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Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.Quản lý bồi dưỡng chuyên môn, nghiệp vụ cho giáo viên tiểu học tỉnh Hải Dương theo tiếp cận năng lực.
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION KHANH THI DANG MANAGEMENT OF IN-SERVICE PROFESSIONAL TRAINING FOR PRIMARY SCHOOL TEACHERS IN HAI DUONG PROVINCE ON THE COMPETENCY – BASED APPROACH Specialization: Educational Management Code : 9140114 SUMMARY OF DOCTORATE DISERTATION ON EDUCATIONAL SCIENCE Hanoi, 2023 THE DOCTORATE DISERTATION HAS COMPLETED AT THE HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific Mentors: Hien Minh Bui, Asso Prof Dr Reviewer 1: Hien Vu Bich Nguyen, Asso Prof Dr, Hanoi Metropolitan University Reviewer 2: An Nhu Nguyen, Asso Prof Dr, Vinh University Reviewer 3: Tri Quoc Nguyen, PhD, Hanoi National University of Education The dissertation will be presented and evaluated by the Committee of Scientific Institution, at The Hanoi national University of Educational Dated: am/pm, day month , 2023 LIST OF THE PUBLISHED MANSCRIPTIONS BY THE AUTHOR Dang Thi Khanh (2021), Research on the Theoretical Issues on Management of Professional Development for Primary School Teachers Based on Competency Approach, Journal of Science, Hanoi Metropolitan University, No 55, pp110-117 Dang Thi Khanh (5/2022), Reality of the In-service Training Contents of Primary School Teachers following the Requirements of General Education Program 2018, Journal of Educational Equipments, No 265, Period 2, pp125-127 Dang Thi Khanh (2022), An Overview to Management of Professional Development for Primary School Teachers Based on Competency Approach, HNUE Journal of Science, Educational Sciences, Volume 67, Issue 3, 2002, pp160-170 Dang Thi Khanh (2022), Scientific basis on building professional competency framework of primary school teachers, Journal of Educational Equipment, Special Issue, August 2022 pp46-48 INTRODUCTION Rationale for this dessertation Discussing the importance of teachers, in a study on education, author Raja Roy Singh (1994) asserted: “No educational system can rise above the level of teachers working for teachers that system” The current Education Law of our country also affirms: “Teachers play a decisive role in ensuring the quality of education The State organizes teacher training and retraining; have policies on the use, treatment, and assurance of necessary material and spiritual conditions for teachers to perform their roles and responsibilities” Continuing Professional Development (CPD) is the follow-up to vocational education, which includes the development of knowledge, skills, attitudes and behaviors across all areas of practice professional practice so that employees can maintain and improve their work performance in the context of constantly evolving society Professional development is considered a mandatory requirement for most professions in society, especially in the field of education According to the OECD Report: “At the level of the education system, professional development for teachers is an important policy lever” The report of the European Commission (2015) also affirmed: “Continuous professional development of teachers is at the heart of the European strategy to improve the quality of education” On a personal level, “the complexity of the teaching profession requires a lifelong learning perspective to adapt to the demands of rapid growth, obstacles or change” Implementing Resolution No 29-NQ/TW dated November 4, 2013 on fundamental and comprehensive renovation of education and training, the education and training sector is innovating curricula and textbooks following competency-based approach, this change “impact on many factors: integrated teaching, differentiated teaching, career orientation, program and textbook relationship, examination and evaluation of educational outcomes, program management, training and fostering teachers, the national education system, etc Each impact requires appropriate solutions to ensure educational goals” One of the biggest challenges when implementing new programs and textbooks across the country is the limitations of teachers' knowledge and skills compared to requirements In addition, the conditions for local teachers to update their knowledge, self-study and self-improvement are not guaranteed There have been researches on fostering and managing the training of teachers and teachers at all levels in the country and the world according to different theories and approaches In terms of policy, the Ministry of Education and Training has also issued Circular No 02/2021/TT-BGDDT dated February 2, 2021 stipulating codes and standards for professional titles and appointment and ranking of teaching staff in the field of education public elementary schools However, the issue of capacity access in training and management of primary school teachers has not been mentioned Education sector of Hai Duong province always considers the development and improvement of the quality of teachers as one of the key tasks Teacher recruitment continues to be organized in a timely manner; recruitment methods suitable to local realities; the recruitment process is open, transparent, fair and in accordance with the law Up to now, the teaching staff has been supplemented in number; the ratio of teachers/classes of all grades is gradually raised; the team structure is increasingly reasonable; training and retraining have been effectively implemented; The quality of professional is constantly improving, meeting the requirements of performing the tasks of the schools and the requirements of educational innovation At the end of the school year 2021-2022, teachers of grades and have basically met the requirements of teaching and learning under the 2018 National Education Program However, the new school year will continue to be implemented for grade according to the roadmap of the implementation The 2018 general education program, therefore, it is very necessary to study both the theoretical basis and draw lessons from the previous period for grades and Therefore, we have chosen the topic "Management to In-Service Training Professional competency for Primary School Teachers in Hai Duong Province Following Competency – Based Approach" for the thesis Purpose of research On the basis of theoretical and actual research, the topic proposes solutions to manage in-service training Professional competency for primary school teachers following to the competency-baed approach in order to contribute to improving teachers' professional skills, meeting the requirements of implementing the Program General