Enhancing Vietnamese Language Pedagogical Practical Competence for Elementary Teacher Education Students: Analysis of the Current Situation and Solutions

Enhancing Vietnamese Language Pedagogical Practical Competence for Elementary Teacher Education Students: Analysis of the Current Situation and Solutions | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Enhancing Vietnamese Language Pedagogical Practical Competence for Elementary Teacher Education Students: Analysis of the Current Situation and Solutions To Ngoc Son This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8050181/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The study was conducted in the context of the fundamental renewal of the 2018 General Education Program (GEP), aiming to address the significant gap between theory and practice in Pedagogical Skill Training (PST) for the Vietnamese Language subject among elementary teacher education students. The primary objective is to thoroughly analyze the actual state of students' awareness and core practical skills, as the preliminary survey indicated clear skill deficits in translating theoretical knowledge into practical classroom action. The research proposes a synchronized and evidence-based system of practical solutions. These solutions focus on essential competencies such as Lesson Plan Design (LPD), Information and Communications Technology (ICT) Application, Handling Pedagogical Situations (HPS), and Self-assessment of Teaching Quality (Reflective Practice). The ultimate goal of this framework is to foster a proactive, professional, and student-centered teaching style. Constructed upon the principles of practical application and reflective learning, this system serves as a timely and crucial supplement to the curriculum, enabling students to develop professional conduct and the capability for flexible lesson implementation. It thus contributes practically and directly to improving the quality of elementary teacher education, ensuring graduates meet the high demands of educational innovation. Pedagogical Skills Pedagogical Skill Training Elementary Vietnamese Language Lesson Plan Handling Teaching Situations Figures Figure 1 Figure 2 Figure 3 Figure 4 1. Introduction The fundamental and comprehensive reform embodied in the 2018 General Education Program (GEP 2018) necessitates that teachers, particularly those in elementary education, possess flexible and robust Pedagogical Practical Competence (PPC). This competence is vital for achieving the program's objectives of developing learners capacity and attributes. As the core tool for thought and communication, the Vietnamese Language subject requires a shift in instructional methodology, emphasizing creativity, effectiveness, and appropriateness to the psychophysiological characteristics of elementary students. Equipping prospective teachers with the specialized skills to conduct high-quality Vietnamese Language lessons is a critical task that determines the output quality of teacher education and the success of the educational reform effort. Current teacher training realities indicate that Pedagogical Skill Training (PST) content remains heavily theoretical, leading to a significant gap between theoretical knowledge and practical lesson implementation. This study was initiated following a survey of the perceived awareness and understanding of 150 third and fourth-year elementary teacher education students at Dong Thap University. The survey results provide a solid basis for argumentation, revealing a notable discrepancy: while 90.0% of students self-report a clear understanding of the importance of PST, the pass rate (Good + Fair) in core practical skills is markedly low. This is particularly evident in Handling Pedagogical Situations (HPS) (only 30.0% achievement) and Self-assessment/Reflection after Teaching (only 42.0% achievement). Such discrepancies pose a major obstacle to the successful implementation of GEP 2018. Against this backdrop, the research aims to propose a comprehensive system of synchronized solutions. These solutions are designed to equip students with core competencies, including: Lesson Plan Design (LPD), ICT application, the ability to Handle Pedagogical Situations (HPS), and the skill of Self-reflection. The paper focuses specifically on the PPC for the Vietnamese Language subject at the elementary level, combining an analysis of the theoretical foundation, a survey of the current situation (through questionnaires on students' perceived competence), and expert consultation to develop the proposed solutions. The structure of the paper is divided into three main sections: Introduction; Research Results (including Methodology, Findings, and Discussion); and Conclusion/Recommendations. 2. Research Results 2.1. Overview of Pedagogical Practical Competence and Research Methodology 2.1.1. Theoretical Basis of Vietnamese Language PPC and Evaluation Criteria Pedagogical Practical Competence (PPC) is the synthesis of pedagogical knowledge, skills, and attitude, developed through continuous Pedagogical Skill Training (PST). According to Nguyễn Thị Kim Dung (2020), the PPC of an elementary teacher comprises three fundamental groups of competencies: instructional competence, educational competence, and professional development competence. Specifically, Vietnamese Language instructional competence demands proficiency in implementing active teaching methods, individualizing learning activities, and utilizing standard language. The core components of Vietnamese Language PPC include: - Specialized Knowledge and Instructional Theory: A thorough understanding of the GEP 2018 structure and the characteristics of each Vietnamese Language sub-component (Reading, Writing, Speaking, and Listening). - Activity Design Skills: Demonstrated through the preparation of Lesson Plans (LPs) in accordance with the standards of Official Letter 2345/BGDĐT-GDTH (2021), ensuring that the "Required Outcomes" are concretized through a structured sequence of learning activities. - Classroom Management and Organization Skills: The ability to maintain discipline, use appropriate tone and body language, and, critically, the flexible ability to handle unexpected Pedagogical Situations (PS). Current teaching evaluation criteria (applied following the guidance of the Ministry of Education and Training) consistently emphasize the effectiveness of organizing the sequence of learning activities, the ability to assess student processes, and the teacher's competence in handling situations. Therefore, a deficit in these practical skills directly impairs the quality of graduating teacher education students. Based on these rationales, the researcher conducted a survey and tabulated the requirements achieved by students regarding knowledge and skills after the curriculum and PST methods were improved. The overall achievement rates are detailed below: Figure 1: Percentage of Students Meeting Knowledge and Skill Requirements Evaluation of Achieved Results (Based on Post-Training Survey): The survey results following the implementation of the revised professional skill training program indicate a remarkable and encouraging improvement: Comprehensive Growth: All indicators show significant increases. Notably, the item "What should a teacher do when participating in lesson observation and professional development?" saw the highest growth, from 35% to 95%. This demonstrates that the new training program has successfully rectified a major previous weakness (before the change, 20% of students did not know how to complete an observation form). - Absolute Understanding: 100% of students demonstrated an understanding of Pedagogical Skill Training, confirming that the fundamental objective of the module has been entirely met. - Readiness for the Profession: Content directly related to teaching and classroom management ("Content to be well implemented for Elementary students" and "Necessary tasks of an Elementary Teacher") achieved very high percentages (98% and 90%, respectively). This suggests students are better equipped with the knowledge and skills necessary to prepare for their roles as elementary teachers. This outcome provides clear evidence of the quality and effectiveness of the new Professional Skill Training program. 