Quản lý phát triển năng lực sư phạm cho giáo viên ở các trường trung cấp trên địa bàn thành phố hà nội trong bối cảnh hiện nay tt tiếng anh

1 INTRODUCTION Reasons for choosing dissertation topic Teachers are a crucial factor in determining the success or failure of raising the people's intellectual level, training human resources, developing talents for the country The mission of teachers is to have a special role, their labor to promote the development of the country in a sustainable manner President Ho Chi Minh affirmed: "Without teachers, there is no education, without education, without officials, there is nothing to say about economy - culture" Pedagogical capacity is a specific form of human capacity in the field of education It is one of two factors that determine the value of teacher personality and the quality and effectiveness of creative pedagogical labor of the teaching staff The practice of managing pedagogical capacity retraining activities for teachers at secondary schools in Hanoi City still reveals many limitations and shortcomings, due to the management of teachers' capacity development activities There is a contradiction between the requirements for developing the training scale of intermediate level and the inadequate capacity of teachers; building a structure of professional qualifications (especially new ones) with pedagogical skills of teachers not balanced; no strategic plans for fostering and developing pedagogical capacity for teachers, the direction of self-improvement activities, self-organizing activities to foster pedagogical capacity development of teachers is still low In terms of theoretical aspects of school human resources management in general, development and standardization in order to develop teacher staff, in particular, are important categories, which still have many issues that need to be clarified Regarding professional issues, the pedagogical capacity of teachers in schools, there have been authors abroad and in Vietnam studying at different levels, but none of the works has been basically studied on the management of pedagogical capacity development for teachers in secondary schools From the above bases, the author chooses the issue: “Management of the development of pedagogical capacity for teachers in colleges in Hanoi City in the current context” is the dissertation in field of education management 2 Research purpose and tasks * Research purpose: On the basis of interpreting theoretical issues, practical assessments, the dissertation proposes a measure to manage pedagogical capacity development for teachers in secondary schools in Hanoi city in the current context, the dissertation contributes to standardizing, improving the quality and pedagogical capacity of teachers at intermediate schools in Hanoi city today, practically contributing to improving the quality of human resource training for the Hanoi and surrounding areas * Research tasks The dissertation clarifies the theoretical basis for pedagogical competence, management of pedagogical capacity development for teachers in colleges; The dissertation makes surveys and assesses the situation of management of pedagogical capacity development for teachers in colleges in Hanoi City; The dissertation proposes measures of management of pedagogical capacity development for teachers in colleges in Hanoi City in the current context; The dissertation verifies the research results through a survey of necessity, feasibility of measures and tests The subject, object, scope of research Research subject Management of development of teacher staff in colleges in the current context Objects subject Management of pedagogical capacity development for teachers in colleges in Hanoi City in the current context Scope of research Scope of content: The dissertation researches theoretical and practical issues on pedagogical capacity, management of pedagogical capacity development for teachers in colleges in Hanoi, from which the dissertation proposes and test the measures Scope of the survey object: Conducting research on administrators and Training Department staff; staff of faculties and departments of colleges; teaching staff at 10 colleges in Hanoi City Scope of time: The survey data which is used in the dissertation is limited from the 2014-2015 to the 2018-2019 school year 3 Scope of the test: the dissertation chooses measure "Diversifying the organizing methods of the development of capacity development for teachers in colleges in Hanoi " for testing Hypotheses of research Pedagogical capacity development for teachers is effective or not effective based on the management and organization of teachers' educational activities If the process of pedagogical capacity development for teachers, educational managers at colleges in Hanoi focuses on raising awareness, organizing development of plans for development activities teachers, focusing on directing the selection of content, innovating methods, using diversified forms of development; promoting each teacher's selfdevelopment role, the management of pedagogical capacity development for teachers in colleges will achieve the goal of improving the quality of teachers, contributing to improving high quality of education and training of colleges in Hanoi today Methodology and research methods Methodology The dissertation is implemented on the basis of dialectical materialism of Marxism-Leninism, Ho Chi Minh ideology, views and policies of the Communist Party of Vietnam on education, training and training management During the research, the author approaches the problem from a systematic - structural perspective; history - logic; practical perspective At the same time, access to educational management theories such as: approach to management functions; access to pedagogical competence of teachers; operational approach; approaching development of teaching staff as the basis for approaching the research subjects, solving research tasks of the topic