Education 2018 at the current primary level Subject and object of research 3.1 Subject of research Management of in-service tranining profesional development for high school teachers 3.2 Object of research Solutions for management of in-service training professional development for primary school teachers following competency-based approach Hypothesis of research Management of professional developmentfor teachers has been conducted regularly and has brought certain results However, with the new requirements on human resources, meeting the requirements of the 2018 National Education Program, fostering and managing and in-service training professional development for primary teachers following competency-based approach is an indispensable requirement If it is possible to develop a competency framework for teachers and solutions to in-service training professional development according to the competency framework for primary teachers, it will improve teachers' professional qualifications, meeting the requirements of the current primary school education program implementation Tasks of research 5.1 Research on the theoretical basis of fostering and managing the fostering of human skills for primary teachers following to the competency-baed approach 5.2 Research and evaluate the current situation of fostering and managing fostering skills for primary teachers following competency-based approach in primary schools in Hai Duong province 5.3 Proposing solutions for managing and in-service training professional development for primary teachers following to the competency-baed approach, conducting tests and testing methods of managing and in-service training professional development for primary teachers according to the proposed competency approach in order to confirm the research results of the thesis Scope of research 6.1 Content The thesis focuses on researching, building, and building a competency framework for human resources, assessing the current situation and solutions to conduct in-service training professional development for primary school teachers 6.2 Placement and participants of survey Survey research was conducted mainly in primary schools of 06 administrative units of Hai Duong province (city: Hai Duong and districts: Tu Ky, Thanh Mien, Kinh Mon, Cam Giang and Nam Sach) The total number of survey subjects is 522, including each unit at the city/district level: 1) Management staff of the Department of Education and Training 02 people (01 leader and 01 primary school specialist); 05 primary schools, each school has 03 management staff (01 representative of the Management Board, 02 professional leaders of blocks 1,2,3 and 4,5); 15 teachers in each school Research methodology and methods 7.1 Methodology The research of the topic is based on the following main approaches: Approaching capacity; - System access; - Approach to development; - Complex approach between management functions and management content 7.2 Research methods 7.2.1 Theoretical research methods 7.2.1 Practical research methods Questionnaires; In-depth interviews; Experience summation; Experts 7.3 Mathematical statistical methods Defensive issues - Professional competency is the core competence of teachers The teacher has a very important role, taking on a noble and direct responsibility, first of all, for generations of students through the implementation of the content of the educational program and teaching at the school Fostering and managing Professional competency for teachers is considered a key task, which should be prioritized in the leadership and management of the school by the principal - Management of in-service training professional development for primary teachers according to the approach to quality assurance and effectiveness should be based on scientific grounds both in theory and practice with the complex nature of management functions and content manage Building a competency framework and finding solutions for managing and in-service training professional development for primary teachers following to the competencybaed approach (based on the competency framework) will be the core elements of this management process to achieve the goal , results, desired quality - Managing and in-service training professional development for primary school teachers following to the competency-baed approach requires the participation of management actors, in which, emphasizing the most important role of the primary school principal and, at the same time, being influenced of objective and subjective factors involved in this process New findings and contributions - The theoretical basis of the research issue has been built, including: An overview of the research; The basic concepts; content of fostering and managing and in-service training professional development for primary teachers according to capacity approach; factors affecting the management of in-service training professional development for primary school teachers following competencybased approach In particular, provide a framework of competency of primary school teachers to conduct training and manage training for primary teachers - Presenting a practical picture of the research problem on the basis of international experience research, the situation of primary education in Hai Duong province, and at the same time analyzing and evaluating 03 main contents: 1) Current status human resource capacity and the need for fostering and developing professional skills of primary school teachers in Hai Duong province; 2) The reality of fostering professional skills for primary school teachers in Hai Duong province according to capacity approach; 3) The current situation of management and fostering of professional skills for primary school teachers in Hai Duong province according to the competency approach through the application of the PDCA Continuous Quality Improvement Cycle (Deming circle) The main findings in the survey area are as follows: 1) Some indicators of professional competence of primary school teachers are at a good and good level; 2) The actual training needs of primary school teachers are diverse; 3) Training on the LMS online system and practical work, study tours and experiences, fostering through a connected school network are highly effective ways of organizing; 4) The content of professional training needs to be suitable to the capacity and training needs of primary teachers; 5) Planning for professional development of primary school teachers should be based on survey results; 6) Organize the development of training objectives and content - Develop solutions to manage personal skills for primary teachers according