Circular No. 10/2013/TT-BGDĐT Issuing the Program for Professional Training of Vocational Education Teachers at the College Level

CIRCULAR

Issuing the Vocational Training Program for Teachers

at the intermediate vocational level secondary vocational education

_________________

 

Pursuant to the Education Law dated June 14, 2005; the Law Amending and Supplementing Certain Provisions of the Education Law dated November 25, 2009;

Pursuant to Decree No. 36/2012/NĐ-CP dated April 18, 2012, of the Government stipulating the functions, tasks, powers, and organizational structure of Ministries and ministerial-level agencies;

Pursuant to Decree No. 32/2008/NĐ-CP dated March 19, 2008 of the Government stipulating the functions, tasks, powers, and organizational structure of the Ministry of Education and Training;

Pursuant to Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law; Decree No. 31/2011/NĐ-CP dated May 11, 2011 of the Government amending and supplementing certain provisions of Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law;

Considering the proposal of the Director of the Teacher and Educational Management Bureauof educational institutions, education,

The Minister of Education and Training issues the Vocational Training Program for Teachers at the intermediate vocational level.

Article 1. This Circular promulgates the Vocational Training Program for Teachers at the intermediate vocational level.

Article 2. This Circular takes effect from May 11, 2013. This Program replaces the Vocational Training Program for Teachers at Level 1 (annexed to Decision No. 1672/TH-DN dated August 28, 1992 of the Minister of Education and Training) and the Vocational Training Program for Teachers at Level 2 (annexed to Decision No. 2988/QĐ-BGDĐT dated December 28, 1993 of the Minister of Education and Training) for vocational teachers and intermediate vocational teachers.

Article 3. The Head of the Office, the Director of the Teacher and Educational Management Bureau, the Heads of units related to the Ministry of Education and Training, the Heads of institutions entrusted with the task of training vocational skills for intermediate vocational teachers, organizations and individuals related to this Circular shall be responsible for its implementation./.

 

 

PROGRAM

Vocational Training Program for Intermediate Vocational Teachers

(Annexed to Circular No. 10/2013/TT-BGDĐT dated March 28, 2013 of the Minister of Education and Training)

After completing the training course according to this program, the trainee will have the vocational skills necessary to meet the standards of an intermediate vocational teacher (hereinafter referred to as TCCN) to carry out teaching and educational activities under the intermediate vocational training program during the period of industrialization, modernization, and international integration.

I. OBJECTIVES

1. General objectives

a) Regarding knowledge:

2. Specific objectives

- Present basic knowledge about the science of intermediate vocational education (TCCN), the role, mission, and trends in the development of TCCN education.

- Present basic knowledge about psychology, vocational pedagogy, organization and management of the teaching process, theory and methods of TCCN teaching.

- Analyze the characteristics and nature of teaching and learning activities in vocational and TCCN education.

- Present methods of assessing and evaluating the learning outcomes of TCCN students.

b) Regarding skills:

- Develop lesson plans (theoretical, practical, internship); draft detailed syllabi for subjects, lesson plans for courses, modules within the TCCN training program.

- Apply and combine various teaching methods and forms for theoretical, practical, integrated theoretical and practical, and internship teaching in a way that promotes initiative, proactivity, creativity, and self-study and skill development among TCCN students.

- Effectively organize and manage the teaching process, assessment and evaluation, and student management according to regulations, tasks, and responsibilities of teachers.

- Organize educational activities through theoretical and practical teaching, internships, class counseling, and other educational activities; have the ability to provide career and job guidance to students.

c) Regarding attitude:

- Have a correct awareness of the profession, ethics, and teaching style of a TCCN teacher.

- Maintain an objective, scientific, cooperative attitude in organizing teaching, assessment and evaluation, and managing TCCN students in accordance with relevant laws and school regulations.

II. TRAINING OBJECTS

1. Teachers at the intermediate vocational level who have not undergone teacher training or vocational training.

2. Individuals holding a bachelor's degree who wish to become intermediate vocational teachers.

III. CONTENT OF THE PROGRAM

1. Minimum volume of knowledge

Total minimum volume of knowledge: 25 credits;

Including:

- Minimum compulsory knowledge block: 21 credits;

- Minimum elective knowledge block: 4 credits.