Research Methods Group theoretical research methods General analysis, systematization, generalization, comparison of research results of books and articles related to the topic Practical research methods Methods of summarizing experience: synthesizing and studying legal documents; summarized reports on education and training of colleges Observation method: observing organization and direction of managers for teacher training classes of Hanoi Department of Education and Training, Ministry of Education and Training; Department of Labor - Invalids and Social Affairs 4 Dialogue method: conduct seminars and discussions with managers and teachers on issues related to the research topic Method of experts: seeking opinions of scientists, experts on the implementation of the topic, the theoretical issues of the topic Survey method: conducting surveys and surveys of some educational managers, teachers and managers of the Department of Labor, War Invalids and Social Affairs Personal interview method: chatting with some teachers Testing and testing methods: used to verify the effectiveness of the proposed dissertation measures Method of using statistical maths: to process data collected from surveys and surveys and calculate assay and trial results New contributions of the dissertation Developing and perfecting theories on pedagogical capacity development for teachers in colleges; management of pedagogical capacity development for teachers in the current context; Discovering and properly assessing the status of pedagogical capacity development, management of pedagogical capacity development and developing criteria to evaluate the effectiveness of management of pedagogical capacity development for teachers in colleges in current context Proposing and confirming the effectiveness of the management of pedagogical capacity development for teachers in colleges in the current context Significances of the dissertation In term of theory The dissertation contributes to supplementing and developing theories of educational management in colleges, especially the issue of teacher resource management and management of teachers' development, directly improving the quality and capacity of the teaching staff, meeting the requirements of the construction and development of colleges in the current context In term of practicality: The dissertation is one of the bases to help subject management at all levels to analyze, evaluate accurately and make appropriate management impacts in pedagogical capacity development for teachers in colleges The dissertation can be used as a reference for research, teaching and learning activities in colleges in the current system of occupations 5 Structure of the dissertation The dissertation includes introduction, five chapters, conclusions, list of scientific works of the author related to the dissertation, list of references and appendices Chapter OVERVIEW OF RESEARCH ISSUES RELATED TO DISSERTATION 1.1 The research works related to fostering, developing pedagogical capacity for teachers 1.1.1 Overview of scientific research works related to dissertation Discussing professional training, pedagogical competence for teachers in the history of the world and current educators mentioned in terms of approach, content and valuable values to be studied and continued autumn, like JA Kômenxki; Delors, Jacques; Eleonora Villegas - Reimers; P.Jackson; -Raja Roy Singh; Ann Grosso de Leon; Anne Reynolds; Robert Glaser; Jegede Margaret Taplin Understanding the results of the above research, showing the common ideas and perspectives of the above authors, through their works, confirms the role, necessity and content of vocational training requirements service, professional capacity, personality quality for teachers In general, the research works serving human resource training and pedagogical development for teachers in developed countries express the view that the quality of teachers is firstly the pedagogical capacity is a decisive factor to the quality of education and training 1.1.2 Overview of scientific research works in Vietnam Research on pedagogical capacity and development of pedagogical capacity has been interested in many scientists such as Nguyen Dinh Chinh; Tran Ba Hoanh; Dang Ba Lam; Nguyen Huu Chau; Nguyen Xuan Truong; Le Minh Vu; Phan Van Ty In the field of education and training at colleges and secondary schools, the authors have studied the fostering and developing pedagogical capacity in specific directions, such as Tran Hung Luong (2003) with his PhD on "A number of solutions for professional fostering and technical pedagogical capacity for Vietnamese vocational teachers at present" Truong Dai Duc (2011), with his dissertation on education on "Fostering teaching capacity for teachers to practice vocational schools in the Northern mountainous areas" 6 There are also many scientific articles discussing pedagogical capacity, fostering and developing pedagogical capacity for teachers, such as Hoang Hoa Binh; Pham Thi Kim Anh; Nguyen Duan - Dinh Thi Hong Van, Dang Thi Da Thuy; Nguyen Van Y; Dau Thi Hoa Thus, the topics, research works and dissertations have mentioned many different angles on pedagogical capacity and training, pedagogical capacity development for teachers in each type and each condition However, these studies are mostly in the form of macro, general and comprehensive research that have not gone into depth to address the specific and urgent requirements on management and development of pedagogical competence for teachers at specific secondary schools in an area or a locality Therefore, the dissertation acquires scientific ideas to research the theoretical basis of pedagogical capacity development management for teachers in secondary schools in the current context 1.2 The research works related to the management of pedagogical capacity development for teachers 1.2.1 The research works of foreign authors The scientific works discussing teacher fostering and