to the capacity approach, contributing to improving teachers' knowledge and skills, meeting the requirements of the current primary school education program implementation 10 Structure of the dissertation This dissertation consists of these parts: introduction, three chapters, conclusions and recommendations The names of the three chapters include: Chapter Theoretical basis of management in-service training professional development for primary school teachers following competencybased approach Chapter Actual situation of management of in-service training professional development for primary school teachers in Hai Duong province according to capacity approach Chapter Solution for management of in-service training professional development for primary school teachers in Hai Duong province according to capacity approach Chapter THEORETICAL BASIS ON MANAGEMENT OF IN-SERVICE PROFESSIONAL TRAINING FOR PRIMARY SCHOOL TEACHERS FOLLOWING THE COMPETENCY – BASED APPROACH 1.1 Literature Review 1.1.1 Research on competency and competency – based approach In the world, there are many authors who have researched on this issue such as Howard Gardner, an American psychologist who has proposed the Theory of Multiple Intelligences (also known as Multiple Intelligences); L.X Vygotsky discusses education following competency-based approach; The issue of competency-based education/training (Competency - Based Education/CBE; Competency - Based Training/CBT) emerged in the 1970s in the US (Guskey, 2005) In Vietnam, a number of authors have mentioned capacity, approaching capacity from different angles such as from the perspective of Psychology of Nguyen Quang Uan; professional perspective of Phan Van Nhan (2011); teacher capacity perspective of Dang Thanh Hung (2012); solutions for training and fostering teachers by Nguyen Thi Binh (2013); research on training needs of teachers and school administrators by Bui Minh Hien and the authors (2017);… 1.1.2 Research on bồi dưỡng Professional competency cho GVTH theo tiếp cận lực In the world, research by Kpangbam (1992) on the theoretical basis of professional teacher training; Michel Develay provided a theoretical basis for the innovation of teacher training in the direction of moving from a static concept to a dynamic one; Mahmood (1999) suggests that the purpose of teacher training is always to benefit students At the same time, there are many other authors in the world who also discuss this issue: Ekiadolor-Benin, Nigeria; Marguerite Altet; Alkus & Olgan (2014) and Osamwonyi (2016); Amadi (2013); Guskey (2014), Zlatić, Bjekić, Marinković, & Bojović, (2014);… In Vietnam, there are works such as: Dang Vu Hoat "Plan for regular pedagogical training" (1989); Le Tran Lam with the work "Training and fostering teachers" (1992), Nguyen Minh Duong (editor) "Retraining and retraining human resources" (1996) This is a group of research topics on teacher training and retraining in general from a theoretical perspective In addition, there are research works from a practical perspective such as: Tran Ngoc Chi (2000); Nguyen Thi Quy (2008); Huynh Thi Kim Trang (2012); Nguyen Thi My Loc (2011), Dinh Quang Bao (2017), Do Thi Thuy Hang (2017); 1.1.3 Research on management of in-service training professional development for primary school teacher following competency – based approach Around the world, Business Edge (2007) and K.B Everard, Geofrey Morris, Ian Wilson (2011) mentioned training and human resource development; Broughman, S.P (2006) and Beatrice Avalos (2011); Patrice Pelpel; Michel Develay; Marguerite Altet; James H.Mc Millan,… discussed on teacher training and retraining Murphy, K et al (2005); Florentino Blázquez Entonado and Laura Alonso Disaz (2006) research and propose a model of teacher training and retraining In Vietnam, there are a number of studies on this issue such as Nguyen Loc (2009); Vu Quoc Chung and Nguyen Van Cuong; Tran Khanh Duc (2013), Bui Minh Hien as director (2017); Tran Dang Khoi (2020); Pham Van Hien (2020);… On the basis of the issues that have not been mentioned in the research, the thesis focuses on further research and solving such as (i) Solving the research purpose; (ii) Solve specific research contents; (iii) Solve the basic thesis of the research problem 1.2 Key concepts 1.2.1 Primary school teacher Primary teachers are general school teachers, who are in charge of teaching and educating students in primary schools and other educational institutions implementing the primary education curriculum 1.2.2 Competency and competency – based approach Competency in a certain occupational field is the ability to perform activities (tasks, jobs) in the profession according to the standards set for each of those tasks and jobs Approaching that capacity is approaching the capacity to meet the requirements of the job position - approaching professional capacity 1.2.3 Professional competency Professional competency is a collection of concepts, processes, tools and technical means according to certain professional standards to complete jobs required by that profession The Professional competency of primary teachers is a collection of concepts, processes, tools, and technical means to complete the work of teaching and educating students to meet the professional standards of primary teachers Teacher's competency is the ability of teachers to use concepts, contents, processes, methods, techniques and means to carry out teaching and educational tasks according to set standards and achieve educational goals education of the school level 1.2.4 In-service training professional development for primary school teacher It is the fostering of concepts, contents, processes, methods, techniques and means in the field of teaching profession, that is, fostering a system of professional competence requirements that a teacher needs to achieve in order to become a teacher can meet the educational goals 1.2.5 Management of professional development for primary school teachers following competency – based approach 1.4.2.1 Organize a capacity assessment survey according to the Professional competency competency framework and determine the training needs of the teachers 1.4.2.2 Management of goal setting, training content 1.4.2.3 Building a plan for in-service training professional development for primary school teachers following competency-based approach 1.4.2.4 Organize training of professional skills for primary teachers following competency-based approach 1.4.2.5 Directing the implementation of the content, methods and forms of capacity building for primary school teachers following to the competency-baed approach 1.4.2.6 