Theoretical basis of applying active teaching methods in preschool teacher training

Abstract

The application of active teaching methods (ACT) in preschool teacher training (PTE) has become an inevitable requirement in the context of current educational innovation. This article systematizes the theoretical basis of ACT, clarifies the concept, characteristics, role and basic principles of this method. Based on the Framework for the Training Program for PTE according to Circular 17/2021/TT-BGDĐT and the program of Hanoi Metropolitan University, the study analyzes the objectives, training content and professional competencies that need to be formed in students majoring in PTE. The results show that ACT has a close relationship with the core competencies of PTE, especially the capacity to plan, organize activities, assess children, communicate - cooperate and self-study capacity. The article also points out the factors affecting the application of ACT, including: capacity and innovative perspectives of lecturers; students' basic attitudes and skills; training programs and conditions of training institutions.

The study confirms that DHTC is not only a tool to innovate teaching methods but also an effective approach to develop GVMN professional capacity according to new output standards. The research results can be used as a basis for training institutions to adjust programs and design courses in the direction of developing capacity.