Identifying inadequacies in training fine arts students in education universities

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The article analyzes the causes of inadequacies in terms of: recruitment, facilities, training programs, pedagogical skills training, examination and evaluation of student learning outcomes and performance of fine arts lecturers.

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Nội dung Text: Identifying inadequacies in training fine arts students in education universities

HNUE JOURNAL OF SCIENCE DOI: 10.18173/2354-1075.2017-0188 Educational Sciences, 2017, Vol. 62, Iss. 12, pp. 187-197 This paper is available online at http://stdb.hnue.edu.vn IDENTIFYING INADEQUACIES IN TRAINING FINE ARTS STUDENTS IN EDUCATION UNIVERSITIES Nguyen Thu Tuan Faculty of Fine Art and Music, Hanoi National University of Education Abstract. Improving the quality of training Fine Arts pedagogical students in the current period is an urgent task of the Fine Arts universities/pedagogics in order to meet the requirements of renovating general education in the context of international integration. The article analyzes the causes of inadequacies in terms of: recruitment, facilities, training programs, pedagogical skills training, examination and evaluation of student learning outcomes and performance of fine arts lecturers. On the basis of this, the leaders of the Fine Arts universities/pedagogics can analyze and evaluate the limitations of training of their units objectively and scientifically in order to work out effective solutions to improve the quality of training of Fines Arts students meeting requirements of society in the context of globalization and international integration today. Keywords: Training; universities; pedagogics; Fine Arts lecturers; Fine Arts students. 1. Introduction - The quality of higher education is always a matter of concern for the whole society and the universities themselves - because their training products are critical to the development of each country. In the context of globalization and of Vietnam's integration into international higher education, apart from achieving their goals and mission, universities need to reach the regional and the world quality standards [1]. - Currently, pedagogical schools are facing challenges in the process of sustainable development. Although there are positive innovations and initial confirmation of the quality of their training, these changes are still small in the traditional training mode. Therefore, innovation under orientation to professional training is becoming an indispensable trend, an urgent requirement for pedagogical schools, considered as a breakthrough to achieve the objectives of fundamental and comprehensive reform of education today [2]. - The current reality shows that the training of Fine Arts students in schools is a lot of inadequacies, not deep and comprehensive innovation to fit the reality, so makes training quality severely decline. Improving the training quality of this specialty is the concern of many teachers and educational managers dedicated to "education work". - Reflecting on the training work of Fine Arts students in Vietnam, up to now, many authors have not published their articles and researches on this issue. In my article, I give the inadequacies in training of Fine Arts students today, namely: enrollment and the need to recruit high school teachers; training method; training program; teaching methods; examining and evaluating learners' outcomes; Received: October 12, 2017. Revised: December 12, 2017. Accepted: December 18, 2017. Contact: Nguyen Thu Tuan, e-mail address: thutuan.dhsphn@gmail.com 187
Nguyen Thu Tuan teacher staff; organization and management of training; practical work, pedagogical practice; facilities, teaching aids, etc. For these shortcomings, we would like the training institutions of Fine Arts to look directly at the truth objectively and scientifically to analyze and evaluate these shortcomings of their training, on the basis of that they propose breakthrough solutions to improve the quality of Fine Arts student training in order to meet the social requirements in the context of globalization and international integration today. 2. Content Looking back on the Fine Arts student training for many years it has shown that this has achieved certain results, but has still revealed many limitations. These inadequacies are reflected in the following points: 2.1. Inadequacies in the recruitment Enrollment is an important step affecting the quality of training. In recent years, due to many objective and subjective reasons, the number of candidates applying to universities in general and the pedagogical schools in particular decreased significantly (mainly uncertain about opportunities to get the job and the treatment regime of the State for teachers is still low), many good candidates do not apply to pedagogical schools. Fine Arts pedagogical education is confronted with many difficulties the most worrying is because many students are not interested in teaching Fine Arts in General schools. This obscure situation giving a difficult problem to training institutions of Fine Arts students in order to tackle a harsh conflict between enrolling gifted students (synonymous with very small number of “input” students) with non-gifted students (meaning that if these students take part in entrance exam they will are eligible to pass). These inadequacies suggest that from the initial selection stage, if only get successfully students with average capacity in addition to motivation for taking part in of many candidates were reluctant – we can affirm that for four studying years, these students are hardly able to meet the training requirements and the constant innovation of high school education. It will be difficult to get high outputs if the inputs are not good [3]. So recruitment of which subjects? How to enroll? What are the entrance qualification criteria?... these are issues that need to be studied seriously. 