MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
CU THI THUY
COMPETENCY-BASED PRESCHOOL TEACHERS
DEVELOPMENT IN EDUCATION INNOVATION
Specialty: Education management
Code: 9.14.01.14
SUMMARY OF PhD THESIS IN EDUCATION SCIENCE
Hanoi - 2020
THE PROJECT IS COMPLETED AT
HANOI NATIONAL UNIVERSITY OF EDUCATION
SCIENTIFIC SUPERVISORS:
Assoc.Prof.Dr. Nguyen Thi Yen Phuong
Assoc.Prof.Dr. Nguyen Thi Thu Hang
Reviewer 1: Assoc.Prof.Dr. Tran Thi Minh Hang
National Institute of Education Management
Reviewer 2: Assoc.Prof.Dr. Nguyen Van Hong
VNU University of Education
Reviewer 3: Assoc.Prof.Dr. Phan Thanh Long
Hanoi National University of Education
The thesis is defended at the PhD Thesis Examination Council
of Hanoi National University of Education
At: ........ Date: ...... /….2020
The thesis can be found at:
- National Library of Vietnam
- Center of Information and Library of Hanoi National University of Education.
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INTRODUCTION
international
in developing children's abilities, shaping role the
1. Rationale 1.1. Resolution 29-NQ/TW 8 of the 11th Central Committee of the Communist Party of Vietnam on "the basic and comprehensive innovation of education and training" showed that "Developing the teachers and education managers, meeting the requirements of education innovation and training. Formulating the planning and plans for training and fostering teachers and education managers in association with the needs of socio-economic development, security, national defense and integration. Standardizing the teachers and education managers according to educational and training levels…..competency" is a prerequisite to implement educational process of “changing from knowledge delivery into the competency-based approach". Preschool education is the first level in charge of care and education for children before school age (3 months to 6 years of age), establishing a foundation for the formation and development of children's personality right from their early years of life. Preschool teachers are those who take care of, nurture and educate children at 3 months to 6 years of age, play a very important initial fundamentals of personality. The quality of teachers in the national education system depends on many factors; firstly, it is the teacher development of management levels. Strengthening the development of preschool teachers from the stages of planning, recruitment, employment, etc will improve their professional quality. On the other hand, the competency-based approach is a modern method in line with the requirements of education innovation with educational purpose of changing from knowledge delivery into building skills and competencies for learners and children.
1.2. In reality, the preschool education systems have recently achieved rushing development. The number of preschools has rapidly increased in various forms (public preschools; non-public preschools in international preschool models, high-quality preschools, bilingual preschools, private childcare groups, etc). At present, there are about 1.2 million teachers in the country, including 769,070 teachers (preschool: 294,673, primary teachers: 392,554, secondary school: 309,368, high school: 137,475). The total number of managers at the general school and preschool levels is 149,100, in which the number of general school and preschool managers is 133,200; the number of managers in the units, departments and ministries is 15,900.
Facing new requirements of education in the period of national industrialization and modernization, the preschool teachers have revealed certain shortcomings. The percentage of standard and above-standard preschool teachers is high, however, the professional competency is not commensurate with the training level. Development of preschool teachers in terms of planning,
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recruitment and employment, training and fostering, evaluating and building a working environment for teachers, etc has some limitations. Such reality requires specific studies to give solutions for the preschool teachers development in the new period. Therefore, the development of human resources for preschool levels should be studied according to the competency model in education innovation.
1.3. In education management, there have been many studies on the management and development of preschool teachers such as the study on the development of preschool managers, however, there have been few in-depth studies on the competency-based preschool teachers development in education innovation.
innovation solutions for preschool to propose some
On this basis, the topic: "Competency-based preschool teachers development in education innovation" is selected for the writer’s study with a desire teachers development in a new view towards improving the professional quality in education innovation.
2. Purpose of the study Based on theoretical and practical study on the development of preschool teachers of representative provinces in the regions across the country, the thesis proposes measures to develop the preschool teachers in the competency-based approach to improve the quality of preschool teachers, thereby, to improve the quality of preschool teachers in today’s education.
3. Object and subject of the study 3.1. Object: Preschool teachers in education innovation 3.2. Subject: Competency-based preschool teachers development in education innovation.
4. Scientific hypothesis Some achievements have been made in the development of preschool teachers to meet job requirements in preschool education institutions. In the context of innovation requirements for preschool education, the development of preschool teachers is exposed the shortcomings in planning, recruitment and employment, etc of preschool teachers. Proposal and implementation of measures for the competency-based preschool teachers development will improve the quality of the preschool teachers and contribute to improving the quality and efficiency of child care, nurturing and education in preschool education institutions.
5. Tasks of the study 5.1. Establishing a theoretical basis for competency-based preschool teachers development in education innovation.
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5.2. Surveying and assessing teachers; developing the real situation of professional teachers the preschool competency of preschool according to competency-based approach in education innovation. 5.3. Proposing measures for competency-based preschool teachers development in education innovation. 5.4. Testing the necessity and feasibility of measures for competency- based preschool teachers development in education innovation.
5.5. Testing to affirm the efficiency of the measure Organizing to raise teachers about professional the managers, preschool for awareness competency of preschool teachers in current education innovation.
6. Limitations of the study 6.1. Limitation of contents: Studying and developing the preschool teachers based on the approach to human resource and capacity management (focusing on the quality of preschool teachers).
6.2. Limitation of surveyed area: The survey is conducted in 7 representative provinces of all regions in the country (Hanoi, Son La, Nghe An, Quang Binh, Kon Tum, Can Tho and Binh Duong).
6.3. Limitation of surveyed objects: Group 1: Education managers at all levels and functional departments of the district committee. Group 2: Teachers of preschools. Group 3: Lecturers who train preschool teachers at the colleges of education where the preschool teachers are trained.
