Tóm tắt tiếng anh phát triển năng lực thích Ứng nghề nghiệp cho giáo viên mầm non Đáp Ứng yêu cầu Đổi mới giáo dục

Moreover, the research results will helpeducation managers and preschool teachers in choosing and applying effective interventions todevelop professional adaptability capacity for presch

LE THI BICH NGOC

DEVELOPING ADAPTABILITY CAPACITY FOR

PRESCHOOL TEACHERS TO MEET THE REQUIREMENTS

THE THESIS HAS BEEN COMPLETED AT:

HANOI NATIONAL UNIVERSITY OF EDUCATION

SUPERVISORS

1 Assoc Prof Dr Tu Duc Van

2 Dr Nguyen Nam Phuong

Examiner 1: Associate Professor, Dr Nguyen Thi Hong Thuan

Examiner 2: Associate Professor, Dr Nguyen Thi Tinh

Examiner 3: Associate Professor, Dr Ha Thi Kim Linh

The thesis will be defended at the Examining Committee,

Hanoi National University of Education at (time) Date

The origin of the thesis is accessible for the purpose of reference at National Library or Library of Hanoi National University of Education

1 Reasons for the thesis

Humanity has entered a new era marked by significant transformations in science andtechnology, particularly with the trends of globalization and international integration In this context,intellect has become the most valuable resource, making education and training the top priority in thedevelopment of each nation The Minitry of Education and Training (MOET) thus plays a crucial role

in cultivating human resources for the country Education has emerged as a key factor and central task

in the development strategies of nations, underpinning their efforts to foster sustainable growth andcompetitiveness on the global stage

In the cause of education and training, the team of teachers plays a particularly important role,which is clearly affirmed in Article 14 of the Education Law: "Teachers play a decisive role inensuring the quality of education." The quality of the teaching staff directly affects the quality ofeducation The teaching staff is the force that determines the success of the education sector.Resolution No 29-NQ/TW dated November 4, 2013, of the Central Committee of the Party "Onfundamental and comprehensive innovation of education and training, meeting the requirements ofindustrialization and modernization in the conditions of a socialist-oriented market economy andinternational integration" affirms that education and training are the top national policies, the cause ofthe Party, the State, and the entire people The resolution sets out tasks and solutions, including thesolution: Developing the teaching staff and education managers to meet the requirements ofeducational innovation (Central Committee of the Party, 2013)

The XIIIth National Party Congress Resolution continues to affirm the consistent viewpoint:

"Education and training are top national policies," at the same time, it proposes a strategy to "Develophuman resources, particularly high-quality human resources; prioritize the development of humanresources for leadership, management, and key sectors based on enhancing and creating a significant,comprehensive transformation in the quality of education and training, in alignment with mechanismsfor recruitment, utilization, and incentivization of talent " Thus, developing the teaching staff is anurgent requirement in the current period (Central Committee of the Party, 2021)

Amid the context of increasing societal integration and change, along with the demand foreducational reform, teachers in general, and early childhood educators (ECEs) in particular, need topossess professional adaptability (PA) to proactively, creatively, and effectively develop their careers

in response to the requirements of educational innovation Numerous studies have affirmed that PA is

a critical 21st-century competency, playing a pivotal role in helping individuals achieve careersuccess, positively address workplace challenges, and significantly influence job satisfaction andcommitment to their profession The comprehensive reform of education and training, aimed atcreating significant improvements in educational quality and effectiveness, demands continuousadaptation from teachers and presents new challenges in their professional activities Teachers mustengage in professional development to address new content and methods; explore, research, and applytechnology to effectively implement innovative curricula; handle unforeseen challenges in educationalpractice; and interact effectively with colleagues, parents, and students in changing roles Unlikefamiliar curricula from previous years, educational reforms require teachers to adjust and balance thenew and the old, especially during the initial implementation phase The report on innovation and

development of preschool education to 2030 with a vision to 2045 by the Ministry of Education andTraining points out that among teachers quitting in recent years, preschool teachers account for thehighest rate The reasons explained are the heavy workload, increasing requirements for professionalcapacity, and the state's salary and remuneration regime being inadequate, leading to high workpressure This reality requires specific studies to assess the current situation, build measures to developprofessional adaptability capacity for preschool teachers to meet the requirements of educationalinnovation [18] The results of this research will contribute to enriching the theory of developingprofessional adaptability capacity for preschool teachers Moreover, the research results will helpeducation managers and preschool teachers in choosing and applying effective interventions todevelop professional adaptability capacity for preschool teachers, contributing to improving thequality of education.

