Decision No. 36/2003/QĐ-BGDĐT Issuing the Regulations on Practical Training for Teacher Education Applied to Universities and Colleges Training General and Preschool Teachers at the College Level in Regular Programs

Pursuant to …;

OF THE MINISTER OF EDUCATION AND TRAINING NUMBER 36/2003/QĐ-BGDĐT
AUGUST 1, 2003 ON THE ISSUANCE OF REGULATIONS ON PRACTICE AND TEACHER TRAINING PRACTICUM APPLICABLE TO UNIVERSITIES AND COLLEGES TRAINING PRIMARY AND KINDERGARTEN TEACHERS AT THE COLLEGE LEVEL IN THE REGULAR SYSTEM
 November 5, 2002 Government Decree No. 43/2000/NĐ-CP on the functions, tasks, powers, and organizational structure of ministries and ministerial-level agencies;

MINISTER OF EDUCATION AND TRAINING

Pursuant to Decree No.86/2002/NĐ-CPPursuant to Government Decree No. 29/CP dated March 30, 1994 on the tasks, powers, and organizational structure of the Ministry of Education and Training;
Pursuant to Government Decree No. 43/2000/NĐ-CP dated August 30, 2000 detailing and guiding the implementation of certain provisions of the Education Law;
Pursuant to Decree No.Number: 43/2000/NĐ-CP August 30, 2000 Government Decree No. 43/2000/NĐ-CP detailing and guiding the implementation of certain provisions of the Education Law;
Based on the proposal of the Director of the Teachers Department,

DECISION:

Article 1. This Decision promulgates the Regulations on practice and teacher training practicum applicable to universities and colleges training primary and kindergarten teachers at the college level in the regular system.

Article 2. This Decision takes effect 15 days from the date of publication in the Official Gazette and replaces Decision No. 1096/QĐ dated August 28, 1980 of the Minister of Education on the temporary regulations on teacher training practicum applicable in teacher training colleges. All previous regulations that conflict with this Decision are hereby abolished.

Article 3. The Chairmen of Provincial People's Committees, the Chairmen of Municipal People's Committees directly under the Central Government, the Heads of the Office, the Directors of the Teachers Department, the Heads of units related to the Ministry of Education and Training, the Directors of Departments of Education and Training, and the Principals of universities and colleges training primary and kindergarten teachers at the college level in the regular system shall be responsible for implementing this Decision.

REGULATIONS

REGULATIONS ON PRACTICE AND TEACHER TRAINING PRACTICUM APPLICABLE TO UNIVERSITIES AND COLLEGES TRAINING PRIMARY AND KINDERGARTEN TEACHERS AT THE COLLEGE LEVEL IN THE REGULAR SYSTEM (Issued together with Decision No. 36/2003/QĐ-BGDĐT dated August 1, 2003 of the Minister of Education and Training)

Chapter 1

GENERAL PROVISIONS

Article 1. Scope of Regulation.

These Regulations stipulate the objectives, contents, methods of organization, ways of evaluation, and conditions ensuring the activities of practice and teacher training practicum for universities and colleges training primary and kindergarten teachers at the college level in the regular system (hereinafter referred to collectively as teacher training institutions).

Article 2. Scope of Application.

These Regulations apply to all universities and colleges training primary and kindergarten teachers at the college level in the regular system.

Article 3. Objectives of the activities of practice and teacher training practicum.

1. To instill educational principles, link theory with practice, theoretical knowledge with practical experience during the training of teachers, promote the positive, proactive, and creative initiative of students in the training process, and further strengthen the connection between the training institution and the place where teachers are employed.

2. To assist teacher training institutions in effectively implementing the program of practice and teacher training practicum, serving the goals of improving the quality of teacher training.

3. To create conditions for student teachers to come into contact with educational reality early, to frequently practice and hone their teaching skills, thereby forming the professional qualities and capabilities of teachers.

Article 4. Duration allocated for the activities of practice and teacher training practicum.

1. Teacher training practice (referred to as regular pedagogical skill training in the teacher training curriculum) is carried out throughout the course, with the duration specified in the framework programs for teacher training at the college level in the regular system issued by the Ministry of Education and Training.