2.1.2. Research Methodology, Subjects, and Tools The study employed a combination of the following methods to ensure the comprehensiveness and reliability of the results: - Literature Review Method: In-depth analysis of research works on PST, the competency framework for elementary teachers, and directive documents from the Ministry of Education and Training to build the theoretical basis and scientific evaluation criteria. - Questionnaire Survey Method: Survey Subjects: 150 third and fourth-year elementary teacher education students at Dong Thap University. This selection ensures that the subjects have completed most professional and specialized modules and have a sufficient basis to self-assess their practical competence. Survey Tool: A questionnaire designed with a 5-level Likert scale (Ranging from 1 - Very Poor to 5 - Very Good), focusing on assessing students' self-awareness and understanding of 4 core PPC skill groups. The questionnaire was developed based on the PPC framework and validated through consultation with 5 education experts to ensure content validity. Questionnaire Structure: The survey included 25 questions divided into main content groups corresponding to the skills being assessed: + Group 1 (5 questions): Assessing general awareness of the importance of PST. + Group 2 (7 questions): Assessing the Skill of Designing Contextualized Lesson Plans (LPD). + Group 3 (5 questions): Assessing the Skill of Applying Information Technology (ICT) in Vietnamese Language teaching. + Group 4 (8 questions): Assessing the Competence in Handling Pedagogical Situations (PS) and the Skill of Self-assessment/Reflection after teaching. Data Collection and Reliability: Data collection was carried out over a 7-week period (September 15, 2025, to October 30, 2025) through online and in-class surveys. The validated questionnaire demonstrated high reliability (overall Cronbach's Alpha coefficient reached 0.85), confirming the internal consistency of the measurement tool and ensuring the academic rigor of the data analysis. Expert Consultation Method: Consulting with 10 outstanding lecturers/teachers in and outside the faculty on elementary education and PST to develop, evaluate the feasibility, and the depth of the proposed solutions. 2.2. Analysis of the Current State of Awareness and Practical Skills (Using Survey Data) The survey results from 150 students at Dong Thap University are summarized as follows: Figure 2: Students' Self-Assessment of Vietnamese Language Pedagogical Practical Competence (N=150) Analysis and Discussion of Results: The data analysis in Table 1 clearly demonstrates the phase shift between theoretical awareness and practical execution, which is a major challenge in current teacher education. High Awareness Level: The percentage of students who self-assessed as clearly understanding the importance of PST reached 90.0% (Excellent + Good). This reflects the success of the training institution in conveying theoretical knowledge and professional orientation. However, theoretical awareness does not guarantee the capacity for practical action. Weak Practical Skills: The self-confidence level regarding core practical skills decreases sharply. Specifically: Lesson Plan Design (LPD) Skill: Only 50.0% of students achieved the Excellent/Good level. The percentage of Average and Poor/Very Poor accounts for up to 50.0%. This suggests students tend to follow template LPDs, lacking the ability to personalize activities and connect theory with real-life student contexts. ICT Application Skill: Achieved a relatively acceptable level (65.0%), but mostly limited to presentations (slides). Students often fail to effectively utilize digital interactive tools (Kahoot, Quizizz, video lectures) to truly stimulate student engagement. Serious Weakness (HPS): The skill of Handling Unexpected Pedagogical Situations (HPS) has the lowest achievement rate: only 30.0%. This is a skill that demands flexibility, experience, and professional composure, often absent in a purely theoretical environment. The 25% rate (Poor + Very Poor) indicates that a significant number of students would be severely flustered when teaching in a classroom. Deficiency in Self-Reflection: The Self-assessment/Reflection skill achieved 42.0%. Reflection is the mechanism that helps teachers learn from experience (Donald Schön, 1983). This low rate indicates that students have not developed the habit of systematizing practical experience for self-improvement, hindering long-term professional development. Conclusion on the Current Situation: The gap between awareness and action, particularly in the skills of HPS and reflection, is the core issue that needs to be addressed. The system of solutions must focus on an experience-based learning model and enhance practical application with feedback. 2.3. Proposal and Discussion on the System of Pedagogical Skill Training Solutions The proposed solutions are designed to thoroughly address the identified deficits from the survey (Section 2.2), ensuring that students can transform theoretical knowledge into robust practical competence. Figure 3: Core Content of the Solution Groups 2.3.1. Enhancing Contextualized Lesson Plan Design (LPD) Skill This solution is aimed at improving the 50.0% achievement rate of the LPD Skill. LPD is the legal document and the blueprint for teaching activities; preparing LPDs standardly, in the spirit of GEP 2018, is a mandatory requirement. Implementation Principle: Shifting from a model of copying/referencing templates to a model of design based on an Analysis - Design process. Detailed Activities: - Objective Analysis Workshop: Lecturers guide students in an in-depth analysis of "Required Outcomes" according to Circular 27/2020/TT-BGDĐT, instead of merely copying them. The goal is for students to learn how to break down the Goal into specific learning actions. - Contextual LPD Practice: Students are tasked with drafting an LPD for a specific Vietnamese Language content (e.g., Reading Comprehension "The Coconut Tree", Grade 2) but must include two real-world constraints: (1) The class has 5 slow readers and (2) The teaching time is shortened by 10 minutes. This constraint forces students to adjust methods and allocate time more flexibly. - Establishment of a Peer-Critique Cycle: Students work in groups of 3-4 to critique each other's LPDs, using a unified LPD evaluation criteria sheet (e.g., Logic of the activity sequence; Feasibility of the activity within 40 minutes; Appropriateness of the assessment tool). Discussion: This solution is grounded in experiential learning theory, where students must perform design tasks under the pressure of practical factors. Peer-review helps students learn from their colleagues' mistakes and broaden their design perspectives, thereby reinforcing the ability to meet LPD standards. 2.3.2. Strengthening ICT Application and Learning Material Design Although the achievement rate for this skill is relatively high (65.0%), the solution aims to enhance the quality of ICT application, transitioning from using ICT as a presentation tool to an interactive and personalized learning instrument. Implementation Principle: ICT application must adhere to the principle: "Not to replace the teacher, but to extend the teacher's capacity" (UNESCO, 2019). Detailed Activities: - Interactive Lesson Design Training: Organizing specialized training sessions on using free learning material design platforms (e.g., Canva, Nearpod, Quizizz, Padlet), enabling students to create highly interactive Reading/Writing/Speaking and Listening activities (e.g., creating a virtual whiteboard for collaborative spelling correction; creating individualized reading speed quizzes). - Learning Material Digitalization Skills: Guiding students on converting physical materials (pictures, books) into high-quality digital resources (short videos, illustrative GIFs) and how to integrate them into the LPD appropriately, avoiding overuse that may distract students. - Digital Presentation Style Training: Lecturers focus on assessing pedagogical conduct when using ICT (e.g., not turning their back to students, not reading the slides, maintaining eye contact), ensuring that technology supports rather than dominates the lesson. Discussion: Enhancing ICT application capability is not merely technical; it is also about developing a digital pedagogical mindset. This solution helps students meet the demands of Society 4.0 and maximize tool utilization to develop student’s language competence in line with GEP 2018. 