Challenges in Pedagogy Education: A Quantitative Study of Lecturer and Student Perspectives at Vietnamese Pedagogical Universities
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| Title: | Challenges in Pedagogy Education: A Quantitative Study of Lecturer and Student Perspectives at Vietnamese Pedagogical Universities |
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| Language: | English |
| Authors: | Linh Thuy Le (ORCID |
| Source: | Journal of Education and e-Learning Research. 2026 13(1):48-54. |
| Availability: | Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Teacher Attitudes, Student Attitudes, Instruction, Schools of Education, Barriers, Universities, College Faculty, Curriculum Design, Teaching Methods, Student Motivation, Curriculum Development, Preservice Teachers, Preservice Teacher Education, Teacher Educators |
| Geographic Terms: | Vietnam |
| ISSN: | 2518-0169 2410-9991 |
| Abstract: | Pedagogy is a fundamental component of teacher education in Vietnam. However, both lecturers and students report persistent obstacles such as low student engagement, limited access to authentic practicum settings, and constrained resources. To examine the difficulties experienced by lecturers and students in pedagogy education at five Vietnamese pedagogical universities, as well as to identify systemic and instructional barriers along with actionable recommendations, a cross sectional quantitative survey was conducted among 50 lecturers and 500 students using structured questionnaires. The survey items covered curriculum scope and pacing, teaching methods, student motivation, resource availability, and assessment practices. Descriptive statistics summarized the responses. Most lecturers identified insufficient student motivation as a significant challenge and noted the absence of practical teaching contexts. More than half of the students considered the pedagogy content overly dense for the allotted time and reported weak learning strategies. Additional issues included unclear assessment criteria, shortages of instructional materials, and variability in lecturers' pedagogical capacity. Both individual and structural constraints such as limited student engagement, inadequate instructional support, curriculum overload, and scarce practice opportunities, hamper pedagogy education. Addressing these challenges requires curriculum streamlining, stronger school-university partnerships to expand practicum experiences, investment in teaching resources, adoption of student-centered pedagogies, and targeted support for student learning and faculty development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507236 |
| Database: | ERIC |
| Abstract: | Pedagogy is a fundamental component of teacher education in Vietnam. However, both lecturers and students report persistent obstacles such as low student engagement, limited access to authentic practicum settings, and constrained resources. To examine the difficulties experienced by lecturers and students in pedagogy education at five Vietnamese pedagogical universities, as well as to identify systemic and instructional barriers along with actionable recommendations, a cross sectional quantitative survey was conducted among 50 lecturers and 500 students using structured questionnaires. The survey items covered curriculum scope and pacing, teaching methods, student motivation, resource availability, and assessment practices. Descriptive statistics summarized the responses. Most lecturers identified insufficient student motivation as a significant challenge and noted the absence of practical teaching contexts. More than half of the students considered the pedagogy content overly dense for the allotted time and reported weak learning strategies. Additional issues included unclear assessment criteria, shortages of instructional materials, and variability in lecturers' pedagogical capacity. Both individual and structural constraints such as limited student engagement, inadequate instructional support, curriculum overload, and scarce practice opportunities, hamper pedagogy education. Addressing these challenges requires curriculum streamlining, stronger school-university partnerships to expand practicum experiences, investment in teaching resources, adoption of student-centered pedagogies, and targeted support for student learning and faculty development. |
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| ISSN: | 2518-0169 2410-9991 |
