VIETNAMESE INSTRUCTORS’ PROGRESS IN TEACHING CONCEPTIONS TOWARDS STUDENT- CENTEREDNESS

Abstract

University instructors’ conceptions of teaching have long been a significant focus of educational research. However, the majority of previous studies have concentrated on two opposing extremes: a completely teacher-centered or a fully learner-centered model. Very few studies have explored the transitional process between these two paradigms. To address this gap, the present study adopts Kember’s theoretical framework on intermediate conceptions of teaching to examine the shifting perceptions of a group of Vietnamese university instructors regarding the nature of teaching. Drawing on data collected from a survey (n = 310), semi-structured interviews (n = 27), and classroom observations (n = 7), the study reveals that lecturers have begun to move away from a purely teacher-centered teaching model as they demonstrate an increasing awareness of the principles underlying learner-centeredness, namely defining learning objectives in alignment with student needs; selecting teaching content in accordance with student prior accumulation; employing interactive teaching methods; implementing technology-based teaching activities; promoting students knowledge transfer ability and implementing formative assessment practices. However, this learner-centered transformation remains incomplete due to a range of contextual factors including administrative pressures and rigid curricula. This indicates a transitional phase in teaching conceptions.