2.2. Inadequacies in the curriculum Looking back on the training process over past several years has shown that Fine Arts curriculum of schools has achieved certain results, but has still revealed many limitations. These inadequacies are reflected in the following points: - Although many adjustments have been made, the curriculum of Fine Arts student training has not been closely linked and updated with reality and has not met the requirements of general schools and society in the context of international integration and globalization. Varied and lively educational situations, trends of innovation in general education have not been included in the training programs of many pedagogical schools. Therefore, when students participated in the teacher practical training and pedagogical practice activities in general schools, they often were confused about constantly changes of the reality. In fact, in order to become a good Fine Arts teacher as well as a professional educator who can meet the requirements of society in addition to basic knowledge and pedagogical ability, Fine Arts 188
Identifying inadequacies in training Fine Arts students in education universities pedagogical students should be equipped with in-depth knowledge of Fine Arts; they should innovate thinking, innovate creativity; innovate self-studying; they should be capable of solving artistic problems in accordance with society and the times. - The curriculum of fine arts pedagogical student training is also heavily academic with many theoretical lessons far from the social reality and educational reality of general schools; there is an overload in some subjects; the training content is independent of each other, lack of interdisciplinary integration [4]. - The modules on teaching methods of a subject have tried to equip students in order to master the system of teaching methods and update the problems of innovating teaching methods in general schools, but there is still a long distance between theory and practice, between the training in pedagogical schools and the reality of teaching in general schools. Many students when practicing pedagogy are amazed at the requirements of instructors. - Integrative-oriented subject design is currently being studied and applied at many levels of general education [5]. While many pedagogical schools have not paid much attention, they have not been quick enough to innovate their training program in order to suit the practical needs to be worthy of being a "mainframe" that leads ahead to guide the direction of education reform, innovation of teaching methods in the general school levels [6, 7]. - Programs of Fine Arts student training, teaching practical training and pedagogical practice in general schools are very important in the structure of professional training content. However, the position of pedagogic practice is so modest in the teacher training program (pedagogical practice accounts for just under 4.5% of the total duration of the entire training program) [8]. - The Fine Arts pedagogical training program of the schools has not been thoroughly and comprehensively reformed to suit constantly changing reality. The curriculum is limited in terms of teacher training for general schools, while in fact there are many students graduated from fine arts schools worked in Fine Arts professional units. Because of the knowledge of fine arts pedagogy students is not fully equipped, not expanded during school time they are very confused, embarrassed when working in Fine Arts professional units. Because of these inadequacies, I think in addition to basic theoretical knowledge, teaching methods, pedagogical skills and basic practice (Graphic, Layout, Decoration, Fine Arts History, etc.), the content of the program of specialized pedagogical training of the schools should be expanded to introduce all kinds of visual arts, update new artistic trends of the time such as artistic installation, performance art, video art, graphic software etc. This is a very necessary knowledge for students of fine arts pedagogy when approaching teaching practice in general schools, colleges and universities. In the content of the training program, students should be given the opportunity to learn and accumulate knowledge in various forms (such as direct communication, regular training, learning from the library, get information via internet etc.), at the same time, fine arts pedagogical students should be given practical experiences in artistic activities to help them improve their appreciation of artistic content and ideas. 2.3. Inadequacies in pedagogical skills training One of the most important training contents of the pedagogical schools is the practice. This is the basis of development of career skills for students meeting the requirements of Standards after graduation. 189