2. Content of the minimum compulsory knowledge block: 21 credits

Training moduleCredit hours1Professional vocational psychology42Vocational education43Organization and management of the teaching process34Teaching methods and skills45Applied educational research26Pedagogical communication and behavior27Practical training3Total21

Quarter (1)

3. Content of the minimum elective knowledge block: 4 credits

Module nameCredit hours1Development of the TCCN training program22Assessment and evaluation in TCCN education23Use of teaching aids and technology in vocational education24Application of ICT in teaching25Career counseling for students26Quality management in TCCN education2

Quarter (1)

IV. DESCRIPTION OF MODULES IN THE MINIMUM COMPULSORY KNOWLEDGE BLOCK

4.1. Professional Vocational Psychology

a) Objectives

After completing this module, the trainee will be able to:

- Present the basic contents on the psychological characteristics, psychological development, personality of TCCN students;

- Explain the psychological factors of teaching and learning activities, the psychological characteristics in theoretical, practical, and integrated theoretical and practical teaching;

- Present the characteristics of professional labor, abilities, qualities, and personality required of a TCCN teacher;

- Apply psychological understanding to form pedagogical competence in teaching and educational activities at TCCN schools.

- Able to apply psychological knowledge in forming their own teaching competencies in teaching and educational activities at secondary vocational schools.

b) Content

The content of the course includes: Basic knowledge about General Psychology; Developmental Psychology (Age Psychology), Pedagogical Psychology, Vocational Education Psychology, and Scientific Labor Organization Psychology. General Psychology helps students grasp basic psychological phenomena of humans, laws of emergence, formation, and manifestation of psychological phenomena. Developmental Psychology provides a general description of the characteristics of individual development stages, with a focus on studying age psychology of vocational high school students. Pedagogical Psychology presents the psychological foundations of teaching activities, learning activities, and educational activities for vocational high school students. Vocational Education Psychology includes common issues; characteristics of work-related psycho-physiological activities; career guidance in vocational development; occupational skills and techniques. Scientific Labor Organization Psychology pays attention to the impact of the environment, labor intensity, fatigue during work, and the psychological atmosphere of the working group.

The content of the course emphasizes the application of the above knowledge in organizing educational activities and researching solutions to situations arising in the practical education at vocational high schools.

4.2. Vocational Education

After completing this module, the trainee will be able to:

- Present the basic contents on the psychological characteristics, psychological development, personality of TCCN students;

- Present the nature, position, functions, principles, and objectives of education and vocational education at vocational high schools;

- Explain the contents, characteristics, principles, and methods of the process of shaping the personality of vocational high school students;

- State the structure and characteristics of the teaching content in vocational education;

- Present the concept, essence, tasks, and principles of the teaching process at vocational high schools; a general overview of the forms of organization, teaching methods, assessment methods, and evaluation of learning outcomes at vocational high schools.

b) Content

The content of the course includes basic knowledge about common issues in vocational education: Concept; purpose, educational principles; role, position of vocational education in the national education system; factors affecting the vocational education process; student groups and class advisors in educational institutions; the education process, content, and methods in educational institutions; the teaching process (concept, essence, tasks, motivation, stages, and principles of the teaching process); teaching content, methods, means, and organizational forms of teaching in institutions; organizing and guiding practical training; assessing and evaluating student learning outcomes.

4.3. Organizing and Managing the Teaching Process

After completing this module, the trainee will be able to:

- Present the basic contents on the psychological characteristics, psychological development, personality of TCCN students;

- Develop plans for organizing the teaching process suitable for specific conditions;

- Effectively organize activities in the teaching process at vocational high schools regarding theory, practice, and integration of theory with practice;

- Apply basic knowledge and management skills to manage the teaching program, teachers' and students' teaching activities; manage teaching equipment and materials.

b) Content

The course provides students with: (i) Basic concepts about organizing and managing the teaching process; (ii) Objectives and subjects of managing the teaching process; (iii) Basic content of organizing the teaching process (planning teaching, organizing teaching activities, and evaluating the teaching process); (iv) Basic content of managing the teaching process (managing goals, training programs, managing teaching and learning activities of teachers and students, managing infrastructure and equipment, etc.).

