Biện pháp quản lí bồi dưỡng năng lực số cho giáo viên trung học phổ thông khu vực I, thành phố Hồ Chí Minh

Tóm tắt

In the context of digital transformation in education, the implementation of the 2018 General Education Curriculum and the growing demand for teachers’ digital competence, as reflected in frameworks such as DigCompEdu, the UNESCO ICT Competence Framework for Teachers (ICT-CFT), and Vietnam’s Digital Competence Framework, require the management of professional development activities to shift from a predominantly administrative approach toward a competence- and outcome-based approach. With a workforce of more than 25,000 high school teachers, Ho Chi Minh City has taken a leading role in educational innovation and digital transformation. The city’s education sector has implemented numerous training and professional development programs focusing on information and communication technology (ICT) and digital teaching practices. However, in practice, these professional development activities continue to face certain limitations. On the basis of theoretical and empirical findings, this article proposes 05 measures for managing digital competence development for upper secondary school teachers in Region I of Ho Chi Minh City. All of the proposed measures were rated by the surveyed educational administrators and teachers as highly necessary and feasible in the current context. These measures constitute an integrated system characterized by close interaction and mutual support. To maximize their effectiveness and enhance the overall efficiency of management, the measures should be implemented in a coordinated and comprehensive manner in practice. Each measure plays a distinct and important role; therefore, omitting any individual measure may undermine the overall effectiveness of the management process.