Nguyen Thu Tuan The pedagogical skills training in pedagogical schools despite remarkable successes, it still has many shortcomings, not achieved the desired effect – it is said that to be weak. This is the result of many reasons of which the main reason is training methods of the fine arts pedagogical training institutions which are not suitable and do not keep up with the changing practices of general schools. This responsibility is clearly attributed to the leaders of the fine arts schools/pedagogics. If they are not self-renewal, not dynamic, not creative in the management, the lag - even self-dissolution of training institutions is also understandable. - The aim of training in fine arts pedagogy is to provide the fine arts teachers for general schools. Therefore, equipping students with knowledge of teaching methods and pedagogical practice as well as scientific research for students plays a very important role (not less than teaching professional practice). For this issue not all Fine Arts teachers are interested in paying attention. The misconceptions of some of these teachers have had some impacts on learners, making some students have the misconception that if they learn their specialty well, they will teach well after graduating. Of course: well-drawn, good specialty are needed and very worth encouraging - but that are not enough for a Fine Arts teacher in general school –for drawing teaching in general and for Fine Art teachers in general schools in particular: If you draw well does not mean you teach well (except some people are gifted in teaching). In order to teach well, apart from the pedagogical skills, it is impossible to have no knowledge and professional skills. - One of the most important reasons for the weaknesses in pedagogical skill training is the awareness and responsibility of many school’s leaders who do not pay due attention to professional training for students. In particular, they do not consider pedagogical skills training as one of the two main contents of basic science and pedagogical science in the curriculum of the pedagogical universities, do not consider as the decisive factor in shaping the qualification and professional capacity of students; the amount of time spent on training on pedagogical capacity of students is too small (less than 25%) – for such modest amount, it is difficult for learners (and also teachers) to ensure the level needed for pedagogical capacity meeting the minimum requirements in teaching and learning innovation of general schools [8]. The investment for pedagogical skills training, teaching practical training and pedagogical practice is not commensurate with the importance of professional training; the pedagogical training curriculum of most of fine arts schools/pedagogics mainly provides theories of teaching and learning, is not closely linked to the practice of general education; the pedagogical skills training activities are still formal, seasonality, just superficial, not deep; Forms of pedagogical skills training for students are monotonous, hard, with no attractive activities to form students basic pedagogical skills, so students do not have proper sense in learning and pedagogical skills practice. - Many Fine Arts teachers are indifferent and insensitive to training on pedagogical skills for students, they have not really dedicated and not been active in combining teaching with professional training for students, they consider that it is the task of teachers teaching methodology. The consequence of this neglect is that Fine Arts students do not have the proper sense of learning and pedagogical practice [8]. - For pedagogical practice, Fine Arts students are often entrusted to general schools. Grading of high school teachers is often easy (even irresponsible) to let students submit a "beautiful transcript" to their schools. That easy assessment leads to students not realize their true ability leading to aberrant attitude and behavior (subjective, complacent, they think that they are capable of teaching, thus they neglect the pedagogical skills practice); The more serious damage is to the management levels (the 190
Identifying inadequacies in training Fine Arts students in education universities Dean of the Faculty, the teaching methodology team...) are complacent and mistakenly proud about the training products of their units. - Because the evaluation of pedagogical skills training results of students is only the condition it causes pedagogical skills training is not really practical for students. Because it doesn’t have impact on assessing students' graduation, the effectiveness of pedagogical skill training is still limited [9, 10]. 