Manage tests, evaluate training results and get feedback for improvement 1.4.2.7 Management ensures the conditions, CSVC serving training 1.5 Factors affecting to Management of professional developmentfor primary school teachers following competency-based approach 1.5.1 Guidelines and policies of the Party and State towards primary school teachers 1.5.2 Innovating requirements of general education, primary education 1.5.3 Competency factor of educational administrators 1.5.4 Elements of funding, facilities, equipment Conclusion chapter An overview of the problem research with 03 main trends, pointing out the issues that have not been researched, the issues that need to be focused on research The topic has analyzed, clarified and selected the concepts of research tools used in the thesis, analyzed and built 03 basic contents: 1) Theory of the competency framework of primary school teachers learning from which to build the Professional competency Competency Framework of primary school teachers to be used in the thesis; 2) Fostering professional skills for primary teachers according to capacity approach; 3) Theory on management and fostering of skills for primary school teachers following competency-based approach At the same time, the factors affecting the management and training of primary school teachers are given following to the competency-baed approach The research results on basic concepts and contents are the theoretical basis for us to design and organize a survey to assess the current situation of the research problem of the thesis 10 Chapter CURRENT SITUATION ON MANAGEMENT OF IN-SERVICE TRANING PROFESSIONAL DEVELOPMENT FOR PRIMARY SCHOOL TEACHER IN HAI DUONG PROVINCE FOLLOWING THE COMPETENCY – BASED APPROACH 2.1 Some international experiences in managing and fostering primary school teachers and implementing Vietnam's ETEP Program 2.1.1 Some international experiences in management and fostering of teachers Training and fostering primary school teachers in China, Korea, Japan, Germany, America and some other countries 2.1.2 Practical implementation of the ETEP Program of the MOET Objectives of the Program; Scope of the Program; Beneficiaries of the Program; Key Outcomes of the Program 2.2 Overview of primary education in Hai Duong province 2.2.1 Primary school teachers: 244 primary schools with a total of 550 administrators, 7656 teachers 2.2.2 Facilities, teaching equipment and learning materials 2.2.3 Size of school, class, student 2.2.4 Results of the 2018 primary school education program implementation 1) For students in grades and 2; 2) For 3rd, 4th and 5th grade students; 3) Teaching Foreign Languages and Informatics; 4) Organize collective activities, educational activities outside of class time, experience activities, build and develop primary school libraries to meet the needs of reforming general education in the direction of competency approach pupil; 5) Organizing online teaching, teaching via television and other forms of teaching while students are not at school; 6) Organize the effective implementation of methods and forms of teaching organization and assessment methods and forms; 7) Teaching ethnic minority languages and strengthening Vietnamese for ethnic minority students; 8) Implement education for children with disabilities, children with difficult circumstances and organize flexible classes and compound classes 2.3 Overview on the survey 2.3.1 Purpose of the survey Research survey to assess the current situation of training content needs, the current situation of fostering and the current situation of managing and in-service training professional development of primary school teachers following to the competency-baed approach shown in the orientation of the 2018 National Education Program, at the same time, together with theoretical research results to propose measures to manage and foster the skills of primary school teachers in Hai Duong province following the competency-baed approach, contributing to improving the professional quality of primary teachers in the study area 11 2.3.2 Contents, tools of the survey The survey was conducted with main topics as follows: 1) The current situation of human resource capacity and the need for fostering and developing professional skills of primary school teachers in Hai Duong province 2) The reality of in-service training professional development for primary school teachers in Hai Duong province according to the capacity approach 3) Current status of management of in-service training professional development of primary school teachers in Hai Duong province according to capacity approach 2.3.3 Placement and Participants Table 2.1 Placement and Participants No Sites District School Primary Total managers managers teachers Hai Duong city 15 75 92 Tu Ky district 15 75 92 Thanh Mien district 15 75 92 Kinh Mon district 15 75 92 Cam Ginag district 15 75 92 Nam Sach district 15 75 92 Total 12 90 450 552 2.3.4 How to carry out of the survey ✓ Quantitative form ✓ Qualitative form 2.3.5 Evaluation of the survey All data obtained from the case study will be processed by mathematical statistical methods using SPSS or Microsoft Office Excel software, then extracted for analysis and drawing conclusions Use the formula to calculate the average score: ∑X1 i Xtb = N c) Use the Likert scale to calculate the interval d) Apply the formula to calculate standard deviation: 2.4 The current situation of capacity and needs of in-service training professional development of primary school teachers in Hai Duong province 12 2.4.1 The current situation of professional competence of primary school teachers in Hai Duong province 2.4.1.1 The current situation of teachers' professional development capacity 2.4.1.2 The current situation of capacity to develop teaching plans and plans to organize educational activities in the direction of developing students' quality and capacity 2.4.1.3 The current situation of capacity to use teaching and educational methods towards developing students' quality and capacity 2.4.1.4 The current situation of ability to test and evaluate in the direction of developing students' quality and capacity 2.4.1.5 Current status of capacity to advise and support students In summary, the current state of human resource capacity of primary school teachers in Hai Duong province is assessed by us with 07 criteria and concretized into 46 indicators The results of the analysis and evaluation of this content can be seen: 1) Most teachers have the basic and basic competencies of the teaching profession, which is reflected in the lowest level of achievement required by the professional standards of