Capacitating preschool teachers in Vietnam through process-oriented child monitoring and needs-based, school-based professional development

Vietnam has almost reached universal preschool education for 5-year old children. Increased enrollment rates, however, do not automatically lead to better learning outcomes for children. While national policies promote... [ view full abstract ]

Vietnam has almost reached universal preschool education for 5-year old children. Increased enrollment rates, however, do not automatically lead to better learning outcomes for children. While national policies promote child-oriented and play-based learning, actual practices in schools largely remain teacher-centered. Teachers struggle to adopt new pedagogies espoused in the policies. The existing teacher professional development (TPD) system is not able to facilitate teachers’ sustained application of new practices due to its central focus on top-down cascade training and limited attention to coaching during implementation. Although the system allows for school-based, needs-based TPD, this modality is underused and not well-developed. Between December 2015 and June 2016, VVOB Vietnam set-up a pilot action research in three disadvantaged and ethnically diverse districts in Vietnam that targeted 32 preschool teachers, their school leaders and education officers at district and provincial level. It focused on two main elements: 1/ process-oriented child monitoring, and 2/ needs-based, school-based teacher professional development.

Through their engagement in the action research on process-oriented child monitoring, teachers could identify children at risk of not learning, understand existing barriers to learning and participation, and develop actions that cater all children’s learning outcomes. The process-oriented child monitoring system was subsequently used as the backbone for more effective and efficient needs-based, school-based TPD. This allowed teachers to increase their practical knowledge and skills and to engage in reflective practice through collaborative school- and cluster-based networks. The fact that the approach used in the action research demonstrably resulted in a fundamental increase of preschool children’s levels of wellbeing and involvement motivated the teachers to continue application, as wellbeing and involvement are central process indicators of children’s deep level learning. Lastly, the coaching role of school leaders, district and provincial education officers allowed for institutional capacity development based on grassroots challenges and needs of teachers.