SUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCE

SUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCESUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCESUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCESUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCESUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCESUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCESUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCE

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION  - THIEU HUY THUAT Fostering of teaching skills for the lecturers at the institutions of training and fostering officials and public servants based upon micro-teaching APPROACH MAJOR: RATIONALE AND HISTORY OF EDUCATION CODE: 62.14.01.02 SUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCE HÀ NỘI - 2016 THESIS WAS COMPLETED AT: HANOI NATIONAL UNIVERSITY OF EDUCATION Science Instructor: Assoc., Prof, Ph.D., Pho Duc Hoa Assoc., Prof, Ph.D., Ngo Quang Son Counter-argument member 1:Assoc., Prof, Ph.D., Dang Quoc Bao Counter-argument member 2: Assoc., Prof, Ph.D., Ngo Thanh Can Counter-argument member 3:Assoc., Prof, Ph.D., Tu Duc Van Thesis was defended at: Meeting at: HANOI NATIONAL UNIVERSITY OF EDUCATION At… hours…… day … month … year 2016 The thesis can be read at: - National Library, Hanoi - Library of Hanoi National University of Education LIST OF RESEARCH WORKS BY AUTHOR Thieu Huy Thuat (2010), Use of micro-teaching methods to enhance the capacity of teachers, Educational magazine, (number 242, period 2-7/2010), pages 23-25 Thieu Huy Thuat (2011), Use of micro-teaching methods to enhance the pedagogical skills for teachers - A new approach, Proceedings of scientific workshop on Tectonic theory in primary education, pages 107-115 Thieu Huy Thuat - Pham Thi Hong Tham (2013), On the contents and methods of training and fostering of professional skills for officials and public servants, Educational magazines, (number 308, period 2-4/2013) Nguyen Huu Hau - Thieu Huy Thuat (2014), Applying micro-teaching methods to practice teaching skills for students of Mathematics Major, Journal of special education (September 2014), pages 134-137 INTRODUCTION The necessity of the theme 1.1 Training and fostering of the officials and public servants in the current period is a very important task and has been paid special attention by the State during the recent years Through the training and fostering can the State apparatus can improve its management efficiency, promote socio-economic development, stabilize national defense and security, and maintain social development Therefore, capacity, qualification and teaching skills of the lecturers are one of the crucial factors determining the quality and effectiveness of training and fostering for the officials, public servants and public officers Accordingly, fostering the lecturers with teaching skills needs to be performed in a regular, long-term and effective manner 1.2 One current fact is that lecturers at the institutions for training and fostering officials and public servants are partially limited in pedagogical methodology, thus more or less affecting the courses’ effectiveness On the other hand, the fostering of lecturers with teaching skills there has not yet to be properly cared Ways of evaluation, observation, experiences’ exchange and organization have not made a breakthrough to gain the effectiveness in the fostering of teaching skills for the lecturers Besides the limitations of equipment and institutions also have significant impact on the quality of fostering of teaching skills for the lecturers in the training and fostering institutions 1.3 Micro teaching as a new form of teaching with a lot of advantages in fostering the teaching experience for lecturers has been applied and implemented in some developed countries, which has brought out practical results With the implementation steps in a logical and firm sequence through the modern media, and communications equipment such as projector, camera, video player, TV, etc., micro-teaching makes the fostering of teaching skills for the lecturers become more abundant and efficient Thus, the subject of “The fostering of teaching skills for the lecturers at institutions for training and fostering officials and public servants is based upon micro-teaching approach” contributes to solving the existing problems in education and training in general, and in the fostering of teaching skills for the lecturers at those institutions in particular Objectives of the research On the basis of theoretical and practical research, recommendations and experimentation of teaching skills for lecturers in micro-teaching approach in order to fostering and improving teaching skills for lecturers at the institutions of training and fostering officials and public servants, making contribution to quality improvement of training and fostering officials and public servants, meeting the requirements of national development in the current period Object and Subject of the research 3.1 Object of the research: Research the fostering of teaching skills for the lecturers at the training and fostering institutions for officials and public servants 3.2 Subjects of the research: The research on fostering process of teaching experience for lecturers at institutions for training and fostering officials, public servants based upon the micro-teaching approach Scientific hypothesis During the teaching process at the institutions for training and fostering officials and public servants, learners are varied with different characteristics Hence, despite certain achievements, the lecturers often face numerous hardships in task fulfillment Should they be fostered with skills in consistency with the micro-teaching process approach and set up conditions and measures for the process implementation, then the quality of teaching at those institutions could be improved Mission of the research 5.1 Systemize and develop the rationale of the fostering of teaching skills for the lecturers at the training and fostering institutions for officials and public servants under micro-teaching approach 5.2 Conduct a survey, analysis and evaluation of the current status of lecturers’ fostering with teaching skills at the institutions for training and fostering officials and public servants under micro-teaching approach 5.3 Apply the