2. Teacher training practicum is conducted in the second and third academic years, with the duration specified in the framework programs for teacher training at the college level in the regular system issued by the Ministry of Education and Training.

Article 5. Evaluation Method.

The practical and internship activities of student teachers shall be evaluated on a scale of 10 points and classified as follows:

1. Excellent grade from 9 to 10 points.

2. Good grade from 8 to nearly 9 points.

3. Creditable grade from 7 to nearly 8 points.

4. Above average grade from 6 to nearly 7 points.

5. Average grade from 5 to nearly 6 points.

6. Weak grade from 4 to nearly 5 points.

7. Poor grade below 4 points.

Article 6. Responsibilities of Teacher Training Institutions, Practical and Internship Sites, and Educational Management Levels.

1. Teacher training institutions and educational management levels at localities have the responsibility to organize, develop plans, monitor, and direct practical and internship activities.

2. General education schools and kindergartens selected as practical and internship sites (hereinafter referred to collectively as practical and internship sites) have the duty to accept students for practical and internship activities and to effectively implement such activities according to the plan.

Article 7. Criteria for Selecting Practical and Internship Sites.

Practical and internship sites must meet the following criteria:

1. Having good educational movements and quality.

2. Having a teaching staff enthusiastic, capable, and experienced in pedagogy to guide practical and internship activities for student teachers.

3. Having facilities and teaching equipment that ensure student teachers can conduct practical and internship activities.

4. Having a good pedagogical environment.

Chapter 2

PRACTICAL TEACHER TRAINING

Article 8. Objectives of Practical Teacher Training Activities:

1. To provide opportunities for student teachers to come into contact with educational reality early, to have a comprehensive view of school operations, relationships between family, school, and society, the responsibilities of teachers, and the requirements needed to become competent and virtuous teachers.

2. To provide opportunities for student teachers to practice pedagogical skills early, to familiarize themselves with the content, methods, and forms of organizing teaching and education inside and outside the classroom, some specific teaching techniques of each subject, grade level, and field of study.

3. To help student teachers prepare well in knowledge and skills for their second and third-year internships.

Article 9. Locations for Practical Teacher Training Activities.

Practical teacher training activities shall be organized at teacher training institutions and at practical schools (in accordance with the regulations of practical teacher training schools).

Article 10. Content of Practical Teacher Training Activities.

1. Practical Psychology Subject: Practicing research methods for age psychology, individual student research, content and style of pedagogical communication, methods for handling pedagogical situations.

2. Practical Education Subject: Studying the functions and responsibilities of teachers, designing content and programs, selecting teaching methods and organizational forms, organizing extracurricular educational activities, guiding students' learning both in class and at home.

3. Practical Work with Youth Groups: Practicing rituals of the Youth League, Young Pioneer badges, designing activity models, organizing camping trips, practicing games, group dances, and songs.

4. Practical Teaching Methods Subject: Developing pedagogical skills: listening, speaking, reading, writing, drawing, presenting on the board, preparing lesson plans, practicing lectures, making teaching aids, and other skills appropriate to the characteristics of each subject, field of study, and grade level.

Article 11. Evaluation of teaching practice activities.

1. The teaching practice activities of student teachers shall be evaluated and graded according to the provisions set forth in Article 5 of this Regulation.

2. The content of practical work belonging to a particular subject shall be graded by the instructor of that subject and included in the overall grade for the practical course component.

3. Student teachers who are absent for more than 20% of the time stipulated for each practical activity will not receive a grade for that part of the practice. These students must repeat the teaching practice according to the first-year teaching practice plan of the subsequent academic year.

Chapter 3

SECOND-YEAR TEACHING PRACTICE

Article 12. Purpose of second-year teaching practice activities.

1. To consolidate and systematize knowledge and skills learned and practiced in the first year, and to prepare well for the third-year internship.

2. To help student teachers delve deeper into understanding educational realities, interact with students and teachers at primary and kindergarten schools, thereby fostering professional sentiments and promoting self-improvement according to occupational requirements.

