MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
GIANG SON MY
MANAGE PEDAGOGICAL PRACTICE IN TRAINING HIGH
SCHOOL TEACHER ALONG WITH HIGH SCHOOL
TEACHER’S CAREER STANDARDS
Major: Education Management
Code: 62 14 01 14
PHD THESIS SUMMARY OF EDUCATION
MANAGEMENT
HANOI - 2014
THE THESIS HAS BEEN COMPLETED IN HANOI
NATIONAL UNIVESITY OF EDUCATION
Science instructors: AP. PhD. Thanh Binh Nguyen
PhD. Vu Bich Hien Nguyen
Reviewer 1:

Reviewer 2:

Reviewer 3:

The thesis is going to be defended against the Committee of thesis
examnination in Univesity level
Located in: Hanoi National Univesity of
Education
At: : , date month year 2014
The thesis could be reached at:
The National Libraty; Hanoi National Univesity of Education’s
library
1
FOREHEAD

choosen to research in order to contribute in improve the quality of
HSch PPR of pedagogical university.
2. Research target
Proposed solutions for PPR management oriented to HTs
career standards.
3. Object of Research
The PPR management in HSch PPR in TTr centers.
4. Research’s object/body
PPr Management Solution oriented to HTs career standards in
2
HSch PPr.
5. Research’s hypothesis
PPr management currently has many limitations, obstacles,
slow in improvement, and doesnt catch up with the development of
education management theories and the realities. If there could be
proposed the feasible content and solutions PPR management along
with HTs career standards, it would help the HSch teacher training
centers reform PPr management, contribute to improving the quality
of TTr.
6. Research task
Research on the theoretical basis of PPR and PPR
management in high TTr along with HTs career standards; Research
on reality basic of PPR management in currently HSch PPR; propose
PPR management solutions in TTr PPR under HTs career standards;
Assay the necessarility and the feasibility of the proposed solutions
and experiment some solutions of the proposed solutions.
7. Scope of research
7.1. Limit on research objects: Management of pedagogical
Principals in final PPr in HSch TTr.
7.2. Scope of research locations: Survey is conducted in 09

- PPR management under the Standard contributes in changing
fundamentally pedagogical universities’ PPR activities, improve
quality of pedagogical practice (PPr) and TTr; students have the
capacity to meet social requirements.
10. New contributions of the thesis
10.1. In theory: Formation of management theory framework
of TTR PPR high school career oriented HTs Standard. Proposal
objectives, content, methods, tools of test and evaluation and
methods of PPR arrangement to meet the requirements of the
Standard.
10.2. In Practice: Detecting inconsistencies and inadequacies
of the PPR, PPR management, to help training managers in the
pedagogical university have the base, orientation to give out the
solutions of improvemental and renewal PPR management. Propose
and test some PPR management solutions which meet the HTs career
standards. Contributing to building regulations PPR for the MOET
and the pedagogical universities.
11. The structure of the thesis
The thesis includes: forehead, three chapters, conclusion and
recommendations, list of published works, references and appendices
(there are 37 tables, 08 diagrams and 15 appendices).
CHAPTER 1
THEORICAL BASE OF PEDAGOGICAL PRACTICE
MANAGEMENT IN HIGH-SCHOOL TEACHERS TRAINING
ALONG WITH VIETNAM HIGH-SCHOOL TEACHERS’
CAREER STANDARDS
1.1. OVERVIEW OF RESEARCH MATTER
1.1.1. The studies abroad
Management, PPr issues are been cared and researched by
many authors worldwide. Their research works mentioned in the

standards yet. This issues are focused to research more in the thesis.
1.2. PEDAGOGICAL PRACTICE IN HIGH-SCHOOL TEACHERS
TRAINING ALONG WITH HIGH-SCHOOL TEACHERS’ CAREER
STANDARD ORIENTATION
1.2.1. Pedagogical practice in HSch TTP
1.2.1.1. The definition of PPr
PPr is one organizational context to send pedagogical students
to HSch to help them use professional knowledge in pedagogical
science which they learned in universities, practice the work of
teachers, and then concrete, improve their knowledge, professional
skills, emotion and ethic of career.
5
1.2.1.2.Location of the PPr in HSchs TTP
PPr in HSch TTP of pedagogical university is usually divided
in to 2 periods: 1
st
period so-called subject PPr 1 which is hold in 6
th
semester of training course, with a volume of 3-4 credits (Cr), 2
nd
period so-called subject PPR 2 is located in 8
th
semester of training
course, weighing from 6-7 (Cr).
1.2.1.3. The role of PPr in HSchs TTP
Is the stage of practical training which contributes to the
educational principles, linking theory with practice; is the period for
applying and improving their professional knowledge and skills at
HSchs; training and improving career’s ethic and emotion.
1.2.1.4. Pedagogical practice targets

