Solution to quality improvement of recruitment and training for art teacher in the international integration and globalization

1. Introduction - The quality education of universities is a matter of constant concern for the whole society and the universities themselves because their education products have a decisive significance to the development of the country. In the current trend of globalization and in the context of Vietnamese education upon integrating internationally besides achieving its goals and missions, universities need to move toward the quality standards of region and the world. Moreover, due to the increasingly social demand, universities have to deal well with the relationship between the training quality and the their outputs at the same time [1]. - In the past year, the facilities of training art teachers have been changing, improving positively, and confirming step by step the quality of their own. However, those changes are still small in the traditional training context. The current reality shows that there are a lot of inadequacies in training teachers resulting in a serious decline in the quality of training. Therefore, the teacher training instituations need to look objectively and scientifically in order to analyze and evaluate shortcomings of their training according to this they make breakthroughs to improve the quality of training art teachers and to meet the social requirements in the context of globalization and international integration. - A study of the current state of affair, finding effective solutions to improve the quality of training teachers are not new to universities so there are many articles and researchs on this issue. However, for the training art teachers currently in Vietnam, it is both new and young compared to other training, and rare in pedagogical universities. Up to now, due to many subjective and objective reasons, many authors have not published their articles and researchs on this issue. Within our articles with expectation of the quality and training of art teachers really effective marking an important turning out in perception and practice of training art teacher in Vietnam, we propose some breakthrough solutions to contribute to successful implementation of high quality human resources training for art pedagogy.

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HNUE JOURNAL OF SCIENCE DOI: 10.18173/2354-1075.2017-0135 Educational Sci., 2017, Vol. 62, Iss. 6, pp. 109-118 This paper is available online at SOLUTION TO QUALITY IMPROVEMENT OF RECRUITMENT AND TRAINING FOR ART TEACHER IN THE INTERNATIONAL INTEGRATION AND GLOBALIZATION Nguyen Thu Tuan Faculty of Fine Art and Music, Hanoi National University of Education Abstract. In order to improve the quality of recruitment and the training of art teachers, a fundamental change is needed in the curriculumn content, teaching method and vocational training methods for students to meet the increasing demands of society, contributing to improve the quality of education in the trend of international integration and globalization today. Keywords: Improve the quality, recruitment, training, fine art. 1. Introduction - The quality education of universities is a matter of constant concern for the whole society and the universities themselves because their education products have a decisive significance to the development of the country. In the current trend of globalization and in the context of Vietnamese education upon integrating internationally besides achieving its goals and missions, universities need to move toward the quality standards of region and the world. Moreover, due to the increasingly social demand, universities have to deal well with the relationship between the training quality and the their outputs at the same time [1]. - In the past year, the facilities of training art teachers have been changing, improving positively, and confirming step by step the quality of their own. However, those changes are still small in the traditional training context. The current reality shows that there are a lot of inadequacies in training teachers resulting in a serious decline in the quality of training. Therefore, the teacher training instituations need to look objectively and scientifically in order to analyze and evaluate shortcomings of their training according to this they make breakthroughs to improve the quality of training art teachers and to meet the social requirements in the context of globalization and international integration. - A study of the current state of affair, finding effective solutions to improve the quality of training teachers are not new to universities so there are many articles and researchs on this issue. However, for the training art teachers currently in Vietnam, it is both new and young compared to other training, and rare in pedagogical universities. Up to now, due to many subjective and objective reasons, many authors have not published their articles and researchs on this issue. Within our articles with expectation of the quality and training of art teachers really effective marking an important turning out in perception and practice of training art teacher in Vietnam, we Received date: 15/2/2017. Published date: 15/6/2017. Contact: Nguyen Thu Tuan, e-mail: thutuan.dhsphn@gmail.com 109 Nguyen Thu Tuan propose some breakthrough solutions to contribute to successful implementation of high quality human resources training for art pedagogy. 