Đề xuất mô hình phát triển chuyên môn tự chủ cho giáo viên phổ thông dựa trên cộng đồng học tập chuyên môn có sự hỗ trợ của công nghệ số

Tóm tắt

Implementing the 2018 General Education Curriculum amid digital transformation has created new requirements for school teachers in Vietnam. This article proposes a model of self-directed professional development for school teachers based on professional learning communities, practice improvement, and digital technology support. Using a theoretical research approach based on literature review, the study shows that teacher professional development should be organized as a continuous process of professional learning, connected to practical problems, professional collaboration, and classroom-based evidence. The proposed model consists of five components: innovation context and requirements, teachers’ self-directed professional development needs, professional learning communities, an evidence-based practice improvement cycle, and digital technology support. The model contributes to the theoretical basis for organizing teacher professional development in a regular, flexible, and practice-oriented manner.