2.3.3. Training in Lesson Implementation and Handling Unexpected Pedagogical Situations (HPS) This is the pivotal solution aimed at improving the lowest achievement rate (30.0%) for the HPS skill 94 . This skill demands "composure" and "professional conduct" within the classroom environment. Implementation Principle: Problem-Based Learning and Simulation. Detailed Activities: - HPS Gameshow Organization: Lecturers build a repository of typical pedagogical situations in Vietnamese Language teaching (e.g., Students arguing over a word's meaning; Students mispronouncing repeatedly; Parents questioning writing scores). Students are divided into groups, practicing direct handling in a "mini-drama" or "arena gameshow" format with limited reaction time (e.g., 90 seconds to present a solution). - Simulated Teaching with "Auxiliary Actors": During simulated teaching practice, the lecturer arranges for 1-2 students to act as "challenging students" (e.g., not concentrating, doing private work, causing disruption). This creates unexpected PS, forcing the teaching student to practice classroom coverage and in-the-moment situation handling. - Analysis of Real-life PS Videos: Utilizing videos recording actual classroom situations (with identification anonymized) for students to analyze the teacher's handling method and propose improvements. Discussion: The simulation method helps students experience the pressure and unexpected nature of PS in a safe environment, aiding the development of professional composure (Nguyễn Thị Bích Hồng, 2023). Post-practice, in-depth analysis will help students systematize their experience, build a personal solution repository, and raise the achievement rate from 30.0% to an acceptable level. 2.3.4. Developing Reflection and Self-assessment of Teaching Quality Skills This solution aims to improve the low achievement rate (42.0%) of the Self-Reflection skill, which is the mechanism for ensuring sustainable professional development. Implementation Principle: Transforming Experience into Knowledge. Detailed Activities: - Establishment of a Reflective Journal: Mandating students to keep a journal after every practical teaching session or lesson observation. The journal must answer 3 core questions: (1) What happened that was outside the plan? (2) Why did it happen that way? (3) What will I do differently next time? (Donald Schön, 1983). - Implementation of Peer-Review Feedback: Using standardized criteria forms for students to observe lessons, take notes, and provide professional feedback to colleagues. This process not only helps the recipient improve but also enhances the reviewer's observation and lesson analysis competence. - Application of Reflective Technology: Using video recordings of student’s simulated lessons, then requiring them to self-assess and conduct in-depth analysis at pause points according to the lecturer's criteria. Discussion: Reflection skill is the foundation for teachers to continuously adjust their teaching methods. By systematizing the recording and analysis of experience (Nguyễn Hữu Dũng, 2024), students gradually form a proactive professional habit, enabling them to confidently recognize the strengths and limitations in their lessons, thereby continually improving themselves throughout their careers. In addition to the achievements outlined above, the researcher proceeded to Measure the Perception of Value and the Satisfaction Level of the partner schools where students undertook internships and practicums. A 5-level Likert scale was used (from 1: Strongly Disagree to 5: Strongly Agree). Concurrently, the same scale was used to assess students' self-confidence when performing specific professional tasks. The results achieved are as follows: Figure 4: Level of Satisfaction from Partner Schools and Students' Self-Confidence The results indicate the following: The content of the new PST program is highly practical and closely aligns with the actual requirements of Elementary Schools. The training methods (practice, projects, situation discussions) help students acquire knowledge more effectively compared to traditional methods. Students know how to design Lesson Plans (LPs) oriented towards developing student competence; they know how to manage the classroom and handle emerging pedagogical situations (e.g., disruptive students, arguments); they possess a very good understanding of elementary student’s psychology and can motivate their learning; and they know how to observe, take notes, and provide constructive professional feedback when observing general education teacher’s lessons. Crucially, students are self-confident that they have been fully equipped with the knowledge and skills to become genuine Elementary Teachers immediately upon graduation. 3. Conclusion and Recommendations 3.1. Conclusion The study established the theoretical foundation for Vietnamese Language Pedagogical Practical Competence and conducted a survey of the training reality at Dong Thap University. The survey results from 150 students confirm a serious disparity between awareness and execution, with alarmingly low achievement rates in the skills of handling pedagogical situations (only 30.0%) and self-reflection (42.0%). A system of 4 practice-based solution groups (contextualized LPD, interactive ICT application, simulated HPS training, and development of reflection skills) has been proposed and discussed in detail. This system aims to create a fundamental shift from a theoretical-heavy training model to an experience- and feedback-based learning model. Funding Statement: This manuscript is the result of personal, individual research. As of the time of submission, no external funding or financial support has been received for this work. This research was conducted solely by the author with the personal desire to contribute to the field of Education, and therefore, no affiliation with any individual or organization is declared regarding financial sponsorship. Ethics, Consent to Participate, and Consent to Publish Statement: Ethics: This work is the original idea and intellectual property of the author. The research was primarily developed to support the author's professional duties in teaching "Pedagogical Skills Training" to undergraduate students specializing in Primary Education. AI Assistance Acknowledgment: The author gratefully acknowledges the significant assistance provided by the Gemini AI assistant, including but not limited to: proposing ideas for the student survey questionnaire, checking for spelling errors and scientific terminology, ensuring accurate academic translation into English, and consulting on the design of data collection tables. Consent to Participate & Publish: This study is intended to serve as a foundation for compiling a textbook on "Pedagogical Skills Training for Primary Education Undergraduate Students." The author agrees to participate in the publication of this research and wishes for it to be publicly accessible to foster academic discussion. The author appreciates the consideration and potential publication by Springer Nature Submissions. Consent to Publish is explicitly given. 3.2. Significance and Recommendations The research is significant in standardizing the professional training process, providing a concrete solution framework for teacher education institutions to enhance the quality of elementary teachers. The solutions contribute to equipping students with professional pedagogical conduct and the ability for flexible lesson implementation, meeting the requirements of GEP 2018. Recommendations: For Dong Thap University and Teacher Education Institutions: It is necessary to integrate the proposed solutions (such as simulated HPS workshops, practical LPD design with constraints) into the formal PST curriculum, ensuring that at least 40% of the learning time consists of practical activities with intensive professional feedback. Future Research Direction: Conducting experimental research to quantitatively evaluate the effectiveness of the proposed solutions on the progress of teacher education students. 4. Declarations 4.1. Funding This manuscript is the result of personal, individual research. As of the time of submission, no external funding or financial support has been received for this work. This research was conducted solely by the author with the personal desire to contribute to the field of Education, and therefore, no affiliation with any individual or organization is declared regarding financial sponsorship. 4.2. Ethical Approval Due to the non-interventional quantitative survey nature of the study, utilizing anonymous and self-assessed data, this research was reviewed by the Science and Training Council of the Faculty of Primary Education, Dong Thap University, and was granted an exemption from formal Institutional Review Board (IRB) approval, as the study posed no potential risks to participants. All research procedures were conducted in compliance with relevant academic ethical guidelines. 