2. Content 2.1. Renew the recruitment process Recruitment is an important step affecting the quality of teacher education. This is the stage of selecting “input material”. It will be difficulty for high outputs if the inputs are not good enough. The training experience of the countries and the practice of training in Vietnamese pedagogical universities has confirmed that issue. On the other hand, each admission will dominate the pedagogical training model as well. So recruitment of which subjects is? How to enroll? What are the entrance qualification criteria?... these are issues that need to be studied seriously [2]. Actually, the current recruitment works shows that the number of applicants enrolled in universities in general and pedagogic universities in partcular decreasing considerably. Of which the most worrying is the art pedagogy is facing a lot of difficulties because in recent years there have not many candidates applied for art teachers. This leads to a difficult problem for art teacher traing institutions to tackle a harsh conflict between the one of enrolling gifted students (synomynous with very small number of “input”) with non-gifted students (meaning that these students enter the entrance exam are eligible). The solutions to this problem are: - Due to thie specific nature of the art pedagoy, universities will select students based on the results of 2 major subjects (Graphic and Composition/ or Decoration), a multiple choice test combined with an interview and a review of the student’s performance in the 3 years of high school. In the terms of the form of interview, in addition to the purpose of examining the knowledge of fine art, more important purpose is the test of attitudes toward profession and morality. Needing to move forward in selection of applicants for art pedagogy will have a test of some basic skills necessary for the teaching art (such as skills of speaking, writing, illustraiton on the board, communication. . . ) and certain knowledge of social science – humanity. The most important thing is to ask candidates to have orientation, attitude of teaching profession. This initially quality will be the driving force behind the efforts of student while attending pedagogical universities and after graduating. It is necessary to minimize the current prevailing situation in Vietnam when many students choose the profession as well as they are not aware of the stability of the future career (this situation is due to many reasons, but the main reason is still uncertainty about the employment opportunities and low remuneration of the State) [3]. - In order to create recruitment source for the art pedagogy in both quantity and quality, it is possible to do the followings: + Art universities/ pedagogies should collaborate with high schools to ask their help to monitor, encourage and motivate students with artistic skills to take the exam in the art major (by sending lecturers to high school clusters to introduce information about their art universities/pedagogies to grade 12 students; Or simply submit a detailed introduction leaflet on how to enter the entrance examination, how the program is being developed, what are the benefits of studying and graduating etc. . . ). In my opinion, distance training for the art major is a very effective form. + Currently, the entrance examination candidates of the art pedagogy are mainly coming from high school. Examination in specialized subjects (Graphics and Composition/ or Decoration) is extremely difficult for these candidates because they have been marginalized from the arts in the 110 Solution to quality improvement of recruitment and training for art teacher in the... 10th, 11th and 12th grade. Therefore, to overcome this inadequacy, the Ministry of Education and Training needs to revise the general curriculum of arts in high school education (That is to put arts into high school education in order to ensure continuity and relevance of this subject at all three levels: elementary, middle and high school). + Apart from recruitment from high school graduates, the candicates can be graduated from universities or colleges of art but from pedagogy who want to teach the arts in the high schools. With this type of subjects, two specialized subjects may be exempted for entry into university, one year of intensive pedagogical training, and then granting a degree in art pedagogy. 2.2. Renovate the training program In Vietnam today, each art university/ pedagogy offers its own training programs. Although many adjustments have been made, the contents of the training curriculums of many schools still reveal many inadequacies, not closely linked with reality, have not really met the requirements of high school and of society [4]. The solutions to this problem are: * Standardization of the program: TheMinistry of Education and Training needs to study and review all contents of the current art training programs to revise current strengths and weaknesses, thereby launching a framework program soon for art pedagogy. On that basis, the universities/ pedagogies will design a program that is suitable for the purpose of training in the pedagogy of art. In my opinion, this is right thing to do now. So there is a hope to improve the quality of teaching arts in a real and effective way. The structure of the new program should adapt to the practical requirements of high schools. The content of the new curriculum is to shift from approaching the content (as currently) to reaching the capacity, improving application and practice skills; ensure that the principle of "learning