Năng lực phát triển chương trình giáo dục nhà trường của giáo viên mầm non trong bối cảnh đổi mới chương trình giáo dục: Thực trạng và những vấn đề đặt ra

Tóm tắt

Curriculum reform in early childhood education requires preschool teachers to move beyond the implementation of predetermined educational plans and take a more active role in school-based curriculum development. This study examines the curriculum development competence of preschool teachers through the practical activities they carry out. Data were drawn from a survey of 518 preschool teachers from 18 early childhood education institutions in Hanoi, Phu Tho, and Da Nang, Vietnam. The findings show that teachers reported a high level of readiness for educational innovation and were particularly positive about mobilizing family and community resources. However, self-reported practices were uneven across different aspects of curriculum development. Teachers reported greater confidence in familiar educational practices, whereas lower ratings were found for pedagogical documentation, observation and assessment during activities, and the use of evaluation evidence to inform curriculum adjustment. Teachers also reported constraints related to workload, access to specialized materials, professional development opportunities, and professional support. The findings suggest that strengthening preschool teachers’ curriculum development competence requires more than increasing their participation in curriculum-related tasks; it requires practice-based professional learning and organizational conditions that enable teachers to make, examine, and revise curriculum decisions in response to children and local contexts.