teaching skills fostering process for lecturers at the institutions for training and fostering officials and public servants under micro-teaching approach Scope of the research 6.1 Limit of scientific domain: Teaching theory 6.2 Limit of survey area: Conduct research, survey on subjects including: managers, lecturers, trainees of the institutions for training and fostering officials and public servants of the Ministries, central agencies and agencies in the provinces and cities throughout the country 6.3 Experimenting area: Conduct experiments with subjects including lecturers, trainees of the Training School for officials and public servants under the Ministry of Interior, Nguyen Van Linh Political School (Hung Yen); the Science and Technology Training School for officials (the Ministry of Science and Technology) The methodology and research methods 7.1 Methodological basis of the research The thesis is studied under perspective of structural system and practice of a thesis researching process The micro-teaching process approach in the fostering of teaching skills for the lectures is not limited to the theoretical basis or experimental conditions, but required to bear feasibility in the practice of training and fostering 7.2 Methods of research 7.2.1 Method of theoretical research 7.2.2 Method of practical research 7.2.3 Method of data processing by mathematical statistics Defense arguments (1) Since learners at the training and fostering institutions are varied and characterized, teaching efficiency can only be achieved upon lecturers’ general and appropriate teaching skills; (2) While the training and fostering of teaching skills for lecturers at the institutions takes place in various ways, it could be effective only under micro-teaching process approach; (3) The training and fostering of teaching skills for lecturers, and the fostering of officials and public servants are performed under the micro-teaching process which are appropriate with the subjects and could develop conditions and methods for the process implementation Contributions of the thesis (1) In terms of theory: The thesis has systematized and clarified, supplemented and developed the theory of teaching skills, the micro-teaching and particularly in the theory of the fostering of teaching skills for the lecturers in the training and fostering institutions based upon micro-teaching approach (2) In terms of practice: The thesis has identified the current state of teaching skills, fostering of teaching skills for the lecturers in the training and fostering institutions based upon micro-teaching It is an important practical basis for the managers, the training and fostering institutions to aware the current state of the teaching skills and the fostering of teaching skills for the lectures under micro-teaching approach On that basis, propose the steps to conduct the fostering of teaching skills for the lecturers in the training and fostering institutions based upon micro-teaching (3) The research results of the thesis shall become valuable references for the training and fostering institutions of the Ministries and Agencies in general and for the institutions of training and fostering officials and public servants of the Ministry of Interior in particular CHAPTER RATIONALE OF TEACHING SKILLS FOSTERING FOR LECTURERS AT TRAINING AND FOSTERING BASED UPON MICRO-TEACHING APPROACH 1.1 Overview of the research 1.1.1 Studies on teaching skills and fostering of teaching skills Teaching skills play a key role in lecturers’ training and fostering Issues on teaching skills and fostering of teaching skills were also motioned in many studies It is possible to list the typical studies: N.V Cudominna in the research of “Formation of pedagogical capacity”, identifying the pedagogical capacities required for a lecturer, the relationship between professional capacity and expertise, between pedagogical aptitude and the fostering of pedagogical aptitude to turn it into a capacity O.A.Apduliana: “Discuss on the pedagogical skills” In this research, the author has clearly presented each type of the pedagogical skills of a lecturer and carefully analyzed the general skills and special skills in teaching and education activities; Chris Kyriacou in the book “Necessary teaching skills” has presented the basic skills to help the lecturer gain a success in teaching, such as the planning, preparation, presentation of lectures, teaching style, lecture performance, teaching and learning style, adapting the lectures to the capacity of learners , use of references and teaching materials, (inclusive) management of the class, The same issues were also found in the book “Teaching practice” (2006) of A Duminy and colleagues, Manual of classroom management (research, practice and modern issues) (2006) of C.M.Evertson, C.S.Weinstein These are general teaching skills for all teachers, lecturers In Vietnam, one of the previous traditional methods of teaching skills’ fostering for teachers and lecturers in general was to let them attend some best teachers’ lectures , from that they could learn necessary teaching skills Nevertheless, this training method could be found of not much effectiveness for the fostering of teaching skills In 1996, Ministerial-level scientific research with the code number 94-37 - 46: “The orientation of teacher training method innovation, edited by Nguyen Huu Dung mentioned a matter of necessary skill system for teachers, innovation of teacher training process in order to promptly meet the requirements of socio-economic development of the country In 2004, the doctoral thesis of Phan Thanh Long: “The methods of training of teaching skills for the learners of teacher training colleges” also clarified the theoretical base and systemized teaching skills, especially the new skills, and provided and completed the system of methods of training of teaching skills in line with the new requirements, contributing to the quality improvement for training in teacher training colleges In general, the research works mentioned above have shown some relative basic matters on teaching skills and fostering of teaching skills for the learners of teacher training schools in general and lecturers in particular The fostering of teaching skills for the lecturers at the institutions of training and fostering officials and public servants is an urgent