matchs with practice, theory connects with practice" is met, satisfying the output standards and meeting the needs of society. Renovation of the training content must ensure the fundamentality, comprehensiveness, practicality, modernity and systematic; Rebalancing the amount of time to train professional knowledge and pedagogical training; To increase the amount of time and to increase the frequency of practice and practice in high schools, as an opportunity for students to have sufficient time to train their skills. Integrated design is one of the modern teaching tendencies that are being studied and applied at many levels of high schools [3]. Therefore, it is necessary to renovate the program of training of fine arts teachers in accordance with the practice in order to honor the pedagogical school as a "mainframe" for the purpose of leading the way and orienting to innovate the method of teaching art in the high school level. * Intensification of teaching informatics applied in the field of art: In the age of information technology explosion, equipping knowledge about computing and instructing students to practice computing skills in each field are very necessary. In teaching the art (in general) and teaching fine art (in particular), the application of information technology to the teaching and learning practice is quite new, but it is very useful - This is the key helping the teachers (and the students) open up a new approach to teaching and learning, it is the basis for effective coordination with other methods and means of teaching, making the subject more lively, richer, more persuasive and more effective. For the fine art, it is necessary to include the Applied Informatics in curriculum for art students (slightly higher may be Computer Graphics). 111 Nguyen Thu Tuan 2.3. Improve the capacity of lecturers Our fact finding shows that most fine art lecturers in fine art universities/ pedagogies do not have formal or formal pedagogical training in theoretical and teaching methods. Therefore, most of the teaching hours in their classrooms are still in the form of teachers reading – students writing; teaching hours for practice in a "on the job training” manner, in favor of the "giving craft" type, "impart the experience". With such a teaching, a large fine art student is still learning passively. Therefore, over the past few years, the consequences of the training of fine art students of some universities have created many products of their lack of creativity, less adaptable to the teaching practice of schools. The quality of the fine art teachers does not meet the requirements of education reform in the international integration period: Many lecturers are stagnant in scientific research and professional self-training to improve professional competence; passive psychology, foreign language proficiency and informatics proficiency are limited in many art lecturers and so on. This is one of the inherent persistence of many years, and it is a great challenge for fine art teachers. Thus being less dynamic, less progressive, refusing to innovate teaching methods... are inevitable consequences for these teachers. The solutions to this problem are: * Planning and developing fine art faculty: The planning and development of faculty play a very important role, ensuring the development of a sufficient number of high-quality faculty members in terms of structure, ensuring a smooth connection between generations and building up a top-notch faculty. To innovate fundamentally and comprehensively the education of Vietnam, the first job is to screen, recruit, build a team of high quality teachers, must consider this breakthrough - this is the important factor to improve the quality of education in general and the quality of higher education in particular. If we built successfully faculty who have moral qualities and enthusiasm, have good professional capacity, have good pedagogic skills and know how to behave appropriately with every educational situation, the quality of the comprehensive education will be achieved as desired [5]. This is the most basic condition, which should be considered as a prerequisite, it is extremely important to renovate the method of education, improve the quality of teacher education in the universities/ pedagogies in trend of globalization and integration. In order to recruit fine arts lecturers who have good political qualities and good morale, have good teaching ability to teach in big prestigious schools (for example: Hanoi National University of Education, National University of Art Education...). In our opinion, it is necessary to select graduated students with good grades or higher and then train; Or select qualified teachers are teaching at universities/ colleges, pre-qualification, then make the entrance examination to assess the political awareness, professional qualifications, foreign language, computer science, teaching skills (through forms of teaching demonstrations). This is an integrated assessment, so there must be a board of educators with professional qualifications and experience in the discipline, subject for * Standardize the quality of teachers: - Building and developing highly qualified teachers with solid pedagogical skills, morality and dedication to the profession are of the most important and urgent tasks. This is the most basic condition should be considered as the first element to improve the quality of fine art teacher education of art schools/ pedagogies today. - The standardization of lecturers’ teaching quality is also reflected in the consistency of objectives and views of training. It is: "Teaching methods in college do not allow the arbitrarily" 112 Solution to quality improvement of recruitment and training for art teacher in the... there is nothing to teach, why teach?". - Each art lecturer needs to clearly define the purpose of this specialization is the training of teachers of arts education for high schools. With such determination, in the course of teaching, the lecturers will clearly see their responsibility, not deviate, not far from reality, and then they will take care of the knowledge that the learner needs, the society needs, the high school needs; So that when graduation, art students can adapt immediately to the task of high school. - It is necessary to change the thinking in the method of training of some art teachers so that they understand that teaching in university is to teach students how to study, self-study, self-research- not teaching "on job training" method. In other words, the lecturer is the person who "hands over the key to information, giving students the tools to fundamentally process the information” [6]. * The faculty’s improvement and self-improvement: - Training courses for art teachers should be strengthened - especially the training on pedagogic and teaching skills. It is possible for faculties to be able to observe, experiment and to practice modern teaching methods as well as to learn from the teaching experience of their peers in domestic and on international. - It is recommended to exchange lecturers, share materials with local and foreign training institutions in domestic and on international. (Preferably universities in Southeast Asian countries), invite excellent trainers at report experience. - To create the best conditions for the top faculty members and young lecturers to visit, exchange and teach in countries in Southeast Asia and around the world. - To build centers for scientific research, application and transfer of technologies in order to promote the creative activities of art teachers. - Regularly improve professional qualifications: Draw lessons learned; keeping up to date, updating new teaching methods in high school, etc. are indispensable to every art teachers. If the art teachers themselves refuses to innovate, refuses to update advanced teaching methods, refuses to improve their foreign language skills, do not apply good information technology to teaching... they cannot equip for students to master deep, broad and modern knowledge. 2.4. Renovate the training mode 2.4.1. Renovate teaching methods must start with the work of the teacher It is important to change the thinking about how to teach, how to study in the pedagogical school. New teaching methods have shifted to focus on helping learners to shape and develop their abilities and skills to apply knowledge they have learned into real life - that is, "learning must go together with the practice". The teacher’s way of looking, understanding and teaching must always be innovative, constantly updated knowledge, constantly learning to improve the level, improve understanding to meet the increasing requirements of society and of future generations [7]. The experience of many advanced countries in the world suggests that the duration of the teaching methodology can be reduced by integrating specialized teaching with teaching methods. This is necessary and appropriate for the Vietnamese situation. By this method, we can reduce the teaching time of the subject method but still improve the quality of training [2]. 2.5. Renew the content, mechanism, method, process of organizing the practice The current pedagogical training of the schools/ faculties is the most inadequate problem, expressed in the following contents: The amount of time spent on this activity is too small 113 Nguyen Thu Tuan (currently less than 21%); The pedagogical training activities are seasonal, just superficial, not depth; The form of pedagogical training for students is monotonous, hard, not attractive, so students have not been properly aware of learning and practice. This is a consequence of many reasons, but perhaps the main reason is that the content and methodology of the schools/ pedagogies do not meet the educational reform requirements [8]. Specific solutions to overcome the above problems are: - The pedagogical training for students should not be limited to 2 training courses, but they must be regularly trained and continuously from the first year to update with the constant innovation in high school. Therefore, in order for the students of art to have good pedagogical skills, in addition to the theoretical knowledge learned in the lecture room, the schools/ pedagogics should increase the proportion of pedagogical knowledge in the total number of credits of the training program (at 30-35% for practice) is designed to give students greater access to the reality of high school education. Thus, when graduating, students will easily adapt immediately and adapt effectively to the strict requirements of the practice is always innovated in high school. - The content of the pedagogical training for students is not only just one task, but also: the writing and presentation of the table; Illustrated drawing on the board; Correct spelling mistakes; Practice speaking loudly; Practice speaking expressively; Set up teaching aids and learn how to present them; Think and ask questions that are short, simple,
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