4.3. Consent to Participate Informed consent was obtained from all 150 students participating in the survey. Participants were fully informed of the study's purpose, methodology, and the voluntary nature of their involvement. Students were assured that participation was entirely voluntary and they had the right to withdraw at any time without penalty. Survey data were collected and processed anonymously and with strict confidentiality. 4.4. Consent to Publish The author agrees to the publication of this research. Consent to Publish is explicitly given to allow the work to be publicly accessible for academic discussion. 4.5. Data Availability Statement All data generated or analyzed during this study are included in this published article and its supplementary information files (if any). 4.6. AI Assistance Acknowledgment The author gratefully acknowledges the significant assistance provided by the Gemini AI assistant, including but not limited to: proposing ideas for the student survey questionnaire, checking for spelling errors and scientific terminology, ensuring accurate academic translation into English, and consulting on the design of data collection tables. References Ministry of Education and Training (2018). General Education Program: Overall Framework. UNESCO (2019). The Future of Education: Learning to Become. Paris: UNESCO Publishing. Dung, N. T. K. (2020). Textbook on Regular Pedagogical Professional Skill Training. Hanoi National University of Education Press. Diep, L. T. N. (2021). Pedagogical practical competence and solutions for its enhancement in Primary Education students. Journal of Education, 514(2), 27-32. Ministry of Education and Training (2021). Official Letter 2345/BGDĐT-GDTH on the guidance for developing Lesson Plans. Thoa, D. T. K. (2022). Developing professional practical competence for teacher education students in the context of general education curriculum reform. Journal of Educational Science, 7(1), 58-69. Hong, N. T. B. (2023). Application of simulation in training pedagogical situation handling skills for teacher education students. Journal of Science and Technology, Industrial University of Ho Chi Minh City, 19(2), 99-106. Dung, N. H. (2024). Fostering reflective thinking skills for teacher education students through professional development activities. Journal of Educational Science, 18(4), 45-53. Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books. Ministry of Education and Training (2020). Circular 27/2020/TT-BGDĐT regulating the assessment and grading of primary school students. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8050181","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":542956674,"identity":"a7ab965d-71ef-4e04-b152-2b75bc3a07d6","order_by":0,"name":"To Ngoc Son","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAuElEQVRIiWNgGAWjYNCCCmYGAxDNQ4xiiKIzzBIkamFsI0WLvXT7w8eF86zrzCUSGB+8bWNI3E7QFpkzxsYzt6VLWM5IYDacC9Sys4GQFokcNmnebYclDG4kABltDMYGBwhqSX8mzTsHrIX9N5FaEsykeRsgtjADtcgR1nIjx9iY51i65IYzD5sl55yTIKyFfUb6w8c8Ndb8BseTD354U2bDQ1ALEmBsABISxKsfBaNgFIyCUYAbAABIzzcba8DjdQAAAABJRU5ErkJggg==","orcid":"","institution":"Dong Thap University","correspondingAuthor":true,"prefix":"","firstName":"To","middleName":"Ngoc","lastName":"Son","suffix":""}],"badges":[],"createdAt":"2025-11-06 16:53:10","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8050181/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8050181/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":95821468,"identity":"ae765518-7a7d-4e84-b8f3-5e15e5da5848","added_by":"auto","created_at":"2025-11-13 10:47:53","extension":"png","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":80680,"visible":true,"origin":"","legend":"","description":"","filename":"Picture1.png","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/2db7c8d02652b4937ce8696d.png"},{"id":95821429,"identity":"ef3f91dd-a1b3-4f4e-8ca5-c19db38bf9aa","added_by":"auto","created_at":"2025-11-13 10:47:50","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":66424,"visible":true,"origin":"","legend":"","description":"","filename":"ENHANCINGVIETNAMESELANGUAGE.docx","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/af9c255c47f6b16e61efafd5.docx"},{"id":95821477,"identity":"6e4e5a2b-05a3-43c5-9552-3c83233c056c","added_by":"auto","created_at":"2025-11-13 10:47:54","extension":"png","order_by":2,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":22292,"visible":true,"origin":"","legend":"","description":"","filename":"Picture2.png","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/78cfd61bf404d24527fbdb8b.png"},{"id":95821512,"identity":"16e02b1b-935f-4aac-84e6-6120a2a64380","added_by":"auto","created_at":"2025-11-13 10:47:59","extension":"docx","order_by":5,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":14438,"visible":true,"origin":"","legend":"","description":"","filename":"THURNLUYENNGHIEPVUSUPHAM.docx","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/0d65fede940e1e4a55953127.docx"},{"id":95821421,"identity":"d3f9b2db-dd37-45bb-86d6-bbf38efa645f","added_by":"auto","created_at":"2025-11-13 10:47:45","extension":"json","order_by":6,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":4657,"visible":true,"origin":"","legend":"","description":"","filename":"b0895f54fe5845f5a22f3298f88182fc.json","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/67c1a1649ec0535e971bacce.json"},{"id":95821492,"identity":"9081bb96-9b13-4d6f-bd31-740bf746881f","added_by":"auto","created_at":"2025-11-13 10:47:56","extension":"docx","order_by":7,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":16849,"visible":true,"origin":"","legend":"","description":"","filename":"CoverLetter.docx","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/766b8a5e1c1a5fa98971e4ae.docx"},{"id":95821423,"identity":"03fce455-cfd3-4c95-ae39-7ab082f75719","added_by":"auto","created_at":"2025-11-13 10:47:46","extension":"xml","order_by":8,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":59663,"visible":true,"origin":"","legend":"","description":"","filename":"b0895f54fe5845f5a22f3298f88182fc1enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/690da4f42f0390eeddff7c66.xml"},{"id":95821433,"identity":"05879b5c-9115-4878-ad51-5bab95d3d4e2","added_by":"auto","created_at":"2025-11-13 10:47:50","extension":"png","order_by":9,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":80680,"visible":true,"origin":"","legend":"","description":"","filename":"Picture1.png","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/be35809ea936ff66f46594b7.png"},{"id":95821491,"identity":"b87da849-f811-462f-9ea4-808a49d09301","added_by":"auto","created_at":"2025-11-13 10:47:56","extension":"png","order_by":10,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":22292,"visible":true,"origin":"","legend":"","description":"","filename":"Picture2.png","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/b34cf3f41754772dace4bfec.png"},{"id":95821475,"identity":"1669efc9-d52f-46d5-8a2d-c542f15d328e","added_by":"auto","created_at":"2025-11-13 10:47:54","extension":"png","order_by":13,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":22028,"visible":true,"origin":"","legend":"","description":"","filename":"OnlinePicture1.png","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/b9ac7d9e100f9e34918672fb.png"},{"id":95821424,"identity":"fa8803f9-a192-4a8b-af2f-75e3baa81be8","added_by":"auto","created_at":"2025-11-13 10:47:46","extension":"png","order_by":14,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":7002,"visible":true,"origin":"","legend":"","description":"","filename":"OnlinePicture2.png","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/a3b07a0745579d594c6f6ba3.png"},{"id":95821504,"identity":"2df140cc-c47d-4564-8951-ac423c870182","added_by":"auto","created_at":"2025-11-13 10:47:57","extension":"xml","order_by":15,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":52308,"visible":true,"origin":"","legend":"","description":"","filename":"b0895f54fe5845f5a22f3298f88182fc1structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/fd6b0c5e176169f8128103c9.xml"},{"id":95821431,"identity":"7569eb73-30f3-486b-81a8-cfc3aa66aa8a","added_by":"auto","created_at":"2025-11-13 10:47:50","extension":"html","order_by":16,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":65280,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/f0f601a6b072f4b29d207971.html"},{"id":95821427,"identity":"984ccc4b-22ae-4e9b-93f9-93b384daf692","added_by":"auto","created_at":"2025-11-13 10:47:47","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":24894,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003ePercentage of Students Meeting Knowledge and Skill Requirements\u003c/em\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/06633d4d9899468ae3f44281.png"},{"id":95821455,"identity":"90ec60bc-f139-4071-a6fe-b119467c5c50","added_by":"auto","created_at":"2025-11-13 