requirement in the current period and needs to be organized based upon a close and effective procedure The studies of the authors mentioned above created the foundation and prerequisite for our studies in the future 1.1.2 Studies on fostering of teaching skills for lecturers under micro-teaching approach In 1960, at Stanford University: Dwight Allen, Ryan, and Acheson, Bush, Clark, Coooper, Fortune and his colleagues proposed a new teaching method for training in the summer vocation for some teachers: micro-teaching Since then, micro-teaching has got numerous successes in the training and fostering of teaching skills for the teachers at all levels as well as lecturers Two scientists - Allen and Ryan assumed that the general approach (a lesson, a class, a complex object, ) can be replaced by a variety of short lectures (5-10 minutes ) for a target group (6-12 trainees), which shall stimulate talents that the teachers need to master (teacher’s ingenuity) Micro-teaching has gradually developed in Canada, Quebec, the UK, France, Norway, Sweden, the Netherlands, West Germany, and the same trend has been also seen in Australia and some other countries in the world In April 1972, at the University of Tubingen in Germany, an international conference on the capacity of using micro-teaching was held with the attendance of , more than 40 participants from 12 countries for researching this teaching method In Asia: Kuwait University also applied micro-teaching to train the students in teacher training schools in Tokyo, in 2003 - 2004 this method was also included in the training design introductions for teacher training courses of Tokyo After years of research and experiments, micro-teaching approach have proved to bring in better results than traditional teacher training method Therefore, microteaching is supposed to gain initial advantages, and considered as a method of fostering of teaching skills for the teachers, lecturers in general and for the lecturers at the training and fostering institutions for officials and public servants in particular for them to be able to complete their teaching skills in the certain teaching, education and training circumstances and conditions In Vietnam, micro-teaching is quite new Recently, authors Tran Ba Hoanh Trang Dinh Le - Pho Duc Hoa have mentioned micro-teaching in a document of Vietnam – Belgium project on teacher training Author: Dang Van Duc and Nguyen Thu Hang have also mentioned micro-teaching in geography subject In 2002, author - Dang Thanh Hung in the book: Modern teaching theories, techniques and methods mentioned some micro-teaching techniques In her thesis in 2013, author - Tran Thi Thanh Thuy studied and proposed the organization and training for the students in geographic major of teacher training schools by micro-teaching The thesis only mentioned the skills’ training for the students (those who have innitially started teaching as their jobs), not yet to mention in other sectors In general, the authors in some sectors have also mentioned micro-teaching in some documents, however, only in terms of solving problems at a small and narrow perspective And the theoretical and macro issues have not been thoroughly and scientifically studied Through an overview of the subjects andthe involved studies in the past, we have found that most of the authors have raised the issue and focused on fostering of teaching skills for the lecturers But, the studies also showed many specific issues not yet to be resolved in the fostering of teaching skills Whereas, the studies of the local and foreign authors provided valuable experiences in the training of teaching skills These research results are considered to be a scientific basis for the implementation of the thesis’s topic Micro-teaching application in the fostering process of teaching skills for lecturers is a completely new solution in Vietnam in general and for the training and fostering institutions for officials and public servants in particular Micro-teaching, if being studied and widely implemented, will get high effectiveness in the fostering of teaching skills for the lecturers in the training and fostering institutions, enabling them to fully achieve necessary capacity for effective teaching Micro-teaching application for fostering of teaching skills for lecturers requires to be studied and clarified to foster teaching skills for the lecturers at the training and fostering institutions, making contribution to improving teaching skills for the lecturers and quality of training and fostering for officials and public servants to meet requirements of the current period 1.2 Basic concepts 1.2.1 Skills and teaching skills 1.2.1.1 Skills In teaching theory, teaching skills are normally defined as the capacity of human being to effectively implement the corresponding action with the objectives and the conditions in which the action takes place Skills always have the generality and are used in different situations Accordingly, skills can be interpreted as follows: It is the action of human being to effectively perform a certain task to achieve the objectives identified by selecting and applying the methods and actions in accordance with certain conditions, circumstances and means Thus, we approach skills which tend to be the capacity of human to implement the work effectively, including the concept that skill is an acting technique In order to have skills, firstly we must have knowledge as the basis for the understanding of the work content included in the skills and knowledge of the skill such as practicing process for each separate action and taking an action in accordance with the planned objectives 1.2.1.2 Teaching skills In the doctoral thesis of Nguyen Nhu An, a definition has been presented: “Teaching skill is the effective implementation of one or a variety of complicated actions of teaching, by selecting and applying proper knowledge, methods and processes” Similarly, in the doctoral thesis of Tran Anh Tuan, a definition has also been put forth: “Teaching skill is the effective implementation of one or a series of combined actions by selecting and applying necessary professional knowledge in identified teaching situations” From the common definitions of skill and pedagogical skill, with reference to the point of views mentioned above, we hereby provide definition of teaching skills as