6.4. Period of the study: From 2016-2019. 7. Methodology and study methods 7.1. Methodology: Competency-based approach; Competency-based approach to development of human resources; Standardized approach.
7.2. Study methods: Group of methodologies; Group of practical study methods: Methods of experiences summary; investigation by questionnaires; interview; observation; expert; experiment; mathematical statistics, etc to develop theoretical and practical basis, propose solutions for competency-based preschool teachers development in education innovation.
8. Defended points 8.1. Professional competency of preschool teachers has its own characteristics, individualizing their professional activities. Determining the professional competency framework of preschool teachers in education innovation will be the foundation for the development of preschool teachers to improve their professional quality in the context of education innovation.
8.2. Facing the requirements of education innovation, the preschool teachers and development of preschool teachers reveals shortcomings in terms of professional competency, contents for development of preschool teachers: Planning, recruitment and screening; training and fostering ; assessment and
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creation of motivation for preschool teachers. As a result, the quality of preschool teachers as well as the child care - education in preschools are limited.
8.3. Developing preschool teachers in competency-based approach, based on the identified professional competency framework of preschool teachers, will improve the quality of preschool teachers and teachers, the quality of child care and education in preschools. 9. New contributions of the thesis 9.1. Establishing a
competency groups, including 18 theoretical framework for competency-based preschool teachers development in education innovation. Determining 7 professional typical professional competencies of preschool teachers. 9.2. Discovering and properly assessing
the real situation of professional competency of preschool teachers; real situation of the competency-based preschool teachers development in education innovation
9.3. The thesis develops and affirms the effeciency of measures of preschool teachers in education renovation. The findings of the thesis can be used as references in the training of preschool teachers and applied into the reality of competency-based preschool teachers development in education innovation at training institutions. 10. Structure of the thesis In addition introduction, conclusions, recommendations, to the references and annexes, the thesis includes 3 chapters:
Chapter 1 RATIONALE FOR THE COMPETENCY-BASED PRESCHOOL TEACHERS DEVELOPMENT IN EDUCATION INNOVATION
1.1. Overview of the study 1.1.1. Study on human resource development In human resource management, there have been many studies of international and domestic scientists on management and development of human resources associated with the names of scientists: Leonard Nadler, Adam Smith, Stivastava, John E. Kerrigan and Jeffs.Luke, William J. Rothwell, Luu Xiaoping, Nguyen Thanh Nghi and Vu Hoang Ngan, Doan Van Khai, Nguyen Minh Duong and Phan Van Kha, etc. Such studies focus on concepts, contents and factors that affect human resource management in society.
1.1.2. Study on development of teachers and preschool teachers Teachers development is an aspect of human resource development in education and training and has a decisive influence on improvement of the teaching quality in schools, especially development of preschool teachers for early childhood education in the national education system, which plays a decisive role in shaping and developing the child's personality. There have
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been many study projects of scientists such as Lee Meng Foon, Jacques Delors, Nguyen Thi My Loc, Ho Lam Hong, Nguyen Thac, Nguyen Anh Tuyet, etc. Such projects focus on the theoretical and practical aspects in the development of preschool teachers. 1.1.3. Study on the competency-based preschool teachers development in education innovation
There have been many studies on human resource development and there are a few studies on the competency-based preschool teachers development in education innovation by international and domestic scientists such as: George T. Milkovich, Sherry, Maxwell, Lim, and Early, 2006; Ray, Bowman, and Robbins, 2006, Mac Van Trang, Dang Thanh Hung, Nguyen Hai Thap, Nguyen Thi Bach Mai, etc. Such projects discusses about the development of teachers in terms of planning, recruitment and employment, etc in association with competency-based approach in education innovation. 1.1.4. Assessment of previous studies and determination of the thesis's contents
a) Studies on management and development of educational human resources, in which preschool education follows the approach of human resource management (planning, recruitment and screening, use, training and fostering, assessing and building a working environment for preschool teachers). The writer's thesis inherits the above approach of previous studies and concretizes it in the competency-based preschool teachers development in order to create the unique colors of preschool education human resource and develop source such human resource.
b) Determination of the thesis's study contents: Determination of the basic professional competency framework of preschool teachers and establishment of theoretical and practical basis to propose solutions for the competency-based preschool teachers development in current education innovation. 1.2. Education innovation and requirements for preschool teachers and development of preschool teachers
1.2.1. Today's social context and education innovation 1.2.1.1.Today’s social context: The development of science and technology, the context of information technology, changes of economy, culture and social changes in the world as well as in Vietnam.
1.2.1.2. Innovation of preschool education: Innovating management; Following current democratic trend, appropriate empowerment according to job position; Innovating teaching and educational methods; Innovating the preschool education program; Innovating the management of preschool teaches in the current period, specifically, management based on professional standards/professional competency standards of preschool teaches; Regularly innovating the fostering, constantly improving the professional competency of
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teaches; Innovating in the trend of preschool education preschool internationalization. 1.2.2. Requirements for preschool teachers and development of preschool teachers
1.2.2.1. Requirements for professional ethics of preschool teachers: Preschool teachers must have political quality, standard ethics and lifestyle; Preschool teachers must have Heart and Talent; Preschool teachers must have a scientific and effective working style; Preschool teachers must have a firm stuff: Preschool teacher must have awareness, curiosity and love of learning, etc.
1.2.2.2. Requirements for professional competency of preschool teachers in education innovation: Competency in nurturing and caring children; educating them for comprehensive development; Competency in observing and assessing children's development; Competency in developing the plans of the child care, nurturing and education; Competency in group management; Competency in building safe, healthy and friendly educational environment at preschool education institutions.
1.3. Preschool teachers in education innovation 1.3.1. Concept of preschool teacher and preschool teachers * Preschool teacher: “Teacher in preschool education institution is in schools, responsible for nurturing, caring and educating children kindergartens, independent childcare groups”.
