Furthermore, this study’s findings reflect the results of similar studies, which
have emphasized that teachers suffer from a lack of materials on professional
development and an absence of effective training modules and programmes
to empower them to transform their pedagogy.
This study provided an example of innovative pedagogical practices being
implemented in the classroom. Such practices are expected to ensure the
achievement of the set objectives in the curriculum in terms of standardized
knowledge, skills and attitudes, just as the conventional pedagogical model
does. The innovative approach presented in this study involved promoting
students’ autonomy in learning and the approach respected and recognized
students’ voices.
An ideal approach puts student learning at the centre of the pedagogical
process. Accordingly, students are enabled to engage actively in various
activities in the classroom. They are also given the time to think over the
questions, to construct concepts, and are given opportunities to think
critically and offer opposing ideas to those of their peers (in a respectful
manner). Using such an approach, the teacher needs to frequently encourage
the students, and reinforce the strength and potential of each student.
The results of this study indicate that the efforts to reform pedagogy in Viet
Nam are constrained not only by a shortage of professional development
resources and a lack of practical pre-service and in-service training
programmes but also by the absence of a structural support mechanism. In
addition to providing adequate resources and practical training programs, as
recommended by other researchers (Luong, 2012, pp. 228–33; Thai, 2009), this
report strongly suggests that support mechanisms should be set up for all
teachers in all schools. Additionally, learning and sharing mechanisms need
to be promoted among teachers and among clusters of schools, including
self-reflection mechanisms. Furthermore, the participation of parents and
community should be strongly emphasized in the educational process.
Mechanisms to facilitate such participation are necessary.
The transformation of education in Viet Nam requires a clear understanding
of current pedagogy and its shortcomings. The development of relevant
and innovative pedagogy is also important for education reform in Viet
Nam. This study contributes a perspective on the existing pedagogy and
desired pedagogical models for the future. Good quality education for all
can only be achieved if education policy-makers, administrators, teachers
and communities make strong and consistent efforts to reform pedagogy.