primary teachers, many indicators have been achieved at a good and good level 2) However, a number of indicators and criteria of teachers' professional competence are still at a low level related to a number of specific contents such as: ability to develop teaching plans and plan for organizing activities education, teaching using IT and supporting devices, testing, assessment, counseling and student support These limited criteria and indicators are mainly caused by previous teachers' habits of not following the orientation of developing quality and capacity for students in the entire process of teaching & educating students This can be completely overcome when teachers are updated and equipped with knowledge and skills through refresher courses, training, etc 2.4.2 Actual situation of need for in-service training professional development of primary school teachers in Hai Duong province The results of the current situation survey give a clear identification of the gaps in knowledge, skills and qualities of primary teachers compared to the requirements of educational practice, motivation and willingness to participate in training and self-improvement 2.5 Current situation of in-service training professional development of primary school teachers in Hai Duong province following competency-based approach 2.5.1 The reality of awareness about the importance of implementing the goal of in-service training professional development for primary teachers following to the competency-baed approach 13 2.5.2 The current situation of the content of in-service training professional development for primary school teachers in Hai Duong province according to the capacity approach 2.5.3 The current status of the methods of in-service training professional development for primary school teachers in Hai Duong province following to the competency-baed approach 2.5.4 The current status of the forms of in-service training professional development for primary school teachers in Hai Duong province according to the capacity approach 2.5.5 The current situation of evaluating the results of in-service training professional development for primary school teachers in Hai Duong province following to the competency-baed approach The results of this case study show that: - Management staff and primary teachers are aware of the importance of inservice training professional development for primary teachers in Hai Duong province following to the competency-baed approach, showing that the orientations and requirements for the implementation of the 2018 National Education Program have had a strong and effective impact on the perception of students knowledge of administrators and teachers in schools today - It is necessary to strengthen the form of regular training and the Ministry of Education and Training considers continuing to maintain the regulations on teacher training for 02 types of training according to professional standards and fostering professional titles - There is a similarity in the capacity of teachers to advise and support students in that, refresher courses have not really paid attention to this content and as a result, this capacity is one of the limited Professional competency competencies of GVTH - Training on the LMS online system and practical work, study tours and experiences, the form of organizing training through a network of schools connected in training courses are the ways to organize high efficiency However, it has not yet been invested and implemented regularly - Besides, although it is training, using the form of testing and evaluation mainly for training proved effective in practice 2.6 The current situation of management of in-service training professional development for primary school teachers in Hai Duong province following competency-based approach 2.6.1 The status of the participation level of the subjects in the management and training of professional skills for primary school teachers following to the competency-baed approach 2.6.2 Status of stage P (Plan): planning, scheduling and methods of achieving goals 14 2.6.3 Status of phase D (Do): Putting the plan into practice 2.6.4 Status of phase C (Check): Based on the plan to check the implementation results 2.6.5 Status of stage A (Act): Through the results obtained, make adjustments and make appropriate adjustments to overcome, improve and start the cycle again with new input information 2.6.6 The status of the influence of factors on the management and fostering of professional skills for primary teachers according to the competency approach The results of this survey show that: The participation and role of the principal and the head of the department is very important It is necessary to better perform the organization of the survey to assess the capacity and identify the training needs of primary teachers The management setting training goals for teachers following to the competency-baed approach is still limited, especially in pointing out the existing capacity gap, the actual training needs and the desired training environment Organizing the development of training content is a challenge for each school, but the core issue is based on the competency framework and closely linked with the orientation of capacity development for students and the requirements of the 2018 National Education Program There needs to be an increase in the development of the contents of a plan for fostering human skills for primary teachers in the direction of a competency approach The actual situation of directing the implementation of training content, methods and forms should ensure flexibility, meeting the priority training needs of teachers in different localities and schools Management of examination and evaluation of training results should focus on the day after the end and during the teacher's application to practice Ensuring adequate CSVC, vehicles and equipment has been invested and provided for training courses Although the epidemic situation has lasted for the past two years, schools and educational management agencies have tried to arrange funding sources and conditions for medical facilities and equipment to meet the needs of teachers and students Professional competency for the implementation of the 2018 general education Program Management of in-service training professional development for primary school teachers according to the capacity approach is influenced and affected by internal and external factors to different degrees 2.6 General assessment of the situation 2.6.1 Strengths and reasons Regarding the administrative competence of primary school teachers in the study area, many indicators