managing pedagogical capacity development for teachers include a number of scientific works such as: "Teacher professional development in a policy learning perspective"; The teaching project "Teaching in focus" of OECD has affirmed that the leadership and direction of effective training is to create a favorable environment, valuable environment, creating psychology for motivated teachers self-study, self-training, self-control fostering activities of themselves Research on management methods, ways of fostering pedagogical competence for teachers can include N.M.Iacôplep author; V A Xukhomlinski In summary, the overseas research works on management of pedagogical capacity development for teachers have focused on personalizing this activity such as teacher training and development However, there has been no work on pedagogical development management for teachers at secondary schools to meet the requirements of educational innovation in the current context 1.2.2 The research works of Vietnamese authors There are many researches on management of pedagogical development and fostering for teachers In books and textbooks on training, fostering and developing pedagogical capacity development for teachers, like Bui Minh Hien; Tran Thi Bich Lieu, Tran Van Khoi, with his dissertation on "Some solutions to improve the quality of management of teaching staff in colleges of economics - business administration in Vietnam today"; Tran Thi Hai Yen, with her dissertation "Managing and fostering teaching capacity for high school teachers according to professional standards"; author La Hong Phuong, with his doctoral thesis "Managing pedagogical capacity training activities for lecturers of social sciences and humanities at military universities"; Nguyen Thi Tuyet, with her dissertation "Managing and fostering teaching capacity for junior high school teachers in Hanoi to meet the requirements of educational renovation" Along with books, scientific topics, dissertation, there are also typical articles published in scientific journals Through research and analysis of scientific topics, doctoral theses, scientific articles discussing pedagogical capacity, management of fostering and developing pedagogical capacity for teachers, the author realized that in the current context, when the policy of fundamental and comprehensive renovation of education and training also opens up many opportunities and challenges for teachers, it requires them to constantly study, foster and cultivate moral qualities knowledge and skills to meet current education and training requirements In the face of these changes, colleges need to show their roles, responsibilities, and further strengthen the management and development of pedagogical capacity for teachers in the current context 1.3 Overview of research results of published scientific works related to dissertation and issues that need to be solved 1.3.1 Overview of research results of published scientific works Through the summary of research results from sources of books, themes, scientific articles of authors in foreign countries and Vietnam, shows that the research works on pedagogical capacity development management for teachers in colleges in Hanoi City in the current context has not been implemented Therefore, the relevant research works is a scientific basis, facilitating the theory, helping the author have a scientific fulcrum to deploy the research project "Management of pedagogical capacity development for teachers in colleges in Hanoi City in the current context ” 1.3.2 The issues that dissertation to be solved Firstly, build a theoretical basis for pedagogical capacity, management of pedagogical capacity development for teachers in accordance with the characteristics of teachers' activities in colleges and conditions to ensure the operation of development of pedagogical capacity for teachers in colleges has been stipulated in the current context Secondly, investigating, making survey, sketching the current picture of pedagogical capacity development, management of pedagogical capacity development for teachers in colleges in Hanoi City Thirdly, the dissertation proposes scientific measures ò management of pedagogical capacity development for teachers in colleges in Hanoi in the current context The study proposes feasible measures which will meet new requirements for management of pedagogical capacity development for teachers in colleges in Hanoi in the current context Conclusion of Chapter Pedagogical capacity as well as management of pedagogical capacity development for teachers is an issue that has always received the attention and research of many authors both in the world and in Vietnam Through researching books, scientific works, dissertation, scientific articles of authors in the world and in Vietnam on capacity, pedagogical capacity, pedagogical capacity development and management of pedagogical capacity development for teachers is an important premise, a theoretical and practical foundation for the author to continue studying the theoretical basis and practices of management of pedagogical capacity development for teachers in colleges in Hanoi in the current context Chapter THEORETICAL BASIS OF MANAGEMENT OF PEDAGOGICAL CAPACITY DEVELOPMENT FOR TEACHERS IN COLLEGES IN THE CURRENT CONTEXT 2.1 Theoretical issues about pedagogical capacity, pedagogical capacity development for teachers in colleges in the current context 2.1.1 Pedagogical capacity of teachers in colleges 2.1.1.1 Capacity concept Competence is the ability to perform activities based on the mobilization of a combination of knowledge, techniques, skills and experience to effectively deal with an activity 2.1.1.2 Pedagogical capacity development for teachers in colleges Pedagogical capacity development is the synthesis of knowledge, techniques, teaching and educational skills, in order to meet the requirements and achieve high results in pedagogical activities at colleges 2.1.1.3 Characters