Quản lý đào tạo giáo viên mầm non ở các trường cao đẳng sư phạm trung ương theo tiếp cận CIPO tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN MANH HUNG THE PRESCHOOL TEACHER TRAINING MANAGEMENT IN NATIONAL UNIVERSITY FOR EDUCATION UNDER THE CIPO APPROACH” Major: Education management Code: 9140114 SCIENTIAL EDUCATION DOCTORAL THESIS Supervisor: MR TRAN KIEM (Assoc.Prof/PhD) MR PHAM VAN SON (Assoc.Prof/PhD) HANOI 2019 THIS THESIS WAS CONDUCTED AT HANOI NATIONAL UNIVERSITY OF EDUCATION Supervisor: MR TRAN KIEM (Assoc.Prof/PhD) MR PHAM VAN SON (Assoc.Prof/PhD) Argument 1: Assoc.Prof/PhD Nguyen Tien Hung, The Vietnam Institute of Educational Sciences Argument 2: Assoc.Prof/PhD Nguyen Thi Thu Hang, National Academy of Educational Management Argument3:Assoc.Prof/PhD Phan Thanh Long, Hanoi National University of Education This thesis was upholded at School level Thesis Evaluation Board at Hanoi National University of Education on You can learn more about this thesis in: National Library Hanoi National University of Education 3 4 AUTHOR’S OTHER PUBLISHED RESEARCH RELATED TO THIS THESIS’S TOPIC 1 Training preschool teacher in national colleges for education, Education Magazine 2 The prechool teacher education management at national colleges for education under the CIPO approach; Education Equiment Magazine 3 The prechool teacher education management at national colleges for education; Education Equiment Magazine 4 Previous studies on the prechool teacher education management at national colleges for education under the CIPO approach; Education Equiment Magazine 5 INTRODUCTION 1 The importance of the research thesis 1.1 Teaching staff is the core force of education and training, the human resource that determines the quality of education Preschool teachers are the human resources in early childhood education that determine the quality of childcare in preschools Derived from the advantages of the CIPO approach in training, the choice of the teachers’ training management under CIPO approach should be selected to enhance the quality of preschool education human resources to meet the universal education requirements in general and preschool education in particular 1.2 The current situation of pre-school teacher training maagement at national colleges for education nationwide It is necessary to have studies with diversified and comprehensive methods of training management to enhance the quality of training and the quality of preschool teaching staff meeting the needs of society 1.3 In terms of education management, there are many doctoral theses about training management of different fields while studies on the management of training preschool teachers at national colleges for education under CIPO approach are few 6 Derived from these above reasons, the topic ”Prechool teacher education management at national colleges for education under the CIPO approach” is chosen to study in order to enhance the quality of training as well as the quality of pre-school teaching staff meeting the needs of society 2 Objectives, missions, subjects and geographical areas - According to studies on the theory and pratice of training and training management of preschool teachers, solutions of the management of training preschool teachers under CIPO approach are suggested - Training activities of preschool teachers at national colleges for education under CIPO approach - The management of training at national colleges for education under CIPO approach - Suggestions and practice of solutions of training preschool teachers at national colleges for education following CIPO approach are performed synchronously from input to output and context so that the quality of preschool teachers at national colleges for education can be enhanced - Building the rationale, surveying, analysing, assessing the current situation; suggesting management methods and testing them at national colleges for education under CIPO approach 7 - In terms of the research thesis on training preschool teachers with education college degrees, the main management subjects are the principals of the national colleges for education while other subjects are coordinators in the management of preschool teachers at the school The management staff and the lecturers of the national colleges for education are surveyed - Students completed their teaching at preschools nationwide - The surveyed area of the national colleges for education - Approaching and employing research methods such as analysis, summary, comparison, modelization,etc of CIPO model to build the rationale of the thesis topic 3 New contributions of the thesis - Building rationale of preschool teachers training management under the CIPO approach - Detecting current situation of training and training management of prechool teachers - Suggesting and confirming effectiveness of the training management methods of preschool teachers under the CIPO approach 4 The thesis structure Regardless of the introduction, conclusions and suggestions, references, appendices, the thesis consists of 3 chapters: 8 Chapter 1: Rationale of preschool teacher education management at national colleges for education under the CIPO approach Chapter 2: Current situation preschool teacher training management at national colleges for education Chapter 3: Preschool teacher training management solutions in national colleges for education under the CIPO approach CHAPTER 1: RATIONALE OF PRESCHOOL TEACHER TRAINING MANAGEMENT AT NATIONAL COLLEGES FOR EDUCATION UNDER THE CIPO APPROACH 1 Overview of the research issue Currently, preschool teacher training management has been studied extensively in theoretical and practical angles with diverse content and scientific aspects With an aim of building a master picture of research to inherit and identify new points of the research thesis, the overview will follow 3 directions: a, Studies on teacher training; b, Studies on the management of teacher training; c, Studies on the preschool teacher training management 1.1.1 Studies on teacher training 1.1.2 Studies on the management of teacher training 1.1.3 Evaluation