have been achieved at a good and good level 15 Regarding the need for training content, it shows that the real needs of primary school teachers are diverse and necessary, and at the same time, it also points out that the content is not really necessary About fostering and fostering management - Management staff and primary teachers are aware of the importance of fostering and managing human resources for primary teachers following to the competency-baed approach in order to meet the orientations and requirements for the implementation of the 2018 National Education Program - Training on the LMS online system and practical work, study tours and experiences, fostering through a connected school network are highly effective ways of organizing - Ensuring adequate facilities, vehicles and equipment have been invested and provided for training courses 2.6.2 Limitations and reasons Regarding the administrative competence of primary school teachers in the study area; it is necessary to meet the practical needs of the training content; some other limitations on the organization of goal setting and training content The cause of the limitations - Management and fostering of primary school teachers according to the capacity approach is influenced and impacted by internal and external factors to different degrees - Implementing the 2018 Education Program at the primary level requires both administrators and teachers with new knowledge, skills, and competencies in teaching and learning organizations for students - Resources are limited - Reluctance to change Conclusion of chapter On the basis of the results of theoretical research, we have designed and organized a survey to assess the current situation of management of in-service training professional development of primary school teachers in Hai Duong province following competency-based approach with 03 main contents The survey results gave a general assessment of the achieved results, limitations and causes of the situation in the above researched contents Along with the results of theoretical research in chapter 1, the results of the research and assessment of the current situation in chapter are the basis for proposing measures to manage in-service training Professional competency of primary school teachers in Hai Duong province following to the competency-baed approach 16 Chapter SOLUTIONS TO MANAGEMENT OF IN-SERVICE TRANING PROFESSIONAL DEVELOPMENT FOR PRIMARY SCHOOL TEACHER IN HAI DUONG PROVINCE FOLLOWING COMPETENCY – BASED APPROACH 3.1 Principles to suggest the solutions 3.1.1 Principles of goal assurance 3.1.2 Principles of ensuring systematicity and development 3.1.3 Principles to ensure inheritance and practicality 3.1.4 Principles to ensure necessity and feasibility 3.2 Suggested solutions to management of in-service training proffsional development for primary school teachers in Hai Duong province following competency-based approach 3.2.1 Organize a survey to assess the capacity and actual needs of teachers' staff 3.2.2 Make a plan for fostering Professional competency of the faculty based on the results of the capacity survey 3.2.3 Building connecting schools, creating Professional competency learning communities for teachers 3.2.4 Creating resources to serve the training of primary school teachers following competency-based approach 3.2.5 Organize feedback, make adjustments 3.2.6 Motivate teachers to self-educate * Relationship between solutions The management measures for in-service training professional development for primary school teachers in Hai Duong province according to the above competency approach have a close relationship, mutual influence, and mutual impact towards achieving the training objectives The proposed solutions are objective in theory and practice of the management and training of primary school teachers in Hai Duong province according to the capacity approach in order to meet the quality and effectiveness of the orientation and requirements of the 2018 National Education Program The first is done in our country today 3.3 Test the necessity and feasibility of the suggested solutions 3.3.1 Introduction of the test a Purpose Conduct tests to assess the necessity and feasibility of the proposed solutions, as a basis for the organization to test solutions, initially confirming the research results of the thesis b Participants: Total number of test subjects: 234 people 17 c Content: 06 suggested solutions d Method: Survey in person, send ballots by email e Evaluation Assessment of the necessity and feasibility of the proposed solutions is carried out at three levels; Use the Linkert interval formula; Use Spearman's hierarchical correlation formula 3.3.2 Results Table 3.5 The relationship between the necessity and feasibility of the proposed solutions N0 Solutions Necessity Order difference Level y D=x-y Possibility X Level x X D2 Solution 2,30 2,22 -1 Solutions 2,62 2,56 0 Solutions 2,29 2,20 -1 Solutions 2,18 2,07 0 Solutions 2,19 2,26 Solutions 2,28 2,12 -1 ∑ D2 12 According to the results in Table 3.3, replace the value in the formula as: r = - x 12 = + 0,66 x (62 -1) The results r = + 0.66 show that the above correlation is positive and close; It means that between the necessary and feasible levels of management solutions to foster professional skills for primary school teachers in Hai Duong province according to the proposed competency approach is appropriate Management solutions are assessed to be necessary to what extent (very necessary, necessary or unnecessary) they also have a corresponding level of feasibility In summary, the test results show that the majority of people polled agreed with the solutions outlined in this thesis All reviews consider it very necessary and very feasible, although in different quantities, rates and degrees This proves that the solutions we propose are appropriate, meeting the requirements in management and fostering of primary school teachers in Hai Duong province according to the capacity approach However, during the research process, we also found that, in order for those solutions to be really effective directions, it is necessary to continue to research, concretize, seek consensus, and build consensus coordination mechanism among stakeholders, financial and technical resources to organize the implementation At the same time, it is necessary to implement synchronously, flexibly, and timely adjust in accordance with the requirements of management 18 and training of primary school teachers according to the capacity approach of the 2018 Education Program in the current period 3.4 Experimental results for the suggested solutions to Management