follows: Teaching skill is the capacity of teachers to effectively implement their activities/tasks to achieve the identified objectives of teaching by selecting and applying the methods and actions suitable for certain learners, conditions, circumstances and means 1.2.2 Fostering of teaching skills From the studies on the concept of fostering, we provide the view on the fostering as follows: “Fostering is the process of additional provision of knowledge, qualification, professional capacity and corresponding skills to improve capacity and quality for retrained objects Retrained subjects are those who have been trained and had a certain qualification, thus fostering is just the process of updating the new knowledge and skills to improve professional capacity and qualification in their operating field” Likewise, at the fostering institutions, if officials and public servants have already been trained of knowledge, qualification, professional capacity as initial background, then “fostering of teaching skills is just the process of fulfilling and developing their capacity and teaching skills for the post-graduate lecturers to meet new requirements in reality” 1.2.3 Micro-teaching approach 1.2.3.1 Concept of micro-teaching The prefix “micro” comes from the Greek word meaning “small” The term “Micro-teaching”, also known as “teaching based upon each part was started in 1963 by some professors at Stanford University (United States), which means that a normal lesson can be divided into small and short lessons There are many studies which have presented the concept of micro-teaching, our opinion is: Micro-teaching in fostering of teaching skills for the lecturers is a form of teaching in which lesson’s content (skills, capacity ) is divided into short lessons, lecturers themselves shall implement these lessons under the supervision of their colleagues This process of implementation shall be assessed, from which lesson will be drawn to allow the lecturers to re-teach lesson, thanks to which they shall dominate and complete their teaching skills Micro-teaching can be described as follows: The lecturer teach a certain issue of the lesson by using teaching skills for a small quantity of learners (10 to 15 people) in a short time (10 to 20 minutes) This process shall be recorded Then review and reevaluate the teaching of lecturer, re-plan and re-teach the lesson with an other group of learners and continue to be recorded This second teaching time shall be also followed by an analysis or a signal of the second feedback 1.2.3.2 Basic features of micro-teaching Micro-teaching is based on theoretical principles and teaching psychology, programming teaching method, and some other socio- psychology factors Besides, it is combined with the method of analyzing pedagogical actions to turn them into special capacities and teaching means: video recorder, television, etc to accept objective evaluation and optimize feedbacks 1.2.3.3 The nature of micro-teaching (1) The teaching process is separated into teaching units (short lessons) and organized into groups that the lecturers can observe; measure, count through the recording; (2) The lecturers can re-teach the lesson after the feedback, drawing experience from the first time of teaching; (3) Micro-teaching allows organizing the training activities which make the lecturers proactively practice, and adjust teaching skills At the same time, the lecturers themselves can re-adjust the teaching objectives and select appropriate teaching method; (4) Teaching equipment helps the lecturers make self-feedback of the results and the process of teaching in a most objective manner, the collaboration between individuals and groups through the means 1.2.3.4 Micro-teaching process a) Definition of the process According to Sino-Vietnamese dictionary, “quy trình” (process) can be defined as follows: “quy” ("planned") + “trình” ("road, way") => Process: A defined program From another approach: “quy” = regulation; “trình” = order Hence a process is a series of regulations, fairly detailed guidances to help us something in a unified sequence b) Description of micro-teaching process Figure 1.1 General description of the process for micro-teaching A basic period Testing micro lesson Recording and response analysis information + + Repeat + (1) (2) (3) Practice session under micro-teaching + + + x Response the second feedback (4) n trainees x n expected aptitudes 10 CHAPTER CURRENT STATUS OF FOSTERING TEACHING SKILLS FOR LECTURERS AT TRAINING AND FOSTERING INSTITUTIONS FOR OFFICIALS AND PUBLIC SERVANTS UNDER MICRO-TEACHING APPROACH 2.1 About the the system of training and fostering institutions 2.1.1 Position, role, functions and task of the training and fostering institutions The training and fostering institutions include academies, schools and centers (shortly referred to as the training and fostering school) belonging to the school system of State agencies, political organizations, political-social organizations, People’s armed forces The extremely important position, role, function and task of the training and fostering institutions are for training and fostering knowledge, skills and working methods for the officials and public servants 2.1.2 Special features of the training and fostering institutions Those institutions focus or mainly focus on the training and fostering activities The objects for training and fostering are adults or mainly adults in the State agencies (officials, public servants, public officers) The training and fostering lecturers should meet not only the required national education system’s standards, but that of the actual capacity and teaching skills, as well 2.1.3 Lecturers of training and fostering institutions 2.1.3.1 The lecturers and development of lecturers When referring to the lecturers, we must understand and consider in a comprehensive and systematic manner It’s not a discrete collection, but comprises variouselements with mutual relationship, bound by a certain mechanism, convention In terms of human resources, the lecturers are high-quality and special human resources of higher education; Fostering and development of lecturers are the solution of the managers to develop the lecturers become full in quantity, strong in quality, unified in structure, being the core task and top priority in strategy of comprehensive development for