3. To assist student teachers in performing certain educational and teaching tasks of teachers, in accordance with the framework training programs for college-level teachers issued by the Ministry of Education and Training.

Article 13. Content of second-year teaching practice activities.

1. Understanding educational realities:

a. Listening to reports from school leaders about the organizational structure, work content, and current situation of the school.

b. Listening to reports from commune or ward leaders about economic, cultural, social conditions, and particularly the education movement in the locality.

c. Listening to reports from the Communist Youth Union Committee on the activities of the Ho Chi Minh Communist Youth Union, Ho Chi Minh Pioneer Team, and Young Stars.

d. Directly understanding the work content of teachers and subject groups at a school.

e. Reviewing various types of student files, class records, methods of evaluation, grading, classification of academic performance, physical fitness, and conduct of students, and professional guidance materials for each level of education, grade, and field.

2. Practicing as a class advisor and working with the Pioneer Team:

a. Attending class meetings led by the class advisor, Pioneer Team meetings led by the Sub-Team, and extracurricular cultural and sports activities led by subject teachers. After each session, there will be a review of experiences.

b. Directly participating in advising a class: Developing a class advisory work plan for the entire period and weekly, monitoring the moral, academic, health, and living conditions of the class, the Pioneer Team, and Young Stars, making observations and notes, and organizing experience reviews.

c. Participating in guiding class meetings, Pioneer Team meetings, Young Stars meetings, organizing labor, cultural, sports, recreational, excursion, and camping activities according to the characteristics of each field and grade.

d. Visiting students' homes.

3. Teaching practice, for each student:

a. Observing at least six classes (with lesson plans prepared) conducted by the instructor in their major field, followed by a review of experiences after each observation.

b. Preparing four lesson plans and practicing teaching under the guidance of the instructor, followed by a review of experiences after each practice teaching session.

c. Conducting at least one of the four observed lessons and receiving feedback from the instructor. The lesson plan for the class must be approved by the instructor three days prior to the class.

d. Listening to reports and learning about the efforts and progress of a good or excellent teacher in a subject group or team.

4. Submitting a report on achievements:

a. At the end of the internship, each student teacher must submit a report summarizing their experiences and learnings from the contents specified in Clause 1, 2, and 3 of this Article. The instructor responsible for the class advisor internship activity will grade and score the report.

b. After grading and scoring, the instructor responsible for the class advisor internship activity will directly submit the student's report to the internship steering committee head of the school two days before the end of the internship period.

c. Completing a research assignment in Psychology-Education, confirmed by the internship steering committee head of the school, and the student must submit this assignment to the Psychology-Education department of the teacher training institution within two weeks after the end of the internship period.

Article 14. Evaluation of the second-year teaching practice activities.

1. The contents of the second-year teaching practice activities of students shall be evaluated and classified according to the provisions set forth in Article 5 of this Regulation.

2. The instructor guiding the teaching practice activities is responsible for compiling and determining the teaching practice points. The instructor guiding the class management practice is responsible for compiling and determining the class management practice points.

3. The discipline awareness and internal regulations implementation points during the teaching practice period are determined through peer evaluation by the student group, with the cooperation of the instructor guiding the class management practice and the pedagogical lecturer (if applicable).

4. The total second-year teaching practice points (TTSP 2 points) are the average of the following practice contents: Teaching (GD) with a coefficient of 1, class management (CNL) with a coefficient of 2, report on harvest (BCTH) with a coefficient of 2, and discipline awareness (TCKL) with a coefficient of 1.

TTSP2 Points = (GD + BCTH x 2 + CNL x 2 + TCKL) / 6

5. Students who are absent for more than 20% of the stipulated time for the second-year teaching practice period will not be eligible for evaluation of their second-year teaching practice results. These students must repeat the second-year teaching practice according to the teaching practice plan of the next academic year.

Chapter 4

THIRD-YEAR TEACHING PRACTICE

Article 15. Purpose of third-year teaching practice activities.

1. To help education students enhance their understanding of the role of education in the country's industrialization and modernization process, grasp the regulations regarding the duties and rights of teachers, and strive to become excellent teachers based on that foundation.