* Preschool teachers: refers to a staff of teachers in charge of nurturing, caring and educating children in preschool education institutions, including the Principal, Vice Principal and teachers in the groups and classes. In the thesis, the teachers are limited to those who directly perform the task of caring and educating children in preschool education institutions.
1.3.2. Functions and tasks of preschool teachers Preschool teachers must meet the requirements and functions of teachers according to Article 70 of the 2005 Education Law amended in 2009 and have specific tasks and functions of preschool levels: Performing the task of nurturing, care and education; Building an educational environment, organizing activities to nurture, care and educate children; conducting child assessment and management; taking responsibilities for the quality of nurturing, caring and educating children; independent childcare groups, kindergartens, etc.
1.3.3. Characteristics of pedagogical labor of preschool teachers Pedagogical labor of preschool teachers is a labor activity in the national education system, with its own characteristics of goals, objects, working time, conditions, environment and work products.
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1.3.4. Quality and competency requirements of preschool teachers: Requirements preschool children; for career; for themselves; for parents; for colleagues and superiors.
teachers (specified
1.3.5. Professional standards of preschool teachers: In 2018, the Ministry of Education and Training issued the professional standards of preschool in Circular No.26/2018/TT-BGDDT promulgating the regulations on the professional standards of preschool teachers) including basic requirements on political, ethical and qualities and lifestyle; knowledge; pedagogical skills to be gained by preschool teachers aimed at meeting the objectives of preschool education. The 2018 professional standards of preschool teachers are approached in the direction of competency development, meeting the current innovation trend. There are five professional standards of preschool teachers, including 1 quality standard and 4 competency standards applied for 13 competencies. 1.3.6. Professional competency and professional competency framework of preschool teachers in education innovation Competence is a combination of knowledge, skills and attitudes to ensure that people can effectively perform activities in a certain field.
Professional competency of preschool teachers is a combination of components of knowledge, skills, attitudes in preschool education activities to ensure that the preschool teachers can effectively implement the child care and education in preschools.
The professional competency framework of preschool teachers is a set of tools describing the necessary professional competencies of preschool teachers in accordance with the specific requirements of child care and education so that preschool teachers can effectively complete professional activities.
On the above-mentioned basis: a) Requesting to innovate preschool education for preschool teachers; b) professional standards of preschool teachers; c) functions and tasks of preschool teachers; d) the professional characteristics of preschool teachers and the requirements on professional competency for preschool teachers in education innovation, in this thesis, the professional competency framework of preschool teachers is determined to include 7 professional competency groups: Competency in execution of professional ethics; professional development competency; Competency in organizing child care and education activities; Assessing the child; Competency in building a safe, healthy and friendly environment; Cooperative competency in child care and education; Integration and competition competency. 1.4. Competency-based preschool teachers development in education innovation
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1.4.1. Concepts of development, development of human resources and development of preschool teachers according to competency-based approach
Development: is the process of growth in quantity and qualitative change of existing things and phenomena that has been developed but not yet completed and should be constantly improved to meet the requirements of new environment.
for Human resource development: is the process of changing the quantity, quality and structure of human resources to better meet the requirements of the socio-economy in all aspects: Adequacy in terms of quantity and quality, tasks reasonable structure with high professional qualifications completion. Developing preschool teachers according
to competency-based approach: is the process of changing the quantity, structure, quality (quality and professional competency) of preschool teachers through the following activities. 1.4.2. Management decentralization for development of preschool teachers in education innovation
The preschool teachers development is under the management of many management subjects: Ministry of Education and Training, Department of Education and Training, Office of Education and Training, Preschool. Each subject has different roles, however, they have the common purpose of quality improvement of preschool teachers. 1.4.3. Contents of the competency-based preschool teachers development in education innovation the 1.4.3.1. Planning competency-based preschool
for competency-based preschool teachers development
teachers development: Developing a plan for teachers development (ensuring number of teachers/children) and structuring gender, age, ethnic group, professional competency and experience; Analyzing and designing the work of preschool teachers based on competency; Determining resources to implement the ; planning Determining solutions to implement the plan of competency-based preschool teachers development, etc.
1.4.3.2. Competency-based recruitment and screening of the preschool teachers: Determining criteria for recruitment of preschool teachers towards the competency framework of teachers (selecting the right people, the right jobs); Determining the process of preschool teachers recruitment based on planning; Organizing the selection and examination of preschool teachers based on competency; Selecting in association with screening teachers; Supervising the recruitment according to the recruitment process applied for preschool teachers, etc.
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1.4.3.3. Competency-based employment of preschool teachers: Planning assignment and employment of preschool teachers according to desires and competency; Employing teachers in line with the competency and job position; Strictly complying with regulations on assignment and assessment according to functions and tasks of preschool teachers; Examining and supervising teachers according to their functions and tasks; Preschool teachers are often screened and eliminated when they do not meet the needs, etc.
in
1.4.3.4. Organizing the training and fostering for preschool teachers in the competency-based approach: Identifying and surveying the fostering needs of preschool teachers; Developing and disclosing the plan of preschool teachers the direction of professional competency training and fostering development; Organizing a good exchange program for good teachers aimed at fostering teachers; Organizing the professional fostering according to the special subject for preschool teachers; Creating conditions for teachers to self- study and improve themselves, etc. 1.4.3.5. Competency-based assessment of preschool
teachers: Developing competency framework, standards, criteria and evidence systems to make assessment based on stipulating the competency framework of teachers. Publicizing the assessment criteria according to the job position, teacher competency; Developing and implementing a process of competency- based examination and assessment of preschool teachers. Assessing the preschool teachers according to the process. 1.4.3.1. Building the environment and creating motivation
for preschool teachers in the competency-based approach: In order to build an environment to create the working motivation for preschool teachers, it is necessary to: Build a co-operation between preschool teachers and children, teachers and teachers, teachers and parents; build a good working atmosphere among departments in preschools.
