Các yếu tố ảnh hưởng đến quá trình phát triển năng lực dạy học dự án của giáo viên mầm non tại Thành phố Hà Nội

Tóm tắt

This study focuses on analyzing the factors influencing the development of project-based learning competencies among preschool teachers in Hanoi in the context of current educational reforms. The research utilizes a mixed methodology, combining sequential explanation with questionnaire surveys of 411 preschool teachers and 70 administrators at public preschools in Hanoi, along with in-depth interviews to clarify quantitative results. The research findings indicate that the development of project-based learning competencies among preschool teachers is influenced by multiple factors, both individual and within the educational environment. Among these, professional qualifications, awareness of project-based learning, and the management and professional support provided by the school are the most prominent influencing factors. Furthermore, professional motivation, physical facilities, parental involvement, and community support resources also have a certain impact. The research findings indicate that developing project-based learning competencies requires a continuous professional development approach, combining individual capacity building with the creation of a supportive professional environment and appropriate educational organizational conditions. The study contributes to supplementing the practical basis for training and developing project-based learning competencies among preschool teachers in the context of current educational reforms.