Phát triển năng lực sáng tạo nội dung số cho sinh viên ngành Giáo dục mầm non thông qua thực tập sư phạm theo chu trình học tập thích ứng

Tóm tắt

In the context of digital transformation in education, the ability to create digital content has become a crucial component of the professional competence of preschool teachers. This study examines the digital content creation competence of pre-service early childhood education teachers and proposes how to apply the adaptive learning cycle in teaching practicum to develop this competence. Data were collected from 2228 students at nine teacher education institutions using a validated situational test (15 items, Cronbach’s α = 0.855). Students’ competence was at a moderate level (M = 2.30/4), and only 34.9% reached Level 3 or above. Practical activities and teaching practicum were rated as the most effective development pathway (M = 2.74/4), and the level of practicum participation was significantly associated with overall competence (F(3, 2224) = 13.49, p < .001, η² = .018). Drawing on adaptive learning theory, the study constructs a six-stage adaptive practicum cycle with a dual adaptation mechanism: mentor teachers adjust pedagogical strategies at the macro level, while students refine their digital products at the micro level based on children’s responses. An illustrative practicum task is provided as a reference for early childhood teacher education institutions.