- Title
- Investigating students’ perceptions of Vietnamese tertiary English education
- Creator
- Nguyen, Thanh Luan
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2021
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- The education of Vietnamese English language teaching pre-service teachers (ELTPT) has been at the forefront of ongoing national reforms to improve English teaching pedagogy. Despite its importance and recent government efforts, Vietnamese tertiary initial teacher education (ITE) remains a challenge. ELT pre-service teachers’ experience in the preparation of professional competence has been central to the pedagogy of ELT pre-service teacher education. My study investigated ELT pre-service teachers’ perceptions of their initial education programs because student voices have been under-researched in the context of Vietnamese higher education. My study provides an understanding of how Vietnamese ELT pre-service teachers perceived their ITE programs in terms of curriculum, pedagogy and assessment. My research investigated ELT pre-service teachers’ relative satisfaction, regard, and expectations for their programs. My research participants were final year ELT pre-service teachers and academic administrators across eight major higher education institutions in three main regions of Vietnam. I employed a mixed methods research design, which involved two phases. In the first phase, I conducted a survey (499 ELTPTs), held focus group interviews (eight groups of six ELTPTs per each group), and programmatic document analysis (Ministry of Education and Training and eight institutions). In the second phase, I conducted interview with eight university administrators, who are responsible for the design, implementation, and revision of their programs at their institutions. My analysis reveals that Vietnamese ELT pre-service teachers felt generally satisfied with their programs. Three themes emerged in my analysis. Student responses focused on their opportunities to learn, quality, and their preparedness for teaching. My findings revealed some variations in the distribution of ELT pre-service teachers’ general satisfaction level across the eight institutions. At seven institutions ELT pre-service teachers expressed high level of satisfaction and one institution dissatisfied with their programs. But, ELT pre-service teachers expressed differential satisfaction with their programs in terms of in degree and variability. The varied levels of student satisfaction are discussed across three themes. Further, ELT pre-service teachers had varied perceptions to academic administrators regarding programmatic issues, expectations and suggestions for improvement. I conclude with proposing a model of ELT pre-service teacher professional competence. The model provides an understanding of the interaction between ELT pre-service teachers and the ITE program through context-integrated experience in OTL, affective dispositions, quality, and preparedness. It explains the relationships of these influential components as constituents of ELT pre-service teacher professional competence. My study offers practical implications for ELT pre-service teachers, educators, community, institutions, policy makers, and administrators in improving the ITE.
- Subject
- initial teacher education; professional competence; curriculum; pedagogy; assessment; experience; perceptions; satisfaction; dissatisfaction; variations
- Identifier
- http://hdl.handle.net/1959.13/1426966
- Identifier
- uon:38498
- Rights
- Copyright 2021 Thanh Luan Nguyen
- Language
- eng
- Full Text
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | ATTACHMENT01 | Thesis | 3 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 280 KB | Adobe Acrobat PDF | View Details Download |