Teacher Ideology of Pedagogical Students at Universities in the Northwest Region of Vietnam

Thi Van Anh-Le, Thi My Hong-Tieu, Thi Thanh Giang-Hoang, Thi Phuong Thao-Do, Thi Hong Phuc-Nguyen, Thi Hong Tham-Pham, Thi Kim Thi-Nguyen


This study aimed to examine the pedagogical students’ ideology of being a qualified teacher, including the purpose of studying, the views of their teaching profession, the qualities of being a teacher that they have achieved, and the priority of job selection after graduation. A total of 538 pedagogical students from pedagogical universities and colleges in Northwest Vietnam voluntarily participated in the survey. A constructed questionnaire was used, including six questions regarding teacher ideology as viewed by the respondents. Quantitative data were analyzed using SPSS 20 and qualitative data were analyzed using interpretive methods. Cross-analyses between the researchers were performed to ensure the reliability of the results. Results showed that: most participants: 1) chose to be a teacher because of their love of teaching; 2) confirmed their goal to be a teacher; 3) had a positive attitude toward the pedagogical profession; 4) had many good qualities of a teacher but still lacked confidence and professional knowledge and skills; and 5) wanted to have a stable job that aligned with the field of study after graduation. The findings indicated the urge to revise the teacher education curriculum to improve student teachers’ professional knowledge and skills, which are the key to being a confident and qualified teacher. Determining the teacher ideology of pedagogical students will affect the effectiveness of studying and training in developing these future teachers’ capacity and teaching quality.


Keywords: pedagogical students, teacher ideology, teacher morality, training curriculum, Vietnam.


DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.62.39

Full Text:



ALLEN, Q. (2015). Race, culture and agency: Examining the ideologies and practices of US teachers of Black male students. Teaching and Teacher Education, 47, pp. 71-81.

BARNI, D., DANIONI, F., & BENEVENE, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in psychology, 10, 1645.

BARTOLOMÉ, L. I., & TRUEBA, E. T. (2000). Beyond the politics of schools and the rhetoric of fashionable pedagogies: The significance of teacher ideology. Immigrant voices: In search of educational equity, pp. 277-292.

CHVALA, L. (2020). Teacher ideologies of English in 21st century Norway and new directions for locally tailored ELT. System, 94, 102327.

GLASER, B. G., & STRAUSS, A. L. (1967). The Discovery of Grounded Theory Strategies for Qualitative Research. Aldine Transaction. New Brunswick (U.S.A.) and London (U.K.), 271 pages.

KAMARUDDIN, I., TANNADY, H., AL HADDAR, G., SEMBIRING, D., & QURTUBI, A. (2023). The Effect of Direct Compensation and Work Motivation on Teacher Productivity at Private Senior High School in Jakarta. Edunesia: Jurnal Ilmiah Pendidikan, 4(2), pp. 472-482.

KENYON, E. A. (2017). Lived experience and the ideologies of preservice social studies teachers. Teaching and Teacher Education, 61, pp. 94-103.

LE HA, P., & VAN QUE, P. (2006). Vietnamese educational morality and the discursive construction of English language teacher identity. Journal of Multicultural Discourses, 1(2), pp. 136-151.

LI, J. (2016). Definition of Teaching Evaluation in Higher Education (p. 101). Wuhan University Press.

LOO, D. B., MAIDOM, R., & VARAH, E. (2023). ‘The Path of Least Resistance’ as Agency grounded in Morality: Meeting Teaching and Research Expectations in an Asian Higher Education Context. Asian Journal of University Education, 19(1), pp. 235-243.

MESTECHKINA, T., SON, N. D., & SHIN, J. Y. (2013). Parenting in Vietnam. In Parenting across cultures: Childrearing, motherhood and fatherhood in non-western cultures (pp. 47-57). Dordrecht: Springer Netherlands.

NGUYEN, T. C., & HOANG, H. H. (2019). Educating Qualities and Ethics of Teachers - an Urgent Requirement for Students of Pedagogical Schools. Vietnam Journal of Education, 445(1), pp. 10-13.

NGUYEN, T. S. (2019). Educating Professional Ethics for Students Majoring in Early Childhood Education at Dien Bien Pedagogical College. Vietnam Journal of Education, 464(2), pp. 39-43.

TRAN, T. T. (2013). Limitation on the development of skills in higher education in Vietnam. Higher Education, 65(5), pp. 631-644.

VIETNAM GOVERNMENT (2020). Decree 116/2020/ND-CP stipulating policies to support tuition fees and living expenses for pedagogical students. https://vanban.chinhphu.vn/default.aspx?pageid=27160&docid=201084

VIETNAM MINISTRY OF EDUCATION AND TRAINING (2020). Circular No. 09/TT-BGDĐT Introducing regulation of admission to undergraduate programs and early childhood education college degree programs. https://moet.gov.vn/giaoducquocdan/giao-duc-chuyen-nghiep/Pages/chi-tiet-van-ban-quy-pham-phap-luat.aspx?ItemID=1344

VIETNAM POLITICAL BUREAU (2022). Decision No. 72-QD/TW, dated July 18, 2022 of the Central Committee on the payrolls of Party agencies, National Front, socio-political organizations at the Central Committee and the Party Committees of the provinces, cities, and party committees of the centrally-affiliated bloc under the Central Committee for the period 2022-2026. Appendix 4: Supplementing the payroll for the public preschool and general education career in the school year 2022-2023. https://sonoivu2.namdinh.gov.vn/van-ban/quyet-dinh-so-72-qdtw-ngay-1872022-cua-ban-chap-hanh-trung-uong-ve-bien-che-cac-co-quan-dang-mat-tran-to-quoc-to-chuc-3013

ZABIDI, M. M., ARSHAD, A. M., AB HAMID, N., et al. (2020). The Lecturers’ Belief on Ethics and Professional Moral Values in Teaching Practice. Asian Journal of University Education, 16(2), pp. 77-83.

ZU, S., ZENG, Q., & ZHANG, J. (2022). Investigation on the teachers’ morality in universities: a comparative study of teacher-student evaluations. Advances in Applied Sociology, 12(3), pp. 53-68.


  • There are currently no refbacks.