Phát triển đội ngũ giáo viên mầm non theo tiếp cận năng lực đáp ứng yêu cầu chuyển đổi số trong giáo dục: Một số vấn đề lí luận và đề xuất định hướng

Tóm tắt

Digital transformation in education has placed new requirements on the early childhood education teacher workforce, not only in terms of technology application competencies but also in their ability to adapt and innovate approaches to child care, nurturing, and education in digital environments. Developing early childhood education teachers through a competency-based approach is an important orientation to ensure alignment among professional requirements, technological development, and the goal of improving the quality of early childhood education. This study employs a theoretical research approach through the analysis, synthesis, and systematization of scientific literature and policy documents related to teacher workforce development, competency-based approaches, and digital transformation in education, aiming to clarify the theoretical foundations for developing early childhood education teachers in the current context. The findings focus on analyzing new requirements for early childhood education teacher development under the impact of digital transformation and clarifying the role of a competency-based approach in guiding teachers’ professional development activities. Based on theoretical analysis, the study proposes several orientations for developing early childhood education teachers through a competency-based approach, emphasizing the establishment of a continuous professional development environment, strengthening support for technology integration, and promoting teachers’ self-directed learning and capacity for innovation. This is a theoretical study; therefore, the proposed orientations require further validation through empirical research in early childhood education settings.