CURRENT SITUATION AND SOLUTIONS FOR DEVELOPING INTEGRATED  TEACHING COMPETENCE IN LOCAL CULTURAL EDUCATION FOR PRIMARY  SCHOOL TEACHERS IN NORTHERN MOUNTAINOUS VIETNAM

Nguyen Thi Thu Hang

Nguyen Thi Thu Hang	hangntt@tnue.edu.vn	University of Education, Thai Nguyen University 20 Luong Ngoc Quyen street, Phan Dinh Phung ward, Thai Nguyen province, Vietnam

Summary:

Integrating local cultural elements into teaching plays a vital role in building a comprehensive and culturally responsive education for primary pupils, especially in the northern mountainous regions of Vietnam. This study presents the results of a survey involving 86 primary school teachers and educational administrators in selected mountainous provinces to assess their current competencies, challenges, and professional development needs in integrating local culture into teaching. The findings show that teachers demonstrate solid foundational awareness and positive attitudes toward integrating local culture; however, they face considerable challenges in accessing teaching resources, applying educational technologies, and designing and organizing integrated learning activities. Based on the survey results, the study proposes five key solutions: 1) developing flexible and practice-based training programs; 2) building an open-access repository of local cultural teaching materials; 3) supporting the application of context-appropriate educational technologies; 4) promoting professional learning communities; and 5) strengthening collaboration between schools and local communities.

View file

Keywords:

Teaching competence

Integration

local culture

primary school

primary school teachers

Northern mountainous areas.

Refers:

[1] Banks, J. (1991). A curriculum for empowerment, action, and change. In C. E. Sleeter (Ed.), Empowerment through multicultural education.

[2] Banks, J. A. (1995). The historical reconstruction of knowledge about race: Implications for transformative teaching. Educational Researcher, 24(2), 15. https://doi.org/10.2307/1176421

[3] Bộ Giáo dục và Đào tạo. (2018). Chương trình Giáo dục phổ thông 2018, Chương trình tổng thể.

[4] Bộ Giáo dục và Đào tạo. (2018). Thông tư quy định chuẩn nghề nghiệp giáo viên cơ sở giáo dục phổ thông.

[5] Hang Nguyen Thi Thu & Pham Van Thiet. (2022). Integrated teaching in Vietnam’s general education program-objectives and orientation for primary schools. Issue 3 Ser. III, 12, 73–77. https:// doi.org/10.9790/7388-1203037377

[6] Le Trung Hieu & Nguyen Danh Nam. (2019). The teacher’s competence of integrated teaching at primary school science. Journal of Physics: Conference Series, 1340(1). https://doi.org/10.1088/1742- 6596/1340/1/012023

[7] Mai Văn Trinh, Nguyễn Minh Tuấn, & Bùi Văn Trung. (2023). Thực trạng và giải pháp về cơ sở vật chất, thiết bị dạy học đáp ứng yêu cầu Chương trình Giáo dục phổ thông 2018 khu vực miền núi phía Bắc. Tạp chí Khoa học Giáo dục Việt Nam, 19(10), 63–68.

[8] Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

[9] Ngô Thị Thanh Quý. (2018). Nghiên cứu việc dạy học trong môi trường đa văn hóa ở vùng dân tộc miền núi phía Bắc. Báo cáo tổng kết đề tài nghiên cứu Khoa học và Công nghệ cấp Bộ, mã số: B2015-TN03-07.

[10] Nguyễn Kim Hồng, Huỳnh Văn Sơn, & Nguyễn Vĩnh Khương. (2016). Một số yếu tố ảnh hưởng đến năng lực dạy học tích hợp của giáo viên. Tạp chí Khoa học, Trường Đại học Sư phạm Thành phố Hồ Chí Minh, 1(79), 163–170.

[11] Nguyen Thi Chau Giang & Thai Thi Dao. (2023). Integrated teaching in primary schools: A systematic review of current practices, barriers, and future developments. International Journal of Evaluation and Research in Education, 12(4), 2053– 2062. https://doi.org/10.11591/ijere.v12i4.26087

[12] Nguyen Thi Thu Hang, Tran Thi Giang, Tran Ngoc Bich, Tran Hong Cuong, & Viet Quynh. (2023). Determinants of primary school teachers’ intention of STEAM education in Thai Nguyen Province, Vietnam. In International Journal of Membrane Science and Technology, 10(3)

[13] OECD. (2012). OECD INFE Guidelines on Financial Education in Schools. www.oecd.org/daf/fin/ financialeducation/2012%0ASchools%20 Guidelines.pdf

[14] Petko, D., Prasse, D., & Cantieni, A. (2018). The interplay of school readiness and teacher readiness for educational technology integration: A structural equation model. Computers in the Schools, 35(1), 1–18. https://doi.org/10.1080/07380569.2018.14280 07

[15] Petkovska, B., Koceva, D., Ulanska, T., & Kirova, S. S. (2010). Primary school education: Standards for student’s assessment in primary school. Procedia - Social and Behavioral Sciences, 2(2), 2366–2370. https://doi.org/10.1016/j.sbspro.2010.03.338

[16] Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32. https:// doi.org/10.1177/0022487102053001003

[17] Whetten, D. A., & Clark, S. C. (1996). An integrated model for teaching management skills. Journal of Management Education, 20(2), 152–181. https://doi. org/10.1177/105256299602000202

Journal:

No. 8, August 2025

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

CURRENT SITUATION AND SOLUTIONS FOR DEVELOPING INTEGRATED TEACHING COMPETENCE IN LOCAL CULTURAL EDUCATION FOR PRIMARY SCHOOL TEACHERS IN NORTHERN MOUNTAINOUS VIETNAM