Based on the strategic goal of modern education, from the reality of education and theparticularly important role of developing professional adaptability capacity for preschool teachers, the

topic: "Developing adaptability capacity for preschool teachers to meet the requirements of

educational reform" was chosen for research with the desire to find measures to help preschool

teachers effectively adapt to their profession, meeting the requirements of educational reform

2 Research purpose

Clarifying theoretical and practical issues on developing professional adaptability capacity forpreschool teachers to meet the requirements of educational reform, to survey on the current state ofpreschool teachers' professional adaptability and the development of professional adaptability to meetthe demands of educational reform Based on this, propose measures to enhance preschool teachers'adaptability to the evolving requirements of the educational system

3 Research subjects and objects

 Subjects: Developing professional adaptability capacity of preschool teachers.

 Objects: Developing professional adaptability capacity for preschool teachers to meet the

requirements of educational reform

4 Scientific hypothesis

Developing professional adaptability in preschool teachers to meet the demands of educationalreform is a crucial task within the context of current preschool education innovation If a well-definedand scientifically sound foundation for professional adaptability is established, along with effectivestrategies for fostering this capacity among preschool teachers, it will lead to the sustainabledevelopment of their professional adaptability This, in turn, will empower teachers to be active,proactive, and creative in their professional endeavors, maintaining their commitment to the professionand enhancing their overall work efficiency

5 Research tasks

5.1 Systematizing theoretical issues on professional adaptability capacity and developingprofessional adaptability capacity for preschool teachers to meet the requirements of educationalreform

5.2 Assessing the current situation of developing professional adaptability capacity of preschoolteachers and related issues

5.3 Proposing measures to develop professional adaptability capacity for preschool teachers tomeet the requirements of educational reform.

5.4 Experimenting with measures to develop professional adaptability capacity for preschoolteachers to meet the requirements of educational reform

6 Scope of research

6.1 Content: Educational reform has imposed new demands on the professional activities of

preschool teachers, requiring them to continuously adapt and evolve Thus, developing the adaptivecapacity of preschool teachers to meet the demands of educational innovation involves various aspects

of their professional practice Within the scope of this research, the dissertation focuses on thedevelopment of the ability to adapt to changes in professional competencies of preschool teachers,addressing the requirements of educational reform

6.2 Survey subjects: Preschool teachers in preschools in the North Central provinces.

6.3 Geographical area: In 6 North Central provinces (Thanh Hoa, Nghe An, Ha Tinh, Quang

Binh, Quang Tri, Thua Thien Hue)

6.4 Research time: Data and figures used in the dissertation were collected in the period

2022-2024

7 Research methods

7.1 Approaches: Value approach; activity approach; capacity approach; development approach;

practical approach; interdisciplinary science approach

7.2 Specific research methods: (i) Theoretical research method: Collecting related documents;

analyzing previous research results; summarizing and generalizing the collected information to buildthe theoretical basis of the dissertation; (ii) Practical research methods: Observational method; surveymethod with questionnaires; interview method; research method on activity products; expert method;pedagogical experiment method; mathematical statistics method

8 Arguments to be defended

8.1 Educational innovation in preschool education affects the professional activities of preschoolteachers and sets new requirements for professional capacity, requiring preschool teachers to adapt.This capacity is composed of: the capacity to identify the professional capacity components ofpreschool teachers; the capacity to recognize and analyze the change requirements (new requirements)

in professional capacity; the capacity to act to create changes to meet the changing requirements of theprofession

8.2 The professional adaptability capacity of preschool teachers is developed through regulartraining activities combined with self-training by appropriate measures that are built flexibly, suitablefor the actual situation in preschools, appropriate to the working conditions of preschool teachers, andmaximally utilizing the knowledge and experience of the preschool teachers themselves

8.3 Applying the measures to develop professional adaptability capacity for preschool teachers tomeet the requirements of educational reform proposed in the dissertation will contribute to improvingthe quality of professional activities of preschool teachers, and thereby enhance the quality ofpreschool education to meet the requirements of educational reform

9 New points of the dissertation

9.1 Theoretical contributions: Contributing to clarifying the theory of professional adaptabilityfor preschool teachers, identifying the structure of professional adaptability capacity of preschoolteachers to meet the requirements of educational reform; the theory on developing professionaladaptability capacity for preschool teachers to meet the requirements of educational reform; and thefactors affecting the development of professional adaptability capacity for preschool teachers to meetthe requirements of educational reform Additionally, the dissertation has developed a tool to assessthe level of professional adaptability of preschool teachers to meet the requirements of educationalreform.

