ANALYSIS OF AN EFL TEACHER EDUCATION CURRICULUM IN VIETNAM FROM THE PERSPECTIVE OF SOCIAL-EMOTIONAL COMPETENCES

Abstract

This study aims to investigate the integration of social-emotional competences in the pre-service EFL teacher education curriculum of a pedagogical university in Vietnam. Document analysis was utilized and data analysis results show that although social-emotional competences are significantly represented in the curriculum, they are largely implicit and unevenly distributed across the five core social-emotional competences as well as their specific skills. Specifically, Self-Management and Relationship Skills are strongly emphasized while Self-Awareness, Responsible Decision-Making and Social Awareness are much less emphasized in the curriculum. Notably, Self-Awareness is the least emphasized competence among the five core competences. This uneven distribution is understandable as it reflects Vietnamese cultural and educational values, which tend to prioritize collective harmony over individual emotional expression. The findings of the study can offer valuable guidance for educational policymakers, curriculum developers and educators in promoting holistic teacher education and EFL instruction. Based on these findings, practical recommendations are provided, including explicit integration of social-emotional competences in the teacher training curriculum, especially in learning outcomes, course contents, separate modules, daily practices and assessment criteria.