the institutions, a complete process or frequent change of the lecturers’ real status that has existed for them to grow in every aspects towards the goal of a lecturers team with full quantity, strong quality, reasonable structure and successfully fulfilling tasks 2.1.3.2 Fostering and development for the lecturers at the training and fostering institutions Lecturers at the training and fostering institutions are those in charge of teaching in the training and fostering institutions, including: Full-time lecturers of the institutions and part-time lecturers (managers, scientists, teachers, public servants, foreigners with deep expertise and practical experience who are contracted or invited to teach) Fostering and development for the lecturers of training and fostering institutions are the process of building, finishing the lecturers in terms of quantity, quality and structure to create a team of lecturers with strong political spirit, qualification, highly professional, practical experience, reasonable structure, innovative ideas to contribute to quality improvement of training and fostering, building professional and modern 11 officials, public servants, promoting administrative reform and completing the lawgoverned Socialist State, meeting the requirements of industrialization, modernization and international integration 2.1.3.3 Characteristics of training and fostering and training and fostering institutions * Training and retraining: Training and fostering with the goal of “ providing, updating knowledge, skills and methods of implementation of tasks and duties Contribute to building professional public servants and qualified to develop the advanced and modern administration”, in order to maintain political security, complete the law-governed socialist State, develop socio-economy and meet the requirements and aspirations of the people The objects of training and fostering are the officials, public servants working in the public sectors, with high qualification and experience at work and in life, hence the method of training and fostering must be consistent with the objects, using positive training methods, increasing the exchange, discuss and handle of situations that arise from the reality * Training and fostering institutions: Are only public service organization under the Ministries, ministerial-level agencies, Government agencies or agencies under provincial Party Committees, People’s Committees, District Party Committees, District People’s Committees, established by decision of the competent authority Having full legal status and an important role for the work of training and fostering officials, public servants of the Ministries, agencies and localities Many institutions under the Ministries, agencies and the provincial political institutions have process of construction and development associated with the construction and development of the Ministries, agencies and localities (Nguyen Huu Tam, Ministerial-level scientific research subject in 2011) 2.1.3.4 Model of lecturers at the training and fostering institutions: (1) Must have a strong political spirit, clearly understanding the Party’s views, the law of the State (Members of the Communist Party of Vietnam), (2) Must have knowledge on State management and specialized knowledge of the Interior management (3) Have teaching methods and knowledge of psychology suitable for adult audiences; (4) Have deep knowledge, specialized skills in the fields of State management of the Ministries, agencies and localities These are very important bases for the formulation of standards of teaching capacity for lecturers at the training and fostering institutions, to train and foster officials, public servants with bravery, expertise and professional capacity in duty performance to meet the requirements of the current period 2.2 Current status Researching 2.2.1 Objectives of current status researching - To survey, analyze and clarify the current status of teaching skills, fostering of teaching skills using micro-teaching approach in fostering of teaching skills for lecturers at the training and fostering institutions for officials, public servants - On that basis, propose the steps to retrain teaching skills for the lecturers at the institutions of training and fostering officials, public servants using micro-teaching approach 12 2.2.2 Objects of current status research Conduct research and survey for the lecturers, leaders, managers and trainees at the institutions of training and fostering officials, public servants of the Ministries, agencies and provinces, cities across the country 2.2.3 Contents of survey and current state research (1) Current state of lecturers at the training and fostering institutions; (2) Current state of fostering teaching skills for the lecturers of the training and fostering institutions; (3) Current state of fostering teaching skills for the lecturers of the training and fostering institutions using micro-teaching approach; 2.2.4 Researching method for the current status Use the questionnaire (please see samples of questionnaire in appendixes 1; 2; 3; 4) and direct interview the lecturers of system of the institutions of training and fostering officials, public servants as stated in practical research objects The results of current state research shall be a scientific basis for the organization of training teaching skills for the lecturers at the institutions of training and fostering officials, public servants using microteaching approach in order to retrain and improve teaching skills for the lecturers 2.3 Results of current state research 2.3.1 Current status on teaching experience of lecturers From the research results of current status on teaching experience of lecturers at the training and fostering institutions (TFI), we have some following comments: (1) the application of the teaching experience in the teaching process of a number of lecturers are still in shortcomings A number of lecturers have already attained and known how to apply some of the skills in the teaching process, however, the percentage of those who have unknown how to apply (Averagely, 21.78%) or got confused in applying (Averagely, 68.27%) (2) Lecturers at TFI are partly fully and properly aware of the importance of the system of teaching skills (very important: Averagely 75.81%; Important: 24.19%; unimportant: 0%) However, the