9.2 Practical contributions: Clarifying the actual state of professional adaptability capacity ofpreschool teachers to meet the requirements of educational reform in the research area Developingmeasures to improve the professional adaptability capacity for preschool teachers to meet therequirements of educational reform

10 Structure of the dissertation

The dissertation includes an introduction, three chapters, and a conclusion and recommendationssection

Chapter 1: Theoretical basis for developing professional adaptability capacity for preschoolteachers to meet the requirements of educational reform

Chapter 2: The practice of professional adaptability capacity of preschool teachers to meet therequirements of educational reform

Chapter 3: Measures to develop professional adaptability capacity for preschool teachers tomeet the requirements of educational reform and pedagogical experiments

CHAPTER 1 THEORETICAL BASIS FOR DEVELOPING PROFESSIONAL ADAPTABILITY CAPACITY FOR PRESCHOOL TEACHERS TO MEET THE

REQUIREMENTS OF EDUCATIONAL REFORM 1.1 Overview of the research problem

1.1.1 Research on professional adaptability capacity

1.1.2 Research on the professional adaptability capacity of preschool teachers

1.1.3 Research on developing professional adaptability capacity for preschool teachers to meet the requirements of educational reform

1.1.4 Evaluation of previous studies and determination of research content

Research on professional adaptability capacity has attracted the attention of authors worldwideand in Vietnam across various subjects: Students, teachers at various educational levels, and workersfrom different occupational fields all face the critical issue of career adaptability Research highlightsthat career adaptability is essential for teachers, as it enhances their professional awareness,understanding of job requirements, and fosters their confidence and emotional attachment to theirprofession It also prepares them to face unpredictable challenges in their work environment, helpingthem develop qualities and competencies to meet the growing demands of their careers In the context

of societal changes driven by the Fourth Industrial Revolution and the comprehensive reform ofeducation, career adaptability becomes even more significant Therefore, developing careeradaptability competencies for teachers is crucial However, in both research and practice, studies oncareer adaptability specifically for preschool teachers remain limited, particularly regarding how thesecompetencies can meet the demands of educational reform

The dissertation addresses several key issues:

- Applying theoretical research achievements on career adaptability to clarify concepts like theadaptability competencies of preschool teachers in the context of educational reform It also analyzesthe impact of educational reform on teachers' professional activities and identifies the components ofcareer adaptability required for this context

- Although career adaptability for preschool teachers has been addressed in a few studies, specificcontent related to developing these competencies remains under-researched The dissertation aims toassess the current situation, identify limitations, and propose measures for enhancing careeradaptability for preschool teachers

- Educational reform imposes new requirements on preschool teachers' competencies,necessitating feasible measures to develop their adaptability, ensuring their success in their careers,addressing challenges in educational reform, and improving job satisfaction and long-termcommitment to the profession

1.2 Key concepts

1.2.1 Professional adaptability capacity

1.2.1.1 Competence: Competence is the outcome of an individual’s continuous practice, reflected

in the acquisition of appropriate knowledge, skills, and attitudes It enables the individual toeffectively engage in a specific field of activity

1.2.1.2 Adaptability: refers to an individual’s active and proactive ability to change their

cognition, attitudes, and actions to meet increasingly complex demands within a specific field ofactivity under particular conditions This involves continuous learning, flexibility, and the capacity toapply new knowledge and skills to adapt effectively to evolving environments and challenges

1.2.1.3 Professional adaptability capacity

Professional adaptability capacity is the individual's ability to actively apply knowledge, trainskills, and have a suitable attitude in the training process to change, improve, and innovate oneself,meeting the requirements in different conditions and circumstances of professional activities.

1.2.2 Professional adaptability capacity of preschool teachers to meet the requirements of educational reform

The professional adaptability capacity of preschool teachers to meet the requirements ofeducational reform is the ability of preschool teachers to recognize the professional standards theyneed to meet, the changes in professional activities before the requirements of educational reform, andthe impact of those changes on their professional activities From there, they apply knowledge, skills,and a suitable attitude in the training process to change, improve, and innovate themselves, aiming tomeet professional requirements in the reality of educational reform

1.2.3 Developing professional adaptability capacity for preschool teachers to meet the requirements of educational reform

Developing language thinking skills for preschool teachers to meet the demands of educationalreform is a process of enhancing awareness, improving the ability to assess, and refining action skills

to bring about changes in professional competence This process helps GVMN effectively meetprofessional requirements in the context of educational reform

