PRE-SERVICE PRIMARY TEACHERS’ DIFFERENTIATED INSTRUCTION COMPETENCY  IN TEACHING PRACTICUM: CURRENT STATUS AND RECOMMENDATIONS

Ngo Thi Kim Hoan; Dang Ut Phuong; Pham Viet Quynh

Ngo Thi Kim Hoan	ntkhoan@daihocthudo.edu.vn	Hanoi Metropolitan University 98 Duong Quang Ham, Nghia Do, Hanoi, Vietnam
Pham Viet Quynh*	pvquynh@daihocthudo.edu.vn	Hanoi Metropolitan University 98 Duong Quang Ham, Nghia Do, Hanoi, Vietnam
Dang Ut Phuong	duphuong@daihocthudo.edu.vn	Hanoi Metropolitan University 98 Duong Quang Ham, Nghia Do, Hanoi, Vietnam

Summary:

Differentiated instruction is considered a key pedagogical approach to addressing learners’ diverse abilities, needs, and learning paces in primary education within the context of current educational reform. Despite a growing body of research on differentiated instruction and teacher education, empirical evidence on pre-service primary teachers’ capacity to implement this approach during teaching practicum, particularly at a large-scale and systematic level, remains limited. This study surveys the current state of differentiated instruction competence among pre-service primary teachers during their practicum, examines the challenges they encounter, and identifies aspects of teacher education that require adjustment. The study used a survey research design involving 461 primary pre-service teachers from universities across the Northern, Central, and Southern regions of Vietnam. Data were collected through a structured questionnaire and analyzed using descriptive and comparative statistical methods. The findings indicate that pre-service teachers have developed an initial level of awareness and competency in differentiated instruction, particularly in adapting instructional content, teaching methods, and classroom activities. However, significant challenges remain in classroom management, student assessment, and the translation of theoretical knowledge into teaching practice. Based on the research findings, the study proposes several recommendations to enhance the effectiveness of primary teacher education programs in fostering differentiated instruction competency.

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Keywords:

differentiated instruction

primary pre-service teachers

teaching practicum

teacher education.

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Journal:

No. 6, June 2026

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

PRE-SERVICE PRIMARY TEACHERS’ DIFFERENTIATED INSTRUCTION COMPETENCY IN TEACHING PRACTICUM: CURRENT STATUS AND RECOMMENDATIONS