2. To create conditions for education students to actively and creatively apply knowledge they have learned and hone educational and teaching skills in real school settings, thereby forming pedagogical competence.

3. The results of the third-year teaching practice are one of the conditions for students to be recognized as graduates.

4. To assist teacher training institutions and educational management levels in evaluating the quality of teacher training, from which to propose directions to improve the quality of training, utilization, and development of teachers.

Article 16. Contents of third-year teaching practice activities.

1. Understanding the actual situation of education.

a. Listening to reports from the school principal representative, self-study, and recording information about the school's educational situation.

b. Listening to reports from village or ward leadership representatives, self-study, and collecting information about local economic, cultural, social conditions, and educational movements.

c. Listening to reports from the Communist Youth Union Committee representative about the work of the Ho Chi Minh Communist Youth Union, Ho Chi Minh Pioneer Team, and Young Pioneer Stars.

d. Listening to reports from an outstanding class teacher or an outstanding subject teacher.

e. Recording and studying the activities of subject groups, the functions and responsibilities of teachers, class materials, student records, and professional guidance documents at various management levels, suitable for the characteristics of each field of study and grade level.

2. Class management practice:

a. Drafting class management plans for the entire period and weekly. Monitoring and understanding the academic performance, health, and morality of the whole class, individual students, and other class activities throughout the practice period, with notes, observations, and evaluations.

b. Guiding class meetings, participating in Ho Chi Minh Pioneer Team and Young Pioneer Star meetings. Organizing educational activities: labor, entertainment, arts, physical education, sports, camping, and commemorating traditional holidays.

c. Cooperating with parents, parent associations, the Communist Youth Union, and the Ho Chi Minh Pioneer Team to effectively carry out student education.

3. Subject teaching practice for each student:

a. Drafting teaching plans for the entire period and weekly.

b. Observing at least two model lessons conducted by the instructor or an outstanding teacher, and drawing lessons learned.

c. Preparing lesson plans, teaching aids, and practicing teaching sessions attended by the student intern group and the instructor. After each practice session, draw lessons learned and suggest improvements to the lesson.

d. Conducting at least eight classes according to the major under the guidance of the instructor. After each class, draw lessons learned, evaluate, and score.

4. Submitting a report on achievements:

a. At the end of the practice period, each student prepares a harvest report in the form of a research assignment on the contents specified in Clauses 1, 2, and 3 of this Article.

b. The student group meets to review and provide feedback.

c. The instructor guiding the class management practice scores and grades the student's harvest report and directly submits it to the head of the school-level practice steering committee two days before the end of the practice period.

Article 17. Evaluation of the third-year teaching practice activities.

1. The results of the third-year teaching practice of students shall be evaluated and classified according to the provisions set forth in Article 5 of this Regulation.

2. The instructor guiding the teaching practice activities is responsible for compiling and determining the teaching practice points. The instructor guiding the class management practice is responsible for compiling and determining the class management practice points.

3. The discipline awareness and internal regulations implementation points during the teaching practice period are determined through peer evaluation by the student group, with the cooperation of the instructor guiding the class management practice and the pedagogical lecturer (if applicable).

4. The total score of the third-year teaching practice (TP3 score) is the average score of the following components: Harvest Report (BCTH) with a coefficient of 1, Organizational Discipline Awareness (TCKL) with a coefficient of 1, Class Management Practice (CNL) with a coefficient of 2, Teaching Practice (GD) with a coefficient of 3.

TP3 score = (BCTH + TCKL + CNL x 2 + GD x 3) : 7

5. Students who are absent for more than 20% of the stipulated time during the third-year teaching practice period will not be eligible for evaluation of their third-year teaching practice results. These students must repeat the third-year teaching practice according to the teaching practice plan of the subsequent academic year.

Chapter 5

ORGANIZATION OF TEACHING PRACTICE AND PRACTICE

Article 18. Organization of teaching practice.

Based on the content and duration specified for teaching practice activities in the training programs for secondary teacher education, educational institutions have the responsibility to:

1. Develop plans, establish schedules, concretize the content, and budget for teaching practice activities.

2. Arrange appropriate locations for teaching practice activities in accordance with the departments, faculties, and majors as planned.

