JOURNAL Ok SCIENCE OF HNUE Educational Sci 2011, \i)l 5C, No 4, pp 102 168 PRACTICAL SHORTCOMINGS IN TRAINING TEACHERS OF SPORTS Ho Da,( Son Hmioi National Univrr sity of Fduration Abstract Training t[.]
JOURNAL Ok SCIENCE OF HNUE Educational Sci 2011, \i)l 5C, No 4, pp 102-168 PRACTICAL S H O R T C O M I N G S IN T R A I N I N G T E A C H E R S OF SPORTS Ho Da,(: Son Hmioi National Univrr.sity of Fduration Abstract Training teii(ii(;r,s in the sulqect of Sjjort.s have obtained considerable iichievenient in tlu; past f(!W yiiius The high incrciisc of triiining institutions hiis overcome lack of tciichers of Sports in the national education syst(Mn es|)ecially in Primary S(iiool, that gets qiuility of physical education in schools more imjjrove For re(]uireinents of education reform, it is necessary to estimate oh.iectively the basic shortcomings of the system of trainning Sports teachers, acknowledging that the (jiiiility of training teachers is a foundation of sustiiiiiiible development and a breakthrough improvement in the quality of physical education for the younger generation Introduction i i e t n a m ' s Sports Development Strategy by 2020 has asserted: "To develop Sports as a significant part in the economic and social development policy of the Communist Party of Vietnam and the state aiming to lost(>r and promote human resources Developing Sport in schools has a profound social significance because it brings pupils and students not only harmonious de\'elopment of physical and motor skills but also a base of knowledge, skills and fitness to perform the social and occupational funetion for ^'ounger generation in the future Physical education in the sch()(_)l s\stem has been constantly strengthening and improving in recent yeiirs in terms of: subjects and training; construction and development of teaching staff in number and levels; form and scale of organizing extra-curricular sports, etc Howe\'er, the (iualit>' and sustainability of school sport is still facing (iiallenges of social economy and perception of each student, which should be o\'ercome by COIISIMISUS and contribution by the whole society In addition, teachers of sports in school systems should excite the younger generation to have their desire and passion for sport activities through their personality and the professional capacity For requirements of Education Reform, it is necessary to have comprehensive reform of physical education in the school system, especially the training of teachers Therefore, study on status of the professional quality of teachers of Sports and teacher training institutipns in the universities of Education is urgency and the 162 Practical shortcomings in training teachers of Sports basis for building the content of innovation activiti(>s, meeting the practical needs of education Accessing to practical education through uuMhods of investigation, interviews and statistics in the stud.N- shows an ()\'(M-\'i(>w of stiitns of physical education in schools and teacher training in the Ph.\'sical Eduealion Departments of the universities of Education nation-wide 2.1 Content The number and organization of teachers of Sports in the school system at all levels Table Statistics on the number of teachers of Sports in schools of all levels in 2001 and 2009 Primary School Number Number of No Year of teachers of schools Sports 2001 13,737 3.321 2009 14.524 15,051 Secondary School Number Number of teachers of of Sports schools 9,133 14.417 10,576 11,341 High School Number Number of of teachers of schools Sports 1.900 4,950 2,487 7,672 Table shows that the number of teachers of Sports in schools of all levels have increased significantly, from 22,688 (in 2001) to 33,537 (2009), reaching the growth rate of 47.8%; the teacher-school ratio is 1:4 in Primary Schools in 2001 and is nearly 1:1 in 2009 For this number of teachers of Sports in Primary School, classroom teachers not have to teach Sports contributing significantly to improve the quality of physical education in the school system Specifically, in some provinces which still face many difficulties in geographical location, socio-economic conditions such as Dien Bien, Lai Chau, Hau Giang etc., teachers of Sports in Primary Schools actively popularize and they are not only enough numbers in every school but also gain standard level with 100% of teachers graduating from colleges and universities Because of the requirements of the standardized education, many provinces and the local education sector has been actively coordinating with other training institutions to continue to upgrade teacher qualifications There are about 1,000 1,500 teachers of Sports at all levels to be trained and finish university degree s each year 2.2 T h e current status of the professional quality of teachers of Sports in schools The survey of professional level of 1,301 teachers of Sports in provinces from 2008 to 2010 showed as follows: 163 Ho Dac Son Most teachers have many difficulties in their profession in renewal of textl)ooks iuid teiiehing ])rogriiinm(\s piiii ieuhirly for tea(iiers trained in local universitu^s of Fducalion .Many teiichers not meet the proh'ssional criteria for teaching the elective eiiiriciiliiiii of the course S(i(Mitific reseiireh and iiiit iai ivc-e.xjjerience writing done bv teaciiers is bad here is ii la(i< of biisie knowledge on: innoviition of teaching melhods in positive directions for students iis well iis methods iiud forms of test-iissessment; ca|)al)ili1ies hir analy/ing, eviiluating courses programmes: iisses.sment and management of the (>(liieiili()ii (|ualit\ i i u i i iidiii)tali()ii of educiition r(4'oriii is slow liieir abilities of s(4r-stu(ly iiiid self-imijroving still restridned \ o t enough resources to meet the re(iuireiiients of IJlucation H(4orin Th(> results show thai the biisie causes of the shortcomings mentioned above are derived from the training and tea(lier training iiistilutions in universities of Fducation 2.3 2.3.1 Inadequacies in training and institutions of teacher training of Sports N u m b e r of lecturer of S p o r t s In 2010 there were 21 colleges of Education 22 unixcisities of Kduciition and faculties of Physical Education training teacluus of Sports (in univmsities training the multi-job) The results of stud}' on training and training institutions are shown in lable Table The number of lecturers and universities training teachers of Sports not including Sports universities and Sports universities of Education Q u a lifical ions N iiiiibor of graduat e s t u d e n t s / y e a r No 164 Universiti(>s Hai Phong Uiiivcrsii)Qui Xlioii Uiii\'eisUy Tay Nguyen University of Eduealion Houg Due University A'iiih University Hue University al of lecti 0) Kit Physical Education faculti(\s with two subjects t raining (including physical education) in level of college 100 300 200 0 Q j~ a l.i / "IT 15 22 14 150 60 100 24 22 50 12 34 12 15 15 1 70 120 0 120 50 0 Practical shortcomings in training Icuclicrs of Sports Ho Chi minh University of Education Thu Dau Uni\'ersit\8 ' " Can T h o llniversity Hanoi National Univei10 sity of Education Hung \ i i o n g Uni\Tnsity 11 Tay Xguyen UniNcrsiiy 12 Tay Bac UnivcMsiiy 13 Dong Tliaj) University 14 Pham \'an Dong Univer15 sity Quang Binh Uiii\-ersity 16 Phu Y(ni University "l7 Hanoi Uni\(Msily of 18 Education " " Ha Tinh University 20 Da Niing Univ(»rsity 21 Quang Xam Uuiversity " 2 ^ -An Giang University Total 27 24 100 10 '18'^ ' 80 '0' 70 0 " ""60"~ "0 "0" "' 90 0 50 0 60 0 0 50 50 60 0 " 11 2G G" ~T2~" G " 1"" " 2G "• ~V2 ' 0""" 19 ' 10 ^^ ~6 "3 G 29 'Tr 18 16 " " "4 ' ""ir~ ""30" 10 14 4"' 2"6 ' "0 0'" "" Y(r' " 242 163 • GO ""0 ' ^ 60 ~' "50 1,250 GO 6^ 0 650 ""30 "" """0 '" " "45 60 "50"" " '50 460 No Universities 10 11 12 13 14 15 Ha Ta>- College of Education Nam Dinh College of Education Hung Yen College of Education Ha Nam College of Education Nghe \n College of Education Lang Sou College of Education Son La College of Education Thai Nguyen College of Education Vinh P h u College of Education Ha Giang College of Education Hanoi College of Education Tuyen Quang College of Education Soc Trang College of Education Dong Nai College of Education Long An College of Education Total of lecturers Table The number of lecturers and colleges training teachers of Sports 16 10 16 6 12 3 11 N u m b e r of graduate students/year with two subjects of Physical training Q Education (including CQ faculties physical education) 0 55 13 0 40 30 ""Y~ """"(]• "80 s" ~ l" " ' ' "35 11 ""5 " " "0 •" 50 50 "' 0" 50 300 200 40 " ""5" " '" •"o"' 50 40 G 100 50 0 50 30 Qualifications r 165 Ho Dac Son 16_ 17 Ts" 20 Ca Mau College of Ivlucatioii \'inii hong College of Uyduciil ionn D;i Lai College of Udiiciil ion ( h a l.ai College of JMhieiitioii I'liiui I'liien Hue ('ollege of Ivlii Aucalioii Ki(-n (iiang ('ollege of Educatioi)ii Total G 11 5 8 0 0 30 30 35 35 30 0 G 0 50 5 16!) 124 ""44 10 820 650 Tables iind show lliiit degrees of Ph D, \liister, Bachelor of leeturers are the following: 1.2%, •>'.)'/ ;5!).8%, respectively, for universities and ' / 26.1'/( 73 'V/( for colleges The inciiige numbers of leeturers are 18.0 per univeisitv and per colh^ge In iiiiiny training institutions, the current number of lecturers is not enough to train w(41, tli(> rate of lecturers luiving (lualirieation standards iiuiy be low, that reciuires to strix-e for solving such shortcomings in many v(>ars and most teachers of specialized theoretical subjects ha\'e pivssed the triiining course themseh'es without being basiclx' trained 2.3.2 T y p e s of e d u c a t i o n Previous years, the lack of teachers have been overcome by various wa>s so two subjects training has sohed needs of educational practice However, this type of training has left the inade(}uacies in the level and eai)a( itv of iirofessional teachers before recjuirements of raising the general education ciuality .A.t present six universities and eight colleges rcmiain iis two-subjects training (iiuluding physical (Hlucation) should be interested in innovating content and method of teaching to meet the reciuiixMiients of e(_lucational jiractices 2.3.3 Training p r o g r a m m e For the programme of two-subjects traiuiut; proportions of training time of