of studies on the preschool teacher training management and identification of the issue needed to be solved of the thesis 9 1.1.3.1 Reviews of outstanding points of the previous studies on the management of teacher training - The preschool teacher training management has not been studied at doctoral level, especially with the application of the CIPO model As a result, the research topic ”The prechool teacher education management at national colleges for education under the CIPO approach” has identified new points and contributed directly to enhance the quality of preschool teachers meeting the society needs about the human resources of preschool education currently 1.1.3.2 Scientific issues needed to be solved of the thesis - Summarizing and completing rationale of the preschool teacher training management under the CIPO approach - Detecting and assessing the exact situation of preschool teacher training, factors and their levels of affecting - Coming up with effective solutions of preschool teacher training to enhance the quality of preschool teacher training for society 1.2 Theory of preschool teacher training at the national colleges for education 1.2.1 The concept of training and preschool teacher training a, The concept of training 10 According to the education dictionary [45] “Training is a systematic process of transferring methods, experience, knowledge, skills, professional skills as well as fostering necessary ethical qualities and preparing learners for independent life, contributing to building and protecting the country" b, Teachers: Teachers are the central characters at school, determining and ensuring the quality of education c, Preschool teachers: “Preschool teachers are those who are responsible for nurturing, caring and educating children in schools, kindergartens, children's groups, and public kindergartens "[6] d, The process of training prechool teachers is the process of transfering knowledge and skills of preschool education, forming attitudes for students for mastering skills of this job to become teachers at preschool institutions later 1.2.2 Objectives, missions of colleges in general and national colleges for education in particular Colleges of pedagogical and non-pedagogical disciplines, teacher training of basic science and gifted disciplines, National Colleges for Education has functions, goals and missions like colleges but only train pedagogical and gifted disciplines 1.2.3 Basic features of the process of preschool teacher training at national colleges for education 15 - The nature of access to CIPO in education management is a process approach that interacts with the environment and externalities - Specifing CIPO in the process of the management of preschool education The CIPO model initiated by UNESCO in 2000: Input Proces Output Context Input (Input - I) - Admission - Training majors - Teachers - Learners, managers - Facilities and teaching tools Process Output (Output - O) - P) of the CIPO pre-service - The coordination of the(Process content - Teaching process - Learners graduate teacher education management - Learners’ expectations - Learning process - Testing and evaluating teaching results - Adatability to work - The content of training management in national - Meeting the colleges needs of labor institutions for education under the CIPO approach - Application of the CIPO model is shown in the following diagram: Context (Context - C) - Socio-economic conditions and environment of locality - Law and policy - Market labor - Government’s investment - The progress of science and technology - Relationships with labor institutions - International integration and cooperation 16 1.5 Factors of preschool teacher training management a, Input management b, Process management c, Output management d, Context management Conclusions of Chapter 1 Based on the overview of the research issue on the management of teacher training and preschool teacher training, the thesis identified distinctive features of its content – The preschool teacher training management under CIPO approach The theory framework of the thesis consists of issues: The preschool teacher training management under CIPO 17 approach is an aimed impact, orienting managers (Board of Directors, funtional departments, faculties,etc) through the input, process and output management in a specific context to the subjects of management (the process of training teachers and learners) in order to create products which are preschool teachers meeting the needs of society.Content of preschool teacher training management at central teacher colleges consists of: Management of input factors of preschool teacher training; Management of the training process; Management of output factors of training; Manangement of context factors of training CHAPTER 2: CURRENT SITUATION OF PRESCHOOL TEACHER TRAINING MANAGEMENT AT NATIONAL COLLEGE FOR EDUCATION 2.1 An overview of national colleges education in Vietnam: The National College for Education, Nha Trang National College for Education, Ho Chi Minh National College for Education 2.2 An overview of the practice of management of preschool teacher training in national colleges for education - Survey the current situation of education to identify the pratical basis for suggesting solutions - This thesis survey the below issues: 18 a) Survey the current situation: the purposes, contents, forms, methods of the preschool teacher trainings b) Survey the current situation of preschool teachers training management -Survey methods: questionnaire, interview, statistical mathemetics - Evaluative standards - Rankings: calculating frequency (%), calculating average score - Evaluating the affect level of the contexual factors to the preschool teacher training management with score - Survey model: based on the built theoratical basis, process the information in 2 ways calculating the percentage and calculating average score - Reseach’s geographical scope: national colleges for education in Vietnam 2.3 The current situation of preschool teachers training in national colleges for education - The level of