3. Assign departments, offices, faculties, subject groups, and teacher educators to implement the teaching practice program according to the academic year plan.

4. Direct, inspect, and evaluate the results of teaching practice throughout the entire course of study.

Article 19. Organization of teaching practice.

Student teachers going for teaching practice are divided into teams, with the number and composition varying depending on the locality, level of education, and major. There are two forms of organization for teaching practice.

1. The first form: Teams of student teachers are sent to the practice base to conduct teaching practice, directly directed by the principal of the practice base. The training institution does not send a teacher to guide; the team leader is a student appointed by the training institution to manage the team and handle general work.

2. The second form: The training institution appoints a teacher educator as the team leader to go to the practice base to guide the student teachers together with the teachers at the practice base.

Article 20. Tasks of educational training institutions.

1. Develop the teaching practice plan, specify the content, time, quantity of teams for the second and third years, select the practice location, and budget.

2. Proactively coordinate with provincial Departments of Education and Training to unify the teaching practice plan, establish a provincial-level teaching practice steering committee with an appropriate number and composition for each locality and major.

3. Educational training institutions issue decisions to establish the teaching practice steering committee of the institution comprising representatives from the board of directors, offices, and department heads related to the organization, management, and review of teaching practice results.

Article 21. Tasks of provincial Departments of Education and Training.

1. According to the unified plan with educational training institutions, the Department of Education and Training assigns tasks to district, county, town education and training offices (hereinafter referred to as district-level education and training offices) to select practice bases and implement the teaching practice plan.

2. The Director of the Department of Education and Training issues a decision to establish a provincial-level teaching practice steering committee comprising representatives from the leadership, relevant offices, and related educational training institutions.

3. The provincial-level teaching practice steering committee has the responsibility to monitor and direct district-level education and training offices to effectively organize teaching practice and convene a debriefing meeting after the teaching practice period.

Article 22. Tasks of the Departments of Education and Training at the district level.

1. Select training bases that meet the conditions as stipulated in Article 7 of this Regulation to implement the internship plan for students.

2. The Head of the Department of Education and Training at the district level shall issue a decision to establish a district-level internship steering committee comprising representatives from the Department of Education and Training, teacher training institutions, and directors of internship bases.

3. The district-level internship steering committee shall be responsible for monitoring, directing, inspecting the implementation of the internship plan by training bases, and objectively and uniformly evaluating the internship results of students.

Article 23. Tasks of the internship base.

1. At each internship base, establish an internship steering committee headed by the Principal, with a faculty member from the Teacher Training College (if any) serving as Deputy Chair, and subject group leaders or team leaders with student interns as members.

2. The internship steering committee of the internship base shall have the following tasks:

a. Welcoming students, creating favorable conditions in terms of spirit, material, accommodation, and lecture venues for student interns.

b. Assigning teachers with pedagogical skills, experience, and a sense of responsibility to guide internships.

c. Developing a guidance plan for student interns, determining requirements and contents of each activity, scheduling class timetables, and proposing measures to direct implementation.

d. Managing students during the internship period, only allowing students to leave the internship base for valid reasons confirmed by the team leader.

e. Evaluating and ranking students upon completion of the internship period.

g. Proposing rewards or disciplinary actions for students who achieve merits or violate internship regulations.

i. Writing reports on internship outcomes and compiling individual internship files of student teachers to be sent back to teacher training institutions.

h. Organizing lessons learned after the internship period to improve future performance.

Article 24. Tasks of internship guidance teachers.

1. Viewing the guidance of student teachers during internships as a duty in the process of teacher training.

2. Cooperating with faculty members from teacher training institutions (if any) to guide student interns.

3. Setting a good example, demonstrating a sense of responsibility, respecting, and providing conditions for student teachers to foster creativity during the internship process.

4. Helping student teachers understand and grasp the Party's educational policies and local educational realities, familiarize themselves with the duties of a teacher, and strive to become excellent teachers.