use of these skills in the teaching process have faced many difficulties leading to the limitations in efficiency and quality of the teaching hours This is the first step of research on the current status of teaching experience of lecturers at TFI and is the prerequisite for our next researches 2.3.2 Current status of fostering the teaching experience of lecturers From the research results of current status, we would like to give some following comments: (1) The majority of lecturers and management leaders are aware of the role of teaching experience fostering for lecturers (Very important: Averagely 89.0%; important: Averagely 11.0%; not important: 0) However, due to limitations and shortcomings of organization in fostering activities, for instance, there is no rational process, or has not been paid attention to, leading to the inefficiency of teaching experience fostering for lecturers (2) The majority of the lecturers and management leaders claimed that there should be a suitable process of teaching experience fostering for lecturers and brings efficiency, in which using the steps in the micro-teaching process (reviewing the teaching activities by video tapes and other modern means) as a primary method and bringing effects with percentage: 87.8% for management leaders and 86.5% for lecturers 13 2.3.3 Current state of fostering teaching skills for lecturers at training and fostering institutions under micro-teaching approach The survey results have also showed that the understanding and information related to micro-teaching for the leaders, managers and lecturers at the institutions of training and fostering for officials, public servants is now limited (right, sufficient: 11.55%; Right, not sufficient: 53.79%; Not right: 34.66%), the use of micro-teaching aiming to retrain teaching skills for the lecturers has not yet to be applied in their units and organizations The approval of micro-teaching to retrain teaching skills for the lecturers at the institutions of training and fostering officials, civil servants is only applied by a very small number of the institutions of training and fostering officials, public servants, however, their application process has not yet to be fully and correctly performed From the above survey results, it is easy to find that the application of micro-teaching at the institutions of training and fostering for officials, public servants to retrain teaching skills for the lecturers, improve the quality of training and fostering officials and public servants is now essential and feasible In the process of surveying the current state, we have investigated factors affecting the process of fostering teaching skills for the lecturers to see the influence of objective and subjective factors in the process of fostering teaching skills for the lecturers There are many factors affecting the fostering process of teaching skills based upon micro-teaching approach including: factor of school (not giving enough attention to skills training for lecturers; improper time distribution of training skills; poor infrastructure conditions; having no reasonable process to organize fostering teaching experience; activities for teaching-skills fostering are not frequent, ) Conclusion for Chapter At the institutions of training and fostering for officials, public servants of Vietnam, although the class observation to feedback to lecturers is still annually organized, it has not yet to bring the results for the fostering of teaching skills for the lecturers From above survey results, it is easy to find that the implementation of microteaching approach at the institutions of training and fostering for officials, public servants to retrain teaching skills for the lecturers, improve the quality of training and fostering officials and public servants is now essential and feasible CHAPTER EXPERIMENTING FOSTERING PROCESS OF TEACHING EXPERIENCE FOR LECTURERS AT INSTITUTIONS FOR TRAINING AND FOSTERING OFFICIALS, PUBLIC SERVANTS BASED UPON THE MICRO-TEACHING APPROACH 3.1 Process of fostering lecturers with teaching skills at training and fostering institutions under micro-teaching approach 3.1.1 Necessity and purposes of making procedures Like any activity, micro-teaching requires a comprehensive procedure which enables the most scientific and effective micro-teaching performance in fostering 14 lecturers’ TS Micro-teaching is the most scientific, advanced, logical and effective method to foster lecturer officials’ TS at institutions of TF for officials and public servants For such reason, making standard and consistent procedures for microteaching process to apply at institutions of TF for officials and public servants, thereby fostering lecturer officials’ TS is essential and urgent 3.1.2 Orientation in making micro-teaching procedures Based on the micro-teaching methodical model; analyses of micro-teaching nature…; we would like to recommend the orientation of micro-teaching procedure for fostering lecturers’ TS at TF institutions in order to make a general, modern, practical and widely applicable procedure in fostering lecturers’ TS at TF institutions 3.1.3 Principles of procedure making We suggest principles to make a micro-teaching procedure in fostering lecturers’ TS at TF institutions as below: (1) Purposefulness guarantee; (2) Systematism guarantee; (3) Practicality guarantee; (4) Comprehensive effectiveness guarantee 3.1.4 Procedure of fostering lecturers with teaching skills at TF institutions for officials, public servants under micro-teaching approach (a) Helping lecturers to realize the significance and role of TS fostering as well as to grasp its content and methods of implementation under micro-teaching approach; (b) Arranging for lecturers to approach micro-teaching procedure and get aware of its performance method; (c) Helping lecturers to grasp the content and method of evaluating lecturers’ TS; (d) Creating the method of providing remarks and evaluation in TS under micro-teaching approach; (e) Aiding lecturers in implementing TS fostering under micro-teaching approach: Step 1: A lecturer provides a lesson’s content; Step 2: Feedback on and evaluation of the provided lesson are given; Step 3: The lecturer revises his/ her syllabus according to his/ her colleagues’ feedback; Step 4: The lecturer gives the revised lesson; Step 5: Re-evaluation 3.2 