MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY

CHE THI HAI LINH

MANAGING THE TRAINING OF PRIMARY TEACHERS IN PEDAGOGICAL
UNIVERSITIES/ FACULTIES ACCORDING TO COMPETENCE APPROACH

Specialization: Educational Management
Code: 9.14.01.14

SUMMARY OF DOCTORAL DISSERTATION OF SCIENCE AND EDUCATION

Nghe An – 2019


The dissertation was completed at: Vinh University

Science instructor:

Prof. Dr. Thai Van Thanh

Reviewer 1:

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Reviewer 2:

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Reviewer 3:

limited and inadequate; There are many reasons for this, of which direct cause is
mainly due to the lack of innovation in training management. From the above
reasons, we selected the topic "Managing the training of primary teachers in
Pedagogical Universities/ Faculties according to competence approach" to study.

2. Purpose of the study
On the basis of theoretical and practical research, the dissertation proposes
solutions to manage the training of primary teachers according to competence
approach, contribute to improving the quality of training, meeting the requirements
of general education innovation.

3. Object and subject of the study
3.1. Object of the study
The primary teacher training activity at Pedagogical Universities/
Faculties.
3.2. Subject of the study


Management of primary teacher training in Pedagogical Universities/
Faculties according to competence approach
4. Scientific hypothesis
The primary teacher training activity at Pedagogical Universities/ Faculties is
currently having certain limitations, but the main reason is that management of this
activity is not good. If it is proposed and implemented synchronously solutions
based on competence approach, with the principles, process of managing the output
standards, the training program attaches the training results to the interests of
learners and society, the quality of primary teacher training can be improved to
meet the requirements of education innovation.

5. Tasks and scope of the study

synthesizing documents; Generalizing method; Modeling method;
+ Group of practical research methods: Method of investigation by
questionnaire; Methods of exchange and interview by topic; Method of collecting
expert opinions; Experimental method;
+ Mathematical statistics method: Using statistical formulas, Microsoft Excel
software to process the collected data.
7. The defense points
7.1. Managing primary teacher training according to competence approach to
enhance the quality of primary teacher training to meet the requirements of
education innovation. This method of management requires a synchronous
innovation from organizing the design of output standard, the capacity framework,
training objectives, and management method for training to assessing the training
results according to output standard; At the same time, the influence of objective
and subjective factors on the management process must be taken into account.
7.2. Primary teacher training activity has been carried out and achieved certain
results. However, before the innovation requirements of Education - Training, the
quality of training and management of primary teacher training still exists
inadequacies and limitations. Therefore, it is required that Pedagogical Universities/


Faculties must develop training programs and build output standard in accordance
with the training objectives associated with the requirements of general education
and management reform of primary teacher training according to competency
approach. .
7.3. Forming the opinion of primary teacher training according to competency
approach; Improving management of training programs; Constructing output
standard in accordance with training objectives; Innovating management of training
methods; Organizing the conditions to ensure training activities, etc. are the basic
solutions to maintain and improve the effectiveness of management of primary
teacher training according to competence approach, meeting the quality

THEORETICAL BASIS OF MANAGEMENT FOR TRAINING PRIMARY
TEACHERS IN PEDAGOGICAL UNIVERSITIES/ FACULTIES
ACCORDING TO COMPETENCE APPROACH

1.1. Overview of the studied issues
Through an overview of domestic and foreign research projects on training and
management of primary teacher training, it is shown that the training and
management of primary teacher training according to competency approach are
studied and approached in many different angles, from output standard of the
training program, contents, training policies and management methods, etc.
However,

the

studies

have

not

given

training

management

solutions

comprehensively and systematicly. The enrollment, construction and development
of training programs, the process of implementation, teaching - learning activities,

basis for the beginning and the ultimate goal of the training process.
1.2.4. Management of primary teacher training according to competence
approach
Management of primary teacher training according to competence approach is
a system of purposeful and planned impacts to fulfill the goals, output standard,
training plans, contents of training programs, testing and evaluation of training
activities to ensure the formation of capabilities that meet occupational
requirements.
1.3. Primary teacher training activity

in Pedagogical Universities/

Faculties according to competence approach
1.3.1. The objective of primary teacher training according to competence
approach
The objective of primary teacher training according to competence approach
in Pedagogical Universities/ Faculties is currently determined based on the output
standard of training ology.