2.4. Inadequacies in professional capacity and pedagogical skills of teachers The capacity building requirements for pedagogical teachers are still not new, but it is becoming more urgent as modern education must meet the rigorous requirements of society in the context of globalization and international integration. Because general school teachers and university teachers are important factors in the success of innovation of general education and higher education. Whatever the educational program or educational model, how advanced it may be, if it is done by a person with weak qualification, problem will not be solved. If education reform is not linked to the improvement of skills, without regard to the quality of general school teachers and university teachers, education reform will fail. This is an inherent weakness that has been occurring for decades in Vietnam, which is very disturbing whenever the education sector changes its curriculum [11]. Our current survey shows that the current Fine Arts teacher staff in fine arts schools/pedagogics is trained from a variety of sources, with varying degrees of professionalism and pedagogical skills. This causes many teachers of fine arts schools/pedagogics do not catch up and do not meet the requirements of higher education reform in the current international integration. Thus being less dynamic, less progressive, refusing to innovate teaching methods and update new information etc. are inevitable consequences for these teachers. This is a great challenge for Fine Arts teacher staff. This is one of the inherent existences for many years but until now Ministry of Education and Training have not been proposed solutions to improve. These inadequacies of this situation are reflected in the following aspects: - For teaching methods: At present, the teaching methods of many Fine Arts teachers are too biased in providing academic theoretical knowledge; separate from reality; disregard practice; heavy on the one-way knowledge transmission in the "monologue" style that make students passive when receiving knowledge. In many places, there is still an old-fashioned way of teaching "teacher reads and students write down" in most theoretical teaching hours; teaching hours for practice in a "on the job training” manner, in favor of the "giving craft" type, "impart the experience". For such a teaching, a large Fine Art students are still learning passively. Therefore, over the past few years, the consequences of the training of Fine Arts students of some universities have created many products without creativity, less adaptable to the requirements of society. On the other hand, many Fine Arts teachers still do not use or apply unsuccessfully teaching methods; The use of modern teaching facilities is not effective etc. (account for 44.51%) [8]. Therefore, these teachers can not be a good example for students to imitate and follow the path of educational innovation. - For scientific research capacity: The fact that the scientific research activities of Fine Arts teachers in general and the capacity of scientific research of Fine Arts pedagogical teachers in particular really did not meet the requirements of scientific research in education reform and international integration today. In detail: + Many Fine Arts teachers are not aware of their responsibilities and obligations for scientific research activities in the university teaching environment. Many teachers are not fully aware that 191
Nguyen Thu Tuan scientific research plays an important role in the synergy of teaching quality and for themself development in improving their level of scientific research. + There are quite a number of fine arts graduates who are not trained in the pedagogic field, so they have not reflected their capacity of scientific research, they really do not have the method of scientific research. Some teachers when forced to do scientific research they do not know what they can study and what can be studied. If they have the idea of research, they do not know how to interpret the problem to let others understand. When embarking on a scientific research topic, these teachers are very confused and expose many restrictions because they do not know the basic skills in scientific research, do not grasp the approach to research problems, research direction, how to determine research topics, research methods; they do not know how to build a research protocol, where to start and how to do it; they do not know how to build the strict and reasonable structure of a scientific report etc. This is alarming for this situation. The main reason that these teachers have not been trained or improved basic knowledge of scientific research; together with undedicated, unpassionate attitude to scientific research. + The number of Fine Arts teachers who are proficient in foreign languages (at the level of translation, communication in foreign languages) is too small. This is a great obstacle to the effectiveness of scientific research and the improvement of teachers' qualifications; they will find difficulty in keeping up with the results of scientific research abroad. 