Bài báo khoa học

Abstract: This paper seeks to investigate the practices of internal quality assurance in teacher education programs across Vietnam. Survey questionnaires were administered to three groups of stakeholders: teachers/managers, student teachers/alumni, and employers from five teacher education programs to obtain appraisals of internal quality assurance practices at their programs. The findings show that the teacher programs have embraced quality assurance in their policies and practices in order to ensure that expected learning outcomes satisfy stakeholder needs and that the program content, instruction, student assessment, staff, and supporting activities achieve the expected learning outcomes. However, the study also suggests that expected learning outcomes should better reflect school requirements and equip future teachers with more practical teaching skills required for effective teaching at schools. To that end, academic and professional components should be integrated and schools should be more involved in training future teachers. In general, it is recommended that quality assurance needs be geared toward improving quality rather than merely conforming to external standards.