based on standards. Towards standardization, PPr have to reach
output standards of the training process. However, for many reasons
objectively and subjectively, PPr management along with HTs career
Standards is necessary and reasonable.
1.2.3.2. PPr along with teachers’ career standards
orientation
The Standards rules the career capacities of teachers. Therefore,
the PPr building has towards to require the qualifications, profession
capacity regulated in the Standards.
1.3. PEDAGOGICAL PRACTICE MANAGEMENT ALONG WITH
HIGH-SCHOOL TEACHERS’ CAREER STANDARDS ORIENTATION
1.3.1. The definition of PPr management
The PPr management oriented HSch teacher career Standard is
the process that PPr management Subjects act via managemental
functions and other influencing factor upon PPr elements along with
the Standard, suit and meet the Standard’s requirements.
1.3.2. Planning for Pedagogical practice
1.3.2.1. The concept of planning for pedagogical practice
PPr's planning is the process of setting PPr goals, constructing
PPr content; implementing plan to achieve the PPr objectives, and
formulating sub-plans for PPr.
1.3.2.2. Setting PPr objective along with the Standards orientation
Consist of 1/ General target: Students meet fundamental
requirements for high school teachers which are ruled HTs career
standards; ready to adapt to the role of the active high school
teachers. 2/ Specific target: Have full knowledge, basic skills of
teaching, can perform teaching duties independently; Having
knowledge, basic skills of education, and can perform tasks
education independently.
1.3.2.3. Build PPr content along with the Standards orientation

Standards 2
Research
objective,
education
environment
Standards 4
Educational
capacity
Standards 6
Career
developmen
t capacity
Standards 5
Political
and social
capacity
(1) Study object, education environment
(2) Build and conduct teaching plan
(3) Lesson preparation
(4) Attending teaching hour
(5) Teaching (at class)
(6) Testing and evaluating pupil’s learning
result
(7) Build and manage teaching resume.
(14) Train, foster career develop capacity
(15) Train ethics and lifestyle
(1) Study object, education environment
(8) Build and conduct director plan
(9) Control activity hours
(10) Control education activities outside the

Which methods use for PPr (concentration, unconcentration,
team leader is lecturer of pedagogical university or not? ) is
managerial dicision of leaders of pedagogical university.
1.3.4.4. Making decision to implement arrangement
There are many kinds of decisions, the most important of PPr
operational decisions is decisions to promulgate PPr Regulations/
Rules/ documentation of the pedagogical university
1.3.4.5. Organize to implement decisions
Arrangements to implement decisions are a process that should
be taken in a certain sequence. The thesis presents implementation
process; implement PPr decisions under determined chart.
1.3.5. Testing and evaluating in Pedagogical practice
1.3.5.1. The concept of testing and evaluating in PPr
Testing and evaluating in PPr is the process: build PPr testing
and evaluating standards; Measuring, testing, assessing PPr results;
checking the performance of elements of PPr structure; and
discovery, adjusting the bias.
1.3.5.2. Build testing and evaluating PPr standards
Based on a system of criteria, requirements and
implementation level the criteria in the Standards and characteristics
of pedagogical practice elements, the thesis constructed a set of PPr
9
testing and evaluating criteria (50 criteria).
1.3.5.3. Measuring, testing and evaluating the performancing
results of pedagogical practice tasks
a) Measure PPr task performance level: In each criteria, the
thesis build the indicator which describes 05 different level to form a
scale: 0 points - less, 1 point - weak; 2 points - average (asymptotic
at 1 point or 2 points in the Standards) 3 points - pretty; 4 points -
good.

requirements of the Standards. The applying process is illustrated in
Chart 1.8.
10
Chart 1.8. Chart of PPr management along with HSchs teacher
career Standard
PPr
HSch teacher career Standard
PPr planning
- Setting up PPr
goals
- Building PPr
contents
- Planning to
implement PPr
contents
- Setting up sub-plan
in PPr
PPr arrangement
- Defining PPr
organizational
structure
- Buiding the tasks
of Structure’s
devices, individuals
Lead/ Direct PPr
- Determining
organizational
methods of PPr
- Making decision to
implement

