leadership and direction of the Central Military
Commission and the Ministry of Defense.


22
Thirdly, the leadership and management at MOSs are increasingly
aware of the role of practice and management of pedagogical activity.
3.6.2.2. The causes of limitations
Firstly, the management leadership at some MOSs remains slow in
renewing the thought on PP and management of PPA according to the new thought.
Secondly, the factors to ensure PP and management of PPA are
inadequate and incomplete.
Thirdly, the quality of cadets is not equal.
Conclusion of chapter 3
The current situation of PP and management of PPA at MOSs shows
that the empirical learning theory has been approached. The managing leaders
at MOSs have attached great importance to practical learning; there have been
several guidelines and measures in organizing, directing and administering
regulations in technical and tactical training for cadets. However, the PP and
management of PPA at MOSs has not been conducted methodically and
methodically. From the results of the investigation, analysis and assessment of
the current situation of management of PPA, the thesis has clearly pointed out
the causes of the advantages and limitations; drawing out the issues that need
to be solved in PP and management of PPA in general. The practical
foundations are vital for identifying requirements and proposing measures to
manage PPA in military training at MOSs.
Chapter 4
MEASURES AND TESTING MANAGEMENT MEASURES OF
MANAGING PEDAGOGICAL PRACTICE ACTIVITIES OF
CADETS AT MILITARY OFFICERS SCHOOLS ACCORDING

TO THE ORIENTATION OF CAPACITY DEVELOPMENT
4.1. Measures to manage the pedagogical practice activities of
cadets at military officers schools based on the capacity development
orientation
4.1.1. Implement the fostering for lecturers and cadets of
experimental theory to apply in pedagogical practice activities
4.1.2. Instruct lecturers and cadets to concretize the stages of
experience in pedagogical practice of cadets
4.1.3. Monitor and examine cadets in each period of
pedagogical practice according to experimental theory, drawing
experiences in pedagogical practice activities
4.1.4. Direct cadets to identify responsibilities as selfmanagement subjects in pedagogical practice activities
4.1.5. Decentralize responsibilities and identifying mechanisms
for coordination among entities in managing pedagogical practice
activities of cadets


23
4.1.6. Examine and evaluate management
results of the management subjects in the process of
organizing pedagogical practice activities
4.2. The relationship among the measures
4.3. Test the necessity and feasibility of the proposed measures
4.3.1. Purpose of testing
4.3.2. Contents, methods and process of testing
4.3.3. Participants
4.3.4. The experimental results on the necessity and feasibility of
the proposed measures
The average score of the necessity of 6 measures is 2.37. The
average score of the feasibility of 6 measures is 2.36. Thus, the score of

feasibility is lower than that of the necessity is - 0.01 point.
To further clarify the hierarchical correlation between the necessity
and the feasibility of measures, we use the formula Spearman (R):
6. d i

2

R = 1 - n.(n 2  1)
Of which: (R) is the correlation coefficient; (n) is the number of
proposed measures; (di) is the hierarchical difference coefficient of
necessity and feasibility.
Substituting the number in the above formula has:

According to statistical theory, with R = 0.943 and satisfying R>
0, it is possible to confirm between the necessity and the feasibility of
the measures are positively correlated, meaning that the measures are
both necessary and feasible.
4.4. Testing
4.4.1. Testing organization
4.4.1.1. General issues on testing
4.4.1.2. Testing procedure
4.4.1.3. Standards and test scales
4.4.1. 4. Handling test results
4.4.2. Analyse the test results
4.4.2.1. Analyse the input results
4.4.2.2. Analyse the post-test results


24

Control

experiment

The chart shows that there has been a positive change in the
level of skill formation of the test class cadets aftezr the test impact, the
GPA of the experiment class is much higher than that of the control class
(GPA of the experiment class is 2.99, GPA of the control class is 2.68).
There are some certain limitations, but basically the
organization of testing has taken place and achieved the defined
goal. These results show that the contents "Monitoring and shaping
cadets in each stage of pedagogical practice based on empirical
theory, organizing to learn from experience and disseminating good
experiences" are significant in the management of pedagogical
activity at military officer’s schools according to CDO at MOSs.
However, these are only initial results. Thus, these results need
more time to supplement and complete to meet the practice of PPA
management at military officers schools according to CDO.
Conclusion of chapter 4
Management of pedagogical activities of cadets at military
officers' schools according to CDO, the content of school management,
contributing to the implementation of the comprehensive educational
goals of cadets. The proposed measures are presented systematically and
logically. Each measure has a different role, content, form of
implementation method, but all are consistent in the purpose,
effectiveness, feasibility ... to meet the requirements of cadets'
management of PPA at MOSs according to the CDO.
The thesis has conducted a test of "Monitoring and shaping cadets
in each pedagogical practice period according to the theory of
experiences, organizing the learning experience and disseminating the

experiences drawn in PPA”. This is a decisive factor to the quality and
effectiveness of the management of PPA of cadets at MOSs. The initial


25
test results have proved the correctness of the scientific hypothesis. The
proposed measures are based on the practice of administrative
management of PPA at MOSs according to the CDO.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
1.1. PP is a particular education and training activity of military
forces in order to form and develop cadets’ necessary qualities and
competencies according to the training objectives. This is an important
stage of cadets’ training process to become army officers of MOSs. The
thesis’s author has given an overview of the related basic issues. At the
same time, it identifies the issues need addressing; In addition, the
author additionally conducted research and developed the theoretical
basis for PPA and management of PPA of cadets at MOSs in the CDO
and clarified the key concepts presented in the thesis.
1.2. The thesis has surveyed and assessed the current situation of
management of PPA at military officer’s schools by survey
questionnaires and exchanged directly with officials and lecturers at
military officers schools. The survey shows that the management of PPA
at military officers schools has been paid due attention. However, some
contents of the schools have not been well implemented and there
remain some limitations. The thesis has also pointed out the advantages,
the limitations and the factors affecting the management of PPA, which
serve as important bases for proposing measures to manage PPA of
cadets at MOSs according to CDO.
1.3. The thesis has studied the practical theoretical basis and

proposed six measures to manage PPA of cadets at MOSs according to
CDO. This is a system of measures with unified, logical and dialectical
relationships. If thoroughly grasping and adhering to the proposed
measures in the thesis, it will contribute to improving the effectiveness
of the management of PPA of cadets at MOSs according to CDO.
1.4. Through testing the system of six measures and testing one
measure, it can be confirmed that the proposed measures are vital and
feasible, which can be efficiently applied in practical management of
PPA at MOSs.
2. Recommendations
2.1. To the Ministry of Defense
Formulate and issue a separate regulation for cadets’ PPA at
MOSs, focusing on training cadets to become officers in charge of
general staff and technical staff.
Give direction on adding the content, programs, training plan of
the school year for cadets, increasing the time for practicing military