1.3.2. The content of primary teacher training according to competence
approach
Training primary teachers according to competence approach focuses on the
following contents: The theoretical knowledge of basic science, educational science
on professional activities; Professional skills; Career attitude and pedagogical style;
Pedagogical situations in the practice of primary education.
1.3.3. Methods and forms of primary teacher training according to
competence approach
1.3.3.1. Training method: Applying positive methods to credit-based training
process. Specially, integrated teaching helps learners complete their learning tasks

competence approach includes

many subjects with different roles and

responsibilities: School principal; Head of functional departments; Dean / Head of
Pedagogy / Head of Department / Lecturer; Training coordination unit (satellite
schools, secondary schools, etc.); Other support organizations (Youth Union,
Student Association, etc.)
1.4.4. Factors affect the management of primary teacher training according
to competency approach in Pedagogical Universities /Faculties.
Objective factors: Documents, regulations

stipulate for training and

management of teacher training; The trend of international integration in teacher
training; Conditions on facilities and finance for training activities; The
coordination between training institutions with satellite school system and
institutions for pedagogical practice.
Subjective factors: Training program; Methods, forms of training and the ways
to evaluate training results; Team of managers, lecturers and students (awareness,
qualifications, qualities, capabilities).
1.5. International experience in training and management of primary
teacher training according to competency approach

The dissertation researches and learns the experience of training and teacher
training management in some countries: the United States, some European countries
and some countries in Asia – Pacific.


Conclusion of chapter 1

pedagogical universities/ faculties which train primary teachers in our country
today
The dissertation learns about the training scale and model in Pedagogical
Universities /Faculties which training primary teachers at the formal university
level.
2.2. Organizing to survey the current situation
2.2.1. Survey objective
The objective of the survey is to assess correctly and objectively the current
situation of managing primary teacher training according to competence approach
to establish the practical basis of the topic.
2.2.2. Survey content
Focusing on the main issues: Current situation of primary teacher training
activities according to competence approach ; Current situation of management for
training primary teachers according to competence approach; Current situation of
factors affecting management efficiency of primary teacher training according to
competence approach.
2.2.3. Survey objects and areas
2.2.3.1. Survey objects:
Including 192 managers and lecturers; 232 managers, primary teachers; 104
students)
2.2.3.2. Survey area:
University-level training institutions, formal system of primary education ology
as mentioned with practice establishments, recruitment units (primary schools).
2.2.4. Survey method


The study of the current situation is conducted through the following methods:
Making survey questionnaires of managers, lecturers, primary teachers and
students; Exchanging, interviewing by topic; Researching the products of activities
of managers, lecturers and students.

Universities/ Faculties is based on the "current program". Only 10.1% of the
training objectives are built "deriving from social needs" and 4.5% is built on the
basis of "describing specific capability of learners". This leads to "abstraction,
confusion and high demand" for learners during the training process (89.2%).
2.3.3. Current situation of content, program of primary teacher training
according to competence approach
Survey results show that: The objects all unify in evaluating the implementation
of content, training program at pretty average level ("Pretty" accounts for 27.9%,
"Average" accounts for 46.6%)
2.3.4. Current situation of methods and training forms of primary teachers
according to competence approach
Survey results show that:
- About the method: Currently, teachers still mainly use traditional teaching
methods and the way of learning is still mostly passive to acquire knowledge.
- Form: The form of training on the class still accounts for a high proportion but
the effect is not high (average rate accounts for 49.5%); In the other two forms, the
form of training through practice, internship is highly appreciated with the "Pretty"
rate of 60.4%.
2.3.5. Current situation of inspecting and evaluating the results of primary
teacher training according to competence approach
The survey results show that: there are limitations in the testing and evaluation
of training results, giving management subject a problem that needs measures to
build and design the appropriate assessment tools based on the output standard of
training ology, combining evaluation forms to enhance the effectiveness of the
university's test and evaluation in training activity.
2.3.6. Current situation of meeting the ology’s output standard of primary
teacher training according to competency approach