2.5. Inadequacies in organization of examination and evaluation of students' learning outcomes Renovating the organization of examination and evaluation of learning outcomes for students in general and for fine arts pedagogical students in particular is an urgent requirement of the development of education and training in Vietnam now. This is an emerging issue in the universities, attracting the attention of many educational administrators, leading experts and people interested in university education in Vietnam. Finding the reasons that affect the success or the limitations of the organization of the assessment of the graduation examinations of fine arts pedagogical students in order to provide solutions to improve the quality of training has a special significance and is one of the priority tasks of the education evaluation in the direction of fundamental and comprehensive reform. This allows the management levels to grasp the specific characteristics of the Fine Arts pedagogy, to understand the difficulties of Fine Arts teachers in the teaching process as well as to evaluate the learning results of learner, so that giver effective solutions to improve the quality of training to meet requirements of society and of current educational reform. 2.5.1. Inadequacies during writing essay * For the management levels: - The reality show a very important problem to think that the guiding capacity of teachers in doing scientific research are uneven; not every Fine Arts teacher knows how to guide students to write essays in a meaningful way, as well as not every teacher spends a lot of time and effort in teaching students to write (comment, read and correct the fault for students), sometimes completely leave students. That affects the research results of students and the quality of the essay. - Inadequaties in arrangements of subjects also make it difficult to study (for example for essays as well as for high-quality scientific researches, students must take certain prerequisite subjects to help 192
Identifying inadequacies in training Fine Arts students in education universities them avoid the lack of knowledge of the Scientific Research Method subject as well as writing the essay later). - Reference sources for writing essays in the field of Fine Arts are very lacking. Currently, fine arts pedagogical students refer to materials mainly on the internet. - Fine Arts pedagogical students have to do many things at the same time (pedagogical practice, taking 2 general subjects for graduation exam, doing 2 speciality essays for graduation). * For students: - Students are not really self-discipline in writing essays, lazy to write, lazy to look up books, documents. Many Fine Arts Students are not aware of the importance of writing essays. - Many students are not aware of preparing for scientific research essay at the beginning of the school year; the scientific research ability of student is uneven, very few students have the capacity as well as the passion to learn and write scientific research, so many essays are limited in thinking, scientific structure as well as the use of scientific style. Most Fine Arts students are very confused about how to do scientific research (even if some teachers have taught and instructed students very carefully about the method of scientific research). Because of the limitations in not having mastered the scientific research process, having no experience in scientific research, have not experienced in pedagogical environment, in professional activities, in teaching, as well as do not know how to approach to content, to solve problem etc. students feel very confused, do not know how to do a scientific research topic and are afraid to write essay. As a consequence, students will write perfunctory essays by coping, pasting other materials into theirs. Very rare students take a serious attitude and do quality research. This is probably the weakest point of fine arts pedagogical students today. - Furthermore, the thought of doing the essay it can assure students of scores has made many students lazy to discover new ones in their research. So, the topic whether good or bad, whether new or old, they are "all passed". Thus students do not need "exploit" the too difficult, too new topic because they waste their effort, money and time. Essay become places to pick up, "process", "remake", "copy" the lessons of students from previous courses or from other schools. - Some students are enthusiastic about the profession and scientific reseach also have negative thought: "The copy essays are often available, scientific style refined so they are safe, the teachers are less likely to have “bad look" and they are often evaluated well and get high scores”. While students with passion for scientific research spend great their time in researching, collecting small amount of material, little experience sometimes not enough to make up a essay, not really effective so the essay structure may not be tight, the style is not flowing... then certainly grade will be lower. Therefore, these students have chosen for themselves the solution is to just complete for deal. - Most students after the pedagogical practice (in late March) begin to write essay. For only one month, students have to complete essay while they also complete a painting and two general subjects for graduation exams, so how is quality of their essay? It is difficult to assert that the quality of all the graduation exams is good [12]. The above factors have affected the quality of the essays. 2.5.2. Inadequacies in creating paintings During creating paintings the cooperation between students and teachers is still inadequate. There are many reasons to influence the results of work, namely: 193
