Problematising pre-service English language teacher education curriculum

Abstract

Pre-service English language teacher education (PELTE) is among the most important vehicles to address teacher capacity and the quality of English education in a nation. The case study in this chapter examines the PELTE curriculum of one of Vietnam’s premiere language teacher education institutions. Through an analysis of syllabus documents, a survey of pre-service teachers, and follow-up interviews and focus groups with pre-service teachers, teacher educators, and programme managers, the study explores the question: “What are the strengths and limitations of the PELTE curriculum in light of teacher competency policies?” Analysis of the data was conducted using Vietnam’s English Teacher Competencies Framework (ETCF), the country’s first subject-specific set of teacher standards. Findings suggest theoretical strengths and a moderately comprehensive curriculum to build pre-service teacher capacity, along with several gaps in the curriculum including limited connections to classroom practice and missed opportunities to address under-represented competencies. The discussion highlights the strengths of a competency-based teacher education curriculum and a balance among theory, practice, and context and recommends addressing curricular gaps by embedding competencies throughout the curriculum as well as creating more opportunities for situated and authentic practice in risk, uncertainty, and vulnerability – primary teachers’ emotional experiences of English language policy implementation