1.4.3.1. Creating opportunities for competency-based professional development of preschool teachers: There are policies for encouraging the preschool teachers to improve their professional and academic qualifications; Appropriate, timely and fair rewarding policies when teachers succeed in their work; Teachers are allowed to participate in training courses, seminars related to the specialty of child care and education, etc. 1.5. Factors affecting the competency-based preschool teachers
development in education innovation 1.5.1. Subjective factors 1.5.1.1. Social and environmental factors affecting the competency- based preschool teachers development in education innovation: The socio- economic Development, the Party and State. Population size. Social requirements for improving the quality of nurturing, educating and caring for
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preschool children. In addition, the social and environmental factors include; Science and technology development; International integration; People's intellectual standard, people's concern in education, etc.
in education
1.5.1.2. School factors affecting the competency-based preschool teachers development innovation: The preschool school environment affecting the development of preschool teachers includes factors; Facilities in preschools (classrooms, teaching materials, toys, etc); The psychological atmosphere of preschools for the development of preschool teachers; The relationship between the functional departments in the school and the relationship between managers and teachers, teachers and teachers, etc.
that greatly affects
1.5.1.3. Factors of preschool teachers affecting the competency-based preschool teachers development: One factor the development of preschool teachers is professional competency; The level of proficiency in professional skills; Knowledge and professional experience; Adaptation and innovation of preschool teachers in education; Demand for learning and fostering of preschool teachers; Age, health and gender; Other factors are the family of preschool teachers; Economic conditions of the family of preschool teachers; the support of the family for the work of preschool teachers.
1.5.2. Objective factors Factors of the State policies and regimes affecting the competency- based preschool teachers development in education innovation: The regimes and policies of the State on recruitment, employment, working environment and opportunities for professional development of preschool teachers. Remuneration policy for preschool teachers, who directly work with children every day, with a lot of work pressure. Regimes and policies of the State on salaries and allowances for preschool teachers; Regimes and policies of the State on professional competency for preschool teachers; Regimes and policies of the State on commendation and encouragement; Regimes and policies of the State on professional development for preschool teachers. Conclusion of chapter 1
By analysis of international and domestic theoretical documents, the thesis gives an overview of the study in the following directions: Studies on human resource development; the competency-based preschool teachers development. Accordingly, some new points and study contents are determined in the thesis. The theoretical framework of the thesis covers the following issues: the professional competency proposed in the thesis consists of 7 groups, with 18 specific occupational competencies of preschool teaches; the competency-based preschool teachers development includes: planning for development of preschool teachers; recruitment, employment and screening; training and fostering; building a working environment, creating the working motivation and professional development
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opportunities for preschool teachers. Factors affecting the competency-based preschool teachers development in education innovation are those that belongs to the State policy mechanism for preschool teachers, preschool education sector; factors of social environment, preschool and preschool teachers.
Chapter 2 PRACTICAL BASIS FOR COMPETENCY-BASED PRESCHOOL TEACHERS DEVELOPMENT IN EDUCATION INNOVATION 2.1. International experience in the competency-based preschool teachers development
Based on the experience of the competency-based preschool teachers development in the countries: the United States, Australia, Germany, France and Asian countries, some lessons on the competency-based preschool teachers development are given as follows: a) Vietnam should study the application, specifically we should reconsider the fact that the recruitment and employment of preschool teachers must first come from the actual needs of preschools. 2.2. Organizing a survey on real situation of competency-based preschool teachers development in education innovation
2.2.1. Survey purpose: To establish a practical basis to propose solutions for the competency-based preschool teachers development in education innovation, in order to improve the quality of preschool teachers.
the preschool teachers on 2.2.2. Survey contents: Surveying the real situation of preschool teachers in the current education innovation (quantity, structure, professional competency); Surveying the real situation of preschool teachers development in education innovation; Surveying the influences of factors of the State, society, schools and preschool teachers development in current education innovation.
2.2.3. Survey method: a) Questionnaires: Step 1: Discussing with the survey subjects and experts' opinions to prepare a set of questionnaires (from March 2017 to June 2017); Step 2: Conducting a narrow-scale trial survey and revising the set of questionnaires: Implemented in Nghe An province (from June 2017 to August 2017). Revising the questionnaires and official compilation of questionnaires, completed in September 2017; Step 3: Basing on a scientific workshop to standardize the survey forms. Step 4: Official surveys in the provinces identified as a location for study and data processing; b) Retrospective method of documents; c) Method of interview; d) Method of data processing.
2.2.4. Scoring method and grading scale: Scoring method: Good, very necessary, profoundly influential (4 points); Fair, necessary, greatly influential (3 points); Moderate, less necessary, lowly influential (2 points); Weak, unnecessary, uninfluential (1 point). Grading scale: Level 1: X =3.25- 4.0; Level 2: X = 2.5-3.24; Level 3: X = 1.75-2.49; Level 4: X < 1.75.
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2.2.5. Sample of real situation survey: Survey of 832 objects is distributed as follows: 420 preschool teachers; 382 education managers and functional departments of the committee; Preschool managers; 30 lecturers of departments of preschool education in pedagogical colleges in 3 regions: North (Hanoi, Son La), Central region (Nghe An, Quang Binh, Kon Tum), South (Binh Duong, Can Tho) 2.3. Real situation of preschool teachers development in localities across the country 2.3.1. Planning, development of the scale and network of schools and classrooms
The country has 15,394 preschools (an increase of 403 schools compared to the previous school-year), in which there are 12,652 public schools, accounting for 82.19% (an increase of 63 schools, an decrease of 1.81% of public preschools out of total number of preschools compared to the previous school-year); 2,742 non-public schools, accounting for 17.81% (an increase of 340 schools and an increase of 1.81% compared to the previous school year). Many provinces have a high proportion of non-public schools (Da Nang (66.03%), Binh Duong (66.02%), Ho Chi Minh City (62.83%), Ba Ria Vung Tau (33.33%), Dong Nai (30.98%), Hanoi (30.58%), Hai Phong (28.74%), Lam Dong (24.45%).