of professional developmentfor primary school teachers in Hai Duong province following competency-based approach 3.4.1 Introduction 3.4.1.1 Purpose of the experiment Organize experiments to verify and confirm the science and effectiveness of solutions for fostering primary school teachers in Hai Duong province according to the proposed competency approach, and at the same time confirm the scientific hypothesis of the proposed thesis topic 3.4.1.2 Scope of the experiment ✓ Content On the basis of 06 proposed solutions and testing the necessity and feasibility of these solutions, we choose Solution 5: "Organize feedback, make corrections" ✓ Placement Due to the conditions of time and implementation time, we only conducted the experiment at 25 primary schools in Tu Ky district, Hai Duong province ✓ Participants The experiment was conducted with a total of 125 subjects who were teachers from 25 primary schools in Tu Ky district, Hai Duong province Each school has teachers, focusing on 1st, 2nd and 3rd grade teachers 3.4.1.3 Tools, methods and procedures a) Test tool 1) The contents are designed in the form to collect opinions from the primary teachers who are participating in the training 2) The level of use of knowledge and skills from the content that has been fostered by students before they have been adjusted and after making adjustments (sentence 2, Appendix 5) b) Test method and procedure The test method is followed all the content presented in section 3.2.5 Organize feedback, make corrections and fostering, 3.2.5.3 How to proceed with the solution 3.4.1.4 Scoring results Assessment is carried out according to 03 levels (sentence, Appendix 4) and 05 levels (sentence 2, Appendix 5); score convention; use the formula for calculating the average score; using the Likert scale to calculate the interval (as mentioned in Section 2.2.5 Evaluation of survey results in Chapter 2) 19 3.4.2 Describe a refresher course conducted (i) Name of refresher course Inclusive education, module TH10 of the Primary School Teacher Education Program for primary teachers of the Ministry of Education and Training (selected 03 basic contents on Inclusive Education, did not delve into the contents for each type of disability) (ii) Requirement of professional standards to be fostered According to the modular design TH10 (iii) Main contents A- The needs and abilities of students with disabilities B- Develop an individual education plan for students with disabilities C- Adjustment in inclusive teaching for students with disabilities (iv) Subjects of training Including 125 trained teachers, divided into phases, the first phase is 60 teachers divided into two classes and the second phase is 65 teachers divided into two classes (v) Time and place of training The time is 02 days, the location is at Tu Ky Town Primary School and Anh Thanh Primary School, Tu Ky District (vi) Reporter of the refresher course - Lecturer from the university - The core teacher of inclusive education of the Department of Education and Training and some primary schools in Tu Ky district 3.4.3 Results of the experiment * Key findings and suggestions for adjustments after the refresher course for classes, phase Table 3.8 Key findings and recommendations of teachers from 02 refresher courses in phase No Key findings Recommendations The content of the training is still quite new Re-compile the content in a to teachers in theory, not really concretized more understandable way, not and presented in a way that is easy to only for the training course but understand in the document The reason for also for teachers' selfthis is that teachers have never had access to improvement this specific content during their training in pedagogical schools as well as in later teacher training sessions during their work The concepts of students with disabilities, Provides a lot of information characteristics and ways of identifying about both pictures, the reality abilities and needs are quite abstract and of students with disabilities difficult to implement in teaching practice learning to integrate in primary 20 school, tools to assess their abilities and needs, and how to use these tools It will be difficult for teachers to apply the training content on making, implementing, evaluating and storing an individual education plan The content of an individual education plan should be shortened to ensure the effectiveness of its implementation as well as not to burden teachers, especially at the primary level The main correction methods are quite suitable compared to the orientation of teaching and assessing the learning outcomes of primary school students, however, the content of the training materials needs instructions and adjustment templates for teachers to understand and apply easily Compile more detailed, specific by adding guided content and adjustment templates Due to the Covid-19 pandemic, the course is not designed for classes to be directly practiced at primary schools where students with disabilities are attending, and may be a specialized facility to identify students with disabilities Disability in various forms (some teachers have never been in contact with students with disabilities) The next refresher course needs to be arranged in time, and the educational institution has students with disabilities studying so that teachers have the opportunity to recognize and communicate directly with students with disabilities Adjustments after feedback include: 1) Setting goals, making and implementing individual educational plans for students with disabilities; 2) Evaluation of the implementation of individual education plans for students with disabilities; 3) Using adjustment methods in teaching & education for students with disabilities to learn to integrate; 4) Accommodations for students with different types of disabilities; 5) Forms and tools to survey and identify the capabilities and needs of students with disabilities * Compare test results on teacher satisfaction Chart 3.2 Comparing teacher satisfaction levels of two refresher courses on Inclusive Education content – Module TH10 21 * Compare the results of feedback on the use of knowledge and skills of teachers from 02 refresher courses in the first phase and two in the second training class Chart 3.3 Compare the results of feedback on the use of knowledge and skills of teachers from 02 refresher courses in the 1st phase and in the 2nd refresher classes Test conclusion The test results mentioned above, it can be confirmed, that the solution to collect feedback and make corrections is appropriate, scientific and can be applied in practice in primary schools