10:47:53","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":53536,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eStudents' Self-Assessment of Vietnamese Language Pedagogical Practical Competence (N=150)\u003c/em\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/e0e8c2883874113f57484792.png"},{"id":95821521,"identity":"9a0bf34e-a537-483b-bfba-8e65d6f12a9b","added_by":"auto","created_at":"2025-11-13 10:47:59","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":103920,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eCore Content of the Solution Groups\u003c/em\u003e\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/d239a2eb573b4c5bce2a4d8d.png"},{"id":95821436,"identity":"6f7a7859-8cf2-4290-907d-795c1c03583f","added_by":"auto","created_at":"2025-11-13 10:47:51","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":11941,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eLevel of Satisfaction from Partner Schools and Students' Self-Confidence\u003c/em\u003e\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/3a578091b052255fca9746ba.png"},{"id":103405526,"identity":"fc259232-93c5-4b54-816c-1da3340cbf81","added_by":"auto","created_at":"2026-02-25 09:58:32","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":443681,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8050181/v1/16cb1a38-c2c3-41d0-bc92-6fe00003c526.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eEnhancing Vietnamese Language Pedagogical Practical Competence for Elementary Teacher Education Students: Analysis of the Current Situation and Solutions\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThe fundamental and comprehensive reform embodied in the 2018 General Education Program (GEP 2018) necessitates that teachers, particularly those in elementary education, possess flexible and robust Pedagogical Practical Competence (PPC). This competence is vital for achieving the program's objectives of developing learners capacity and attributes. As the core tool for thought and communication, the Vietnamese Language subject requires a shift in instructional methodology, emphasizing creativity, effectiveness, and appropriateness to the psychophysiological characteristics of elementary students. Equipping prospective teachers with the specialized skills to conduct high-quality Vietnamese Language lessons is a critical task that determines the output quality of teacher education and the success of the educational reform effort.\u003c/p\u003e\u003cp\u003eCurrent teacher training realities indicate that Pedagogical Skill Training (PST) content remains heavily theoretical, leading to a significant gap between theoretical knowledge and practical lesson implementation. This study was initiated following a survey of the perceived awareness and understanding of 150 third and fourth-year elementary teacher education students at Dong Thap University. The survey results provide a solid basis for argumentation, revealing a notable discrepancy: while 90.0% of students self-report a clear understanding of the importance of PST, the pass rate (Good\u0026thinsp;+\u0026thinsp;Fair) in core practical skills is markedly low. This is particularly evident in Handling Pedagogical Situations (HPS) (only 30.0% achievement) and Self-assessment/Reflection after Teaching (only 42.0% achievement). Such discrepancies pose a major obstacle to the successful implementation of GEP 2018.\u003c/p\u003e\u003cp\u003eAgainst this backdrop, the research aims to propose a comprehensive system of synchronized solutions. These solutions are designed to equip students with core competencies, including: Lesson Plan Design (LPD), ICT application, the ability to Handle Pedagogical Situations (HPS), and the skill of Self-reflection. The paper focuses specifically on the PPC for the Vietnamese Language subject at the elementary level, combining an analysis of the theoretical foundation, a survey of the current situation (through questionnaires on students' perceived competence), and expert consultation to develop the proposed solutions. The structure of the paper is divided into three main sections: Introduction; Research Results (including Methodology, Findings, and Discussion); and Conclusion/Recommendations.\u003c/p\u003e"},{"header":"2. Research Results","content":"\u003cp\u003e2.1. Overview of Pedagogical Practical Competence and Research Methodology\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e2.1.1. Theoretical Basis of Vietnamese Language PPC and Evaluation Criteria\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003ePedagogical Practical Competence (PPC) is the synthesis of pedagogical knowledge, skills, and attitude, developed through continuous Pedagogical Skill Training (PST). According to Nguyễn Thị Kim Dung (2020), the PPC of an elementary teacher comprises three fundamental groups of competencies: instructional competence, educational competence, and professional development competence. Specifically, Vietnamese Language instructional competence demands proficiency in implementing active teaching methods, individualizing learning activities, and utilizing standard language.\u003c/p\u003e\n\u003cp\u003eThe core components of Vietnamese Language PPC include:\u003c/p\u003e\n\u003cp\u003e- Specialized Knowledge and Instructional Theory: A thorough understanding of the GEP 2018 structure and the characteristics of each Vietnamese Language sub-component (Reading, Writing, Speaking, and Listening).\u003c/p\u003e\n\u003cp\u003e- Activity Design Skills: Demonstrated through the preparation of Lesson Plans (LPs) in accordance with the standards of Official Letter 2345/BGDĐT-GDTH (2021), ensuring that the \u0026quot;Required Outcomes\u0026quot; are concretized through a structured sequence of learning activities.\u003c/p\u003e\n\u003cp\u003e- Classroom Management and Organization Skills: The ability to maintain discipline, use appropriate tone and body language, and, critically, the flexible ability to handle unexpected Pedagogical Situations (PS).\u003c/p\u003e\n\u003cp\u003eCurrent teaching evaluation criteria (applied following the guidance of the Ministry of Education and Training) consistently emphasize the effectiveness of organizing the sequence of learning activities, the ability to assess student processes, and the teacher\u0026apos;s competence in handling situations. Therefore, a deficit in these practical skills directly impairs the quality of graduating teacher education students.\u003c/p\u003e\n\u003cp\u003eBased on these rationales, the researcher conducted a survey and tabulated the requirements achieved by students regarding knowledge and skills after the curriculum and PST methods were improved. The overall achievement rates are detailed below:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eFigure 1: Percentage of Students Meeting Knowledge and Skill Requirements\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eEvaluation of Achieved Results (Based on Post-Training Survey):\u003c/p\u003e\n\u003cp\u003eThe survey results following the implementation of the revised professional skill training program indicate a remarkable and encouraging improvement:\u003c/p\u003e\n\u003cp\u003eComprehensive Growth: All indicators show significant increases. Notably, the item \u0026quot;What should a teacher do when participating in lesson observation and professional development?\u0026quot; saw the highest growth, from 35% to 95%. This demonstrates that the new training program has successfully rectified a major previous weakness (before the change, 20% of students did not know how to complete an observation form).\u003c/p\u003e\n\u003cp\u003e- Absolute Understanding: 100% of students demonstrated an understanding of Pedagogical Skill Training, confirming that the fundamental objective of the module has been entirely met.\u003c/p\u003e\n\u003cp\u003e- Readiness for the Profession: Content directly related to teaching and classroom management (\u0026quot;Content to be well implemented for Elementary students\u0026quot; and \u0026quot;Necessary tasks of an Elementary Teacher\u0026quot;) achieved very high percentages (98% and 90%, respectively). This suggests students are better equipped with the knowledge and skills necessary to prepare for their roles as elementary teachers.\u003c/p\u003e\n\u003cp\u003eThis outcome provides clear evidence of the quality and effectiveness of the new Professional Skill Training program.