of pedagogical capacity development for teachers in colleges Firstly, teaching capacity Secondly, educational capacity Thirdly, the capacity to organize pedagogical activities 2.1.1.4 Evaluation criteria of pedagogical capacity development for teachers in colleges According to Circular No 08/2017 / TT-BL ĐTBXH, "Regulations on professional standards of vocational educators", the criteria for assessing pedagogical capacity of teachers in intermediate schools, including: pedagogical qualifications and time of participation in teaching; Prepare teaching activities; Conducting teaching activities; Examining and evaluating learning results of learners; Managing teaching records; Developing programs, developing textbooks and teaching materials; Building plans, implementing educational activities; Managing learners, building an education and learning environment; Social activities 2.1.2 Current context and issue of pedagogical capacity development for teachers in colleges 2.1.2.1 The current context impacts on the development of pedagogical capacity for teachers in colleges Firstly, the international context The Industrial Revolution 4.0, especially the rapid development of information and communication technology, the knowledge-based economy is growing strongly, directly affecting the socio-economic development and education In the world It is neccessary for countries to have policies for education and training development, including pedagogical development for teachers at all levels Secondly, situation in Vietnam 10 Our country is in the process of stepping up the process of industrialization and modernization of the country, conducting the process of international integration, ensuring political stability and socio-economic development The Party and the State have set out strategies for national development in each period with specific steps, creating favorable conditions for the implementation of fundamental and comprehensive renovation of education, training and capacity development for teachers at all levels, including teachers at colleges to meet the current renovation requirements Thirdly, the policy of comprehensive renovation of education and training of the Party and State The goal of education renovation is to create fundamental and strong changes in the quality and effectiveness of education and training; meet better and better the work of building, defending the Fatherland and learning needs of the people 2.1.2.2 Requirements on pedagogical capacity development for teachers in colleges Firstly, it is necessary to focus on standardizing the teaching staff according to Circular No 08/2017 / TT-BLDTBXH, of the Ministry of Labor, War Invalids and Social Affairs Secondly, strictly implementing the plan of teacher development, which focuses on developing pedagogical capacity for teachers Thirdly, amending policies on salaries, allowances and other preferential regimes to motivate teachers to self-study and selfresearch and develop pedagogical capacity; Revise the method of hiring teachers to ensure quality teachers 2.1.3 Pedagogical capacity development for teachers in colleges 2.1.3.1 The concept of pedagogical capacity development for teachers in colleges Developing pedagogical capacity for teachers in colleges is the frequent and continuous impacts of the development subject on the teachers, creating opportunities for teachers to consolidate and update new knowledge, skills, contributing to improving the effectiveness of teaching and educating students according to the educational and training goals set by colleges 2.1.3.2 Content pedagogical capacity development for teachers in colleges 11 The content of pedagogical capacity development for teachers in intermediate schools focuses on: the capacity of designing and conducting teaching; teaching assessment and management competencies; capacity to outline student development projects according to social requirements; ability to communicate, sensualize and skillfully treat students 2.2 Theoretical issues on management of pedagogical capacity development for teachers in colleges in the current context 2.2.1 The concept of management of pedagogical capacity development for teachers in colleges The management of pedagogical capacity development for teachers in colleges is the overall organized, planned impact of the management subjects on the development of pedagogical competence for teachers to ensure the progress of teaching activities closely to develop and improve the pedagogical competence of teachers in colleges 2.2.2 Content of management of pedagogical capacity development for teachers in colleges 2.2.2.1 Developing plans and organizing forces to implement plans of management of pedagogical capacity development for teachers in colleges 2.2.2.2 Management of the objective implementation of pedagogical capacity development for teachers in colleges 2.2.2.3 Managing the content implementation of pedagogical capacity development for teachers in colleges 2.2.2.4 Organizing implementation of methods to develop pedagogical competence for teachers in colleges 2.2.2.5 Directing teachers in colleges to develop pedagogical skills themselves 2.2.2.6 Organizing to build environment and conditions for pedagogical capacity development for teachers of secondary schools 2.2.2.7 Monitoring, checking and evaluating pedagogical capacity development results for teachers of colleges 2.3 Factors affecting management of pedagogical capacity development for teachers in colleges in the current context 2.3.1 Impacts from the new development on the characteristics and training tasks of colleges in the current context Facing a dynamic and rapidly changing labor market of the international integration process, the secondary schools should be set for fundamental and comprehensive renovation, creating a 12 breakthrough in training quality, especially, is high quality training; developing scale corresponding to quality assurance conditions; ensuring