4.4. Teaching Methods and Skills

After completing this module, the trainee will be able to:

- Present the basic contents on the psychological characteristics, psychological development, personality of TCCN students;

- Determine the current level and abilities of students;

- Prepare lesson plans and teaching aids to effectively organize teaching;

- Select appropriate teaching methods for different types of lessons (theory, practice, integration) in the training program;

- Apply appropriate teaching methods to design and organize teaching for different types of lessons (theory, practice, integration) in the training program;

- Use key skills to effectively organize theoretical, practical, and integrated activities;

- Evaluate students and courses appropriately according to the requirements of the training program;

- Demonstrate proactive initiative in practicing teaching skills and innovating teaching methods.

b) Content

This course includes basic content on teaching methods at vocational high schools such as: Skills in understanding the educational object and environment; Planning teaching skills; Lesson planning skills; Selection and use of teaching aids skills; Effective use of teaching equipment skills (such as: board presentation skills, information technology usage skills, etc.); Skills in organizing students' cognitive activities; An overview of testing and evaluation; Introduce some appropriate teaching methods for a theoretical, practical, or integrated lesson.

4.5. Applied Educational Research

After completing this module, the trainee will be able to:

- Present the basic contents on the psychological characteristics, psychological development, personality of TCCN students;

- Implement steps in applied educational research: Identify topics, select research design, develop plans for applied educational research, implement a research topic in the specialized field, collect data, analyze data, report results;

- Supervise and evaluate applied educational research topics of vocational high school teachers;

- Apply research results in vocational high school training.

b) Content

Part including the basic contents of the process of applied pedagogical scientific research: (i) General introduction to applied pedagogical scientific research: concept, research fields, research methods, criteria for evaluating research topics on applied pedagogical science,...; (ii) Method of developing and implementing applied pedagogical scientific research topics; (iii) Research plan for applied pedagogical science; (iv) Evaluation process and content of applied pedagogical scientific research topics; (v) Steps to write the final report of research topics; (vi) Steps to implement the results of applied pedagogical scientific research in vocational secondary education training.

4.6. Pedagogical communication and behavior

After completing this module, the trainee will be able to:

- Present the basic contents on the psychological characteristics, psychological development, personality of TCCN students;

- Applying principles of communication and behavior in professional activities; effective pedagogical behavior techniques in vocational secondary education and training;

- Applying knowledge about communication and behavior to resolve relationships with vocational secondary students, their parents, colleagues, and society at large.

b) Content

This part introduces: (i) The concept of communication and behavior; (ii) The importance of pedagogical communication and behavior generally and specifically in vocational secondary education and training; (iii) Relationships within and outside schools during the vocational secondary education and training process; (iv) Some effective pedagogical behavior techniques; (v) Some pedagogical behavior experiences in education and teaching at vocational secondary schools.

4.7. Pedagogical Internship

After completing this module, the trainee will be able to:

During the pedagogical internship, the learner can:

- Apply basic teaching skills to organize and manage the teaching process for the assigned subject; Conduct some lessons (theoretical, practical, integrated theoretical and practical) evaluated as meeting requirements or above.

- Analyze various aspects of teaching and educational activities at the internship institution; Fulfill the duties of class teacher.

- Evaluate and assess lessons taught.

b) Content

The content of the pedagogical internship aims to help learners apply the knowledge acquired from the six aforementioned modules to convey teaching knowledge to students and apply it to student education in vocational secondary schools.

In this activity, learners need: (i) Understand the economic and social development, education and vocational training situation in the locality where they will intern; (ii) Understand the teaching and educational activities at the internship institution; study the teaching program; (iii) Attend classes, exchange learning experiences with teachers at the internship institution; (iv) Prepare various types of lessons (theoretical, practical, integrated), practice teaching, and deliver lectures to students; (v) Intern in class management work.

Additionally, learners participate in common school activities at the internship institution. At the end of the period, learners write a summary of their internship experience.

