Адаптивность учителей к Программе общего образования 2018 года во Вьетнаме

Адаптивность – ключевая компетенция XXI века и один из важнейших факторов успеха в карьере. Комплексная реформа, введенная во Вьетнаме в рамках Программы общего образования 2018 года, переводит образование с контентного подхода на компетентностный и предъявляет множество новых требований к учителям, требуя от них высокого уровня адаптивности. Авторами использовался поперечный исследовательский дизайн, а в качестве основного метода исследования – опрос. Данные были собраны у 726 учителей и руководителей образовательных учреждений для оценки их адаптивности к новым требованиям Программы общего образования 2018 года, заменившей Программу общего образования 2006 года. Результаты показали: учителя демонстрируют более высокий уровень социальной адаптации по сравнению с адаптацией к работе. Области, в которых учителя показали относительно ограниченную адаптивность, – это регулирование собственных эмоций в ответ на новые требования и внедрение компетентностного подхода. Сравнение по стажу работы показало, что учителя с опытом работы от 1 до 5 лет сталкивались со многими трудностями в адаптации, хотя и имели определенные преимущества. Учителя со стажем от 6 до 20 лет продемонстрировали самый высокий уровень адаптации к работе, в то время как учителя со стажем 21 год и более показали самый высокий уровень социальной адаптации. Эти результаты имеют практическое значение, поскольку могут стать основой дальнейшего совершенствования профессиональной компетентности учителей со стороны Министерства образования и профессиональной подготовки Вьетнама, поддержать адаптацию педагогов к образовательной реформе.

1. Bagga, M. K. (2023). Being, Becoming, and Belonging: Professional Identity of Teacher Educators. Education and Self-Development, 18(3), 38–49. https://doi.org/10.26907/esd.18.3.03

2. Buyukgoze-Kavas, A. (2014). Validation of the Career Adapt-Abilities Scale-Turkish form and its relation to hope and optimism. Australian Journal of Career Development, 23(3), 125–132. https://doi.org/10.1177/1038416214531931

3. Chan, S. H. J., & Mai, X. (2015). The relation of career adaptability to satisfaction and turnover intentions. Journal of Vocational Behavior, 89, 130–139. https://doi.org/10.1016/j.jvb.2015.05.005

4. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. https://doi.org/10.1016/S0742-051X(02)00053-7

5. Edwards, J. E., & Morrison, R. F. (1994). Selecting and classifying future naval officers: The paradox of greater specialization in broader arenas. In M. G. Rumsey, C. B. Walker, & J. H. Harris (Eds.), Personnel selection and classification (pp. 69–84). Psychology Press.

6. Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814–825. https://doi.org/10.1016/j.tate.2009.02.021

7. Geraedts, R., Olsson, N. O. E., & Hansen, G. K. (2016). Adaptability. In P. A. Jensen & T. van der Voordt (Eds.), Facilities Management and Corporate Real Estate Management as Value Drivers (pp. 193–221). Routledge.

8. Korthagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice, 23(4), 387–405. https://doi.org/10.1080/13540602.2016.1211523

9. Levin, H. M. (2015). The importance of adaptability for the 21st century. Society, 52(2), 136–141. https://doi.org/10.1007/s12115-015-9874-6

10. Martin, A. J., Nejad, H., Colmar, S., & Liem, G. A. D. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Australian Journal of Guidance and Counselling, 22(1), 58–81. https://doi.org/10.1017/jgc.2012.8

11. McLennan, B., McIlveen, P., & Perera, H. N. (2017). Pre-service teachers’ self-efficacy mediates the relationship between career adaptability and career optimism. Teaching and Teacher Education, 63, 176–185. https://doi.org/10.1016/j.tate.2016.12.022

12. Ministry of Education and Training. (2018). Comprehensive general education program 2018. https://moet.gov.vn/upload/2007219/20250814/ddba4a78cfcdd6c1f6f6715b19777b51chuongtrinh-tong-the-ctgdpt-2018.pdf

13. O’Connell, D. J., McNeely, E., & Hall, D. T. (2008). Unpacking personal adaptability at work. Journal of Leadership & Organizational Studies, 14(3), 248–259. https://doi.org/10.1177/1071791907311005

