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Giáo dục chuyên biệt

Nguyễn Phương Thảo(1), Nguyễn Ngọc Ánh, Nguyễn Diệu Cúc, Nguyễn Thị Hoàng Yến(3)(2), Nguyễn Văn Hạnh

Xây dựng khung lí thuyết về năng lực nghề nghiệp giáo viên trong bối cảnh giáo dục phát triển bền vững tại Việt Nam

Theoretical framework for developing teachers’ professional competence in the context of education for sustainable development in Vietnam

Khoa học (Đại học Sư phạm Hà Nội)

2021

3

11-23

2354-1075

Xây dựng, Khung lí thuyết, Năng lực nghề nghiệp, Giáo viên, Phát triển bền vững

Education for sustainable development (ESD), teacher, professional competence.

Các nghiên cứu về giáo dục phát triển bền vững (GDPTBV) ở Việt Nam đã chỉ ra rất cần thiết phải có nghiên cứu về phát triển năng lực cho giáo viên ở nước ta hiện nay. Vì vậy, bài báo này sẽ tập trung nghiên cứu cơ sở lí luận về phát triển năng lực nghề nghiệp của giáo viên trong bối cảnh GDPTBV và xây dựng khung lí thuyết của năng lực nghề nghiệp cho giáo viên phổ thông trong bối cảnh GDPTBV tại Việt Nam. Nghiên cứu này sẽ dựa vào tổng quan tài liệu hệ thống để xác định các khung lí thuyết uy tín về năng lực nghề nghiệp của giáo viên đặt trong bối cảnh GDPTBV, từ đó đề xuất lựa chọn các năng lực cần thiết cả về mặt kiến thức chuyên môn và phương pháp sư phạm của giáo viên – khía cạnh vốn còn bị bỏ ngỏ trong nghiên cứu về phát triển năng lực nghề nghiệp cho giáo viên ở Việt Nam. Do giáo dục vừa là mục tiêu vừa là phương tiện của PTBV, điều này sẽ góp phần thực hiện mục tiêu GDPTBV nói riêng và mục tiêu PTBV nói chung ở Việt Nam.

The literature on Education for Sustainable Development (ESD) in Vietnam has shown that it is imperative to conduct a research investigating professional competence of teachers in the specific conditions of the country. This paper, thus, focuses on investigating theoretical foundation for studying teachers’ professional competencies in the context of ESD in Vietnam. The authors conduct a systematic review to identify the main competence frameworks/models and then and propose a theoretical framework for promoting ESD-competences for teachers, which has remained a research gap in Vietnam. Since education is not just a goal but a means in achieving Sustainable Development Goals, this study contributes to implement ESD in specific and sustainable development in general in Vietnam.

TTKHCNQG, CVv 157

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