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e2.1.2. Research Methodology, Subjects, and Tools\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe study employed a combination of the following methods to ensure the comprehensiveness and reliability of the results:\u003c/p\u003e\n\u003cp\u003e- Literature Review Method: In-depth analysis of research works on PST, the competency framework for elementary teachers, and directive documents from the Ministry of Education and Training to build the theoretical basis and scientific evaluation criteria.\u003c/p\u003e\n\u003cp\u003e- Questionnaire Survey Method:\u003c/p\u003e\n\u003cp\u003eSurvey Subjects: 150 third and fourth-year elementary teacher education students at Dong Thap University. This selection ensures that the subjects have completed most professional and specialized modules and have a sufficient basis to self-assess their practical competence.\u003c/p\u003e\n\u003cp\u003eSurvey Tool: A questionnaire designed with a 5-level Likert scale (Ranging from 1 - Very Poor to 5 - Very Good), focusing on assessing students\u0026apos; self-awareness and understanding of 4 core PPC skill groups. The questionnaire was developed based on the PPC framework and validated through consultation with 5 education experts to ensure content validity. Questionnaire Structure: The survey included 25 questions divided into main content groups corresponding to the skills being assessed:\u003c/p\u003e\n\u003cp\u003e+ Group 1 (5 questions): Assessing general awareness of the importance of PST.\u003c/p\u003e\n\u003cp\u003e+ Group 2 (7 questions): Assessing the Skill of Designing Contextualized Lesson Plans (LPD).\u003c/p\u003e\n\u003cp\u003e+ Group 3 (5 questions): Assessing the Skill of Applying Information Technology (ICT) in Vietnamese Language teaching.\u003c/p\u003e\n\u003cp\u003e+ Group 4 (8 questions): Assessing the Competence in Handling Pedagogical Situations (PS) and the Skill of Self-assessment/Reflection after teaching.\u003c/p\u003e\n\u003cp\u003eData Collection and Reliability: Data collection was carried out over a 7-week period (September 15, 2025, to October 30, 2025) through online and in-class surveys. The validated questionnaire demonstrated high reliability (overall Cronbach\u0026apos;s Alpha coefficient reached 0.85), confirming the internal consistency of the measurement tool and ensuring the academic rigor of the data analysis.\u003c/p\u003e\n\u003cp\u003eExpert Consultation Method: Consulting with 10 outstanding lecturers/teachers in and outside the faculty on elementary education and PST to develop, evaluate the feasibility, and the depth of the proposed solutions.\u003c/p\u003e\n\u003cp\u003e2.2. Analysis of the Current State of Awareness and Practical Skills (Using Survey Data)\u003c/p\u003e\n\u003cp\u003eThe survey results from 150 students at Dong Thap University are summarized as follows:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eFigure 2: Students\u0026apos; Self-Assessment of Vietnamese Language Pedagogical Practical Competence (N=150)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAnalysis and Discussion of Results:\u003c/p\u003e\n\u003cp\u003eThe data analysis in Table 1 clearly demonstrates the phase shift between theoretical awareness and practical execution, which is a major challenge in current teacher education.\u003c/p\u003e\n\u003cp\u003eHigh Awareness Level: The percentage of students who self-assessed as clearly understanding the importance of PST reached 90.0% (Excellent + Good). This reflects the success of the training institution in conveying theoretical knowledge and professional orientation. However, theoretical awareness does not guarantee the capacity for practical action.\u003c/p\u003e\n\u003cp\u003eWeak Practical Skills: The self-confidence level regarding core practical skills decreases sharply. Specifically:\u003c/p\u003e\n\u003cp\u003eLesson Plan Design (LPD) Skill: Only 50.0% of students achieved the Excellent/Good level. The percentage of Average and Poor/Very Poor accounts for up to 50.0%. This suggests students tend to follow template LPDs, lacking the ability to personalize activities and connect theory with real-life student contexts.\u003c/p\u003e\n\u003cp\u003eICT Application Skill: Achieved a relatively acceptable level (65.0%), but mostly limited to presentations (slides). Students often fail to effectively utilize digital interactive tools (Kahoot, Quizizz, video lectures) to truly stimulate student engagement.\u003c/p\u003e\n\u003cp\u003eSerious Weakness (HPS): The skill of Handling Unexpected Pedagogical Situations (HPS) has the lowest achievement rate: only 30.0%. This is a skill that demands flexibility, experience, and professional composure, often absent in a purely theoretical environment. The 25% rate (Poor + Very Poor) indicates that a significant number of students would be severely flustered when teaching in a classroom.\u003c/p\u003e\n\u003cp\u003eDeficiency in Self-Reflection: The Self-assessment/Reflection skill achieved 42.0%. Reflection is the mechanism that helps teachers learn from experience (Donald Sch\u0026ouml;n, 1983). This low rate indicates that students have not developed the habit of systematizing practical experience for self-improvement, hindering long-term professional development.\u003c/p\u003e\n\u003cp\u003eConclusion on the Current Situation: The gap between awareness and action, particularly in the skills of HPS and reflection, is the core issue that needs to be addressed. The system of solutions must focus on an experience-based learning model and enhance practical application with feedback.\u003c/p\u003e\n\u003cp\u003e2.3. Proposal and Discussion on the System of Pedagogical Skill Training Solutions\u003c/p\u003e\n\u003cp\u003eThe proposed solutions are designed to thoroughly address the identified deficits from the survey (Section 2.2), ensuring that students can transform theoretical knowledge into robust practical competence.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eFigure 3: Core Content of the Solution Groups\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e2.3.1. Enhancing Contextualized Lesson Plan Design (LPD) Skill\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis solution is aimed at improving the 50.0% achievement rate of the LPD Skill. LPD is the legal document and the blueprint for teaching activities; preparing LPDs standardly, in the spirit of GEP 2018, is a mandatory requirement.\u003c/p\u003e\n\u003cp\u003eImplementation Principle: Shifting from a model of copying/referencing templates to a model of design based on an Analysis - Design process.\u003c/p\u003e\n\u003cp\u003eDetailed Activities:\u003c/p\u003e\n\u003cp\u003e- Objective Analysis Workshop: Lecturers guide students in an in-depth analysis of \u0026quot;Required Outcomes\u0026quot; according to Circular 27/2020/TT-BGDĐT, instead of merely copying them. The goal is for students to learn how to break down the Goal into specific learning actions.\u003c/p\u003e\n\u003cp\u003e- Contextual LPD Practice: Students are tasked with drafting an LPD for a specific Vietnamese Language content (e.g., Reading Comprehension \u0026quot;The Coconut Tree\u0026quot;, Grade 2) but must include two real-world constraints: (1) The class has 5 slow readers and (2) The teaching time is shortened by 10 minutes. This constraint forces students to adjust methods and allocate time more flexibly.\u003c/p\u003e\n\u003cp\u003e- Establishment of a Peer-Critique Cycle: Students work in groups of 3-4 to critique each other\u0026apos;s LPDs, using a unified LPD evaluation criteria sheet (e.g., Logic of the activity sequence; Feasibility of the activity within 40 minutes; Appropriateness of the assessment tool).\u003c/p\u003e\n\u003cp\u003eDiscussion: This solution is grounded in experiential learning theory, where students must perform design tasks under the pressure of practical factors. Peer-review helps students learn from their colleagues\u0026apos; mistakes and broaden their design perspectives, thereby reinforcing the ability to meet LPD standards.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e2.3.2. Strengthening ICT Application and Learning Material Design\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAlthough the achievement rate for this skill is relatively high (65.0%), the solution aims to enhance the \u003cem\u003equality\u003c/em\u003e of ICT application, transitioning from using ICT as a presentation tool to an interactive and personalized learning instrument.\u003c/p\u003e\n\u003cp\u003eImplementation Principle: ICT application must adhere to the principle: \u0026quot;Not to replace the teacher, but to extend the teacher\u0026apos;s capacity\u0026quot; (UNESCO, 2019).