Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam
Vu, Kim Yen
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Background: The current complexity of the global marketplace challenges national education systems around the world to prepare its children with the knowledge and skills needed to become competitive, and research literature confirms the value of investing in education. Based on a large body of research over two decades, the Center for Public Education concludes that there is substantial evidence of a direct correlation between teacher’s effectiveness and student academic achievement. Statistics from various studies indicate the challenge for schools across the US and the globe is to hire teachers that are well-prepared for the classrooms. The National Council for Accreditation of Teacher Education, the professional teacher preparation accrediting body, indicates that effective teachers require a combination of factors including one key factor, teacher training. Therefore, preparing great teachers will have a direct impact on the learning and success of students. Purpose: This study examined the perspectives of students and alumni of the teacher preparation program they went through and their views on its effectiveness in preparing them for the real classroom. Methods: A questionnaire was given to students and alumni of the teacher preparation program at Danang University of Education (DUEd) to survey their overall perceptions on how well the teacher preparation program did in training them for the classroom and in addressing classroom environment, instruction, and in dealing students with disabilities. Results: An analysis of the results yielded common themes that reflect a prevailing trend in the teacher training programs at DUEd. Common themes indicate a need to improve the quality of the teacher preparation programs at the DUEd in several areas, especially in addressing teaching students with disabilities. Conclusion: The findings provided feedback and insights for improvement for the DUEd teacher preparation program and may be helpful to other teacher preparation programs at other institutions as well.