a reasonable structure between training levels; building an open and flexible vocational education system to create favorable conditions for all learners; developing high quality schools, key national, regional and international vocational schools 2.3.2 Impact of qualifications and capacity of educational management staff in colleges Qualifications of managerial staff, which have a direct impact on teacher pedagogical development Therefore, managers of secondary schools must always keep up with the Party's resolutions in time; State guidelines on education and training to implement pedagogical capacity development activities for teachers in colleges 2.3.3 Impact from the need to develop and improve the pedagogical capacity of each teacher in colleges The teachers at the capacity are responsible for training students according to the goals and requirements of colleges, in order to develop human resources for the country's industrialization and modernization in the future Developing quality and pedagogical capacity for teachers is an indispensable element in the period of fundamental and comprehensive renovation of education towards standardization, modernization, socialization and international integration 2.3.4 Impact from the pedagogical environment and brands of colleges The pedagogical environment has a great influence on the management of pedagogical capacity development for teachers in colleges in the current context The pedagogical environment affects the emotions, reason and behavior of the members and unites the members, promoting all activities in the school Therefore: “Each production, working, studying and fighting unit must be an environment for disciplining, skilled, highly productive and efficient labor character, where friendship is expressed, comradeship, teamwork, forming a new human personality and new culture ” Conclusion of chapter Developing pedagogical capacity for teachers of colleges in the current context is a crucial concern of colleges Developing 13 pedagogical capacity for teachers in colleges is considered in issues such as goals, content; development methods; ability to apply modern achievements and school management in pedagogical development for teachers The above contents have both the common points of pedagogical capacity development for teachers in colleges, and the specific points of each specific school in each locality Chapter PRACTICAL SITUATION OF MANAGEMENT OF PEDAGOGICAL CAPACITY DEVELOPMENT FOR TEACHERS IN COLLEGES IN HANOI 3.1 General overview of colleges in Hanoi City 3.1.1 The process of formation and development of colleges The vocational training system is part of the Vietnam National Education System framework (Decree 90 CP of November 29, 1993 of the Government and the Education Law of 2005) The process of formation, change and development, up to now the network of vocational training institutions has been widely developed in all districts of Hanoi City 3.1.2 The organizational structure and training activities of colleges in Hanoi city Organizational structure Training activities 3.1.3 Characteristics of teachers at colleges in Hanoi city The teachers in the colleges have an uneven structure of quality and quantity Teachers are recruited from many different sources, so teachers have different ages, qualifications, capital, experience in pedagogical practice In terms of quality, teachers at intermediate schools in recent years have made strong strides However, there are still some new training disciplines of secondary schools, or there are few leading experts so standardizing the quality of teachers faces many difficulties 3.2 Overview of the current situation 3.2.1 Survey purpose 3.2.2 Survey content 3.2.3 Subjects, enumeration areas and time surveying situation 3.2.4 Survey method and calculation method 14 3.3 Actual situation of pedagogical development of teachers at colleges in Hanoi city 3.3.1 Situation on the qualifications of teachers in colleges in Hanoi city today 3.3.1.1 Actual situation of professional qualifications of teachers in colleges today By the school year 2018 - 2019, the teachers of 10 colleges in Hanoi city, there are 23 doctors, 183 masters, 288 bachelors and 130 teachers with college degrees This is the main force contributing to the construction of the school and performing the tasks of education and training in the current context 3.3.1.2 Practical situation of pedagogical practice of teachers in the colleges today The number of teachers who graduated from pedagogy schools and technical pedagogical schools with major pedagogical qualifications mainly manage This is an issue for education managers in college to study, to take management measures to develop teachers' capacity in a timely manner to meet the requirements of education and training innovation in the current context 3.3.2 Practical situation of pedagogical capacity of teachers at colleges in Hanoi City The survey results in Table 3.2 showed that all contents of pedagogical competence of teachers have an average score of 2.76 2.90 (fair) 3.3.3 Practical situation of pedagogical capacity development for teachers in colleges in Hanoi City The results of the investigation on pedagogical capacity development for teachers at intermediate schools in Hanoi City today, in all areas, have an average score ranging from 3.70 to 3.79 ( good level) 3.4 Practical situation of management of pedagogical capacity development for teachers in colleges 3.4.1 Situation of making plans and organizing forces to implement pedagogical capacity development plans for teachers 3.4.1.1 Building plans for pedagogical capacity development for teachers 15 Building a plan to develop pedagogical capacity for teachers in content 1, 2, with an average score of 3.03 to 3.15, with only 01 content reaching 3.31 points (a good level) 3.4.1.2 Arranging forces to implement pedagogical capacity development plans for teachers in colleges Among contents of the survey on organizing