Changing teachers’ beliefs and practices towards learner-centred education: experiences and lessons from Vietnam’s education system reforms

Abstract

This study traces back nearly five decades of Vietnam’s reform policies of pursuing the learner-centred education (LCE) approach, and it gives insights into the latest attempts, the 2013 Fundamental and Comprehensive Education reform (FCER) and its central policy, the Curriculum 2018. Prompted by Schweisfurth’s four continua framework on defining LCE, the study found evidence of teachers and principals generally accepting the intent of the reform policies, and teachers were using a greater variety of classroom techniques than previously. However, the findings suggest that teachers still control the content, pace of learning and classroom activities; there is a continuing tradition of relying on extrinsic motivation rather than developing students’ intrinsic motivation to learn; and there is a lack of opportunities for students’ rich and genuine reflections and expressions and the development of deeper understanding of complex problems. The paper argues that it is unrealistic to expect a radical transition without adequate teacher preparation, and that a scaffolded approach to developing teachers’ understanding and skills is called for via professional development.