Experimenting fostering process of teaching experience for lecturers at institutions for training and fostering officials, public servants based upon the micro-teaching approach 3.2.1 Preparation for experimentation 3.2.1.1 Selecting institutions for experimentation We selected and monitored experimentation at three institutions for TF of officials and public servants, namely Ministry of Home Affairs (MOHA)’s school for TF of officials and public servants; Cadre School, science and technology management, MOHA; Nguyen Van Linh Political School, Hung Yen province These TF institutions are experienced in TF CCS in Ministries, branches and localities 3.2.1.2 Selecting classes and programs for experimentation In the scope of this thesis, we decided to select the programs for experimentation in terms of the following contents: (1) Exploratory experimentation: fostering programs for grades of junior officials members, specialists and chief specialists; (2) Influence experimentation: fostering programs for specialist grade; (3) Application experimentation: fostering programs for specialist and chief specialist grades We 15 selected fostering programs for grades of junior officials members, specialists and chief specialists for experimentation for the reasons stated in the annexes… 3.2.1.3 Rating scale of teaching skills of lecturers in the experimental process We use a rating scale of teaching skills of lecturers based on specific rating criteria of 10 teaching skills that we have developed in Chapter This is the basis for us to assess the fostering results of teaching skills for lecturers, thereby we are to adjust any teaching skills not meeting the requirements and further foster the teaching skills for lecturers based upon micro-teaching process (see Appendix 5) 3.2.2 Experimental content and method 3.2.2.1 Experimental schedule and stages (a) Stage 1: Exploratory experimentation: programs for grades of junior officials members, specialists and chief specialists (June 2013); (b) Stage 2: Influence experimentation: programs for specialist grade (October 2014); (3) Application experimentation: programs for specialist and chief specialist grades (June, July 2015) 3.2.2.2 Formulas for experimentation data analysis We used mathematical formulas to analyze experimentation data The analysis results were evaluated by statistical method: (1) Making tables of grade distribution, frequency and convergence; (2) Drawing specific graphs of frequency and convergence tables; (3) Calculate typical statistical parameters 3.2.3 Experimentation process 3.2.3.1 Exploratory experimentation This is preliminary stage for applying the TS for lecturers at TF institutions under micro-teaching approach This experimentation stage is aimed at seeing whether micro-teaching procedures exist and checking lecturers’ TS at schools for TF SM in the present, and at the same time, forming the basis for our later experimentation In order to this, we attended, recorded and analyzed a number of random lessons in fostering programs at several TF institutions Specifically, a number of the surveyed lessons are closely relevant to the content of fostering programs for grades of junior officials members, specialists and chief specialists While attending the class period, we realized the natural appearance of TS without any outside influence However, the lecturers did not realize the appearance of teaching skill system and mainly delivered the lessons based on their own experience This outcome acts as a basis for us and make us more confident to carry out the next experimentation steps of the thesis 3.2.3.2 Influence experimentation After surveying, probing and attending a number of lessons by lecturers at the TF institutions, we have had the basis for carrying out influence experimentation Influence experimentation was carried out on some special subjects of fostering program for specialist grade at schools for TF CCS There were an experimental class and a comparable one At the end of the experimentation period, the two classes would valuation surveys in the same condition The comparison between the outcomes of the two objects’ surveys would provide reviews on the feasibility of applying the fostering of TS for lecturers under micro-teaching approach 16 The influence experimentation process of the thesis took place with the following steps: a) Surveying, input checking Before influence experimentation, we carried out input checking at 02 lessons of 02 classes (experimentation and control ones) which had the same number of students and fostering program The outcomes would be tabulated, analyzed and compared Reviews on the two groups of input: The outcomes of input testing at both lessons showed us that: In both experimentation and control groups, the valuation rates of the TS survey outcomes were rather similar and not much different in all levels: Excellent, Good, Average, Weak This facilitated influence experimentation on the lecturers of experimental classes based upon micro-teaching in order to fostering lecturers’ TS b) Designing syllabuses Syllabuses indicate lecturers’ ideas of using TS and teaching methods Moreover, they are expected to expose lecturers’ TS in classes Therefore, it is necessary to research, select appropriate teaching content and procedures Syllabus design strictly abides by the program, matches the features of TF program classes, meet the lesson requirements and expectation As influence experimentation is involved in using TS’ fostering steps for lecturers under micro-teaching approach, we pay special attention to fostering a system of lecturers’ basic TS, including: (1) Lesson introducing skills; (2) Guiding skills; (3) Presentation skills; (4) Observing skills; (5) Pedagogical communication skills; (6) Teaching method proficiency; (7) Teaching aid proficiency; (8) Question raising skills; (9) Listening skills; (10) Lesson concluding skills After designing the syllabuses, we consulted experts, standardized and exchanged the syllabuses with the lecturers directly teaching the lessons (please refer to annex 12) c) Discussing with lecturers While discussing with the lecturers teaching experimental classes, we particularly noted that lecturers are supposed to grasp the syllabuses’ ideas, get wellprepared in terms of knowledge and skills to deal with unexpected situations during teaching process