Assessing the Readiness of High School Geography Teachers for the Implementation of the 2018 General Education Curriculum
Main Article Content
Abstract
The 2018 General Education Curriculum in Vietnam marks a significant shift towards competency-based education which requires teachers to adapt to new pedagogical approaches, curricula, and assessment methods. This research investigates the readiness of high school Geography teachers to implement the new curriculum, focusing on three key factors: knowledge, skills, and support. Using a mixed-methods approach, the study surveyed 205 teachers across 36 provinces. Findings reveal that while teachers acknowledge the importance of the reform, their readiness levels vary. Specifically, 59.5% believe that professional training enhances their knowledge, 63.9% consider pedagogical skills crucial, and 62% highlight the importance of support from educational authorities. Nonetheless, teachers still face challenges and require further support to effectively implement the new curriculum.
Keywords:
Vietnam 2018 curriculum, teacher readiness, competency-based education, Geography education, professional development, Vietnam education system.
References
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[12] I. P. M. Dewantara, Curriculum Changes in Indonesia: Teacher Constraints and Students of Prospective Teachers’ Readiness in the Implementation of Thematic Learning at Low Grade Primary School, Ilkogretim Online - Element Education Online, Vol. 19, No. 2, 2020, pp. 1047-1060,
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[14] Ministry of Education and Training, Resolution No. 29-NQ/TW dated November 4, 2013, Central Conference 8, XI Term on Fundamental and Comprehensive Renovation of Education and Training, https://moet.gov.vn/tintuc/Pages/doi-moi-can-ban-toan-dien-gd-va-dt.aspx?ItemID=3928 (accessed on: April 22nd, 2024) (in Vietnamese).
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[2] K. Eija, N. Raimo, Teachers Facing the Challenges of Curriculum Change in the Small Rural School in Finland,
https://files.eric.ed.gov/fulltext/ED444770.pdf, 1996 (accessed on: February 15th, 2024).
[3] K. Graves, Mind the Gap: A Tale of Two Curriculum Fallacies, Language Teaching, Vol. 1, 2021, pp. 1-13,
https://doi.org/10.1017/S0261444821000148 (accessed on: February 23rd, 2023).
[4] A. A. Armenakis, S. G. Harris, K. W. Mossholder, Creating Readiness for Organizational Change. Human Relations, Vol. 6, No. 6, 1993, pp 681-703, https://doi.org/10.1177/001872679304600601 (access on: May 18th, 2025).
[5] F. A. Inan, D. L. Lowther, Factors Affecting Technology Integration in K-12 Classrooms: A Path Model, Education Tech Research Dev, Vol. 58, 2009, pp. 137-154, https://doi.org/10.1007/s11423-009-9132-y (accessed on: March 2nd, 2023).
[6] A. Veloo, H. N. Krishnasamy, R. M. Alo, Teachers’ Knowledge and Readiness Towards Implementation of School-Based Assessment in Secondary Schools, International Education Studies, Vol. 8, No. 11, 2015, pp. 193-203, http://dx.doi.org/10.5539/ies.v8n11p193 (accessed on: March 8th, 2023).
[7] U. Cheah, Assessment in Primary Mathematics Classrooms in Malaysia, [Paper Presentation], Fourth APEC-Tsukuba International Conference, 2010, https://www.criced.tsukuba.ac.jp/math/apec/apec2009/doc/pdf_20-21/CheahUiHock-paper.pdf (accessed on: March 8th, 2023).
[8] Z. Endot, R. Jamaluddin, A. F. M. Ayub, M. H. M. Puad, Teacher Readiness in Implementing the Teaching of Design and Technology and Its Relationship with Self-Efficacy and Intrinsic Motivation, International Journal of Human Resource Studies, Vol. 11, No. 4S, 2021, pp. 111-122, https://doi.org/10.5296/ijhrs.v11i4S.19234 (accessed on: March 8th, 2023).
[9] M. Fullan, Change Theory - A Force for School Improvement, Centre for Strategic Education, Seminar Series Paper, No. 157, 2006, http://www.michaelfullan.ca/Articles_06/06_change_theory.pdf (access on: May 18th, 2025).
[10] T. P. V. Nguyen, T. H. Le, T. H. Nguyen, H. Y. Nguyen, Teacher’s Readiness to Implement Digital Assessment Activities, VNU Journal of Science: Education Research, Vol. 1, 2022, pp. 1-10, https://doi.org/10.25073/2588-1159/vnuer.4662 (accessed on: March 11th, 2023) (in Vietnamese).
[11] H. A. Awidi, F. Aldhafeeri, Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools, Journal of Information Technology Education Research, Vol. 16, 2017, pp. 105-126, https://www.informingscience.org/Publications/3685 (accessed on: March 8th, 2023).
[12] I. P. M. Dewantara, Curriculum Changes in Indonesia: Teacher Constraints and Students of Prospective Teachers’ Readiness in the Implementation of Thematic Learning at Low Grade Primary School, Ilkogretim Online - Element Education Online, Vol. 19, No. 2, 2020, pp. 1047-1060,
https://core.ac.uk/download/pdf/288214037.pdf (accessed on: March 8th, 2023).
[13] I. Colwill, C. Gallagher, Developing a Curriculum for the Twenty-First Century: The Experiences of England and Northern Ireland, Prospects, Vol. 37, 2007, pp. 411-425,
https://doi.org/10.1007/s11125-008-9044-3 (accessed on: February 19th, 2024).
[14] Ministry of Education and Training, Resolution No. 29-NQ/TW dated November 4, 2013, Central Conference 8, XI Term on Fundamental and Comprehensive Renovation of Education and Training, https://moet.gov.vn/tintuc/Pages/doi-moi-can-ban-toan-dien-gd-va-dt.aspx?ItemID=3928 (accessed on: April 22nd, 2024) (in Vietnamese).
[15] V. Braun, V. Clarke, Using Thematic Analysis in Psychology, Qualitative Research in Psychology, Vol. 3, No. 2, 2006, pp. 77-101.
[16] N. Burton, M. Brundrett, M. Jones, Doing Your Education Research Project, 2nd Edition, London: SAGE, 2014.
[17] B. Son, Shortage of Teachers and Teaching Equipment: Education in Highland Areas Faces Numerous Challenges, Vietnam Education Online Magazine,Fhttps://giaoduc.net.vn/thieu-thay-co-thieu-trang-thiet-bi-day-hoc-giao-duc-vung-cao-bon-be-kho-khan-post231291.gd/, 2022 (accessed on: June 1st, 2025) (in Vietnamese).
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