goal achievement in preschool teacher training is quite high, showing in the general average score = 2.85 (min =1, max = 4) - The implementating the content of the preschool teacher training program in the national colleges for education is quite high with = 2.78 - The implementing training preschool teachers’s form and methods in national colleges for education is quite high with X= 2.74 19 2.4 The current situation of the management of preschool teachers training in national colleges for education The implementing student recruitment management content is quite high with X= 2.75 (min = 1 max =4) - The implementing preschool teacher training program development’s management is at average level with X= 2.69 (min = 1, max = 4) - The implementing teaching management is quite high with average score X= 2.84 (min =1, max =4) The implementing trainee management is quite high with average score X= 2.76 (min = , max =4) - The implementing infrustructure management is quite high with X= 2.6 (min =1, max = 4) - The implementing input management is quite high with X=2.73 (min =1, max=4) The management of evaluating progess factor is at average level, with the average score of the content of the teaching management X=2.59 (min =1, max=4) 20 The learning management is at average level with the average score of the content of the learning management X= 2.69 (min = 1, max=4) The management of teaching control and evaluation is quite high, with the average score of the teaching management X=2.69 (min=1, max =4) - The implementation of issuing diplomas and certificates is quite high with average score X=2.75 (min=1, max =4) - The feedback management is determined as follows: “Identify feedback management criteria to graduated student” X=2.55 ranking 1/5 and “Forming a feedback collection process from employers” X=2.54 ranking 2/5 The education result management in national colleges for education is quite high with the general average score of X=2.56 and the content of the education result management is considered to be perform well The student feedback management is at average good level with X=2.60 21 The contexual factors have strong influence in the training process that has been mentioned in theoratical basis in Chapter 1 Evaluating the affect level of school internal and external factors: general average score X=3.08 (min=1, max =4) 22 Pros and reasons Cons and reasons Conclusions of chapter 2 The progress of achieving training objectives, training programs content, preschool teacher training form and methods is considered to be performing quite well Preschool teacher training management from input management, training process management to preschool teacher training output management in recent years is at average to good level and the level of progress is as follow: 1- Input management; 2- Training process management; 3- Preschool teacher training output management The schooling factors affecting preschool teacher training management constitue many subjective and objective ones and the level of affect is ranked as follow: 1Relationship between the school and preschools; 2- The school environment factors 3- Government policy factors; 23 4- Science and technology development; 5- Schools management level factors, 6- Locality factors The result of the above practice survey about preschool teacher training management in national colleges for education is a strong base to suggest effective management solutions to improve the quality of the trained preschool teacher Chapter 3: Preschool teacher training management solutions in national colleges for education under the CIPO approach 3.1 Principles of forming training management solutions 3.2 Preschool teacher training management solutions in national colleges for education under the CIPO approach 3.2.1 Input management solutions 3.2.1.1 Developing preschool teacher training programs that are oriented toward students abilities development and today demands of the society on child-caring and education 3.2.1.2 Improving the preschool teacher training management abilitiy for the manager staff of the school 3.2.2 Training process management solutions 3.2.2.1 National colleges for education collaborate closely with preschool in training preschool teachers 3.2.3 Output management solutions 3.2.3.1 Improving the adoption rate of IT in student feedback management while studying and after graduation 24 3.2.3.2 Evaluating the preschool techer traininng results under ability approach 3.2 Solutions to adjust the affect of the context 3.2.4.1 Completing the framework of references for preschool teachers in the context of current education innovation stage 3.2.4.2 Studying the context and conducting surveys on labor market and recruiting students that meet the society demands 3.3 The relationships among the preschool teacher training mangement solutions under the CIPO approach Each of the solutions has its own strengths and weaknesses that are suitable for different situations, thus avoiding outrightness, focusing too much on a single preschool teacher training maanagement solutions that the Developing preschool teacher training programs that are oriented toward the students abilities development demands of the Improving adoption rate of ITand in today student feedback manager approciate Perfecting of references for p National colleges for education collaborate closely with preschoolthe in framework training preschool teachers Traing management solutions Evaluating the preschool techerthe traininng results under abilitymanagem approac Improving preschool teacher training 25 3.4 Testing the necessity and viability of the preschool teacher training management in national colleges for education under the CIPO approach The purpose of the testing is to assert the necessary and viability of the preschool teacher training management solutions in national colleges for education under the CIPO approach and suggested by this thesis Level Score Ranking Very necessary, very viable 4 X=3,25-4,0 Necessary, viable 3 X=2,5-3,24 Less necessary, less viable 2 X=1,75-2,49 Not necessary, not viable 1 X=