2.3.2. Managers and preschool teachers The number of managers with standard or above-standard qualification accounts for 99.31%, in which, the number of managers with above-standard qualification accounts for 94.68% (an increase of 1.58%); The number of teachers with standard or above-standard qualification accounts for 98.92% (an increase of 0.23%), in which the number of teachers with above-standard qualification accounts for 67.72%, (an increase of 3.02% compared to the previous school- year). The above data shows that: The percentage of regular managers, teachers and employees is not high at only 53.03%, in which the majority of them are managers and preschool teachers; the percentage of managers with standard or above-standard qualification is high at 94.68%. And the percentage of preschool teachers with standard or above-standard qualification is also high at 98.92%. The number of preschool teachers who make learning efforts to obtain the above- standard qualification accounts for 67.72%. 2.4. Real situation of preschool teachers (salary, structure, quality) Table: Professional competency of preschool teachers
Requirement
No
Competency
̅ Level
1 Competency in execution of professional ethics 3.82 3.78 2 Competency in professional development
1 2
Real situation ̅ Level 2.73 2.65
2 5
13
3
3.76
3
2.71
3
Competency in organizing child care and education activities
4 Competency in child assessment
3.70
5
2.23
6
5
3.72
4
2.76
1
in child care
-
6
3.22
7
2.71
3
Competency in building a safe, healthy and friendly environment Cooperative competency education Integration and competition competency
7
8
7
Average
3.24 3.61
2.14 2.56
3.82
3.78
3.76
3.72
3.70
Require-ment Real situation
4.00
3.24
3.22
2.76
2.73
2.71
2.71
2.65
3.00
2.23
2.14
2.00
1.00
-
Chart: Requirement and real situation of professional competency of preschool teachers
Education managers and preschool teachers participated in the survey, evaluated the professional competencies of preschool teachers at the very necessary level and the current level is quite good. There is an inequality in the current levels of professional competencies of preschool teachers. The competency in building a safe, healthy, friendly environment obtained the highest level and the integration and competition competency is at the lowest level. 2.5. Real situation of competency-based preschool teachers development in education innovation
Table 2.15. Summary of real situation of contents of the competency-based preschool teachers development in education innovation
No
Contents
̅ Level
Good Amount %
Good Average Weak Amount % Amount %
Amount %
1
30 4.5 453 54.4 119 14.4 230 27.5 2.34
6
2
52 6.4 360 43.5 197 23.5 225 26.8 2.29
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Planning to develop the preschool teachers Recruitment and screening of preschool teachers
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3
216 25.8 330 39.8 229 27.3 65 7.8 2.85
4
4
275 33.1 301 36.3 204 24.4 52 6.3 2.96
1
Employment of preschool teachers Organizing the training and fostering for preschool teachers
5 Assessing preschool teachers 167 20.0 360 43.1 249 30.0 56 6.9 2.76
5
6
245 29.4 353 42.5 171 20.6 63 7.5 2.94
2
7
218 26.3 338 40.6 218 26.3 62 7.5 2.87
3
Building an environment to create motivation for preschool teachers Creating professional development opportunities for preschool teachers
Average
225 27.0 356 42.9 198 23.8 54 6.7 2.72
The level of contents implementation of the competency-based preschool teachers development in education innovation is quite good, with X = 2.72 (Min = 1; Max = 4) and the contents of the competency-based preschool teachers development are implemented according to the following orders: 1- Organizing the training and fostering for preschool teachers (2.96); 2- Building an environment to create motivation for preschool teachers (2.94); 3- Creating professional development opportunities for preschool teachers (2.87); 4- Employment of preschool teachers (2.85); 5- Assessing preschool teachers (2.76); 6- Planning to develop the preschool teachers (2,34); 7- Recruitment and screening of preschool teachers (2.29).
2.6. Real situation of the influence of the factors on the competency-
No
Factors
̅ Level
based preschool teachers development in education innovation Table 2.20. Summary of the influence of the factors on the competency-based preschool teachers development Little influence Amount %
Profound influence Amount %
No influence Amount %
Great influence Amount %
1
255 30.6 426 51.3 99 11.9 57
6.9 3.07
2
social
2
228 27.3 325 39.1 234 28.1 46
5.5 2.88
4
Factor of the State policy mechanism Factor of environment
3 Factors of the school
282 33.8 376 45.1 131 15.9 43
5.2 3.07
2
of
preschool
4
335 40.2 341 41.0 120 14.5 36
4.3 3.17
1
Factor teachers
Average
275 33.0 367 44.1 146 17.6 45
5.5 3.05
The influence of the factors on the competency-based preschool teachers development is very high. Results of the practical survey for 832 managers at all levels and preschool teachers showed that the number of ideas has an average score X = 3.05 (Min = 1; Max = 4). There are many groups of
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factors affecting preschool teachers development and the influence of the factor groups is different and unequal. The level of influence is as follows: 1- Factor of preschool teachers (3,17); 2- Factor of the State policy mechanism; 3- Factor of the school (3,07); 4- Factor of social environment (2,88). 2.7. General assessment of the competency-based preschool teachers development in education innovation
2.7.1. Success: In the development of preschool teachers, there have been certain successes in teachers training and fostering, teachers assessment and employment, creating a working environment and working motivation for teachers. Therefore, preschool teachers have recently met requirements, quality and competency to work effectively in preschools, basically ensuring the quality of child care and education. The success is achieved thanks to the concern of the Party and the State, the sector of preschool education and localities; the efforts of the managers and preschool teachers.