Nguyen Thu Tuan - Teachers often impose their own thinking and behavior on the student (sometimes arbitrarily), making the student very confused, find it difficulty (or even afraid of the teacher) in doing the idea of the teacher. This partly reduces and does not promote the creativity of each individual, inhibit students from doing their works. Many teachers themselves are not really dedicated to guiding students. - Students are not active in time as well as do not know how to organize the implementation stage effectively (due to many reasons such as the ability of students limited, knowledge of painting still weak - both in terms of thought, in terms of composition and color; less able to work independently; or students are lazy, have no sense of learning; or teachers and students can not find a common voice in problem solving leading to inhibition; many students are passive in drawing because of the need for score safety so they lack confidence and creativity in the implementation). 2.6. Inadequacies in facilities, equipment and other necessary conditions for teaching and learning Fine Arts - Facilities for teaching and learning Fine Arts: In addition to a few large schools that have standard classrooms (in terms of area, facilities, and modern teaching equipment), in most schools, the lack of classrooms is "constant problem ". The lack of classrooms for teaching and learning Fine Arts is more exacerbated (because the perception of leaders of some schools consider that the Fine Arts training is not as important as training of other subjects, so they do not care). Due to the lack of classrooms schools arranged for temporary rooms or school warehouses - these rooms do not have enough standard lighting for drawing. The combination of classrooms for 2-3 groups of students when studying practice subject is quite common. When studying in cramped, crowded rooms has a great impact on the quality and results of students. The investment in equipment for specialized training of many fine arts schools/pedagogics is incomplete (for example, the classrooms serving the teaching of Fine Arts history without multi- projectors; studying Computer Graphic without rooms for specialized computers), the budget of schools to Hire Models for studying is very low, does not match the current price, so inviting the model is very difficult etc. - Specialized classrooms for pedagogical skills training: In order to effectively train the pedagogical profession, investing in a specialized classroom with minimal equipment is very difficult for the fine arts pedagogics (every schools are lack of classrooms). That is not to mention the professionalism and modernity must have in the Fine Arts training of the 4.0 modern technology age that is very necessary to design a hypothetical environment for the students to learn the professional skills on "hypothetical objects" (such as pilot training in the virtual room before driving on the air). The need for such classrooms is to create a conducive environment for students to be thoroughly trained in a scientific process of pedagogical skills before they go on internship in general schools; to help teachers and students have space to practice; to provide teachers with conditions to instruct, rectify and correct students inappropriate professional operations; at the same time, students will be able to watch and analyze teaching hours of the school teachers through video tapes in order to learn and get experience etc. It is thought that if the fine arts pedagogics of the university solve this problem successfully, they will contribute to improving the efficiency of pedagogical training in the international integration trend and globalization. - At present, most of the fine art pedagogics (except some fine arts universities) do not have material resource room for training. The cause maybe school leaders or pedagogical leaders are not fully aware of the role and importance of this room. The essence of this room is to display visual 194
Identifying inadequacies in training Fine Arts students in education universities materials, teaching materials (such as lesson plans, professional books, reference materials for teaching etc.) to facilitate students to study the types of teaching materials, to be trained early and to practice before going on internship. - Strengthening finding-fact tour for Fine Arts students: At the end, the quality of training is assessed first in the ability to meet the actual needs for the society requirements. Through the finding- fact tours, not only the professional level of the students is improved, but also the ability to adapt to their future work is trained, from which students are more conscious of and passionate about their profession. On the other hand, this is also an opportunity for Fine Art teachers (especially schools/faculty leaders) to grasp the requirements of practice in order to make more reasonable adjustments to the training method, training content and teaching methods. Unfortunately, due to limited training costs or misconceptions of some school leaders, the requirements of this subject are often neglected. Facing these limitations and inadequacies in the training of Fine Arts schools/pedagogics sets educational managers a task to find solutions to improve the quality of teaching under learner capacity development orientation in order to meet the requirements of society in the context of globalization and international integration today. 