Thực trạng và đề xuất biện pháp bồi dưỡng năng lực dạy học cho giáo viên tiểu học theo quan điểm tự chủ tại một số trường tiểu học ở thành phố Hà Nội

Tóm tắt

In the context of implementing the 2018 General Education Curriculum, developing teaching competence among primary school teachers has become an important requirement in response to changes in educational objectives, content, methods, and the organization of school-based educational activities. This article clarifies the necessity of professional development for primary school teachers in connection with the increasing autonomy of general education institutions. At the primary level, school autonomy is reflected in the school’s capacity to proactively organize, manage, and adjust educational activities in accordance with its functions, responsibilities, practical conditions, and development orientation. On that basis, schools need to place greater emphasis on curriculum development, educational planning, teacher assignment based on professional expertise and competence, and the design of feasible, continuous, and context-appropriate professional development plans. In particular, the development of teaching competence should not be viewed only as a managerial responsibility of the school, but also as a process that promotes teachers’ professional autonomy, self-directed learning, and occupational responsibility. The article highlights the significance of organizing professional development for primary school teachers in a way that links school autonomy with the enhancement of teachers’ professional competence during the implementation of the new curriculum.