Preparing Pre-Service Teachers for Mathematics Teaching at Primary Schools in Vietnam
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Hung Vuong University, Phu Tho, VIETNAM
Dong Thap University, Dong Thap, VIETNAM
An Giang University, Vietnam National University Ho Chi Minh City, An Giang, VIETNAM
Hanoi National University of Education, Hanoi, VIETNAM
Institute of Theoretical and Applied Research, Duy Tan University, Hanoi 10000, VIETNAM
Vietnam Journal of Education, VIETNAM
Publication date: 2021-04-30
EURASIA J. Math., Sci Tech. Ed 2021;17(5):em1966
This article aims to identify the professional competencies that primary school teachers in Vietnam need for effective mathematics teaching and the extent to which teacher-training colleges prepare pre-service teachers with those competencies. A mixed method approach with an explanatory sequential design was employed. Questionnaires were sent to 493 pre-service teachers and interviews were conducted with 20 teacher trainers from five major teacher-training colleges in Vietnam. The findings indicated that Vietnamese pre-service teachers were adequately trained in terms of mathematical content knowledge yet were less ready in terms of mathematical teaching pedagogies. Mathematical pedagogical content knowledge was reportedly an often-neglected area at teacher-training colleges and was subsumed under general pedagogical content knowledge. The study has both theoretical and practical contributions to the development of professional qualities for primary school teachers teaching mathematics at primary school in Vietnam.
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