\u003c/p\u003e\n\u003cp\u003eDetailed Activities:\u003c/p\u003e\n\u003cp\u003e- Interactive Lesson Design Training: Organizing specialized training sessions on using free learning material design platforms (e.g., Canva, Nearpod, Quizizz, Padlet), enabling students to create highly interactive Reading/Writing/Speaking and Listening activities (e.g., creating a virtual whiteboard for collaborative spelling correction; creating individualized reading speed quizzes).\u003c/p\u003e\n\u003cp\u003e- Learning Material Digitalization Skills: Guiding students on converting physical materials (pictures, books) into high-quality digital resources (short videos, illustrative GIFs) and how to integrate them into the LPD appropriately, avoiding overuse that may distract students.\u003c/p\u003e\n\u003cp\u003e- Digital Presentation Style Training: Lecturers focus on assessing pedagogical conduct when using ICT (e.g., not turning their back to students, not reading the slides, maintaining eye contact), ensuring that technology supports rather than dominates the lesson.\u003c/p\u003e\n\u003cp\u003eDiscussion: Enhancing ICT application capability is not merely technical; it is also about developing a digital pedagogical mindset. This solution helps students meet the demands of Society 4.0 and maximize tool utilization to develop student\u0026rsquo;s language competence in line with GEP 2018.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e2.3.3. Training in Lesson Implementation and Handling Unexpected Pedagogical Situations (HPS)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis is the pivotal solution aimed at improving the lowest achievement rate (30.0%) for the HPS skill\u003csup\u003e94\u003c/sup\u003e. This skill demands \u0026quot;composure\u0026quot; and \u0026quot;professional conduct\u0026quot; within the classroom environment.\u003c/p\u003e\n\u003cp\u003eImplementation Principle: Problem-Based Learning and Simulation.\u003c/p\u003e\n\u003cp\u003eDetailed Activities:\u003c/p\u003e\n\u003cp\u003e- HPS Gameshow Organization: Lecturers build a repository of typical pedagogical situations in Vietnamese Language teaching (e.g., Students arguing over a word\u0026apos;s meaning; Students mispronouncing repeatedly; Parents questioning writing scores). Students are divided into groups, practicing direct handling in a \u0026quot;mini-drama\u0026quot; or \u0026quot;arena gameshow\u0026quot; format with limited reaction time (e.g., 90 seconds to present a solution).\u003c/p\u003e\n\u003cp\u003e- Simulated Teaching with \u0026quot;Auxiliary Actors\u0026quot;: During simulated teaching practice, the lecturer arranges for 1-2 students to act as \u0026quot;challenging students\u0026quot; (e.g., not concentrating, doing private work, causing disruption). This creates unexpected PS, forcing the teaching student to practice classroom coverage and in-the-moment situation handling.\u003c/p\u003e\n\u003cp\u003e- Analysis of Real-life PS Videos: Utilizing videos recording actual classroom situations (with identification anonymized) for students to analyze the teacher\u0026apos;s handling method and propose improvements.\u003c/p\u003e\n\u003cp\u003eDiscussion: The simulation method helps students experience the pressure and unexpected nature of PS in a safe environment, aiding the development of professional composure (Nguyễn Thị B\u0026iacute;ch Hồng, 2023). Post-practice, in-depth analysis will help students systematize their experience, build a personal solution repository, and raise the achievement rate from 30.0% to an acceptable level.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e2.3.4. Developing Reflection and Self-assessment of Teaching Quality Skills\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis solution aims to improve the low achievement rate (42.0%) of the Self-Reflection skill, which is the mechanism for ensuring sustainable professional development.\u003c/p\u003e\n\u003cp\u003eImplementation Principle: Transforming Experience into Knowledge.\u003c/p\u003e\n\u003cp\u003eDetailed Activities:\u003c/p\u003e\n\u003cp\u003e- Establishment of a Reflective Journal: Mandating students to keep a journal after every practical teaching session or lesson observation. The journal must answer 3 core questions: (1) What happened that was outside the plan? (2) Why did it happen that way? (3) What will I do differently next time? (Donald Sch\u0026ouml;n, 1983).\u003c/p\u003e\n\u003cp\u003e- Implementation of Peer-Review Feedback: Using standardized criteria forms for students to observe lessons, take notes, and provide professional feedback to colleagues. This process not only helps the recipient improve but also enhances the reviewer\u0026apos;s observation and lesson analysis competence.\u003c/p\u003e\n\u003cp\u003e- Application of Reflective Technology: Using video recordings of student\u0026rsquo;s simulated lessons, then requiring them to self-assess and conduct in-depth analysis at pause points according to the lecturer\u0026apos;s criteria.\u003c/p\u003e\n\u003cp\u003eDiscussion: Reflection skill is the foundation for teachers to continuously adjust their teaching methods. By systematizing the recording and analysis of experience (Nguyễn Hữu Dũng, 2024), students gradually form a proactive professional habit, enabling them to confidently recognize the strengths and limitations in their lessons, thereby continually improving themselves throughout their careers.\u003c/p\u003e\n\u003cp\u003eIn addition to the achievements outlined above, the researcher proceeded to Measure the Perception of Value and the Satisfaction Level of the partner schools where students undertook internships and practicums. A 5-level Likert scale was used (from 1: Strongly Disagree to 5: Strongly Agree). Concurrently, the same scale was used to assess students\u0026apos; self-confidence when performing specific professional tasks.\u003c/p\u003e\n\u003cp\u003eThe results achieved are as follows:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eFigure 4: Level of Satisfaction from Partner Schools and Students\u0026apos; Self-Confidence\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eThe results indicate the following: The content of the new PST program is highly practical and closely aligns with the actual requirements of Elementary Schools. The training methods (practice, projects, situation discussions) help students acquire knowledge more effectively compared to traditional methods. Students know how to design Lesson Plans (LPs) oriented towards developing student competence; they know how to manage the classroom and handle emerging pedagogical situations (e.g., disruptive students, arguments); they possess a very good understanding of elementary student\u0026rsquo;s psychology and can motivate their learning; and they know how to observe, take notes, and provide constructive professional feedback when observing general education teacher\u0026rsquo;s lessons. Crucially, students are self-confident that they have been fully equipped with the knowledge and skills to become genuine Elementary Teachers immediately upon graduation.\u003c/em\u003e\u003c/p\u003e"},{"header":"3. Conclusion and Recommendations","content":"\u003cp\u003e3.1. Conclusion\u003c/p\u003e\n\u003cp\u003eThe study established the theoretical foundation for Vietnamese Language Pedagogical Practical Competence and conducted a survey of the training reality at Dong Thap University. The survey results from 150 students confirm a serious disparity between awareness and execution, with alarmingly low achievement rates in the skills of handling pedagogical situations (only 30.0%) and self-reflection (42.0%).\u003c/p\u003e\n\u003cp\u003eA system of 4 practice-based solution groups (contextualized LPD, interactive ICT application, simulated HPS training, and development of reflection skills) has been proposed and discussed in detail. This system aims to create a fundamental shift from a theoretical-heavy training model to an experience- and feedback-based learning model.\u003c/p\u003e\n\u003cp\u003eFunding Statement: This manuscript is the result of personal, individual research. As of the time of submission, no external funding or financial support has been received for this work. This research was conducted solely by the author with the personal desire to contribute to the field of Education, and therefore, no affiliation with any individual or organization is declared regarding financial sponsorship.\u003c/p\u003e\n\u003cp\u003eEthics, Consent to Participate, and Consent to Publish Statement:\u003c/p\u003e\n\u003cp\u003eEthics: This work is the original idea and intellectual property of the author. The research was primarily developed to support the author's professional duties in teaching \"Pedagogical Skills Training\" to undergraduate students specializing in Primary Education.