Innovation in the training program for core teachers in 2020

“The implementationModule 2Capacity building for core teachers under the ETEP program has many advantages.The firstAfter going through module 1, all the lecturers, reporters and students have been trained and mentally prepared.Monday, module 1 can be considered as an overall guide, creating a background for the following modules, making the teaching of the lecturer and the learning of the students quite smooth and fluent.

Especially creating better and better products, the value of the products proves the progress of the students. The most obvious breakthrough is that if in the past, we had to spend a long time to do ideological work, prepare conditions from material to spiritual, then this training session everything happened quite quickly and systematically because everything was basically met. Regarding the LMS system, if in module 1, accessing the student's account online was still slow and had errors, now the connection is faster. The documents are also prepared more carefully, the content of the documents is complete, true to the spirit of theETEP.

Regarding the proposed recommendations, the current training program is still quite rushed, it is necessary to extend the time between modules a little more so that students can pause, re-study, re-analyze, and from there draw out their own strengths and weaknesses in the learning process to find solutions.

"From the perspective of a lecturer who has participated in training core teachers for the Natural Science class, I find that compared to module 1, module 2 is more systematic. Firstly, in terms of training materials, module 2 has specific content and clear tasks for learners. Because learners have been trained through module 1, they have understood the methods and ways of learning.

On the other hand, having studied online at home for 5 days in advance, when attending the direct training, the students were quite excited, enthusiastically received, and completed the discussion and exchange tasks and exercises well. Therefore, compared to module 1, the students had changed and made remarkable progress from lesson preparation to learning in class. As for the lecturers, in module 1, many people were still quite confused, but in module 2, most of the lecturers carried out the training and coaching for the students systematically and scientifically. Through the survey, the students had very positive feedback.

Regarding the LMS system, compared to module 1, the data is uploaded well and the system runs stably, creating favorable conditions for students to operate and study. However, both teachers and students wish to have a sample video for a full 45-minute lesson for students to refer to. Because currently the system already has videos, but they do not meet the expectations that students are waiting for."

Having participated in module 1 training for teachers and key managers of general education institutions in 2020 under the ETEP program to serve the implementation of the new general education program, I now continue to participate in module 2, and I see clear innovation.

The first, the resources in module 2 are scientifically arranged, easier to follow because they are divided specifically according to the plan in a sequential manner. If in module 1, the trainees are still vague and do not know what they will learn in the next session, then in module 2, the trainees can study the materials before going to class.

Monday, the audio and visual system is better, there are more videos in module 2; the way questions are presented in module 2 is also different from module 1. Specifically in module 1, each time students do exercises, about every 10 minutes there is a question that stops and then students answer. Now, after watching the entire video, students grasp the general knowledge and then answer the questions.

Regarding the teaching staff, they are very enthusiastic, dedicated and have good teaching methods. During the teaching process, students receive a lot of content, knowledge and learn and expand a lot from the ETEP 2020 training program.

"Participating in module 2 training, we realized that there are many breakthroughs in training core teachers under the ETEP program.

The first,All plan contents are uploaded to the LMS system so that students can grasp and be proactive in terms of time to participate in online learning on the system in advance; the document system is also very diverse, with documents from the Ministry of Education and Training, documents related to the module being studied, especially lecture videos, rich and easy-to-access images.

Monday, The LMS system is relatively standard in terms of access speed, the Vinh University teaching staff is very qualified, experienced and knowledgeable about teachers in the grassroots area. Trainees are core teachers participating in training like us, we are completely confident that we will deploy well for general teachers and apply the knowledge and methods learned in teaching the new general education program.

However, we also have some concerns, that is, the arrangement of training time during the year greatly affects the professional tasks of teachers at school such as teaching quality, quality of excellent students, homeroom discipline...

This affects the results of the year-end evaluation and classification of teachers according to professional standards. We recommend that there should be a reasonable centralized training plan so as not to affect the performance of core teachers' duties at school.

Besides, there are no clear regulations and rules for supporting mass teachers so that core teachers can be proactive in support work; it is necessary to clearly stipulate the level of funding paid to core general education teachers when participating in supporting mass teachers.

"The subject I am taking is an experiential subject. This is a new subject, so I and the other students in the class are quite stressed.

If in module 1, at first glance, we students still felt confused and somewhat bewildered with many unsolved problems, then in module 2, the initial problems were resolved.

The teachers' teaching methods and open source documents have helped us grasp the purpose and requirements of the experiential subject in the new general education program. However, because the experiential subject brings together teachers from many different majors: English, Math, Technology, team leaders, management teachers... the common concern of students is that they will approach and grasp the new subject but not grasp their own specialized expertise.

Therefore, we hope that the program will create conditions for core teachers to be trained in experiential subjects while also accessing their specialized subjects."