Thực trạng phát triển chuyên môn của giáo viên ở cơ sở giáo dục mầm non ngoài công lập tại Thành phố Hải Phòng

Tóm tắt

Early childhood teachers of non-public educational institutions increasingly account for a larger proportion in early childhood education. Professional development for non-public educational institutions teachers will contribute to improving the quality of early childhood education. This article uses quantitative research methods, collecting information through questionnaires on 166 teachers to discover the current status of professional development of non-public early childhood teachers in Hai Phong city. The survey results focus on issues: (1) the rate of early childhood teachers receiving support when they first enter the profession; (2) the current status of professional development of early childhood teachers in the last 12 months; (3) barriers that teachers encounter when participating in professional development activities. These research results provide practical information for educational management agencies in developing professional development programs for early childhood teachers in general and non-public early childhood teachers in particular.