5. Cooperating with faculty members from teacher training institutions (if any) to objectively, fairly, and truthfully evaluate the internship results of students.

Article 25. Tasks of faculty members from teacher training institutions (if any).

1. Directly serving as the team leader and concurrently as deputy chair of the internship steering committee of the internship base.

2. Working together with the internship steering committee to develop and implement the plan.

3. Cooperating with internship guidance teachers on an equal footing, showing mutual respect to assist students in completing internship tasks successfully.

4. Working together with internship guidance teachers to objectively, fairly, and truthfully evaluate the internship results of students.

Article 26. Tasks of students when going for teacher internships.

1. Strictly adhering to internship rules and regulations, fulfilling internship contents well, following the guidance of the steering committee, internship base teachers, and faculty members from the Teacher Training College (if any).

2. During the internship period, performing duties as teachers of the internship base. Absences must have valid reasons and must be approved in writing by the head of the internship base steering committee.

3. Maintaining good relations with local officials, teachers, and residents. Serving as role models for students, speaking and behaving civilly and politely in public.

4. Having the right to appeal the internship results of oneself and fellow interns (if necessary) to the internship steering committee.

Article 27. Procedures for Summarizing Teaching Practice Activities.

1. At teaching practice sites:

a. Student teachers write reports on their gains, present them to groups, with the presence of teaching practice instructors, and students' groups evaluate.

b. Teaching practice instructors cooperate with lecturers from teacher training institutions (if applicable) to establish grade sheets, classify results, and submit them to the teaching practice steering committee for review.

c. The teaching practice steering committee reviews the teaching practice results, proposes commendations and disciplinary actions, organizes the summary ceremony, writes reports, establishes individual student teaching practice files, signs confirmation, and sends them back to teacher training institutions.

2. At the county and provincial teaching practice steering committees:

a. Compile teaching practice results.

b. Organize lessons learned regarding the guidance of teaching practice and propose recommendations on teacher training, content, and methods of organizing teaching practice.

3. At teacher training institutions:

a. Organize summaries, evaluations, and lessons learned from the teaching practice period.

b. Commend and reward staff, lecturers, and students who have achieved success during the teaching practice period. Announce any disciplinary measures (if applicable).

c. Retain student teaching practice files according to current regulations as a basis for evaluating graduating students.

Article 28. Teaching Practice Files of Student Teachers Include.

1. Teaching practice diaries, teaching practice plans, lesson preparation drafts, and class lesson plans.

2. Evaluation forms for teaching practice results.

3. Evaluation forms for class management practice results.

4. Reports on gains.

5. Evaluation forms for classification of teaching practice results.

Chapter 6

CONDITIONS TO ENSURE TEACHING PRACTICE ACTIVITIES

Article 29. The construction of equipment at practical training bases of teacher training institutions and costs for practical and teaching practice activities are funded by the state budget.

Teacher training institutions are responsible for mobilizing and utilizing existing material resources and other available resources to serve high-quality and effective practical and teaching practice activities in accordance with the teacher training curriculum issued by the Ministry of Education and Training and the agreed plan between the teacher training institution and the Department of Education and Training.

Article 30. Funds for practical and teaching practice activities are provided annually to teacher training institutions within the regular operating budget and managed and spent in accordance with current financial regulations, standards, and quotas.

Article 31. Contents of Expenditures for Practical and Teaching Practice Activities Include:

1. Costs for raw materials, fuels, supplies, and tools for practical and teaching practice activities at practical training bases.

2. Salaries of lecturers from teacher training institutions guiding students in practical and teaching practice activities.

3. Travel expenses for lecturers and staff from teacher training institutions traveling to perform guidance or inspection tasks for practical and teaching practice activities.

4. Train and bus fares for students going to practical and teaching practice activities outside teacher training institutions.

5. Allowances for lecturers guiding students in practical and teaching practice activities and for steering committees at various levels.

6. Other expenses ensuring the living conditions of students during practical and teaching practice activities outside teacher training institutions: such as electricity, lighting oil, catering fees, drinking water, cultural and sports expenses, rewards, teaching practice summary expenses, preventive medicine.