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