2.1. ARRANGE TO RESEARCH THE REALITY OF PEDAGOGICAL
PRACTICE MANAGEMENT
2.1.1. Content, survey the situation of PPr management
Consist of the real PPr, PPr management; influencing factors
on PPr management as Standard oriented.
2.1.2. Prepare instruments for surveying, investigating the reality
Consist of: Deep survey paper (Annex 15); Questionare as 2
survey forms use for managers, lecturers of pedagogical universities
and managers, teachers of HSchs which have PPr. Form 1: Survey
and investigate the reality of PPr; Form 2: Survey and investigate
the reality of PPr management.
2.1.3. Check the reliability of the scales in the survey instruments
Scale has satisfactory the reliability of Cronbach's alpha
coefficient; lowest α = 0.715, highest α = 0.890; it shows the
reliability of questionnaire sets.
2.1.4. Arrange to investigate and survey
With sample choosing to stratified system, we selected 09
universities and 19 high schools which have HSchs TTr to conduct
transmitter and receiver questionnaire. As the results, we receive 160
feedbacks of pedagogical university and 225 feedbacks of HSchs.
2.2. REALITY OF PEDAGOGICAL PRACTICE
2.2.1. Awareness about the role of Pedagogical practice
Over 90% of respondents have high appreciated about the role
of PPr in TTr.
2.2.2. Pedagogical practice’s target
Nearly 1/3 of respondents rated the current PPR response "Not
good" to PPr target along with the Standard orientation.
2.2.3. Implement pedagogical practice’s contents
The training contents are evaluated as good-perform are:
teaching, class-attending, participate in perform other educational

TTr under the Standards
Despite of the concerns, PPr lacks of update, slow reform, so
that the response level of PPr factors for the current TTr
requirements under the Standard is low. In 4 level scale: grade point
average of elements are 1.97 points, 2 points below the Average.
2.2.8. Advantages and disadvantages in pedagogical practice
Most of investigated factors are evaluated as more difficult
than favorable. It should be noted that "relations between the
pedagogical university – high-school” is considered as a favor. This
review is based on current practice, relations betwwen pedagogical
university and high-schools is “depend – support”. This relationship
has to innovate from its nature, and move to “co-responsibility” and
“co-obligations” to pedagogical universities in PPr.
13
2.3. REALITY OF PEDAGOGICAL PRACTICE MANAGEMENT
2.3.1. Pedagogical practice planning
The solution are evaluated as “Weak” implemented are:
"Setting practice goals"; "Building TPr contents", "Building Epr
contents"; "Train, foster career development capacity” and "Train
ethics and lifestyle”. The solutions such "Build implementing plan
for practice contents”; “Plan for PPr preparation”; “Build PPr
schedule”; “Plan for PPr infrastructure, finance" was assessed as
“Average”. Analysing the survey results shows that: PPr planning in
PUs has many limitations: not up-to-date and conprehensive PPr
goals which not meet the new requirements of TTr in the current
period; the content of PPr is not completed, subjective, viewed in one
sided, slow reform.
2.3.2. Organize pedagogical practice
The measure of the relationships between parts of PPr
structure are assessed as quite good - performance. However, these

need to be addressed.
2.3.5. Success and limitation in PPr management toward HSch
teacher career standard orientation
To check the realiable level of survey results of facts
mentioned above, we search the success or limit factors in PPr
management, surveyed factors are evaluated as more limited than
success, and this result suits to survey results of the facts.
2.4. SUCCESS, LIMITATIONS AND FACTORS AFFECT TO
PEDAGOGICAL PRACTICE MANAGEMENT TOWARDS HIGH-
SCHOOL TEACHERS’ CAREER STANDARDS ORIENTATION
The PPr management is to manage one of complex training
activity, with a lot of contents, various implementation method,
containing many interacting between institutions, departments and
individuals, influenced by many factors. In particular, the element of
human perception and adherence to PPr rules/ regulations have the
greatest impact to the success of PPr maagement towards HTs career
standards orientation.
CHAPTER 3
THE PEDAGOGICAL PRACTICE MANAGEMENT
SOLUTION IN HIGH-SCHOOL TEACHER TRAINING
TOWARDS HIGH-SCHOOL TEACHERS’ CARREER
STANDARDS ORIENTATION
3.1. THE PRINCIPLES OF PROPOSING SOLUTIONS
The principles of proposing solutions: ensuring targetics,
realistic, systematic and feasibility.
3.2. SOLUTIONS PEDAGOGICAL PRACTICE MANAGEMENT IN
HIGH-SCHOOL TEACHER TRAINING TOWARDS HIGH-SCHOOL
TEACHERS’ CAREER STANDARDS ORIENTATION
From the basis of theory, practice and principles mentioned
above, the thesis proposed PPr management solutions in training

