Quản lí bồi dưỡng năng lực tổ chức hoạt động giáo dục tích hợp giáo dục STEAM cho giáo viên mầm non

Tóm tắt

In the context of early childhood education’s growing emphasis on experience, exploration, play, collaboration, and problem solving, developing teachers’ capacity to organize STEAM-oriented integrated educational activities has become an essential requirement. This article analyzes the management of such competence-building activities within a training program conducted in six provinces: Dien Bien, Lao Cai, An Giang, Kon Tum, Soc Trang, and Gia Lai. The study employed a descriptive-exploratory design, using questionnaires combined with direct interviews with 75 educational managers and preschool teachers who participated in the training program. The findings indicate that teachers’ capacity to organize STEAM-oriented integrated educational activities remains uneven, particularly in selecting teaching methods and forms of activity organization, as well as in assessing children’s participation. Drawing on the management functions of planning, organizing, directing and supporting, and monitoring and evaluation, the article proposes several management measures for capacity-oriented teacher development. These measures focus on identifying teachers’ needs, aligning training with professional tasks, supporting teachers in classroom implementation, mobilizing local educational resources, and evaluating training outcomes through professional products and the level of practical application. The study contributes practical evidence for managing the professional development of preschool teachers in organizing STEAM-oriented integrated educational activities.