14. Ployhart, R. E., & Bliese, P. D. (2006). Individual Adaptability (I-ADAPT) Theory: Conceptualizing the Antecedents, Consequences, and Measurement of Individual Differences in Adaptability. In C. S. Burke, L. G. Pierce, & E. Salas (Eds.), Understanding Adaptability: A Prerequisite for Effective Performance within Complex Environments (pp. 3–39). Emerald Group Publishing Limited. https://doi.org/10.1016/S1479-3601(05)06001-7

15. Pouyaud, J., Vignoli, E., Dosnon, O., & Lallemand, N. (2012). Career adapt-abilities scale-France form: Psychometric properties and relationships to anxiety and motivation. Journal of vocational behavior, 80(3), 692–697. https://doi.org/10.1016/j.jvb.2012.01.021

16. Pulakos, E. D., Arad, S., Donovan, M. A., & Plamondon, K. E. (2000). Adaptability in the workplace: Development of a taxonomy of adaptive performance. Journal of Applied Psychology, 85(4), 612– 624. https://doi.org/10.1037/0021-9010.85.4.612

17. Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2020). Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education, 23, 837–859. https://doi.org/10.1007/s11218-02009567-x

18. Savickas, M. L. (2013). Career Construction Theory and Practice. In S. D. Brown & R. W. Lent (Eds.), Career Development and Counseling: Putting Theory and Research to Work (pp. 147–182). John Wiley & Sons, Inc.

19. Savickas, M. L. (2005). The Theory and Practice of Career Construction. In S. D. Brown & R. W. Lent (Eds.), Career Development and Counseling: Putting Theory and Research to Work (pp. 42–70). John Wiley & Sons, Inc.

20. Savickas, M. L., & Porfeli, E. J. (2012). Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 661–673. https://doi.org/10.1016/j.jvb.2012.01.011

21. Smith, E. M., Ford, J. K., & Kozlowski, S. W. J. (1997). Building adaptive expertise: Implications for training design strategies. In M. A. Quiñones & A. Ehrenstein (Eds.), Training for a rapidly changing workplace: Applications of psychological research (pp. 89–118). American Psychological Association. https://doi.org/10.1037/10260-004

22. Sullivan, S. E., & Baruch, Y. (2009). Advances in career theory and research: A critical review and agenda for future exploration. Journal of Management, 35(6), 1542–1571. https://doi.org/10.1177/0149206309350082

23. Super, D. E., & Knasel, E. G. (1981). Career development in adulthood: Some theoretical problems and a possible solution. British Journal of Guidance & Counselling, 9(2), 194–201. https://doi.org/10.1080/03069888108258214

24. Tian, Y., & Fan, X. (2014). Adversity quotients, environmental variables and career adaptability in student nurses. Journal of Vocational Behavior, 85(3), 251–257. https://doi.org/10.1016/j.jvb.2014.07.006

25. Tolentino, L. R., Garcia, P. R. J. M., Lu, V. N., Restubog, S. L. D., Bordia, P., & Plewa, C. (2014). Career adaptation: The relation of adaptability to goal orientation, proactive personality, and career optimism. Journal of Vocational Behavior, 84(1), 39–48. https://doi.org/10.1016/j.jvb.2013.11.004 Tolentino, L. R., Garcia, P. R. J. M., Restubog, S. L. D., Bordia, P., & Tang, R. L. (2013). Validation of the Career Adapt-Abilities Scale and an examination of a model of career adaptation in the Philippine context. Journal of Vocational Behavior, 83(3), 410–418. https://doi.org/10.1016/j.jvb.2013.06.013

26. Van Vianen, A. E., Klehe, U., Koen, J., & Dries, N. (2012). Career adapt-abilities scale – Netherlands form: Psychometric properties and relationships to ability, personality, and regulatory focus. Journal of Vocational Behavior, 80(3), 716–724. https://doi.org/10.1016/j.jvb.2012.01.002

27. Wen, Y., Liu, F., Pang, L., & Chen, H. (2022). Proactive personality and career adaptability of Chinese female pre-service teachers in primary schools: the role of calling. Sustainability, 14(7), 4188. https://doi.org/10.3390/su14074188

28. Worthy, J. (2005). ‘It didn’t have to be so hard’: the first years of teaching in an urban school. International Journal of Qualitative Studies in Education, 18(3), 379–398. https://doi.org/10.1080/09518390500082699