PROPOSED COMPETENCY FRAMEWORK FOR MENTORING PRESCHOOL TEACHERS DURING TEACHING PRACTICUM
DOI:
https://doi.org/10.18173/2354-1075.2024-0080Keywords:
competency framework, early childhood education, internship mentors, supervising teachers, preservice teachers, pre-schoolers teachersAbstract
This paper proposes a competency framework for mentoring preschool teacher practicums, referencing competency frameworks used globally for teacher practicum guidance. The framework was developed using the Delphi method with the participation of 210 experts from the fields of early childhood education, educational management, and higher education teaching. The competency framework comprises seven key factors: collaboration with universities, development of organizational and professional competencies, establishing effective relationships with practicum students, facilitating the learning process of practicum students, modeling effective teaching and linking theory to practice, providing comprehensive guidance and support, and encouraging progressive thinking to foster professional identity. Through two rounds of Delphi surveys, the competency framework was refined and adjusted to achieve a high level of consensus among experts, reflecting its feasibility and practicality in the preschool education context in Vietnam.
Downloads
References
[1] Burley S & Pomphrey C, (2011). Mentoring and coaching in schools: Professional learning through collaborative inquiry. Routledge.
[2] Sundli L (2007). “Mentoring—A new mantra for education?”. Teach. Teach. Educ., 23(2), 201– 214.
[3] Mockler N, (2022). “Teacher professional learning under audit: Reconfiguring practice in an age of standards”. Prof. Dev. Educ., 48(1), 166–180.
[4] Sahlberg P, (2011). “The professional educator: Lessons from Finland.”. Am. Educ., 35(2), 34–38, 2011.
[5] Karuppiah N & D. Berthelsen, (2011). “Multicultural education: The understandings of preschool teachers in Singapore”. Australas. J. Early Child., 36(4), 38–42.
[6] Wee SJ, Weber E K & S. Park, (2014). “Early childhood practicum students’ professional growth in the USA: areas of confidence and concern”. Int. J. Early Years Educ., 22(4), 409-422.
[7] Pažur M, Domović V & Drvodelić M, (2024). “Preschool teacher competence from the perspective of early childhood education and care student teacher”. Int. J. Instr., 17(1), 381–398.
[8] NT Hien & MV Hung, (2021). “Professional standards training and understanding preschool teachers’ knowledge about professional standards”. J. Asian Multicult. Res. Educ. Study, 2(1), 10–15.
[9] Gamito R, Aristizabal P & Vizcarra M T, (2018). “Pre-school Education Degree student prior knowledge and perception of digital competence”. in 4th International Conference on Higher Education Advances (HEAD’18), Editorial Universitat Politècnica de València), 1421–1428.
[10] Han HS & Damjanovic V, (2014). “Preservice teacher learning within a kindergarten internship: Insights for early childhood teacher educators”. Teach. Educ., 49(4), 284–304.
[11] Tak-lai C, (2018). “How Does Supervision Develop Students’ Professional Identity When Entering the Childcare Workforce? Applying a responsive evaluation approach to guide RUFDATA for the fieldwork placement evaluation of a tertiary early-childhood education program in Hong Kong”. J. Perspect. Appl. Acad. Pract., 6(2), 3-12.
[12] Wong PYH, (2019). “Teaching beliefs on developmentally appropriate practice among Chinese preschool teachers: The role of personality”. Front. Psychol., 10, p. 476067.
[13] Ellis NJ, Alonzo D & NTM Hoa, (2020). “Elements of a quality pre-service teacher mentor: A literature review”. Teach. Teach. Educ., 92, 103072, doi: 10.1016/j.tate.2020.103072.
[14] Boyatzis RE, (1993). The competent manager: A model for effective performance. John Wiley & Sons, 1991.
[15] Spencer LMJr & Spencer SM, (2008). “Competence at Work: Models for Superior Performance. John Wiley & Sons. Nueva York”..
[16] Hager P & Gonczi A, (1996). “What is competence?”. Med. Teach., 18(1), 15–18.
[17] Bộ Giáo dục và Đào tạo, Thông tư Ban hành quy định chuẩn nghề nghiệp giáo viên mầm non. 2018.
[18] ĐT Tuyến & NH Linh, (2023). “Các yếu tố cấu thành năng lực nghề nghiệp giáo viên mầm non”. Tạp chí Giáo dục, 23(19), 21–27.
[19] Shulman L, (1987). “Knowledge and teaching: Foundations of the new reform”. Harv. Educ. Rev., 57(1), 1–23,.
[20] Leithwood K & Jantzi D, (2008). “Linking leadership to student learning: The contributions of leader efficacy”. Educ. Adm. Q., 44(4), 496–528.
[21] Kolb DA, (2014), Experiential learning: Experience as the source of learning and development. FT press.
[22] Vygotsky L, (1978). “Mind in society.” Harvard University Press.
[23] Schon DA, (2008). The reflective practitioner: How professionals think in action. Basic books.
[24] Ciptono A, S Setiyono, Urhidayati FN & VikalianaR, (2019). “Fuzzy Delphi method in education: A mapping”, in Journal of Physics: Conference Series, IOP Publishing, 12029.
