Conceptions of Quality of Pre-Service Teacher Education from Stakeholder Perspectives: A Case Study of a Vietnamese University


  • Ni Thi Ha Nguyen Naval Academy, Khanh Hoa, Vietnam


How to Cite

Nguyen, N. T. H. (2022). Conceptions of Quality of Pre-Service Teacher Education from Stakeholder Perspectives: A Case Study of a Vietnamese University. Vietnam Journal of Education, 6(Special Issue), 6–19.


This paper reports the findings of an investigation into pre-service teacher education (PTE) at a Vietnamese university. The qualitative case study focuses on the key stakeholders’ conceptions of the quality of pre-service teacher education in the provision of two social science departments at the selected university. The study draws on key policy documents and in-depth interviews within an interpretive paradigm based on a sample of policymakers, institutional leaders, academic staff, and students. The study reveals the conceptions of quality of PTE from the perspectives of governmental bodies to the perspectives of the front-liners in the PTE, which point to an emphasis on the notion of ‘quality as fitness for purpose’ and the classic model of ‘input-process-output quality’. The evidence suggests that while there is the stakeholders’ receptiveness to and compliance with the policy of standards in education, there is a lack of critical ideas about the professional standards for teachers. The study enriches the conceptual understanding of education quality, informing the development of policy and practice of teacher education in the context of Vietnam.


Download data is not yet available.


Abbott, K. W., & Snidal, D. (2011). International “standards” and international governance. Journal of European Public Policy, 8(3), 345-370.

Altbach, P. G. (2008). The complex roles of universities in the period of globalization.

Alves, H., Mainardes, E. W., & Raposo, M. (2010). A relationship approach to higher education institution stakeholder management. Tertiary Education and Management, 16(3), 159-181.

Anderson, G. (2006). Assuring quality/resisting quality assurance: academics’ responses to “quality” in some Australian universities. Quality in Higher Education, 12(2), 161-173.

Barnett, R. (1992). Improving higher education: total quality care. Open University Press/Society for Research into Higher Education.

Barnett, R. (1994). The idea of quality: voicing the educational. In G. D. Doherty (Ed.), Developing Quality Systems in Higher Education. Routledge.

Bogue, E. G. (1998). Quality assurance in higher education: The evolution of systems and design ideals. New Directions for Institutional Research, 99, 7-18.

Botzem, S., & Dobusch, L. (2012). Standardization cycles: a process perspective on the formation and diffusion of transnational standards. Organizational Studies, 33(5-6), 737-762.

Cheng, Y. C., & Tam, W. M. (1997). Multi-models of quality in education. Quality Assurance in Education, 5(1), 22-31.

CPV (Communist Party of Vietnam) (2013). Resolution No.29/NQ-TW on Fundamental and Comprehensive Reform of Education].

Crosby, P. B. (1979). Quality is free. McGraw-Hill.

Crosby, P. B. (1984). Quality without tears: The art of hassle-free management. McGraw-Hill.

Cullen, J., Joyce, J., Hassal, T., & Broadbent, M. (2003). Quality in higher education: from monitoring to management. Quality Assurance in Education, 11(1), 5-14.

Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166-173.

Darling-Hammond, L., & Lieberman, A. (Eds.). (2013). High quality teaching and learning: Changing policies and practices. Routledge.

Day, C., & Smethem, L. (2009). The effects of reform: Have teachers really lost their sense of professionalism? Journal of Educational Change, 10(2), 141-157.

Denzin, N. K. (1989). The research act: a theoretical introduction to sociological methods (3rd ed.). Prentice Hall.

Dicker, R., Garcia, M., Kelly, A., & Mulrooney, H. (2019). What does “quality” in higher education mean? Perceptions of staff, students and employers. Studies in Higher Education, 44(8), 1425-1441.

Dowson, M., McInerney, D. M., & Etten, S. Van. (2007). The state of play in standards and standards reform. In D. M. McInerney, S. Van Etten, & M. Dowson (Eds.), Standards in Education (Kindle). Information Age Publishing.

Elken, M. (2017). Standardization of (higher) education in Europe - policy coordination 2.0? Policy and Society, 36(1), 127-142.

Ellis, V., & McNicholl, J. (2015). Transforming Teacher Education: Reconfiguring the Academic Work. Bloomsbury Academic.

Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In W. Houston (Ed.), Handbook of research on teacher education (pp. 212-233). New York: Macmillan.