two specialist subjects being divided are 4:0 iind 3:7 Though at any rate, it has no effect on training both knowledge and skills of specialist subjects in physical education with that amount of training time Students of sports need to acciuire knowh-dge and skills for many different sport subjects; tliei(4()re, duration of training liiis especially important significance for completing the c()nt(Mit ref4uireiiients of ciuh subject However in form of training credits, the amount of self-study time increases, which requires training institutions to urgently meet faciliti(>s for the needs of students self-study The target of output in training teacher of sports is to provide the human resources for the general education system, so in the process of training, those institutions lia\'e to equip students with good qualities and capabilities to meet the professional recjuirements of general education and to integrate effectively into the 166 Practical shortcomings in training teachers of Sports reality of school life However, the content of the program lacks the basic knowledge that every teacher in spite of any specialized training should be trained: the knowledge and skills of innoviitive teaching methods; test and evaluation; analysis and evaluation of program; testing and evaluating the (|uality of education and educational management, etc All the above have caused obstiieles for teachers of Sport including slow adaptation to educational environment, lack of potential of expecting and approaching innovation before changes in educational practices 2.3.4 Capacity of self-study and implementation of research activities The results of study showed thiit weak points of lUiijority of teachers such as the ability of summing up and evaluating training results of those institutions and each indix'idual teacher; tlu^ ability of exploiting and choosing research orientation as well as planning self-study and self-improvement; the abilit>' of guiding students in scientific research and thesis implementation; lack of knowledge and skills of presenting scientific reports and organizing scientific research; lack of professional documents, references on areas of specialized science and educational science 2.3.5 Facilities for training Most training institutions of teachers of Sport have difficulties in sport stadiums and training equipment Many training institutions not have stadiums, gymnasiums and other essential conditions and still have implemented training for years Statistics on facilities show that: There are 14 of the 22 universities and there are 10 of the 21 colleges being equipped with stadiums for teaching athletics and football; There are 13 of the 22 universities and there are 10 of the 21 colleges being equipped with tournament halls: - There are 13 of the 22 universities and there are of the 21 colleges having running tracks to teach running techniques in distances of 400 m to 1,500 m: - There are 17 of the 22 universities and there are 13 of the 21 colleges having running tracks to teach running technique in distances of 100 m; - There are 21 of the 22 universities and there are 19 of the 21 colleges with volleyball courts There are 20 of the 22 universities and there are 13 of the 21 colleges with basketball courts There are 20 of the 22 universities and there are 15 of the 21 colleges with Table Tennis (ping-pong) halls 167 Ho Dac Son Conclusion Protessional quiility of teiichers of Sport in the sy.stem of schools has massive shortcomings Th(> biisie reiison for that is derived from inadequacy in training teiichers of Sport in universities of Educiition Thereh)re, it is necessary to create s\'iicliroiiiziilioii condil ions for impioxing the (|uality of teachers of Sport in the form of two-subjects triiining and timely efpiip iiddit.ioiial fiieilities for iiiiiny training institutions, esi)ecially colleges of Ivlnciit ion REFERENCES | | Fducalion stali.stirs ni 200S .Ministry of I^lucation and Training |2| Fducalion, stulisiic.s in 2000 Ministrv of f/luciition antl 4"raining [3| Sum-up of llw Phu Dong Health Assoemiiov ni 2008 .Ministrv of I'^dnciit ion iind Training [4| Theoiriical inid practical rr.scirrcli for llir is.Huc of Tuirhcis 2000 Publishing House of Hanoi National iii\(nsit\' of Education, (in X'ietnamese) T O M TAT D a o tao giao v i e n t h e d u e t h e t h a o - nhufng t o n tai txi thxic tien Cdng tiic dao tiio giiio x'ieii T D T T nhirng n^m qua da thu ducJc nhiing tun diing k^ Su phiit Irieii iimuli me \(' sd luong cd sd dao tiio da cho phej) khac i)liiic CO ban tinh triing thieu giao vien T D T T he thdng giao diic quoc dan dke biet la doi \'di bac ti(''u lujc: cho jjliep (ong tcic Ciiiio due The clii\t (GDTC) trudng h(X' chuyen sang mot giai doiin mdi giai doan hoan thi(^n va nang cao chat lucing Trudc yen can ciia ddi imii giiio due ciin thiet cd su diinli gia khach quan v('' nhirng ton tai ca ban cua he thong dao tiio giao vien T D T T vdi thai coi chSt liwng diio tiio la nen tang cua sir phrit tridn ben vuiig lay chat lugng dao tao giao vi("'n lam khi'iu dot phii d('' nang eao chat lucJng G D T C cho the lu";^ tre 168