The level of meeting the ology’s output standard of the training elements is still

28.5
42.5
13.7 2.45
competences)
Quantity 112
165
116
31
Buiding requirements of
2.84
%
26.4
38.9
27.4
7.3
knowledge
Content of assessment

Building
skills

requirements

Building
attitude

requirements

of Quantity
%

according to competence approach
Table 2.18. Level of management of training programs
Content of assessment
Analyzing professional
Quantity
capability as a basis for
building
programs
according to output
%
standard
Building output-oriented Quantity

___
Level of implementation
X
Good
Pretty Average Weak

27

125

179

93

6.4

29.5

in subject outline
Organizing workshop to Quantity
consult experts and
%
employers
Organizing
regular Quantity
evaluation of training
programs to update new
%
capabilities
The survey shows that the

5.9

28.5

41.3

24.3

32

131

170

91

7.5


11.3

31.8

39.2

17.7

22

123

167

112

5.2

29.0

39.4

26.4

2.24

2.47
2.36


methods and means

%

Level of assessment
Good Pretty Average Weak
28
92
55
17
14.6

47.9

28.6

8.9

44
22.9
41
21.4
32

104
54.2
109
56.8
97


50.5

18.2

11.5

___

X

2.68
2.96
2.95
2.73
2.78


The survey results show that: Calculating the average, the rate of respondents
who assessed the management of teaching activities reached a pretty level (Average
score of 2.68 to 2.96).
Table 2.20. Level of implementing management of students’ learning activities
Content of assessment
Learning and training Quanlity
activities in class time
%
Activities of learning, Quanlity
training in practice,
practicing pedagogical
skills regularly and
%


38

twelfth

35.5

47.6

12.8

4.1

13

138

96

49

4.4

46.6

32.4

16.6

___

Activities
Inspecting
construction

the Quantity
%
and

Level of implementation
Good Pretty Average Weak
32
131
170
91
7.5
30.9
40.1
21.5

___

X

2.24


implementation

of


52

159

156

57

12.3

37.5

36.8

13.4

25

121

175

103

5.9

28.5

41.3


39.2

17.7

2.2

of

organizational structure

%

2.48

and defining functions
and tasks
Building a system of Quantity
standards,

criteria

inspection

for
and

evaluation of training

%


%

2.36

training

tasks
Detecting and adjusting Quantity
%
the errors in training

57

156

159

52

13.4

36.8

37.5

12.3

Quantity
Identifying the role of
%

approach
The results of data analysis show that: 1 / Group of subjective factors greatly
affect the management of primary teacher training according to competence
approach , in which the factor of curriculum affect the most; 2 / Objective factors
also impact significantly on the management of primary teacher training according
to competence approach, in which the conditions of facilities and finance are
assessed as having the greatest impact on this activity.
2.6. Overall assessment of the current situation
In order to assess more objectively the current situation of management of
primary teacher training as a basis for proposing solutions in Chapter 3 according to
competence approach, the dissertation uses the SWOT model to analyze, which
shows: strong points , weaknesses, opportunities and challenges in training and
management of primary teacher training according to competence approach.
Conclusion of chapter 2
1. Managing the primary teacher training activitiy is managing the specific
training activity compared to other teacher training ologies in the pedagogical
university/ faculty. Recognizing the significance and importance of primary teacher
training according to competency approach, training institutions initially paid
attention to this activity.
2. Training of primary teachers according to competency approach over the past
years has achieved the encouraging results, but there are still some limitations and
shortcomings: from the awareness of the participants to the planning stages,