the implementation of the pedagogical capacity development plan for teachers, content has an average score of 3.27, a "good" level, while other contents have points average from 3.11 to 3.23 "average" 3.4.2 Practical situation of management to implement pedagogical capacity development goals for teachers in colleges The statistical data of the survey results show that in all survey contents, the average score is in the range of 3.11 to 3.20 (fair level) 3.4.3 Practical situation of managing the implementation of pedagogical capacity development for teachers The survey results showed that in content management for pedagogical capacity development for teachers, contents achieved at "good" level, contents were at "fair" level 3.4.4 Practical situation of implementation of methods for developing pedagogical capacity for teachers With questionnaires on how to develop pedagogical competence for teachers, it shows that the average of all contents is in the " fair " level 3.4.5 The situation of directing teachers in colleges to develop pedagogical skills themselves The survey results show that the direction of teachers to develop pedagogical capacity themselves is assessed with an average score of 2.93 - 3.07 (good level) 3.4.6 Practical situation of organizing the building of environment and conditions for developing pedagogical capacity for teachers The environmental management, conditions for developing pedagogical capacity for teachers in colleges in Hanoi City are not really good, the average of the survey content ranges from 2.27 - 2.42 (good level) 3.4.7 Situation of supervision, examination and evaluation of pedagogical capacity development results for teachers 16 Survey results on the status of monitoring and checking the results of pedagogical capacity development for teachers in secondary schools have shown that the average score of the content ranges from 3.02 to 3.06 ( pretty good) 3.5 Practical situation of effecting issues of management of pedagogical capacity development for teachers in colleges Survey results show that both objective and subjective factors have a great impact on the management of pedagogical capacity development for teachers 3.6 General assessment of the situation of management of pedagogical capacity development for teachers in colleges in Hanoi city 3.6.1 Advantages and causes 3.6.1.1 Advantages Firstly, building and organizing the implementation of the pedagogical capacity development management plan for teachers Secondly, the management and evaluation of pedagogical capacity of teachers Thirdly, the management of objects, they develop qualities and competencies Fourthly, building management methods to develop pedagogical capacity for teachers Fifthly, environmental management develops pedagogical capacity for teachers Sixthly, on supervision, examination and evaluation of pedagogical capacity development results for teachers 3.6.1.2 Cause advantages Firstly, the colleges have followed closely the rules, regulations, guiding documents, instructions of the superiors Secondly, the process of developing teachers, colleges have directed the strict implementation of regulations Thirdly, teachers of colleges in Hanoi City have been active and proactive in studying and researching to improve the qualifications in all aspects to meet the requirements of education and training innovation 17 Fourthly, managers in colleges are always active, effectively manage education and training activities in general, and build teachers in particular 3.6.1.2 Cause advantages Firstly, the colleges have followed closely the rules, regulations, guiding documents, instructions of the superiors Secondly, the process of developing teachers, colleges hava directed the strict implementation of regulations Thirdly, teachers of colleges in Hanoi City have been active and proactive in studying and researching to improve the qualifications in all aspects to meet the requirements of education and training innovation Fourthly, managers in colleges are always active, effectively manage education and training activities in general, and build teachers in particular 3.6.2.2 Cause limitation Firstly, awareness and innovation of thinking about management of pedagogical capacity development for teachers in colleges also showed a slight disregard for pedagogical capacity development for teachers Secondly, the management of planning, selection, training, and use of teachers has not become a routine Thirdly, the management of pedagogical capacity development for teachers in colleges in Hanoi City has not been given adequate attention, has not developed and issued specific standards on pedagogical competence for each teacher object Fourthly, monitoring, checking and evaluating and managing pedagogical capacity development for teachers in some colleges are not regular Conclusion of chapter Teachers, administrators and pedagogical forces at colleges have realized the important significance of the management of pedagogical capacity development for teachers in the current context In the process of management and implementation of pedagogical capacity development for teachers in colleges in the current context, there are still many contents that have not achieved the desired effect Management and development of pedagogical 18 capacity for teachers in colleges in Hanoi City still have limitations and shortcomings that need to be overcome in a timely manner to improve the qualifications of teachers Application for renewing education and training in the new situation Chapter REQUIREMENTS AND MEASURES OF MANAGEMENT OF PEDAGOGICAL CAPACITY DEVELOPMENT FOR TEACHERS IN COLLEGES 4.1 Requirement of measures 4.1.1 Measures must adhere to current education renovation requirements 4.1.2 The measures must meet the development requirements of secondary schools in the current context 4.1.3 Management measures must be aimed at improving the quality of school education 4.2 Measures of management of pedagogical