Developing the homeroom competence for students in secondary and high school teacher training

tudy results also includes 2 types: Formative assessment and summative assessment. - Contents and criteria of assessment: The contents of assessment are specific competencies described in the module’s outcome standards/ aims. The criteria of assessment need to be clearly established and deployed by teachers for students at the beginning of the module. These criteria could focus on not only theperforming process (attitudes, cooperation, ways of thinking, applying methods) but also the products achieved (for examples: homeroom task plans, classroom organizational structure models, speeches, homeroom lesson plans, plans for organizing an educational topic, parent-teacher meeting plans, etc.). Kỷ yếu Hội tHảo quốc tế CáC vấn đề mới trong khoa họC giáo dụC: tiếp Cận liên ngành và xuyên ngành352 2.3. Integrate, combine homeroom competency development for students in pedagogical profession subjects/modules As stated above, outcome standards at curriculum level will be “transferred” and specified by outcome standards at subject level. Therefore, in secondary and high school teachers’ training program, some subjects in the pedagogical profession subject groups with appropriate contents could be integrated with homeroom competency development, for example: General Psychology, Age-group and Pedagogical Psychology, General Education could be integrated with practice exercises, discussion about educating troubled students in homeroom class, handling pedagogical situations in homeroom class, choosing educational contents and methods suitable with age-psychological characteristics, explaining factors affecting attitudes, actions, behaviors, students’ study results, etc. 2.4. Develop homeroom competency for students through listening in for practice and pedagogical practices Secondary and high school teachers’ training program needs to spend a significant amount of time on listening in for practice and practical searching module. Students are allowed to have field trips to secondary and high schools with contents regulated in the module, and they have to finish assignments and achievement reports from their own experiences. Among the requirements to complete on-the- job trainning and reality expericencing, the students are also required to include research on homeroom teaching. It’s worth noting that pedagogical practices in secondary and high schools are important activities with significant duration designed in training program for teachers generally and secondary and high school teachers specifically. Currently, pedagogical practices for students always have contents about homeroom tasks. Students are able to attend class meetings, observe educational activities organized by homeroom teachers for their students; students are able to practice, experience how to manage an actual class and practice organizing educational activities for students in the class assigned. Students are given opportunities to apply homeroom knowledge and skills into reality, hence develop their homeroom competency. Pedagogical practices in general and homeroom task practices in particular need to be studied and organized by pedagogical schools with gatherings not only on a periodic basis but also on a regular one during pedagogical training process. Phần 3. ĐÁNH GIÁ PHÁT TRIỂN NĂNG lỰc NGƯỜI HỌc 353 2.5. Develop homeroom competency for students through extracurriculum activities Pedagogical schools, faculties associate with organizations such as the Ho Chi Minh Communist Youth Union, the Students’ Association to organize extra curriculum activities with contents related to homeroom competency development for students. Some extra curriculum activities can be organized for students such as: - Organizing exchange meetings with experienced homeroom teachers; - Organizing experts and educators’ seminars on contents related to homeroom tasks; - Organizing homeroom competency contests (competing on handling pedagogical situations in homeroom tasks, preparing lesson plans for class meetings, preparing plans for organizing educational activities for students, etc.). CONCLUSION Homeroom teachers play an important role in educational and training activities in secondary and high schools. In the era of the Industrial Revolution 4.0 with strong and continuous change in every aspect of social life, the homeroom teachers are not only educators, classroom managers, but also consultants, side by side with students; leaders, guiding students; social activists coordinating all educational resources in order to guarantee the proper development of students’ personalities. Competency-based training for secondary and high school teachers must not leave out that homeroom competency is considered a necessary part of the teachers’ overall competencies. The structure of homeroom competency to effectively perform homeroom tasks includes 3 competency groups: management competency, education competency and coordination competency with educational resources. Homeroom competency needs to be made one of the outcome standards of training program and developed for students through a separate module; through combining, integrating with other pedagogical profession subjects/modules; through listening in for practice, pedagogical practices; and through extracurriculum activities. The research result stated in this article couldbe used as a reference for pedagogical schools, faculties in designing competency-based training program in which the homeroom competency is considered necessary for a future secondary and high school teacher. Kỷ yếu Hội tHảo quốc tế CáC vấn đề mới trong khoa họC giáo dụC: tiếp Cận liên ngành và xuyên ngành354 REFERENCES 1. Institute of Educational Managers Ho Chi Minh City. (2010). Training materials on secondary and high school homeroom tasks. Ho Chi Minh city. 2. Koontz, H., Odonnell, C., & Weihrich, H. (1998). 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ĐÁNH GIÁ PHÁT TRIỂN NĂNG lỰc NGƯỜI HỌc 355 PHÁT TRIểN NĂNG LỰC CHỦ NHIỆM LớP TRONG ĐÀO TẠO GIÁO VIÊN TRUNG HỌC Tóm tắt: Trên cơ sở phân tích nhiệm vụ và các mối quan hệ công việc của người giáo viên chủ nhiệm (GVCN) ở trường trung học, kết hợp với tổng quan nghiên cứu của một số tác giả, bài viết trình bày các năng lực thành phần cần có trong hệ thống năng lực chủ nhiệm lớp, giúp GVCN thực hiện vai trò của nhà quản lí lớp học, nhà lãnh đạo tập thể học sinh, nhà giáo dục và nhà hoạt động xã hội phối hợp các lực lượng giáo dục trong và ngoài nhà trường. Dựa trên quan điểm về đào tạo theo tiếp cận năng lực, bài viết đưa ra một số đề xuất về phát triển năng lực chủ nhiệm lớp cho sinh viên trong đào tạo giáo viên trung học. Năng lực này cần được đưa vào chuẩn đầu ra của chương trình đào tạo và được phát triển cho sinh viên qua nhiều con đường. Kết quả nghiên cứu trình bày trong bài viết có thể là tài liệu tham khảo cho các trường sư phạm trong thiết kế chương trình đào tạo theo tiếp cận năng lực, trong đó, có tính đến năng lực chủ nhiệm lớp như một năng lực cần thiết của người giáo viên trung học tương lai. Từ khóa: Phát triển, Năng lực chủ nhiệm lớp, Đào tạo, Giáo viên trung học.