In-Service Training Management—A Case Study in Vietnam

Anh Nguyen

doi:10.5539/ies.v13n10p1

Abstract

In-service training is an integral part of an educational system as teachers always need to update their educational and professional knowledge for a more effective teaching delivery. Ensuring the effectiveness of the in-service training programmes is, however, very challenging. In this article, we introduce the use of the CIPO model, i.e., Context-Input-Process-Output, for in-service training management. We extend the classical CIPO model by integrating into it a quality assurance process. We conduct a case study in Vietnam over a sample of 163 teachers and develop an IT training course to demonstrate how the new model can be used in teacher training management. Finally, we discuss about the lessons learned and recommendations.

Highlights

1.1 Problem BackgroundIn-service training is part of the continuous professional development (CPD) for teachers and it plays a crucial role for the success of an educational system
In order to demonstrate the use of the extended CIPO model in teacher training, we conduct a mini IT course for 163 teachers in Hong Linh town, Ha Tinh province, which is in the central of Vietnam
We introduce an extended CIPO model for managing the in-service training process for teachers

Summary

Introduction

In-service training is part of the continuous professional development (CPD) for teachers and it plays a crucial role for the success of an educational system. The main purpose of in-service training is to provide opportunities for teachers to update their educational knowledge, professional skills, and to adapt to changes in the curriculum or educational policies. Teacher training is an important activity for schools around the world and this is especially true for developing countries like Vietnam, where there is a higher need to update the educational system to adapt to societal changes. The management of in-service training programmes is, rather challenging because this is often a coordinated activity between different management levels, from the national to regional departments of education to local schools and between different social stakeholders related to education

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Discussion

Conclusion