The need for values education programs for both pre-service teachers and in-service teachers in Vietnam - Abstract

Oct 15, 2026

Uploaded by Elsa

This paper investigates perceptions of pre-service and in-service teachers in Vietnam about the concept of “values education” and how it is prepared within professional training programs. It also examines classroom pedagogical strategies used when addressing values education situations. A qualitative design was adopted, using interviews with forty-three pre-service teachers and eighteen in-service teachers from two high schools, supported by observations of teaching sessions and school assemblies. Results show values education is mainly understood as living skills and moral education, with gaps in conceptual knowledge and limited school support.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Introduction

Research Methods

Findings

Discussion

Conclusion and Implications

References

Asian Journal of Education and Training Vol. 10, No. 1, 48-54, 2024 ISSN(E) 2519-5387 DOI: 10.20448/edu. v10i1 .5368 © 2024 by the authors; licensee Asian Online Journal Publishing Group The need for values education programs for both pre-service teachers and in-service teachers in Vietnam Quynh Thi Nhu Nguyen 1 􀀣 Son Van Huynh2 1School of Educational Studies, Ho Chi Minh City University of Education, Vietnam. Email: [quynhntn@hcmue.edu.vn](quynhntn@hcmue.edu.vn) 2Ho Chi Minh City University of Education, Vietnam. Email: [sonhv@hcmue.edu.vn](sonhv@hcmue.edu.vn) (􀀣 Corresponding Author) Abstract This paper investigates the perceptions of pre-service teachers and in-service teachers regarding the concept of 'values education' and the preparation of values education in professional programs in Vietnam. Furthermore, the pedagogical strategies employed by teachers in addressing values education situations in their classrooms are explored. A qualitative research design was employed, involving interviews with forty-three pre-service teachers from a university. Additionally, eighteen teachers from two different high schools were interviewed, and their teaching sessions, along with school assemblies, were observed. The findings reveal that values education is primarily understood as the instruction of living skills and moral education. There is a lack of conceptualization and knowledge regarding values education among the participants. Both preservice teachers and in-service teachers did not receive formal values education programs during their university education, and the support provided by schools in this regard was limited. Teachers tended to integrate values education into subjects randomly and subjectively, without employing advanced strategies. Inconsistencies in implementation and challenges associated with teaching values were observed. Highlighting an urgent necessity, this article emphasizes the imperative need for values education programs tailored for both pre-service and in-service teachers in Vietnam. It underscores the significance of adequately equipping teachers to effectively address values education in their classroom. Keywords: High school students, Pre-service teachers, Teacher education, Teachers’ perception, Teaching methods, Value education. Citation | Nguyen, Q. T. N., & Huynh, S. V. (2024) . The need for values education programs for both pre-service teachers and inservice teachers in Vietnam. Asian Journal of Education and Training, 10(1), 48–54. 10.20448/edu.v10i1.5368 History: Received: 23 October 2023 Revised: 8 January 2024 Accepted: 31 January 2024 Published: 7 February 2024 Licensed: This work is licensed under a Creative Commons Attribution 4.0 License Publisher: Asian Online Journal Publishing Group Funding: This study received no specific financial support. Institutional Review Board Statement: The Ethical Committee of Ho Chi Minh City University of Education, Vietnam has granted approval for this study on 8 September 2022 (Ref. No. 2369-QĐ -ĐHSP) . Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. This study followed all ethical practices during writing. Competing Interests: The authors declare that they have no competing interests. Authors’Contributions: All authors contributed equally to the conception and design of the study. All authors have read and agreed to the published version of the manuscript. Contents 1. Introduction ...................................................................................................................................................................................... 49 2. Research Methods......................................................................................................................

FAQs

What does the study examine about values education programs in Vietnam?

The study examines how pre-service and in-service teachers perceive “values education” and how preparation for values education is supported in professional programs. It also explores classroom strategies teachers use in values education situations.

How was the research conducted?

The study used a qualitative research design with interviews. Forty-three pre-service teachers were interviewed, and eighteen in-service teachers from two high schools were interviewed, with observations of teaching sessions and school assemblies.

What key findings describe teachers’ understanding and implementation challenges?

Values education is primarily viewed as instruction in living skills and moral education, while many participants lack conceptualization and knowledge about it. Teachers often integrate values education into subjects randomly and subjectively, and inconsistencies and teaching challenges were observed.

Oct 15, 2026

Uploaded by Elsa