Professional development in Montessori based educational competence for preschool teachers in the context of educational innovation
Keywords:
Montessori education, professional development, preschool teachers, educational innovation, Vietnam education reformAbstract
This study explores professional development in Montessori based educational competence for preschool teachers within the broader context of educational innovation. Using a documentary research approach, the study synthesizes international literature from 2011 to 2025, focusing on teacher competence, reflective practice, and pedagogical transformation. The findings show that Montessori professional development is a dynamic and continuous process combining theoretical understanding, practical experience, and ethical growth. Effective programs integrate mentorship, collaboration, and context based adaptation to sustain innovation. The study also highlights Vietnam’s early childhood education reform, where the integration of Montessori principles can strengthen teacher competence, enhance reflective capacity, and align local practices with global educational trends. By embedding Montessori philosophy into teacher training and policy frameworks, Vietnam can foster a generation of preschool teachers who are creative, compassionate, and capable of leading educational transformation.
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