Định hướng nâng cao năng lực thích ứng nghề nghiệp cho giáo viên mầm non trong bối cảnh hiện nay

Tóm tắt

Amidst educational reform, digital transformation, and the rapid advancement of artificial intelligence, the professional roles of preschool teachers are increasingly subject to new, diverse, and unpredictable demands, requiring them to proactively adapt and engage in continuous professional development. This study employs a theoretical research approach, combining analysis, comparison, and synthesis of literature regarding preschool teachers’ career adaptability, adaptive performance, and professional development, alongside relevant policy documents. The findings clarify the concepts and characteristics of preschool teachers’ career adaptability and identify the adaptive requirements posed by curriculum reform, digital transformation, and educational realities. Based on these insights, the study proposes four directions for enhancing the career adaptability of preschool teachers. Consequently, career adaptability should be viewed as the interplay between adaptive resources and the capacity to translate those resources into appropriate professional actions. Enhancing this capacity requires action at both the individual and organizational levels, thereby empowering preschool teachers to proactively navigate professional changes and meet the demands of educational reform.