2.7. Discussion The current situation shows that Fine Art student training is a lot of inadequacies making quality of training seriously reduced. Therefore, the Fine Arts training institutions need to look directly at the truth objectively and scientifically to analyze and evaluate limitations of their training, on the basis of this they will propose breakthrough solutions to improve the quality of fine arts student training (aim to reach the regional and world quality standards and at the same time deal well with the relationship between training quality and "output" of their school). The issues needed to be addressed are: - Actually, the current recruitment shows that the number of applicants enrolled in universities in general and pedagogic universities in particular decreasing considerably. The issues are: recruitment of which subjects? How to enroll? What are the entrance qualification criteria? etc. these are issues needed to be studied seriously. In order to solve this Ministry of Education and Training can not stand outside. - Lecturer staff is one of the key factors of the training quality. The situation shows that the professionalism and pedagogical skills of many fine arts teachers are concerns of persons whom are dedicated to education and training reform. If each teacher is not aware of this in order to improve professionalism and pedagogical skills for themselves, they will lose their value and soon will be eliminated. - The curriculum and methods of Fine Arts student training of many schools has still revealed many inadequacies: It is not suitable and not closely linked to the constantly changing reality and not really meet the requirements of general schools and society. This responsibility is clearly attributed to the leaders of the Fine Arts schools/pedagogics. If they are not self-renewal, not dynamic, not creative in management, the lag (even self-dissolution their own training institutions) is automatically. 195
Nguyen Thu Tuan - Due to the professional specific characteristics, when training Fine Arts it requires quite special facilities, equipment for teaching and learning. If this problem is not resolved soon, it is difficult to improve the training effectiveness of pedagogy. 3. Conclusion In the context of education and training in Vietnam there are many shortcomings (including the training of fine arts students), the issue of innovation and improving the quality of training is an urgent requirement of pedagogical universities. Facing this situation, the Resolution No.29 of the 8 th Conference of the Party Central Committee Legislature 9th on the fundamental and comprehensive innovation of education and training [13] had a direct impact on pedagogical schools system. In order to maintain tradition, prestige and brand, fine arts schools/pedagogics need to do a lot of work to promote their existing strengths and overcome existing weaknesses to innovate themselves and for sustainable development. The key issue is: In the process of innovation, facing difficulties it is necessary to identify the exact cause and to modify, should not only blame objective difficulties in order to delay the innovation or refuse to innovate. To do that, school/faculty leaders need to pay more attention to renovating content, innovating teaching methods and renewing student training. The innovation must be conducted in a synchronous and drastic manner. Once the fine arts schools/pedagogics pay close attention regularly and seriously then certainly they will train the qualified graduates with good pedagogical skills in order to meet requirements of the reform of education in general and innovation of teaching in general schools in particular to contribute to raising the quality of education and training in the trend of international and global integration now. REFERENCES [1] Nguyen Van De, 2014. Teacher Training in the New Context. Vietnam Journal of Education, No. 327, February 2014, pp. 23-25. [2] Tran Thi Huong Xuan, 2015. Strengthening pedagogical training for students under orientation of capacity development. Vietnam Journal of Education, No. 350, January 2015. [3] Dinh Quang Bao, 2014. Solution to innovate the program of training university teachers under the credit system, scientific research projects at ministry level, code: B2011-17-CT03. [4] Nguyen Thu Tuan, 2015. Orientation of pedagogical training for Art students of Hanoi University of Education in the orientation of capacity development. Vietnam Journal of Education and Science, no. 119, August 2015, pp. 52-54. [5] Ministry of Education and Training, 2011. Guiding implementation of the adjustments of the content of Fine Arts teaching at secondary school level, August 2011 of the Ministry of Education and Training. [6] Tran Khanh Duc, 2012. Pedagogic Reform and Transformation of Teacher Training Mode. Vietnam Journal of Education and Science, No. 81, June 2012, pp.7-9. [7] Nguyen Quang Giao, 2011. Some Basic Solutions to Improve Training Quality in Universities. Vietnam Journal of Education and Science, no. 73, October 2011, pp.32-35 and 46. 196
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