1.3 Theory of professional adaptability capacity of preschool teachers to meet the requirements of educational reform

1.3.1 Characteristics of preschool teachers

Preschool teachers are educators working in early childhood education institutions, responsiblefor nurturing, caring for, and educating children under the age of six The pedagogical work ofpreschool teachers is highly diverse, as it combines the scientific and flexible approaches of teaching,healthcare, artistry, and early childhood psychology These teachers not only fulfill educational tasksbut also care for the physical well-being, nutrition, safety, and psychological development of youngchildren

The working environment of preschool teachers extends beyond the preschool itself,encompassing the child’s home and the broader social context Their working hours are aligned withthe daily routine of preschool children, starting from morning drop-off to afternoon pick-up.Additionally, preschool teachers regularly engage in professional development, support colleagues,participate in socio-political and community activities, and operate under the governance of the state’sregulations on early childhood education These activities ensure that they effectively carry out theirprofessional responsibilities and contribute to the well-being and development of the children undertheir care

1.3.2 Educational reform sets new requirements in professional capacity that preschool teachers must adapt to

In recent years, education in general, and early childhood education in particular, has taken placeagainst the backdrop of numerous new, complex global and regional developments, presenting moresevere and challenging issues than anticipated Additionally, educational reforms and evolving societalcontexts have introduced new demands on the professional competencies of early childhood educators,requiring them to continuously adapt and innovate to meet these growing challenges:

(1) Training level, learning, fostering, and professional development of preschool teachers;(2) Developing preschool education programs;

(3) Nurturing and caring for children's health;

(4) Comprehensive development education for children;

(5) Observing and assessing children's development;

(6) Managing groups and classes;

(7) Creating a safe, healthy, and friendly educational environment;

(8) Implementing democratic rights in the school;

(9) Cooperating with parents or guardians of children and the community to enhance

(10) Cooperating with parents or guardians of children and the community to protect children'srights;

(11) Using foreign languages (preferably English) or the ethnic language of the children;

(12) Applying information technology;

(13) Demonstrating artistic abilities in nurturing, caring for, and educating children

In the current context, preschool teachers need additional capacities to predict educationalobjects, respond to the development needs of educational objects, evaluate, and have other specializedcapacities to actively adapt to educational reform and unpredictable social changes

1.3.4 Structure of professional adaptability capacity of preschool teachers to meet the requirements of educational reform

The innovation in education in general, and early childhood education in particular, introducesnew demands on professional competencies, requiring early childhood educators to adapt In order towork effectively and meet the demands of educational reform in the ever-changing societal context,preschool teachers must possess the ability to identify and analyze shifts in professional competencyrequirements From this, they must assess their own capacity to meet these new demands and takeaction to adapt to changes in professional competencies Accordingly, the structure of professionaladaptability competencies for preschool teachers, in response to the requirements of educationalreform, is outlined in Table 1.1

Table 1.1 Structure of professional adaptability capacity of preschool teachers to meet the requirements of educational reform

STRUCTURE OF PROFESSIONAL ADAPTABILITY CAPACITY OF PRESCHOOL TEACHERS TO MEET THE REQUIREMENTS OF EDUCATIONAL REFORM

Ability to make the changes in professional capacity of preschool teachers

to meet the requirements of educational reform

1.4 Theory on developing professional adaptability capacity for preschool teachers to meet the requirements of educational reform

1.4.1 Scientific bases of developing professional adaptability capacity for preschool teachers to meet the requirements of educational reform

The development of career adaptability competencies for preschool teachers, in response tothe demands of educational reform, must be grounded in certain scientific foundations, including:philosophical foundations, psychological foundations, and theoretical foundations of vocationaleducation

1.4.2 Goals of developing professional adaptability capacity for preschool teachers to meet the requirements of educational reform

Developing professional competencies for preschool teachers requires enhancing theirawareness of changes and new demands in professional capacities This helps preschool teachersunderstand the challenges and emerging requirements in their work, including shifts in childdevelopment, updates in the educational curriculum, the impact of technology, and the use of modernteaching methods The specific objectives include:

- Equipping preschool teachers with a comprehensive knowledge system about innovations inearly childhood education;

- Sustaining and advancing professional competencies to respond flexibly and creatively toevolving professional demands;

- Cultivating new professional skills as required by educational reforms;

- Developing self-directed learning and professional development capabilities to improve theirexpertise;