\u003c/p\u003e\n\u003cp\u003eAI Assistance Acknowledgment: The author gratefully acknowledges the significant assistance provided by the Gemini AI assistant, including but not limited to: proposing ideas for the student survey questionnaire, checking for spelling errors and scientific terminology, ensuring accurate academic translation into English, and consulting on the design of data collection tables.\u003c/p\u003e\n\u003cp\u003eConsent to Participate \u0026amp; Publish: This study is intended to serve as a foundation for compiling a textbook on \"Pedagogical Skills Training for Primary Education Undergraduate Students.\" The author agrees to participate in the publication of this research and wishes for it to be publicly accessible to foster academic discussion. The author appreciates the consideration and potential publication by Springer Nature Submissions. Consent to Publish is explicitly given.\u003c/p\u003e\n\u003cp\u003e3.2. Significance and Recommendations\u003c/p\u003e\n\u003cp\u003eThe research is significant in standardizing the professional training process, providing a concrete solution framework for teacher education institutions to enhance the quality of elementary teachers. The solutions contribute to equipping students with professional pedagogical conduct and the ability for flexible lesson implementation, meeting the requirements of GEP 2018.\u003c/p\u003e\n\u003cp\u003eRecommendations:\u003c/p\u003e\n\u003cp\u003eFor Dong Thap University and Teacher Education Institutions: It is necessary to integrate the proposed solutions (such as simulated HPS workshops, practical LPD design with constraints) into the formal PST curriculum, ensuring that at least 40% of the learning time consists of practical activities with intensive professional feedback.\u003c/p\u003e\n\u003cp\u003eFuture Research Direction: Conducting experimental research to quantitatively evaluate the effectiveness of the proposed solutions on the progress of teacher education students.\u003c/p\u003e"},{"header":"4. Declarations","content":"\u003cp\u003e4.1. Funding\u003c/p\u003e\n\u003cp\u003eThis manuscript is the result of personal, individual research. As of the time of submission, no external funding or financial support has been received for this work. This research was conducted solely by the author with the personal desire to contribute to the field of Education, and therefore, no affiliation with any individual or organization is declared regarding financial sponsorship.\u003c/p\u003e\n\u003cp\u003e4.2. Ethical Approval\u003c/p\u003e\n\u003cp\u003eDue to the non-interventional quantitative survey nature of the study, utilizing anonymous and self-assessed data, this research was reviewed by the Science and Training Council of the Faculty of Primary Education, Dong Thap University, and was granted an exemption from formal Institutional Review Board (IRB) approval, as the study posed no potential risks to participants. All research procedures were conducted in compliance with relevant academic ethical guidelines.\u003c/p\u003e\n\u003cp\u003e4.3. Consent to Participate\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all 150 students participating in the survey. Participants were fully informed of the study's purpose, methodology, and the voluntary nature of their involvement. Students were assured that participation was entirely voluntary and they had the right to withdraw at any time without penalty. Survey data were collected and processed anonymously and with strict confidentiality.\u003c/p\u003e\n\u003cp\u003e4.4. Consent to Publish\u003c/p\u003e\n\u003cp\u003eThe author agrees to the publication of this research. Consent to Publish is explicitly given to allow the work to be publicly accessible for academic discussion.\u003c/p\u003e\n\u003cp\u003e4.5. Data Availability Statement\u003c/p\u003e\n\u003cp\u003eAll data generated or analyzed during this study are included in this published article and its supplementary information files (if any).\u003c/p\u003e\n\u003cp\u003e4.6. AI Assistance Acknowledgment\u003c/p\u003e\n\u003cp\u003eThe author gratefully acknowledges the significant assistance provided by the Gemini AI assistant, including but not limited to: proposing ideas for the student survey questionnaire, checking for spelling errors and scientific terminology, ensuring accurate academic translation into English, and consulting on the design of data collection tables.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eMinistry of Education and Training (2018). General Education Program: Overall Framework.\u003c/li\u003e\n\u003cli\u003eUNESCO (2019). The Future of Education: Learning to Become. Paris: UNESCO Publishing.\u003c/li\u003e\n\u003cli\u003eDung, N. T. K. (2020). Textbook on Regular Pedagogical Professional Skill Training. Hanoi National University of Education Press.\u003c/li\u003e\n\u003cli\u003eDiep, L. T. N. (2021). Pedagogical practical competence and solutions for its enhancement in Primary Education students. Journal of Education, 514(2), 27-32.\u003c/li\u003e\n\u003cli\u003eMinistry of Education and Training (2021). Official Letter 2345/BGDĐT-GDTH on the guidance for developing Lesson Plans.\u003c/li\u003e\n\u003cli\u003eThoa, D. T. K. (2022). Developing professional practical competence for teacher education students in the context of general education curriculum reform. Journal of Educational Science, 7(1), 58-69.\u003c/li\u003e\n\u003cli\u003eHong, N. T. B. (2023). Application of simulation in training pedagogical situation handling skills for teacher education students. Journal of Science and Technology, Industrial University of Ho Chi Minh City, 19(2), 99-106.\u003c/li\u003e\n\u003cli\u003eDung, N. H. (2024). Fostering reflective thinking skills for teacher education students through professional development activities. Journal of Educational Science, 18(4), 45-53.\u003c/li\u003e\n\u003cli\u003eSch\u0026ouml;n, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.\u003c/li\u003e\n\u003cli\u003eMinistry of Education and Training (2020). Circular 27/2020/TT-BGDĐT regulating the assessment and grading of primary school students.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Pedagogical Skills, Pedagogical Skill Training, Elementary Vietnamese Language, Lesson Plan, Handling Teaching Situations ","lastPublishedDoi":"10.21203/rs.3.rs-8050181/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8050181/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe study was conducted in the context of the fundamental renewal of the 2018 General Education Program (GEP), aiming to address the significant gap between theory and practice in Pedagogical Skill Training (PST) for the Vietnamese Language subject among elementary teacher education students. The primary objective is to thoroughly analyze the actual state of students' awareness and core practical skills, as the preliminary survey indicated clear skill deficits in translating theoretical knowledge into practical classroom action. The research proposes a synchronized and evidence-based system of practical solutions. These solutions focus on essential competencies such as Lesson Plan Design (LPD), Information and Communications Technology (ICT) Application, Handling Pedagogical Situations (HPS), and Self-assessment of Teaching Quality (Reflective Practice). The ultimate goal of this framework is to foster a proactive, professional, and student-centered teaching style. Constructed upon the principles of practical application and reflective learning, this system serves as a timely and crucial supplement to the curriculum, enabling students to develop professional conduct and the capability for flexible lesson implementation. It thus contributes practically and directly to improving the quality of elementary teacher education, ensuring graduates meet the high demands of educational innovation.\u003c/p\u003e","manuscriptTitle":"Enhancing Vietnamese Language Pedagogical Practical Competence for Elementary Teacher Education Students: Analysis of the Current Situation and Solutions","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-13 10:39:50","doi":"10.21203/rs.3.rs-8050181/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"c3bac8dc-a5e6-4587-b0ad-1424a8ed59cb","owner":[],"postedDate":"November 13th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-02-25T22:20:29+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-13 10:39:50","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8050181","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8050181","identity":"rs-8050181","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}