thereby, contributing to improving the professional knowledge of primary school teachers according to the capacity approach, meeting the orientation and requirements of the 2018 Primary Education Program Conclusions of chapter On the basis of theoretical and practical research results and principles of specific solutions, the thesis has built 06 solutions to manage and foster primary school teachers in Hai Duong province following competency-based approach The test results confirmed the necessity and possible of the proposed solutions Due to limited research conditions, we only tested of the proposed solutions: "Organize feedback, make corrections" The test results of this solution initially confirmed the feasibility and effectiveness of the management and training solution for primary school teachers in Hai Duong province according to the capacity approach 22 CONCLUSIONS AND RECOMMENDATIONS Conclusions Managing of in-service training professional development for primary school teachers following competency-based approach, meeting the requirements of implementing the 2018 National Education Program in general and the continuing education level in particular, is an urgent need of the education and training sector in localities across the country This is considered a continuous and non-stop training process for the professional development of teachers, it is necessary to study theory, summarize practice, determine direction and have appropriate solutions to ensure teachers' professional development ensure the science, quality and efficiency of this whole process Regarding the results of theoretical research: The topic has reviewed the problem research, the urgency and choice of the research problem, the thesis topic has clarified theoretical issues such as building a system of concurrent tool concepts, analysis and construction of 03 basic contents: 1) Theory of the competency framework of primary school teachers to build the competency framework of primary school teachers to be used used in the thesis; 2) Fostering professional skills for primary teachers according to capacity approach; 3) Theory on management and fostering of skills for primary school teachers following competency-based approach Outlining the factors affecting the management and training of primary school teachers following to the competency-baed approach Regarding the results of the current situation study: organizing a survey to assess the current situation of management and fostering of primary school teachers in Hai Duong province according to the capacity approach with 03 main contents On the basis of analyzing the situation, we have made a general assessment of the achieved results, limitations and causes of the situation On the basis of theoretical research and the actual situation, the thesis has proposed 06 solutions to manage in-service training professional competency of primary school teachers in Hai Duong province according to the capacity approach The test results confirmed the necessity and feasibility of the proposed solutions The test results of the solution have confirmed the feasibility and effectiveness of this measure Recommendations 2.1 For primary schools and the Department of Education and Training in the study area - Principals and administrators need to properly and fully realize the role, position and importance of fostering and managing and in-service training professional development for primary teachers following to the competencybaed approach with the orientation of the 2018 National Education Program - Research and apply solutions to improve management skills for primary teachers, such as proposing flexibly, creatively, in accordance with the actual situation, and at the same time enhancing the dissemination of experience, organizing training for teachers at the unit taste 23 - Actively explore, research and organize specific activities for professional activities, share experiences between teachers of the school and other schools about Professional competency, considering this as a continuous and regular work in school management and leadership - Actively contacting lecturers of teacher training institutions to attract and build a team of experts to support the school, the Department of Education and Training develops professional skills for primary teachers - Mobilize the resources to implement support policies and ensure that the organization of training and management training for primary teachers has quality and achieves the desired results 2.2 For the Department of Education and Training, the Ministry of Education and Training, teacher training institutions - The Department of Education and Training and the Ministry of Education and Training need to develop documents to guide and direct schools and Departments of Education and Training in managing and fostering professional competence for primary teachers following competency-based approach and having adequate support policies for teachers and students schools in fostering primary teachers meet the requirements of implementing the 2018 National Education Program in general and at the primary school level in particular - Having mechanisms and policies to support the development, attracting experts, building a team of core teachers and resources for training primary school teachers in accordance with the conditions and situations of local, school - Develop and expand mass communication channels, support the construction of a television channel dedicated to education in order to attract the attention, share, exchange of ideas and contributions of the society on general education - Build an open learning system for administrators and teachers in promoting self-study, self-research and self-improvement of each administrator and teacher - Training and fostering institutions for education managers and teachers can refer to and apply research results to build and develop training programs, foster primary teachers to meet practical requirements, in line with development trends education development - Training and retraining institutions for education managers and teachers need to be more active in supporting experts, expertise, training materials, learning resources, etc for localities and schools 2.3 For other departments and agencies of Hai Duong province Education is the cause of the whole people and the responsibility of the whole society, departments and agencies of Hai Duong province In order to foster and manage professional development for teachers in general and primary school teachers in particular, it is necessary to have the support and coordination of provincial departments and agencies 24