building goals and training programs; organizing and directing the implementation
of training plans; checking and evaluating the training quality; coordination
mechanism between training institutions and practice schools, recruitment units;
conditions for training.
3. The study of the current situation from which to propose management
solutions for primary teacher training according to competence

task for the specialized department to propagate through many information channels
about the importance of the training and management for this activity.
3.2.2. Managing the construction of the output standards of the training
branch according to competence approach
- Objective: to build and complete detailed and specific output standard in line
with the goal of primary teacher training in the new context.
- Meaning: orienting the training of primary teachers in Pedagogical
Universities / Faculties, ensuring that the ology’s output standard is in line with the
society's requirements on the role of primary teachers in modern society.
- Content and method of implementation: Establishing a steering committee
and expert research groups, identifying the necessary competence system associated
with the requirements of general education innovation; Organizing scientific
conferences in pedagogical sector to consult and perfect the output standard;
Proposing the competence framework of primary teachers as a basis for building
output standard according to competence approach; Organizing to build the ology’s
output standards according to competency approach; Establishing the relationship
between training institutions and satellite schools, recruitment agencies.
- Implementation conditions: Principal and Dean of Pedagogical University
need focus on consolidating and enhancing the quality assurance conditions to
properly implement the output standard commitments for learners, parents and
society.
3.2.3. Organizing the construction of a process for developing training
program to meet output standard and capacity frameworks needed for primary
teachers
- Objective: to aim at training primary teachers to meet professional standard,
, to ensure the output standard and training program meets the capability
framework, in accordance with the requirements of general education reform.


- Meaning: creating a change in content innovation, training method for

and recommendation for graduates.


- Conditions for implementation: The principal must direct to build training
plans and determination to implement the new process; attach importance to
fostering and enhancing the quality of teachers and experts to effectively implement
innovation.
3.2.5. Organizing the fostering activity to enhance professional capability for
lecturers participating in training primary teachers in Pedagogical Universities/
Faculties
- Objectives: to train, foster and develop lecturers who are virtuous, talented,
qualified and professional ethics to effectively serve the training of primary teachers
according to competence approach.
- Meaning: Consolidating, enhancing the quality, knowledge and professional
skills based on the existing foundation, ensuring that teachers meet the requirements
of the teaching process according to the competence approach.
- Content and method of implementation: Building a fostering plan in
accordance with teaching requirements; Renovating the way of building goals and
contents of the fostering program according to competence approach; Diversifying
organizational forms and fostering methods; Organizing to foster and enhance
professional capability for teachers according to the scientific process.
- Conditions for implementation: The principals of training institutions must
build suitable and feasible training plans. At the same time, it is required to have
the necessary resources to ensure the fostering work effectively.
3.2.6. Strengthen conditions to ensure effective management of primary
teacher training according to competency approach
- Objectives: to identify and ensure conditions to enhance the effectiveness for
management of primary teacher training according to competence approach.
- Meaning: help managers and high school teachers clearly see the important
role of facilities, finance and resources; ensuring the organization of implementing

proposed solutions which can be implemented in the practice of teacher training
management according to competence approach.
3.4. Testing solution
3.4.1. Organizing test


3.4.1.1. Test purpose
In order to evaluate the effectiveness, feasibility and necessary conditions to
deploy the proposed solution into practice.
3.4.1.2. Experimental hypothesis
It is possible to enhance knowledge, skills for teachers, contribute to
improving the quality of training if applying the solution "Organizing the fostering
activity to enhance professional capability for lecturers participating in training
primary teacher s in the Pedagogical Universities/ Faculties" proposed by

the

dissertation.
3.4.1.3. Content and methods of the test
i) Test content
We chose this solution to test because this is one of the key solutions in the
proposed solutions. Good implementation of this solution is the basis for
implementing other solutions. Moreover, the test of this solution also meets the
requirements of a test.
ii) Test method
The test was carried out once, in parallel form, in which corresponding to the
experimental groups is control groups.
3.4.1.4. Standard and evaluating scale for the test
Test results are evaluated based on the development of professional capability
(knowledge and skills) of the teachers after conducting the fostering activities.