2.7.2. Limitations: Facing with the requirements of education innovation, the limitations in the situation survey are showed: planning to develop preschool teachers has not been implemented in the competency-based approach; the forecast of the needs of teachers and managers of preschool education institutions is not good and the data system is insufficient for training and fostering. Teacher assessment is not based on competency. In addition, there are limitations in recruitment and screening; building an environment to create working motivation for teachers is not effective, therefore, the quality of preschool teachers is partly limited. The above limitations come from the awareness of the managers and preschool teachers, unstable policy regime for preschool teachers; training and fostering sometimes far from reality, etc. Conclusion of chapter 2
Through the survey of 832 education managers at all levels and preschool teachers of 7 provinces and cities: Hanoi, Son La, Can Tho, Binh Duong, Kon Tum, Nghe An, etc on preschool teachers and the development of preschool teachers, some conclusions are given as follows: The professional competency of preschool teachers surveyed in the thesis consists of 7 groups, with 18 specific professional competencies. According to the requirement, the professional competencies are assessed at a very necessary level as a typical characteristic of preschool teachers, helping preschool teachers to complete its work in the school. In real situation, the professional competency is generally at fair level.
The management levels have implemented many contents and measures to develop the preschool teachers in the approach of human resource management and the implementation of the contents of preschool teachers development is assessed at fair level and in the order as follows: 1- Organizing the training and fostering for preschool teachers (2.96); 2-
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Building an environment to create motivation for preschool teachers (2.94); 3- Creating professional development opportunities for preschool teachers (2.87); 4- Employment of preschool teachers (2.85); 5- Assessing preschool teachers (2.76); 6- Planning to develop the preschool teachers (2,34); 7- Recruitment and screening of preschool teachers (2.29).
There are many groups of factors affecting the preschool teachers development and the influence of the groups of factors is different and unequal. The order of influence is as follows: 1- Factor of preschool teachers; 2- Factor of the State policy mechanism; 3- Factor of the school; 4- Factor of social environment. The results of practical survey are the scientific basis to propose solutions to develop the preschool teachers according to the competency-based approach in current education innovation.
Chapter 3 MEASURES FOR COMPETENCY-BASED PRESCHOOL TEACHERS DEVELOPMENT IN EDUCATION INNOVATION
3.1. Orientation for the competency-based preschool teachers development in education innovation: Guiding viewpoints of the Party and the State on education and training innovation in general and preschool education in particular; Viewpoints of guiding the competency-based preschool teachers development.
3.2. Principles for proposing measures to develop preschool teachers in the competency-based approach: Principles of ensuring systematicity; Principles of ensuring inheritance and development; Principles of ensuring uniformity; Principles of ensuring practicality; Principles of ensuring efficiency; Principles of ensuring equity in education. 3.3. Measures the competency-based preschool teachers development in education innovation
3.3.1. Raising the awareness for managers, preschool teachers about professional competency of preschool teachers in current education innovation
Raising awareness preschool education managers and preschool teachers on professional competency and professional competency standards in current education innovation to help such forces gain a deep understanding of the necessity for the competency-based approach, concepts of professional competencies and core contents of professional competencies of preschool teachers; on this basis, they can apply such contents into practice and depending on job position of each individual, management methods for preschool teachers development should be innovated; the preschool teachers get self-awareness and orientation of their own professional competency development; pedagogical schools and pedagogical teachers innovates the
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training according to the approach of preschool teachers' professional competency). 3.3.2. Planning to develop the competency-based preschool teachers development Planning to develop the competency-based preschool
teachers development is aimed at supporting pre-school education institutions and the whole preschool education system to always have preschool teachers who have the quality in line with their professional competency to immediately meet the requirements of the reality in medium and long-term plans. In addition, this is considered as a basis for innovating the training and fostering of preschool teachers in the direction of professional competency development, helping the preschool teachers to quickly complete the assigned tasks. 3.3.3. Organizing the training and fostering of professional competency for preschool teachers in line with the competency framework
The training and fostering starts from the needs, desires to pursue the profession of a preschool teacher. Training and fostering are implemented in the orientation of competency-based approach aimed at improving the quality of preschool teachers' professional competency (the preschool teachers are requested to have professional ethics, love to children and attachment to their profession; pedagogical skills to perform the tasks of child care and education). teachers their professional 3.3.4. Directing self-develop to competencies to regularly meet the requirements of education innovation
Preschool teachers development helps teachers regularly develop their own professional competencies, which is the highest purpose in training and fostering activities. The teachers who regularly self-develop professional competency will facilitate lifelong learning and enhance their lifelong to child care and education responding professional competencies, requirements in all conditions and situations of individual and preschool. 3.3.5. Examination and assessment of preschool teachers according to professional competency standards
the preschool limitations in
The purpose of teacher assessment is to: collect necessary information about the quality of the teachers, the work efficiency of preschool teachers; promptly detect teachers management; understanding each individual's thoughts, desires, actual competency; and grasp the recommendations and proposals of preschool teachers to give directions for the training, fostering and self-study of preschool teachers. . 3.3.6. Building a legal corridor to honor profession and create motivation for professional competency development of preschool teachers
Satisfactory remuneration policies and regimes are one of the important solutions to encourage, motivate the contribution of the preschool teachers into the basic and comprehensive innovation cause of Vietnamese education.
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The State has a satisfactory remuneration policy for preschool teachers, not only to "reproduce the labor force" but also preserve the good qualification, love for the job and love for children of preschool teachers, contributing to minimizing negative phenomena in the preschool education.
3.4. Relationship of the measures for competency-based preschool teachers development in education innovation
The thesis proposes 6 measures for competency-based preschool teachers development in education innovation. Each measure has its own position in the system of teacher development measures proposed in the thesis. Measures for competency-based preschool teachers development in education innovation in education innovation have its own characteristics and in close relationship, therefore, it is necessary to synchronously implement the measure proposed for preschool teachers development and base on the specific conditions and circumstances of the environment and people to give priority to one or several measures in specific cases, time and circumstances.