V. DESCRIPTION OF COURSES IN THE MINIMUM ELECTIVE KNOWLEDGE BLOCK

5.1. Development of Teaching Programs (2 credits)

After completing this module, the trainee will be able to:

After completing this module, the learner:

- Present basic issues of vocational secondary teaching program development;

- Develop goals and output standards for course programs;

- Explain factors influencing training content, basic components of vocational secondary teaching content;

- Present several types of teaching program content structures in vocational secondary education;

- Analyze course programs, develop teaching plans and schedules for vocational secondary courses.

b) Content

- Basic concepts in vocational secondary teaching program development;

- Factors influencing training content, basic components of training content in vocational secondary education;

- Determine and select training content in vocational secondary education;

- Several types of teaching program content structures in vocational secondary education;

- Process of vocational secondary teaching program development;

- Analyze course programs, develop teaching plans and schedules for vocational secondary courses.

5.2. Assessment in Vocational Secondary Education (2 credits)

After completing this module, the trainee will be able to:

After completing this module, the learner:

- State the purpose and role of assessment in learning outcomes;

- Present characteristics, scope of use, difficulty level, discrimination, reliability, and validity requirements, and how to compile theoretical and practical questions and tests for assessment;

- Compile and evaluate various types of questions and tests for assessment regarding their difficulty, discrimination, reliability, and validity;

- Use theoretical and practical questions and tests and implement assessment activities in teaching and learning.

b) Content

- Purpose and role of assessment in teaching and learning;

- Design various types of theoretical and practical questions and tests for assessment;

- Evaluate theoretical and practical questions and tests for assessment regarding their difficulty, discrimination, reliability, and validity;

- Implement assessment activities.

5.3. Use of Educational Media and Technology in Vocational Education (2 credits)

After completing this module, the trainee will be able to:

After completing this module, the learner:

- Classify educational media and technology;

- Analyze the general process of developing educational media and technology;

- Analyze the characteristics of typical educational media and technology development: printed materials, traditional visual aids, audiovisual materials, educational software, etc.;

- Create commonly used teaching aids: charts, presentation slides for lessons, etc.;

- Effectively use educational media and technology in the teaching process.

b) Content

- Some general issues about educational media and technology (definition, pedagogical characteristics, technical features, functions, classification, roles of educational media and technology in transforming the teaching process,...);

- The general process of developing educational media and technology (development stages of educational media and technology in program and learning material development models);

- Characteristics of printed material, traditional visual aid, audiovisual material development, etc.;

- Effective use of educational media and technology (use of visual aids in classrooms; use of experimental and practical equipment in teaching; use of software, word processing tools, and lecture presentation tools,...);

- Searching and exploiting data sources for teaching and learning;

- Principles for using teaching and learning tools and technology in classrooms and workshops;

- Safety in using training equipment in workshops and production areas;

- Practicing the creation of teaching aids for certain lessons and using some teaching aids in class;

5.4. Application of Information Technology (IT) in Teaching (2 credits)

After completing this module, the trainee will be able to:

After completing this module, the learner:

- Presenting the advantages and effective methods of using IT in teaching;

- Using some professional functions of the Office suite to support teaching;

- Editing and compiling common resources for lessons (images, videos);

- Creating animations on computers to support teaching;

- Exploiting information from relevant websites related to teaching work, knowing how to effectively search for information from Google;

- Getting acquainted with some Web 2.0 services in teaching. Exploiting information from online guidance systems;

b) Content

- Overview of IT application in teaching;

- Compiling teaching materials using Microsoft Word (Some professional formatting techniques; Text merging; Automatic page numbering);

- Processing data, building charts and graphs using Microsoft Excel; Basic functions in processing examination data; Drawing charts and graphs in teaching;

- Designing content supporting lessons using Microsoft PowerPoint (Overview of PowerPoint software; Some advanced features of PowerPoint; Pedagogical orientation when using PowerPoint in class);

- Using mind maps in teaching (Introduction to mind maps; Methods of using mind maps in teaching; Using Free Mind software to create mind maps);

- Exploiting information on the Internet to support teaching (Overview of the Internet; Useful websites in teaching; Search techniques using Google);

- Processing images and editing videos (Image processing using Paint software; Video editing using Windows Movie Maker);

- Designing animated images (Process of creating animated images; Creating animated images using PP and Gif Animator);

- Collaborating, sharing, and consulting through the network (Using Blogs in teaching; Using Groups for network collaboration; Online consultation system);