capacity development for teachers in colleges in Hanoi City in the current context 4.2.1 Education organizations to raise awareness for officials and teachers about pedagogical capacity development to meet the requirements of educational and training renovation in secondary schools In order for the process of developing pedagogical capacity for teachers in colleges in Hanoi City to be effective, it is necessary to a good job of raising awareness for managers and teachers about the importance of pedagogical competence 4.2.2 Directing the development of pedagogical capacity development plan for teachers in accordance with practical requirements of the school This measure is to ensure that the pedagogical capacity development of teachers is organized and in a logical order and creates the ability to mobilize and use resources for pedagogical capacity development of teachers in the best way 4.2.3 Diversifying methods of developing pedagogical capacity for teachers 19 Diversifying methods of organizing the development of pedagogical capacity for teachers is an important and meaningful measure in both theoretical and practical activities in managing educational activities in secondary schools in the area Hanoi city in the current context 4.2.4 Directing and organizing teachers to self-study and self-develop pedagogical capacity to meet the requirements of the current school This is a measure affecting the awareness in self-study, selftraining pedagogical capacity of each teacher to improve their comprehensive level to better meet the requirements of education and training of the school in the current new situation 4.2.5 Mobilizing resources to ensure teachers' pedagogic capacity development activities at colleges This measure aims to maximize the role and responsibility of the pedagogical forces and material resources to participate in the process of management and development of pedagogical capacity for teachers throughout the work duration at colleges 4.2.6 Regularly supervise, check and evaluate pedagogical capacity development results for teachers in colleges according to professional standards This measure aims to enhance the autonomy, creativity and responsibility of the management forces and teachers in the management of pedagogical capacity development Relationship of measures The above measures are closely related to each other, forming a comprehensive management system in all aspects from planning to evaluation in the process of developing pedagogical capacity for teachers in the current context Each measure is relatively independent in organizing the implementation of pedagogical capacity development management for teachers in colleges in Hanoi city Colleges can actively select each internal management capacity development pedagogical capacity for teachers in accordance with the actual conditions of teachers and schools in a certain period 20 Conclusion of chapter Management of pedagogical capacity development for teachers in colleges is one of the strategic tasks of the school, in order to meet the requirements of professional standards prescribed by the Ministry of Labor, War Invalids and Social Affairs At the same time, realizing the policy of developing vocational training for workers, setting up the educational management staff of colleges in Hanoi city to take measures to manage pedagogical capacity development for teachers in colleges in the current context Measures of management of pedagogical capacity development for teachers incolleges in Hanoi city are of special importance, contributing to the successful implementation of the objective of quality management of human resources of secondary schools and improve pedagogical capacity for teachers in the context of radical and comprehensive renovation of education and training that our Party has proposed Chapter TESTING THE MEASURES OF MANAGEMENT OF PEDAGOGICAL CAPACITY DEVELOPMENT FOR TEACHERS IN COLLEGES 5.1 Testing the necessity and feasibility of the measures 5.1.1 Testing Purpose of testing Scale and composition of testing force Content of testing Scores and rating scales 5.1.2 Test results 5.1.2.1 Reasibility of measures The opinions of all respondents said that the measures of management of pedagogical capacity development for teachers in colleges in Hanoi City is necessary, the average score of the measures 21 is 2.64 points, the points of each measure are from 2.60 points to 2.69 points 5.1.2.2 Feasibility of the measures The test results on the feasibility of the measures, with GPA ranged from 2.56 to 2.65 points 5.1.2.3 Correlation between the necessity and the feasibility of the proposed measures The results show that R> 0, so it is possible to conclude that the urgency and feasibility of the measures are positively correlated, which means that the admitted measures are both urgent and feasible Moreover, R = 0.77 is closer to value 1, so the correlation of this positive relationship is quite high and very close 5.2 Testing the measures of management of pedagogical capacity development for teachers 5.2.1 Test purpose Experimental measures "Diversifying methods of pedagogical capacity development for teachers" are aimed at confirming the soundness of scientific hypotheses and at the same time finding practical experience, thereby completing measures of the management of pedagogical capacity development for teachers in colleges in Hanoi city in the current context 5.2.2 Experimental hypothesis It is possible to improve the effectiveness of pedagogical capacity development for teachers in colleges in Hanoi city, if the management measures for pedagogical capacity development for teachers for teachers in colleges are applied in a way consistent with the reality of the school However, due to the teaching conditions and characteristics of each college, the dissertation only conducts the experiment of "Diversifying methods of developing pedagogical capacity for teachers" 5.2.3 Content, object, force and