3.5. Testing the necessity and feasibility of measures for in education teachers development competency-based preschool innovation
3.5.1. Purposes: To ask for opinions of experts for affirming the necessity and feasibility of measures for the competency-based preschool teachers development proposed in the thesis.
3.5.2. Testing method, scoring method and grading scale: Scoring method: Very necessary, very feasible (3 points) Necessary, feasible (2 points); Unnecessary, infeasible (1 point). Grading scale: Level 1 (X = 2.33- 3.0); Level 2 (X = 1.66-2.32); Level 3 (X <1.66).
3.5.3. Sample of tested objects: 180 objects including: 80 preschool the teachers; 85 education managers and functional departments of committee; Preschool managers and 15 lecturers of preschool education department of pedagogical colleges of educational institutions in the North - Central - South.
the 3.5.4. Results of experts' consultation on measures for competency-based preschool teachers development in education innovation Table 3.5. Relationship of the necessity and feasibility levels of measures for competency-based preschool teachers development
No
Solutions
D D2
Necessary Feasible Level
Level
1
2.94
4
2.96
2
2
4
Organizing to raise awareness for preschool teachers about professional managers and competency of preschool teachers in current education innovation.
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2
2.96
3
2.93
5
-2
4
training and
3
2.98
1
2.97
1
0
0
4
2.92
5
2.91
6
-1
1
5
2.97
2
2.96
2
0
0
6
2.91
6
2.94
4
-2
4
Planning to develop the preschool teachers in competency-based approach Organizing fostering of the professional competency for preschool teachers in line with the competency framework Directing teachers to regularly self-develop their professional competencies to meet the requirements of education innovation Examination and assessment of preschool teachers according to professional competency standards Building a legal corridor to honor profession and create motivation for the professional competency development of preschool teachers Average
2.95
2.94
13 In order to affirm the relationship between the necessity and feasibility of measures for competency-based preschool teachers development proposed in
the thesis, the hierarchical correlation coefficient Spiecman r = 1 - is
Necessity
2.98
2.97
2.97
2.98
Feasibility
2.96
2.96
2.96
2.96
2.94
2.94
2.93
2.94
2.92
2.91
2.91
2.92
2.90
2.88
2.86
Solution 1
Solution 2
Solution 3
Solution 4
Solution 5
Solution 6
used for calculation. The result r ~ +0.64 leads to conclusion that the correlation is positive and close, which means that measures for competency-based preschool teachers development proposed in the thesis are necessary and feasible. For example: Organizing the training and fostering of professional competency for preschool teachers in line with the competency framework. has the necessity X = 2.98, feasibility X= 2.97 in the rank of 1/6, etc.
Chart 3.1. Relationship between the necessity and feasibility of measures for competency-based preschool teachers development
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3.6. Testing measures for competency-based preschool teachers development in education innovation
3.6.1. Testing purposes Testing to verify and affirm the efficiency of the measure Organizing to raise awareness for preschool managers and teachers about professional competency of preschool teachers in current education innovation in improving knowledge, professional competency of preschool teachers
3.6.2. Testing hypothesis If the measure Organizing to raise awareness for preschool managers and teachers about professional competency of preschool teachers in current the knowledge and understanding of education innovation is applied, professional competency will be improved, thereby, the quality of preschool teachers to meet the requirements of education innovation will be enhanced.
3.6.3. Testing organization 3.6.3.1. Subjects, time and location of testing - Subjects: 100 managers and 200 preschool teachers in preschool education institutions in the districts of Hoan Kiem, Hai Ba Trung; Dong Anh, Thanh Tri, etc.
- Time: from May 2018 to May 2019. - Unit selected for testingA number of inner and suburban preschools in Hanoi city.
3.6.4.2. Method of implementation: Testing preparation and organization. 3.6.4.3. Testing standards and grading scale - The testing results are assessed based on the knowledge acquisition and development of managers and preschool teachers.
Both managers and preschool teachers have a set of questionaires. A correct and incomplete answer gets 1 point; A correct and complete answer gets 2 points. Assessment results are classified into 4 levels as follows: Good: 31-40 points; Fair: 21-30 points; Average: 10-20 points; Weak: Below 10 points. 3.6.4. Testing results
Table 3.6. Knowledge acquisition levels of managers before and after the test
Pre-test
Post-test
Levels
Difference
Good Fair Average Weak
Quantity 3 10 36 51
(%) Quantity 23 49 26 2
3.0 10.0 36.0 51.0
(%) 23.0 An increase of 20,0% 49.0 An increase of 39,0% 26.0 A decrease of 16,0% 2.0 A decrease of 49,0%
The table above shows that before and after the test, the managers' knowledge increased at the good and fair levels and decreased at average and weak levels. Based on the above results, it can be affirmed that the measure
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Organizing to raise awareness for managers is effective in the preschool education managers development.
Table 3.8. Knowledge acquisition levels of preschool teachers before and after the test
Pre-test
Post-test
Levels
Difference
(%)
(%)
2.5 6.0 38.5 53.0
Good Fair Average Weak
Quantity 5 12 77 106
23.0 An increase of 21,5% An increase of 43% 49.0 A decrease of 16% 22.5 5.5 A decrease of 47,5%
Quantity 46 98 45 11 The table above shows that before and after the test, the knowledge of preschool teachers increased at the good and fair levels and decreased at average and weak levels. Based on the above results, it can be affirmed that the measure Organizing to raise awareness for preschool teachers is effective in the preschool education managers development.
Conclusion of chapter 3
teachers according
Based on chapters 1, 2 and the proposed orientations and principles, the thesis proposes 6 measures for competency-based preschool teachers development in education innovation: 1) Organizing to raise the awareness for managers and preschool teachers about the professional competency of preschool teachers in current education innovation; 2) Planning to develop the preschool to competency-based approach; 3) Organizing the training and fostering of professional competency for preschool teachers in line with the competency framework; 4) Organizing to guide teachers to regularly develop their professional competencies to meet the requirements of education renovation; 5) Examination and assessment of preschool teachers according to professional competency standards; 6) Building a legal corridor to honor profession and create motivation for the professional competency development of preschool teachers.
