Teacher Perspectives on the Roles and Implementation of Social and Emotional Learning in Vietnamese Primary Schools

2025-02-05T05:31:40+00:00

This study examines primary school teachers' perspectives on the roles and challenges of implementing social and emotional learning (SEL) in Vietnamese primary schools. Using a constructivist grounded theory approach, semi-structured interviews with 13 teachers highlight SEL’s significance in fostering holistic development, academic performance, and experiential learning. Teachers emphasised SEL’s broader benefits for students, schools, and communities. However, key barriers include inadequate teacher training, limited student-focused resources, rigid curricula, and insufficient supportive policies. The study bridges a critical gap in SEL research within Southeast Asia, providing practical insights into its implementation in Vietnam. Recommendations focus on addressing systemic challenges through policy reforms, teacher capacity-building, and resource enhancement. This research not only enriches the regional discourse on SEL but also offers actionable strategies for educators and policymakers to enhance its integration into primary education, fostering both individual and collective benefits.

Inclusive Learning Spaces: Preparing Pre-service Teachers in Culturally Responsive Classroom Management

2025-04-23T07:05:43+00:00

This study is a work in progress addressing the critical need for pre-service teachers to develop competencies that promote student engagement and inclusivity in early childhood education. It emphasizes the role of culturally responsive design, highlighting how thoughtful classroom layouts can reflect and celebrate the diverse backgrounds of young learners. The research data was gathered using a Qualtrics survey and semi-structured interviews to address the following questions: What are pre-service teachers’ perceptions of physical learning space and their potential to impact student engagement, sense of belonging, and culturally responsive practices? How does the physical learning space promote culturally responsive practices in early childhood education? By focusing on practical skills, theoretical knowledge, and reflective practices, this research aims to equip pre-service teachers with the tools necessary to foster engaging and inclusive learning environments for all young learners. The upcoming phase will allow pre-service teachers to collaborate with mentor teachers to redesign a classroom. Ultimately, this study will provide knowledge that will help pre-service teachers discover strategies and enhance their competencies to create inclusive environments that encourage interaction, promote active learning, and support the cultural identities of all learners.

International Journal of Childhood Education

Teacher Perspectives on the Roles and Implementation of Social and Emotional Learning in Vietnamese Primary Schools

Inclusive Learning Spaces: Preparing Pre-service Teachers in Culturally Responsive Classroom Management