DALARNA UNIVERSITY, SWEDEN AND FACULTY OF PEDAGOGY, VIETNAM NATIONAL UNIVERSITY, HANOI Education Thesis EVALUATING OBJECTIVELY THE RESULT OF TEACHING PRACTICE OF FOURTH YEAR STUDENTS, FACULTY OF PEDAGOGY, AN GIANG UNIVERSITY AT HIGH SCHOOLS IN AN GIANG PROVINCE MA NGUYỄN BÁCH THẮNG SUMMARY OF DISSERTATION Educational innovation derives from renovating the teachers’ teaching methods The internship process is a key factor in deciding whether a student has the necessary ability to teach or not Thus, the quality improvement of internship is the issue that many schools of education and faculty of pedagogy have to consider and carry out in the future In order to train a good teacher, besides training for their major subjects, the process of internship needs to make students love and have much passion for their teaching career The universities, institutions, faculties of education, high schools and each student of pedagogy is obligated to make great efforts to improve his/her knowledge and improve the quality of the internship Nowadays, the whole nation is implementing innovations in content, programs and teaching methods in all levels of school - from the kindergarten to university The innovation of teaching and learning style has been taking place in universities and high schools Also, the MOET organizes such training courses for schools and universities annually Therefore the students can learn and apply new teaching approaches more actively during their time as interns or student teachers at high schools.1 While performing their internship at high schools, the trainees can apply the knowledge and the methods they had studied onto “the real learners”- that is high school students ´Real´ high school students differ from their classmates who play the role of high school students performed in stage one at the university There are obviously some new pedagogical situations at the high school such as nurturing excellent students, tutoring weak students, re-teaching naughty and stubborn students, contacting students’ parents and attending the teaching professional-discussion activity at the high school The MOET also wants to know whether the young new teachers are able to use new teaching methodologies The thesis “Evaluating objectively the result of teaching practice of fourth year students, faculty of pedagogy, An Giang University at high schools in An Giang province” aims to devise a system to evaluate students when they practice teaching at high schools, to help the Executive Board of An Giang University understand the teaching and learning situation of teachers and students at the University Based on the findings, the Executive Board will give suitable suggestions to improve the quality of teaching at the University as well as the quality of teaching practice in the next years For that reason, I have raised the following question to study Based on theories, methods and evaluation instruments applied in the project, we can evaluate objectively the result of teaching practice As a first step, we can classify the teaching quality of trainees in their teaching practice at high school My dissertation includes chapters: chapter I: Diagnosis; chapter II: Purpose; chapter III: Theory; chapter IV: Method; chapter V: Action; chapter VI: Evaluation Chapter I – Diagnosis: Introduce the history of An Giang University, the matters need to be studied when students practice teaching at high schools As a member of the Executive Board of the teaching practice phase of An Giang University, I directly participate in the teaching practice of the students Through previous reports of teaching practice, interviews of Executive Board of teaching practice phase at high schools, teaching trainers and trainees at high school, I discovered several problems in the organization of teaching practice and the evaluation procedure of students’ teaching practice as follows: First, the relationship between the Executive Board of teaching practice at An Giang University and the Executive Board of teaching practice at high schools was not organized or strong enough Most data on teaching practice were collected from the leaders of high school teaching practice Also, the distribution of teacher-students to various high schools was not suitable For example, some schools were provided more teacher- students than they needed As a result, the supervisors in these schools didn’t have enough time to supervise their number of teacher-students to be supervised or offer remarks and evaluations for their teacher-students Second, very few An Giang University teachers took part in classroom observations at high schools nor did they sit down with high school teaching trainers to discuss and evaluate the students’ work Most of such discussion and evaluation was given to the high school teaching supervisors Third, each high school evaluated the teaching practice result differently The evaluation standard was subjective and depended on the high school management board and teaching trainers there As a result, there were great differences in evaluating teaching practice among the participating high schools Fourth, a large number of the trainees did their teaching practice tasks at their old high schools According to the data collected from interviews of last year’s trainees, teachers in those high schools had a tendency to give higher scores for his/her old students Additionally, most trainees only knew their teaching practice results at the end of teaching practice tasks, so they had very few occasions to discuss their ideas about the evaluation with the supervisors Last but not least, some leaders of teaching practice high schools were not really able to watch the students; they seldom participated in their students’ teaching periods For this reason, they did not feel responsible for evaluating the trainees´ performance Chapter II – Purpose: Mention about the importance, aims, targets of the project and beneficiaries from the project Chapter III – Theory: Summarize some applied theories to study the project, interpret some vocabularies in teaching practice, and summarize some articles about teaching practice of authors in meetings related to the studied project Chapter IV – Method: Present the methods used in the study, summarize the strong and weak points Combine all the methods together when studying to obtain the highest result to implement the project Summarize the steps to execute the project Chapter V – Action: In order to answer the first question, we assign the responsibility of members who take part in evaluating teaching practice, divide teaching practice groups according to the proposal of schools In order to answer the second question, we use assessment instruments and improve the methods of assessment to evaluate the teaching practice of students Then, we synthesize and analyze the results, point out the backlog matters and offer some solutions for the next phase of teaching practice Chapter VI – Evaluation: Reevaluate the project implementation process, point out the improvement of relationships and mission among members who take part in the process of teaching practice, point out the improvements between the old and innovated evaluation methods Bring out opinions of participants in the project on the innovated evaluation method The result will be able to allow the project to be studied in the next phase of teaching practice in order to perfect objectively evaluation procedures of the students teaching practice results step by step Withdraw some practical values that we may learn from the project Values drawn from the project: a My project was implemented in weeks at high schools In these eight weeks, we objectively assessed the teaching practice quality of teaching practice students When implementing the project, I find that assigning the task and defining the close relationship among sides participating in assessing make the assessment result of students more objective b Leader and manager need know how to mobilize the existing external and internal force, how to combine them together to make the project implementation attain better results c Leader and manager need to hear the feedback from different sides and analyze the information and make the adjustments which are suited to the reality happening at high school d Leaders need to concentrate on strategic activities, bring out actual programs and authorize members to implement, carry out checking and controlling the level of work completion of authorized members e The project pays attention to the time of activity, people attending the project, project implementation budget in order to ensure that the project implementation will reach the highest result with the lowest expense f After finishing the project, the leaders know how to self assess good points and drawbacks of the project, know how to acknowledge weak points in order to find out the next solutions In short, through researching the project, I have learnt that if I want to become a good leader, I must know how to self evaluate my strong points and limitations, know how to recognize my weak points and find out the way to overcome; always paying attention to activities which no one can solve Assigning is a time management model, carrying out control right and completing the responsibility effectively, simultaneously developing the necessary skills of the staff; always exerting ourselves to put the quality on the top, utilizing the chances to learn from the experience of colleagues and students ... whether the young new teachers are able to use new teaching methodologies The thesis Evaluating objectively the result of teaching practice of fourth year students, faculty of pedagogy, An Giang. .. history of An Giang University, the matters need to be studied when students practice teaching at high schools As a member of the Executive Board of the teaching practice phase of An Giang University, ... participate in the teaching practice of the students Through previous reports of teaching practice, interviews of Executive Board of teaching practice phase at high schools, teaching trainers and