Một số vấn đề lí luận và đề xuất hệ thống phương pháp phát triển năng lực số cho giáo viên mầm non trong bối cảnh chuyển đổi số và đổi mới giáo dục

Tóm tắt

Digital transformation and educational innovation have created an increasing need to develop early childhood teachers’ digital competence so that digital technologies can be appropriately, safely, and responsibly applied in professional practice. However, there remains a lack of systematic approaches to methods that are responsive to teachers’ characteristics as adult learners and to the specific nature of the early childhood teaching profession. This qualitative study employed document analysis, synthesis, content analysis, and comparative analysis of literature on adult learning, teacher professional development, and digital competence development to establish a theoretical basis for proposing a system of methods. The findings indicate that digital competence development for early childhood teachers should be approached as a continuous process of professional development that builds on teachers’ needs, prior experience, and active participation while remaining closely connected to professional practice. Accordingly, five methods are proposed: (1) task- and professional situation-based learning; (2) experiential learning and guided practice; (3) professional coaching and mentoring; (4) collaborative learning through professional learning communities; and (5) guided self-directed learning combined with professional reflection. The proposed system of methods contributes to shifting the focus from training in isolated technological skills toward digital competence development embedded in professional practice, experiential learning, collaboration, and reflection. The findings provide a reference framework for early childhood education institutions to design appropriate digital competence development activities and suggest directions for empirical research to examine the feasibility and effectiveness of the proposed methods.