duration of the test Content of the test: Experimental measure "Diversifying the pedagogical capacity development method for teachers in colleges 22 Testing facility: The trial was conducted at Hanoi Polytechnic and Hanoi Technology college Test force: Author; collaborators at the test school; lecturers participated in developing pedagogical capacity for teachers and 63 teachers of Polytechnic college and 63 teachers of Hanoi Technology college Test period: Is divided into stages Phase 1: implemented from November to December 2018 Phase 2: implemented from March to April 2019 5.2.4 Test Method Test method: controlled trial 5.2.5 Organize testing and analysis of results 5.2.5.1 Testing organization Testing is done in a 3-step process Step Prepare the test Step 2: Carry out the test impact Step 3: Finish the experiment Quantitative test results: We have conducted analysis of quantitative test results according to two defined criteria The results of teacher awareness about pedagogical capacity and pedagogical capacity development in Hanoi Polytechnic College and Hanoi Technology college, are shown in Table 5.7; 5.8; 5.9; 5.10 and diagrams 5.4 and 5.5 (All test results are summarized in Appendix of the dissertation) Qualitative test results: Through testing, the qualitative results are consistent with the comments and assessments of educational managers at the Polytechnic and Hanoi Technology college The results were recognized by the school's administrators and teachers In summary, the results of the trial were rigorously analyzed, both quantitatively and qualitatively; through this can achieve the necessary reliability The test was conducted in a narrow scope (in 01 measure) and conducted in the scope of 02 college with the appropriate number of teachers, but it was concluded: with the 23 experimental results that proved the scientific hypothesis Study of the dissertation given is correct Conclusion of chapter Conducting experiments and seeking expert advice on measures of management of pedagogical capacity development for teachers in colleges in Hanoi city in the current context and organizing testing of measures "Diversifying the mode of pedagogical capacity development for teachers in colleges” Experimental results show that, in order to develop pedagogical capacity for teachers in colleges in Hanoi city in the current context of high efficiency, the subject of educational management in schools must be organizer, direct manager and responsible for this activity CONCLUSIONS AND RECOMMENDATIONS Conclusion Management of pedagogical capacity development for teachers in colleges in Hanoi city in the current context is the overall organized, planned impact of management subjects to ensure activities The pedagogical capacity development for teachers is organized strictly, taking place in accordance with the quality and efficiency process, thereby contributing to consolidating and developing professional experience, the level of teaching theories and reasoning From that point of view, the dissertation will improve pedagogical capacity development for teachers in colleges Survey results, analysis of the situation show that the content of pedagogical capacity development for teachers in colleges in Hanoi City still has shortcomings and limitations In addition, the current context is creating new requirements, requiring the management process to develop pedagogical competence for teachers in colleges to make changes accordingly to improve management of pedagogical capacity development for teachers in colleges in Hanoi city in particular Based on theoretical research and current situation evaluation, the dissertation builds a system of management of pedagogical capacity development for teachers in colleges in Hanoi city in the current context 24 synchronous, breakthrough in some important contents of the process of developing pedagogical capacity for teachers The results of testing and evaluating the research results of the topic and the measures of management of pedagogical capacity development for teachers in colleges in Hanoi city in the current context have confirmed urgency and feasiblity, practical effectiveness of the measures of management of pedagogical capacity development for teachers in colleges in Hanoi city that the dissertation has proposed Recommendations For the Ministry of Labor, War Invalids and Social Affairs The specialized agencies of the Ministry of Labor, War Invalids and Social Affairs should soon promulgate documents specifying programs and contents of regular training to develop pedagogical capacity for teachers at colleges For Department of Labor - Invalids and Social Affairs of Hanoi City Directing the functional agencies of the Department to coordinate with the Department of Education and Training and secondary schools to organize training courses and seminars on pedagogical capacity development for teachers, in compact and proper forms, identify, in accordance with practical requirements, meet the requirements and aspirations of teachers For colleges in Hanoi City Paying direct attention to the direction and administration of pedagogical capacity development activities for teachers to avoid entrusting them entirely to the vice principal and subject leader Care and create the best conditions for fostering pedagogical capacity development for teachers at the school  ... education renovation is to create fundamental and strong changes in the quality and effectiveness of education and training; meet better and better the work of building, defending the Fatherland... of quality, teachers at intermediate schools in recent years have made strong strides However, there are still some new training disciplines of secondary schools, or there are few leading experts... Nguyen Dinh Chinh; Tran Ba Hoanh; Dang Ba Lam; Nguyen Huu Chau; Nguyen Xuan Truong; Le Minh Vu; Phan Van Ty In the field of education and training at colleges and secondary schools, the authors have