- Enhancing supplementary skills essential for professional practice (e.g., self-regulation,conflict resolution, communication, self-learning, and research skills) to adapt effectively to theirprofession;

- Fostering a positive, confident attitude toward facing challenges and changes in theirprofessional activities, ensuring job satisfaction and commitment to their career

This comprehensive approach aims to prepare preschool teachers to meet the evolvingdemands of education while promoting lifelong learning and adaptability

1.4.3 Content of developing professional adaptability capacity for preschool teachers to meet the requirements of educational reform

Based on the structure of adaptability capacity and the manifestations of professionaladaptability capacity of preschool teachers in response to educational reform as presented above, thedissertation identifies the content of developing professional adaptability capacity for preschoolteachers in response to educational reform as follows: a) Developing the capacity to adapt to therequirements of training levels, learning, professional development, and fostering of early childhoodteachers (ECTs) to meet the demands of educational reform; b) Developing the capacity to adapt to theplanning and implementation of child care and education plans in a holistic manner, in line with therequirements of educational reform; c) Developing the capacity to adapt to activities related to thenurturing and health care of children, addressing the requirements of educational reform; d)Developing the capacity to adapt to holistic child development education in response to the demands

of educational reform; e) Developing the capacity to adapt to the use of methods and forms ofassessment regarding children's development, in line with educational reform requirements; f)Developing the capacity to adapt to classroom management according to regulations and inaccordance with the practical conditions of educational reform; g) Developing the capacity to adapt tocreating a safe, healthy, and friendly educational environment, meeting the demands of educationalreform; h) Developing the capacity to adapt to implementing democratic rights within schools, inresponse to educational reform requirements; i) Developing the capacity to collaborate with parents orguardians and the community to enhance the quality of child nurturing, care, and education in the newcontext; k) Developing the capacity to adapt to collaborating with parents or guardians and thecommunity to protect children's rights, in response to the demands of educational reform; l)Developing the capacity to adapt to the use of foreign languages (with a priority on English) or theethnic languages of children for ECTs, to meet the demands of educational reform; m) Developing thecapacity to adapt to the application of information technology in early childhood education, addressingthe requirements of educational reform; n) Developing the capacity to adapt to the integration ofartistic elements in child nurturing, care, and education activities, meeting the demands of educationalreform.

1.4.4 Methods of developing professional adaptability capacity for preschool teachers to meet the requirements of educational reform

There are many methods to develop professional adaptability capacity for preschool teachers,based on the characteristics of the professional activities of preschool teachers, and the theory ofteacher training The dissertation identifies the following methods for developing professionaladaptability capacity for preschool teachers: a) Individual preschool teachers self-study, self-updateinformation, and develop their professional adaptability capacity; b) Participate in online trainingcourses; c) Invite lecturers to conduct training; d) Participate in centralized training courses; e)Integrate into standardization training activities; f) Participate in regular training; g) Conductprofessional activities, and support colleagues; h) Participate in thematic training courses

1.4.5 Forces developing professional adaptability capacity for preschool teachers to meet the requirements of educational reform

a) Management staff at all levels, including the Ministry, Departments, Education andTraining Offices, and schools - these are the forces that "design" and "control" the developmentprocess to operate according to plan to achieve the set goals b) Experts and lecturers are the mainforces, transmitting and updating important knowledge and skills for teachers They are experienced,have deep specialized knowledge, pedagogical knowledge, and professional reputation They can belecturers at higher education institutions, academies, scientific research institutes, or specialists at theDepartments of Education and Training and Education and Training Offices c) Key teachers are thosewith experience and professional competence selected from the teaching staff in preschool educationinstitutions They participate in developing professional adaptability capacity for preschool teachers attheir educational institutions d) Preschool teachers: In addition to being taught and guided basicknowledge and skills by experts and lecturers, teachers need to learn in various forms, as well as self-study and self-train to meet the set goals

1.4.6 Conditions for developing professional adaptability capacity for preschool teachers to meet the requirements of educational reform

a) Materials serving the development of professional adaptability capacity for preschoolteachers; b) Facilities (classrooms, function rooms, equipment, libraries, etc.); c) Financial resourcesserving the development of professional adaptability capacity for preschool teachers; d) Trainersparticipating in developing professional adaptability capacity for preschool teachers; e) Leadershipand direction from the Departments of Education and Training, Education and Training Offices, andschool management staff