responsibilites, duties, interests of Pedagogical universities and
HSchs and the scheme between PU - HSchs in PPr.
3.2.2. Steering to set PPr goals towards high-school teachers’
career standards orientation
3.2.2.1. The solution’s target
In order to establish common goals, the specific objectives of
PPr towards HTs career standard orientation.
3.2.2.2. Solution’s meaning
As a basis for the construction, improvement PPr contents
toward the Standards orientation, and is a prerequisite for innovation,
improving the quality of PPr Management.
3.2.2.3. Content of solution
Based on the system of requirements for high-school teachers
are specified in the Standards, featured career of teachers and career
16
practice requirements, identify common goals and specific objectives
of the PPr towards high-school teachers’ career standards orientation.
3.2.2.4. Implement solution
Based on the MOET’s Framework regulation and HSch
teacher career standard, PUs set up new PPr goals, suitable and
reaching to Standard’s requirements.
3.2.2.5. Conditions for solution implementation
The MOET need to research, building common PPr
regulations for all pedagogical university through out the country.
This is a "regulations framework" to create common standards, the
minimum regulations in management, organization in PPr. In which
it’s to set goals towards high-school teachers’ career standards
orientation.
3.2.3. Direct to implement PPr contents towards high-school
teachers’ career standards orientation

present.
3.2.4.2. Solution’s meaning
Overcoming the limitations of currently testing, evaluating
PPr. Create a "breakthrough" in innovation of PPr, contributing to
improve the quality of PPr.
3.2.4.3. Content of solution
- Build a set of testing and evaluating criteria of teaching in
accordance HTs career standards approach (presented in Table 3.1
and Table 3.2 of the Thesis).
- Build the evidence/ indicators to describe the criteria: At
each criteria of test and evaluation, thesis provided 05 indicators
corresponding to the description from 0 to 4 points, to form a scale
(presented in the Thesis appendices: Appendix 6: Table of
competency assessment lesson preparation; Appendix 7: Table of
teaching competency assessment; Appendix 8: Table of competency
assessment test and evaluation students’ learning results; Appendix
9: Table of evaluating other teaching capacities; Appendix 10: Table
of assessing capacity of building and implementation class direction
plan, control activities hours and EOCLs activities; Appendix 11:
Table of evaluating other education capacities).
3.2.4.4. Implement solution
The pedagogical universities compile all relevant documents,
designing the assessment papers suit for the assessment of mentioned
capacities and training managers, lecturers, teachers and practicing
students in implementating.
3.2.4.5. Conditions for solution implementation
The MOET must release the documentation to direct unified
awareness, technical of innovative PPr testing and evaluating
methods. Arrange to thorough training.
3.2.5. Steer to reform PPr’s organizational method from

To implement ther management measures, create the
synchronous, resonant effect, ensure PPr management along with
high-school teachers’ career standards orientation to be done
successfully, efficiently.
3.2.6.2. Solution’s meaning
Contribute to improving the quality, efficiency of PPr
management, thereby improving PPr quality of pedagogical
universities.
3.2.6.3. Content of solution
Strengthening leadership/ guidance other measures:
construction, completion PPr Regulations; developing educational
curriculum towards high-school teachers’ career standards
orientation; constructing and improving output standards of the
pedagogical universities and building roadmap for PPr implementing
arrangements as unconcentrated manner; Building PPr organization
process.
3.2.6.4. Implement solution
Directing construction, completion of PPr Regulation; update
training programs towards high-school teachers’ career standards
19
orientation; Adjusting, completing output standards; Step by step
switch to unconcentrated PPr; Building and performing PPr
organization process.
3.2.6.5. Conditions for solution implementation
The MOET need to release guidance documents in PPr
organization as unconcentrated method. The PUs take the priotities
for managers, specialists in charge in PPr.
3.3. EXPERIMENT THE FEASIBILITY OF SOLUTIONS
3.3.1. Surveying the necessity and feasibility of the solutions
3.3.1.1. Survey’s target, content, objective

