Conceptual changes in Higher Education Teaching and Learning: Insights from a compulsory teacher training program for higher education teachers in Vietnam

Abstract

Compulsory pedagogical training programs for higher education teachers have become a common practice in many countries. The pedagogical training program for higher education teachers in Vietnam has been made compulsory since 2007 (Decision 61/2007/QĐ-BGDĐT), however, no published studies have reported participants’ changes in their practices or conceptions on teaching and learning in higher education. Examining changes on participants’ conceptions or practices after participating in this training program is essential for the restructure of the program. This study was conducted to fill this gap by investigating the program participants’ conceptual changes in higher education teaching and learning after completing the compulsory training program. Constructivist grounded theory was used to identify themes, categories and dimensions related to participants’ conceptions of teaching and learning in higher education. Fifteen program participants of one program cohort at one university in the Mekong Delta River region (Vietnam) were interviewed using a semi-structured interview prior to commencement of the program and immediately after completion. Five program presenters were also interviewed, and relevant documents were analysed. The post-program phase saw greater understanding of the role of higher education in the development of social responsibility and the development of an individual’s capability. The post-program also saw conceptions of the roles and standards of higher education teachers to be more demanding, especially accepting responsibility for the development of curriculum competence. Conceptions of teaching were found to be significantly changed to a greater student-centred orientation, with an outcome-based curriculum orientation. The conceptualisation of teaching approaches after the program was found to be more considerate of students’ learning diversity and contexts. This grounded theory of conceptual changes in teaching and learning provides evidence to support the initiative to make teacher’s professional development programs compulsory in higher education. The study provides an initial theory of Vietnamese teachers’ conceptions on not only approaches to teaching and learning, but also the development of an appreciation of the role of higher education, and teachers’ roles in those aspects.