Furuhagen, B., Holmén, J., & Säntti, J. (2019). The ideal teacher: orientations of teacher education in Sweden and Finland after the Second World War. History of Education, 48(6), 784-805.

Goodlad, S. (1995). The Quest for Quality: Sixteen Forms of Heresy in Higher Education. Society for Research into Higher Education & Open University Press.

GoV (Government of Vietnam) (2012). Strategy for Education Development 2011-2020.

Graham, J., & Barnett, R. (1996). Models of Quality in Teacher Education. Oxford Review of Education, 22(2), 161-178.

Green, D. (1994). What is quality in higher education? Concepts, Policy and Practice. In D. Green (Ed.), What is Quality in Higher Education? (pp. 3-20). SRHE/Open University Press.

Harvey, L., & Green, D. (1993). Defining quality assessment and evaluation in higher education. Quality in Higher Education, 18(1), 9-34.

Harvey, L., & Knight, P. (1996). Transforming higher education. Open University Press.

Houston, D., & Paewai, S. (2013). Knowledge, power and meanings shaping quality assurance in higher education: a systemic critique. Quality in Higher Education, 19(3), 261-282.

Kennedy, M. (1991). Some surprising findings on how teachers learn to teach. Educational Leadership, 49(3), 14-17.

Klette, K., & Hammerness, K. (2016). Conceptual framework for analyzing qualities in teacher education: looking at features of teacher education from an international perspective. Acta Didactica Norge, 10(2), 26-52.

Lee, T. W. (1999). Using qualitative methods in organizational research. Sage Publications.

Miles, M. B., & Huberman, M. A. (1994). Qualitative data analysis: an expanded sourcebook (2nd ed.). Sage Publications.

MOET (2005). Resolution No.14/2005/NQ-CP on the Fundamental and Comprehensive Reform of Higher Education in Vietnam 2006-2020.

MOET (2009). Circular 30/2009/TT-BGDĐT on Regulation of Professional Standards for Teachers in the Secondary School.

MOET (2018). Circular 20/2018/TT-BGDĐT on Regulation of Professional Standards for Teachers.

Moore, A. (2004). The Good Teacher: Dominant Discourses in Teacher Education (1st ed.). Routledge.

Morley, L. (2003). Quality and Power in Higher Education. OECD, SRHE and Open University Press.

Newton, J. (2000). Feeding the beast or improving quality?: Academics’ perceptions of quality assurance and quality monitoring. Quality in Higher Education, 6(2), 153-163.

Newton, J. (2002). Barriers to effective quality management and leadership: Case study of two academic departments. Higher Education, 44(2), 185-212.

Nguyen, T. M. L. (2010). Excellent Teacher Training at University of Education, Vietnam National University Hanoi. Social Sciences and Humanities, National University of Hanoi, 26, 189-196.

Nguyen, V. D. (2014). The issue of enhancing quality of teacher education in teacher education institutions. Journal of Education, 2(338), 1-2.

OECD (1995). Performance standards in education. OECD Publishing.

OECD (2011). Building a high-quality of teaching profession: Lessons from around the world. OECD Publishing.

OECD (2014). TALIS 2013 Results: An international perspective on teaching and learning. TALIS, OECD Publishing.

Phan, H. T. (2018). The solutions for assuring quality of high school teacher education in the current context. Journal of Education, 421(1), 15-19.

Sahlberg, P. (2011). Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? (2nd ed.). Teachers College Press. Kindle Edition.

Schindler, L., Puls-Elvidge, S., Welzant, H., & Crawford, L. (2015). Definitions of quality in higher education: A synthesis of the literature. Higher Learning Research Communications, 5(3), 3-13.

Simons, H. (2009). Case study: Research in practice. Sage.

Srikanthan, G., & Dalrymple, J. (2003). Developing alternative perspectives for quality in higher education. International Journal of Educational Management, 17(3), 126-136.

Tatto, M. T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to teach in England and the United States: The evolution of policy and practice. Routledge.

Watty, K. (2003). When will academics learn about quality? Quality in Higher Education, 9(3), 213-221.

World Bank (2016). Enhancing Teacher Education Program (ETEP) - Program Appraisal Document. World Bank Group.

Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage.




How to Cite

Nguyen, N. T. H. (2022). Conceptions of Quality of Pre-Service Teacher Education from Stakeholder Perspectives: A Case Study of a Vietnamese University. Vietnam Journal of Education, 6(Special Issue), 6–19.



Original Articles