20
PPr content innovations towards high-school teachers’ career
standards orientation" and "Steer to inovate PPr testing and
evaluating methods”, therefore:
- The grade of students’ PPr results is lower, reflecting more
accurate of students’ quality (Supposition 1)
- PPr quality that students do will be better (Supposition 2)
In order to experiment and auditing 2 suppositions, we choose
experiment sample is 2 groups: experimental group and encounter
group with inputs of experiment progress as the same. At that time,
experiment theory is specified in following model:
In which:
- a (inputs): Professional level of instructors and students in 2
group. To students, a is expressed via accomulated grading of the
course, counted from the beginning till the practice period. To
instructors, a is expressed via professional and skills level and
experiences.
- t
1
: Current PPr content’s management method.
- t
2
: The management measure for testing and evaluating method
of the current PPr.
- Y
1
: Grading for Encounter group’s PPr results
- Y
2
: Quality of Encounter group’s PPr

)+(t’
1
+t’
2
)
Y
1
a
Y’
1
t
1
+ t
2
21
wrong
- If Y’
2
>Y
2
: The supposition 2 is right; vice versa supposition 2 is
wrong.
3.3.2.4. Experiment sample
The sample is choosen as classification choosing method by
chance: a) Sample of practicing students: 156 students are chosen is
devided into 2 groups, the Experiment and the Encounter, have the
same signs of level, knowledge, scale, training faculty. b) Sample of
practicing highschool: Have the same signs of teachers (quality and
quantity), infrastructure, conditions for teaching and learning
3.3.2.5. Experiment method

22
processing by using statistical analysis, describe, compare tools.
a) The change of students’ PPr results in Grading granted by
instructors: Grade of PPr results shows that the average grade of
experiments lower than encounter 0.27 point. Before PPr,
accumulating average grade of 2 groups differ, not exceed 0.03 point
(That means the different increases 9 folds); Classified PPr result
showed that the encounter group is high, the rate of 81.0% graded
excellent, this ratio in the experimental group only accounted for
42.9%. Thus: Y’
1
< Y
1
, supposition 1 is right. B)The chage in
Students’ PPr quality: The quality of students PPr in 2 groups show
via the practice quality in the factors influenced by PPr management
measure toward applied Standard. Self grading of students in
exeperiment group has the average grade 3.59 (Good); encounter
group is 2.93 (Fair). So Y’
2
>Y
2
: Supposition 2 is right. c) Conclusion
on experiment: Organize the experiment is implemented as
principled. The experiment results show the experiment suppositions
is assessed are right; experiment has reached the supposed goals;
supposed solutions are suit for regular and unconcentrated PPr
organization method.
CONLUSION AND RECOMMENDATIONS
1. CONCLUSION

standards orientation; 4/ Steering to innovate testing and evaluating
method in PPr; 5/ Steer to improve PPr organization method from
concentrated in to unconcentrated; 6/ Direct to implement
synchronous other measures, make the favor for PPr management
toward the Standard orientation.
The thesis experimented the necessary and feasibility of
mentioned solutions and experimented 2 solutions, the results have
showed that the supposed solutions are necessary and feasible and
they can apply in the real life of PPr management, take the
contribution to improve HSchs teacher training quality.
The thesis has the theory and reality meaning in PPr
management field; the results of research meet the principled
research goals and tasks.
2. RECOMMENDATIONS
2.1. To the MOET
2.1.1. Building and issuing documents in stipulating
coordination mechanism between the pedagogical university and
HSch in PPr.
2.1.2. Develop and promulgate new regulations on PPr, which
is a framework and open regulation, meet the requirements of theory,
current practice, use as scientific and legal basis for applying in
pedagogical universities in their particular conditions.
2.1.3. Supplement, complete document system for PPr
standardization: teacher career standards, output standard, and PPr
standard and legal documents guiding the implementation of the
standard.
2.2. To provinces and cities’ DOET
2.2.1. Steering to heighten awareness of managers and
teachers about the role, responsibilities and obligations of HSchs to
pedagogical students PPr.