The thesis tests the necessity and feasibility of measures for teachers development in the thesis. The test results affirm the necessity and high feasibility of the preschool teachers development measures proposed in the thesis in improvement of the quality of preschool teacherss to meet the requirements of education innovation.
The thesis tests the measure of organizing to raise the awareness for managers and preschool teachers about the professional competency of preschool teachers in current education innovation. Testing results through the changes of knowledge of the managers and teachers in the test have affirmed the efficiency of measures for preschool teachers development tested in the thesis.
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CONCLUSIONS AND RECOMMENDATIONS
1. Conclusions 1.1. The thesis gives an overview study of the issue in the directions: Studies on human resource development; competency-based preschool teachers development. The new points and study contents of the thesis are determined. The thesis's theoretical framework covers the following issues: professional competency identified in the thesis consists of 7 groups, with 18 specific professional competencies of preschool teachers; the competency-based preschool teachers development in the context of education innovation includes; Planning for preschool teachers development; recruitment, employment and screening; training and fostering; building a working environment, creation of working motivation and professional opportunities for preschool teachers. Factors affecting the competency-based preschool teachers development in education innovation are those that belong to the State policy mechanism for preschool teacher, preschool education sector; factors of social environment, preschool and preschool teachers.
1.2. Through the survey of 832 education managers at all levels and preschool teachers in 7 provinces and cities: Hanoi, Son La, Can Tho, Binh Duong, Kon Tum, Nghe An, etc on preschool teachers and the development of preschool teachers, some conclusions are given as follows:
The professional competency of preschool teachers surveyed in the thesis consists of 7 groups, with 18 specific professional competencies. According to the requirement, the professional competencies are assessed at a very necessary level as a typical characteristic of preschool teachers, helping preschool teachers to complete its work in the school. In real situation, the professional competency is generally at fair level.
The management levels have implemented many contents and measures to develop the preschool teachers in the approach of human resource management and the implementation of the contents of preschool teachers development is assessed at fair level and in the order as follows: 1- Organizing the training and fostering for preschool teachers (2.96); 2- Building an environment to create motivation for preschool teachers (2.94); 3- Creating professional development opportunities for preschool teachers (2.87); 4- Employment of preschool teachers (2.85); 5- Assessing preschool teachers (2.76); 6- Planning to develop the preschool teachers (2,34); 7- Recruitment and screening of preschool teachers (2.29).
There are many groups of factors affecting the preschool teachers development and the influence of the groups of factors is different and unequal. The order of influence is as follows: 1- Factors of preschool teachers; 2- Factors of the State policy mechanism; 3- Factors of the school;
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4- Factors of social environment. The results of practical survey are the scientific basis to propose solutions to develop the preschool teachers according to the competency-based approach in current education innovation. 1.3. On the basis of theoretical study for the competency-based preschool teachers development in preschool education innovation; Survey data of real situation of preschool teachers development according to the professional competency approach and current solutions for preschool teachers development, the thesis presents the orientation of competency-based preschool teachers development in education innovation and proposed principles, the thesis proposes 6 measures for competency-based preschool teachers development in education innovation. 1) Organizing to raise the awareness for managers and preschool teachers about the professional competency of preschool teachers in current education innovation; 2) Planning to develop the preschool teachers according to competency-based approach; 3) Organizing the training and fostering of professional competency for preschool teachers in line with the competency framework; 4) Organizing to guide teachers to regularly develop their professional competencies to meet the requirements of education renovation; 5) Examination and assessment of preschool teachers according to professional competency standards; 6) Building a legal corridor to honor profession and create motivation for the professional competency development of preschool teachers.
The thesis tests the necessity and feasibility of measures for teachers development in the thesis. The test results affirm the necessity and high feasibility of the preschool teachers development measures proposed in the thesis in improvement of the quality of preschool teacherss to meet the requirements of education innovation.
The thesis tests the measure of organizing to raise the awareness for managers and preschool teachers about the professional competency of preschool teachers in current education innovation. Testing results through the changes of knowledge of the managers and teachers in the test have affirmed the efficiency of measures for preschool teachers development tested in the thesis.
2. Recommendations 2.1. For Ministry of Education and Training To develop a standard system of competency output; concretize it into the competency standards of credits/modules or vocational training activities of students at the college and university training levels; the vocational training certificate for preschool teachers applied for subjects who do not study the specialty of preschool education pedagogy. Building a data bank to test and assess the competency of students at training levels.
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2.2. For Departments of Education and Training To promulgate documents on improvement of professional competency for preschool teachers at preschool education institutions. In addition to the regulations of the State and the Ministry of Education and Training, it is necessary to develop directions, orientations and specific regulations to develop professional competency for preschool teachers. 2.3. For Offices of Education and Training - To review the qualifications of managers and preschool teachers at preschool education institutions to grasp the real situation of such contingent, thereby, formulate a plan for training and fostering to develop professional competency for preschool teachers; To guide preschool education institutions to improve professional competency for preschool teachers, apply regimes and policies to encourage preschool teachers to improve their professional competency.
2.4. For preschool education institutions The school principal has a plan for training and fostering of preschool teachers and gives policies to attract and create conditions for good teachers to promote their competency; and applies a system of solutions to gradually improve the quality of teachers, the quality of the school’s vocational education, satisfying the requirements of the national industrialization and modernization.
teacher must constantly learn and the 2.5. For preschool teachers Every teacher should constantly strive to improve his/her competency or in other words, "self-motivation" plays an important role to orientate all activities for fulfilling the role of a teacher, a scientist, and an education manager. After all, the competency-based teachers development is aimed at inspiring the passion, creative desire of each teacher; in which, the factor of teacher competency is the nucleus that determines the quality of school teachers. Therefore, innovate himself/herself.
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