Particularly, we had a thorough discussion with the lecturers on the theoretical basis as well as the procedure for fostering of TS for lecturers under microteaching approach This is a crucial step in the experimentation process as lecturers are the persons to host, guide and determine lessons’ success Consequently, we tended to encourage lecturers to raise questions and make suggestions for the syllabuses during the discussion d) Arranging for lecturers to carry out the fostering of TS under micro-teaching approach We would like to describe basic experimentation processes including: (1) Arranging for lecturers to approach, grasp the content and method of experimentation; (2) Arranging for lecturers to approach and grasp micro-teaching procedures; (3) Arranging for lecturers to join the experimenting process to grasp TS assessment methods and scales; (4) Arranging for lecturers to deliver lessons based upon micro- 17 teaching procedure: Step 1: A lecturer gives an extract of a lesson; Step 2: Feedback on and evaluation of the provided lesson extracts are given; Step 3: The lecturer revises his/ her syllabus according to his/ her colleagues’ feedback; Step 4: The lecturer gives the revised lesson extract; Step 5: Re-evaluation is carried out e) Results of influence experimentation * Quantitative results - Class period 1’s assessment results Class period 1’s collected statistical assessment results are shown as below: Table 3.9 Table of Class period 1’s collected assessment results for the experimentation and comparable groups Quantity Average level Percentage % Quantity Good level Percentage % Quantity Excellent level Percentage % Quantity Total Percentage % Experimentation Comparable 0.00% 13.33% 29 26 96.67% 86.67% 3.33% 0.00% 30 30 100.00% 100.00% - Class period 2’s assessment results Table 3.13 Table of Class period 2’s collected assessment results for the experimentation and comparable groups Quantity Average level Percentage % Quantity Good level Percentage % Quantity Excellent level Percentage % Quantity Total Percentage % Experimentation Comparable 0 0.00% 0.00% 30 30 96.78% 100% 3.22% 0.00% 30 30 100.00% 100.00% Reviews on the two output groups: Based on the collected assessment results for the experimentation and comparable groups, after analysis, we initially drew some conclusions as follows: (1) After carrying out experimentation, the experimentation groups had better teaching assessment results and more remarkable progress than the comparable ones and even than themselves; (2) The frequency curves of the experimental classes are always on the right of those of the comparable ones, indicating that the number of high-marked lessons of the experimental classes outweighs that of the others; (3) The forward converging frequency curves of the experimental classes always lie above and on the right of those of the others, also indicating the same fact; (4) Asserting that initially applying micro-teaching procedure in fostering lecturers’ TS is feasible and contributes to improve TF quality 18 * Qualitative results Generally considering both of the experimentation and comparable groups: not only the TS enquiring result but also the spirit while participating in lecturers’ TS fostering activities had remarkable differences The research outcome has showed that the differences became greater over the experimentation period While the experimentation group showed remarkable progress, the other showed slow and little progress it This shows that applying micro-teaching in fostering lecturers’ TS has promoted its strength and proved its effectiveness It also offers a favorable condition for us to carry out implementing application in our thesis 3.2.3.3 Application experimentation Developed upon the collected outcomes of influence experimentation, the application experimentation was carried out on a larger scale and at a greater scope of teaching programs Besides carrying out the suggested micro-teaching procedure steps, application experimentation proved the flexible utilization as well as the relationships in fostering lecturers’ TS based upon micro-teaching Influence experimentation was carried out in teaching programs, namely fostering programs for specialist and chief specialist grades in the TF institutions including CCS TF School (herein after referred to as School I), Cadre School of management of scientific and technological activities (herein after referred to as School II); Nguyen Van Linh Political School, Hung Yen province (herein after referred to as School III) with the adjustments in the TS system based upon micro-teaching Our experimentation plan and procedure follow micro-teaching steps Upon completion of experimentation process, we made assessment and analysis of experimentation results as shown below: a) Quantitative analysis results Table 3.14 Summarize the quantity of the lecturers making assessment Experimentation_ Lesson Quantity School I School II School III Total Experimentation_ Lesson Experimentation_ Total Percentage % Quantity Percentage % Quantity Percentage % 16 33.33% 17 33.33% 33 33.33% 15 31.25% 16 31.37% 31 31.31% 17 48 35.42% 100.00% 18 51 35.29% 100.00% 35 99 35.35% 100.00% - Class period 1’s assessment results (specialist program) Figure 3.11 Cumulative graph of marks of the input and output experimental classes 19 Table 3.18 Classification table for input and output experimental classes in the first class-period Input experimental group Quantity Proportion % 18 37.50% 27 56.25% 6.25% 48 100.00% Average class-periods Good class-periods Excellent class-periods Total Output experimental group Quantity Proportion % 16.67% 29 60.42% 11 22.92% 48 100.00% Figure 3.12 Summary result classification chart of input class in the first class-period Verification values Table 3.19 Verification value summary Quantity Input experiment Output experiment 48 48 t Input experiment Output experiment 37.865 37.883 Average Standard mark deviation 69.08 12.640 77.73 14.215 Mean error Optional degree 47 47 Difference of mean value 69.083 77.729 Testing value 000 000 1.824 2.052 Confidence interval 95% Lower limit Upper limit 65.41 72.75 73.60 81.86 Statistics on testing the mean value of a sample (One Sample T - Test) showed that the average score of the experimental group at the input stage was 69.08 with a standard deviation of 12.64 with Sig (P_VALUE) = 7:22 * 10-37