5.5. Career Counseling for Students (2 credits)

After completing this module, the trainee will be able to:

After completing this module, the learner:

- Describing the characteristics of qualities and capabilities of instructors in their role as counselors;

- Analyzing principles of conduct in counseling activities;

- Relating to oneself in ensuring these characteristics and respecting the above principles;

b) Content

- Some issues regarding counseling and career guidance: Concepts, nature, roles of counseling, characteristics of students' counseling needs at vocational schools;

- Some contents of counseling and career guidance for vocational school students concerning: Organizing life in vocational schools, study methods, handling relationships within the school (with classmates, teachers, staff, surrounding community members, gender relations, etc.); job counseling, job introduction; career development counseling;

- Forms of counseling and guidance (direct and indirect counseling; group and individual counseling);

- Tools and methods for collecting and processing information in counseling and guidance - Requirements for teachers in their role as counselors;

5.6. Quality Management in Vocational Education (2 credits)

After completing this module, the trainee will be able to:

After completing this module, the learner:

- Stating concepts of educational quality, vocational education quality, quality assurance, evaluation, and accreditation of educational quality;

- Presenting contents of quality management in vocational education such as: Quality management model; Ensuring vocational education quality; Evaluating and accrediting vocational education quality, etc.;

b) Content

- Concept of educational quality and vocational education quality;

- Components forming vocational education quality;

- Models of quality management in education, including popular models such as TQM, ISO, CIPO, ILO, etc.;

- Evaluation and accreditation of vocational education quality, including:

+ Ensuring vocational education quality: Concept, quality assurance system, etc.;

+ Evaluating vocational education quality: Concept, methods, and forms of evaluation, etc.;

+ Process and cycle of vocational education quality accreditation: Concepts, regulations on process and cycle of quality accreditation, including vocational education;

VI. GUIDELINES FOR IMPLEMENTING THE TRAINING PROGRAM

1. Based on the training program for vocational teacher pedagogical skills in this document, higher education institutions entrusted by the Ministry of Education and Training to train vocational teacher pedagogical skills for vocational teachers and those who have graduated from university and wish to become vocational teachers (referred to as training institutions) shall develop specific training programs, draft detailed outlines for each course, design knowledge content in elective sections, and compile training materials suitable for the target audience.

Materials should be compiled in modular form and integrated between educational content for ease of teaching, learning, and time-saving.

2. Based on the learners' needs and the requirements of the subjects they will teach at vocational schools, learners can choose 2 out of the 6 elective topics mentioned above to ensure a total of 4 credits. Additionally, depending on the needs and specialty characteristics of each school, another elective topic with the same duration may be proposed to replace one of the above topics to suit the training audience.

3. The content of the "Teaching Methods and Skills" course must be developed in detail according to each specialty to match the field of study being trained. The "Practical Teaching" section also needs to reflect teaching and practical content consistent with the major/specialty of the learner currently teaching or preparing to become a teacher.

4. Methods of vocational teacher training: It is necessary to strengthen guidance and allocate reasonable time for learners to self-study, increase discussion, practice, and link with the actual teaching situation of vocational teachers.

5. Vocational training for vocational high school teachers shall be conducted by the training institutions. The form of vocational training for vocational high school teachers must be flexible (in the form of credit accumulation) to suit the target group and each specialized field of study; it may be organized in one or multiple sessions but must ensure the duration (as stated in Section III) and within no more than one year.

6. After each course, the student's academic performance is evaluated through exams or essays. The content of the essay focuses on clarifying the connection between theory and practice, summarizing practical experiences in professional activities of teachers.

7. The results of each course and the evaluation of vocational high schools regarding the teaching practice of students serve as the basis for training institutions to consider issuing the certificate of vocational training for vocational high school teachers. Students who have passed all exams with at least average grades and have achieved satisfactory results in teaching practice without violating regulations are eligible to receive the Certificate of Vocational Training for Vocational High School Teachers.

8. Vocational high school teachers who have not undergone vocational training and have been teaching for three years or more at a vocational high school, if assessed by the department and the vocational high school where they are teaching as having met the requirements or better, are exempt from teaching practice./.