1.4.7 Evaluation of developing professional adaptability capacity for preschool teachers to meet the requirements of educational reform

a) Evaluate the results through the process of participating in the development of professionaladaptability capacity for preschool teachers; b) Check the level of active participation of preschoolteachers in training and self-training through professional activities and peer support to developprofessional adaptability capacity; c) Use various forms to evaluate the results of developingprofessional adaptability capacity for preschool teachers through written tests, reports, thematicpresentations, and answering questions; d) Evaluate the results of developing professional adaptabilitycapacity for preschool teachers through feedback from learners about regular training activities; e)Evaluate the results of developing professional adaptability capacity for preschool teachers throughpractical activities

1.5 Factors affecting the development of professional adaptability capacity for preschool teachers to meet the requirements of educational reform

1.5.1 Context of integration, development trends of the era, and the requirements of preschool education reform

Factors related to the context of integration and educational reform trends include: (1) Thecontext of international integration; (2) The context of socio-economic reform - market economy; (3)The explosion of the knowledge economy and the development of science and technology in thecurrent period; (4) The application of scientific and technical advances and modern means in teaching,learning, school management, and personnel management; (5) The context of comprehensiveeducational reform

1.5.2 State and sector policies for preschool teachers

(1) State policies on recruitment, employment, working environment, and career developmentopportunities for preschool teachers; (2) Policies for preschool teachers and those working directlywith children daily with many work pressures; (3) Salary and allowances for preschool teachers(preferential allowances, seniority allowances, etc.); (4) State policies on professional development forpreschool teachers (learning, professional training, etc.); (5) State policies on rewarding andencouraging preschool teachers

1.5.3 Local socio-economic development conditions and the pedagogical environment conditions of preschools

(1) The atmosphere of educational reform in the school's teaching staff; (2) The physicalconditions of the school; (3) The working psychological environment of teachers in the school; (4)The cooperation between the school, family, and community in teaching and education; (5) Thecultural, customs, political, and economic environment of the locality

1.5.4 Factors related to education managers at all levels

(1) The awareness of education managers at all levels about the importance of developingprofessional adaptability capacity for preschool teachers; (2) The management capacity of educationmanagers at all levels in organizing the development of professional adaptability capacity forpreschool teachers; (3) The orientation of education managers at all levels in developing professionaladaptability capacity for preschool teachers; (4) The relationship and influence of management levelswith other social forces.

1.5.5 Factors related to preschool teachers

(1) The level of meeting the requirements for professional qualities and competencies ofteachers; (2) The level of understanding and ability to apply modern knowledge and skills in teaching;(3) Dynamism, adaptability, and positive change and creativity; (4) Age, health, gender, familyeconomy; (5) The teachers' awareness and understanding of the job requirements of preschoolteachers; (6) The teachers' sense of learning, self-training in professional skills, and cultivatingpolitical and ethical qualities of a teacher

Conclusion of Chapter 1

The development of professional adaptability for preschool teachers is an urgent necessity inthe context of comprehensive educational reform A review of the research on this topic indicates thatstudies on professional adaptability have been widely conducted by both international and Vietnamesescholars across various groups, including students, teachers of different levels, and workers in variousprofessional fields These studies have deeply evaluated professional adaptability across differentdimensions of professional activities However, in both practical application and research, the issue ofdeveloping professional adaptability for preschool teachers has received little attention

The current era of educational reform, driven by globalization and international integration,along with the advancement of science, technology, and the knowledge economy, has placed newdemands on professional competencies Preschool teachers are required to continuously innovate andadapt While there are various approaches to studying professional adaptability, this dissertationdefines it as an individual's proactive and positive transformation of their perceptions, attitudes, andactions to meet the increasingly high demands of professional activities in specific conditions andcontexts

Based on certain theoretical foundations, including theories on the structure of professionaladaptability, professional standards for preschool teachers, and the impact of educational reform andsocietal contexts, the dissertation identifies the structure of professional adaptability for preschoolteachers within the framework of educational reform This structure includes: the ability to identifyand analyze changes in professional competency requirements for preschool teachers; the ability toassess one's capacity to meet these evolving requirements; and the ability to act to bring about changes

in professional competencies that align with the demands of educational reform

Developing professional adaptability for preschool teachers to meet the demands ofeducational reform is a process that includes goals, content, methods, stakeholders, assessment, andconditions, carried out through training, professional development, and self-improvement of preschoolteachers This process is influenced by factors such as the context of integration, the developmentaltrends of the era, the demands for reform in early childhood education, government policies, localsocio-economic conditions, and the infrastructure and educational environment of preschools Inaddition, factors related to educational administrators and the preschool teachers themselves directlyaffect the development of professional adaptability