Đề xuất mô hình bồi dưỡng giáo viên tiểu học trên nền tảng số cấp trường tại Thành phố Hồ Chí Minh

Tóm tắt

Digital transformation in education requires the innovation of teacher professional development approaches toward flexibility, personalization, and data-informed practices. Although Ho Chi Minh City has favorable infrastructure and resources, the lack of a school-level model for teacher professional development on digital platforms remains a gap that needs to be studied and refined. This study employs a systematic literature review to analyze and synthesize both domestic and international studies related to digital platform-based teacher professional development, thereby proposing the S-DPD model, which integrates a learning management system (LMS), blended learning, an evaluation dashboard, online professional learning communities (PLC), and recognition mechanisms, operating within the PDCA cycle to ensure continuous improvement. The S-DPD model is expected to be appropriate for the context of Ho Chi Minh City, where digital infrastructure, teacher capacity, and experience in digital transformation have been established. The model shows potential to contribute to modernizing professional development, enhancing transparency, promoting self-directed learning, and aligning with professional development requirements. The findings provide practical evidence for local educational practice in implementing sustainable professional development initiatives.