The Early Childhood Curriculum (2009) In Vietnam: Tensions In The First Three Years Of Implementation

<p>In 2009 the Vietnamese Government introduced the new Early Childhood Curriculum (ECC) to replace the Reformed Early Childhood Curriculum (RECC) that was in place between 1994 and 2009. The ECC presents a new image of the child as an agentic, competent, and self-directed learner for a globalised society. Recent research on the implementation of the ECC has focused on the teachers‘ reconceptualising of traditional ways of teaching to meet new official aspirations without acknowledging teachers‘ perceptions of intrinsic valued concepts within both the RECC and the ECC. In addition, there has been limited investigation of how this implementation has been carried out in practice. This study fills these gaps by investigating how teachers are experiencing the transition from the RECC to the ECC. A mixed-method approach was used, which involved a questionnaire sent to 472 respondent teachers followed by an in-depth exploration of six case-study teachers‘ experiences in three early childhood education centres. Data was interpreted using a socio-cultural approach and informed by the principles from Social Reconstruction ideology, which views education as a cultural, political and social tool to foster changes in society (Schiro, 2008). The study revealed that the teachers held dichotomous beliefs about the valued concepts in the ECC and used conflicting approaches within their theories of practice as they implemented the new curriculum. Teachers‘ age, qualification, and working position appeared to be significantly related to their implementation of the ECC in their early childhood centre. In addition, the study found the partnership between teachers and parents was not a strong one in jointly realising the Government‘s aspirations of preparing young children for life-long learning and holistic development. Hybrid forms of teaching practice emerged, illustrating the tensions for teachers created by the incompatibilities between the ideal and the reality as the implementation of the Western educational ideology in the ECC encountered deeply embedded Vietnamese cultural concepts. This study argues that despite teachers‘ acceptance of the aspirations of the ECC, traditional cultural concepts — including an emphasis on academic education, a traditional concept of collectivism and an ingrained social hierarchy — acted to create tensions, as well as challenges, for teachers who found themselves caught between the ideals of the new curriculum and the constraints placed upon them by their traditional working culture. Additionally, professional development for teachers and administrators were found to be a significant factor that either facilitated or reduced the tensions. Implications of how to improve the implementation of the ECC are presented.</p>

The Early Childhood Curriculum (2009) In Vietnam: Tensions In The First Three Years Of Implementation

<p>In 2009 the Vietnamese Government introduced the new Early Childhood Curriculum (ECC) to replace the Reformed Early Childhood Curriculum (RECC) that was in place between 1994 and 2009. The ECC presents a new image of the child as an agentic, competent, and self-directed learner for a globalised society. Recent research on the implementation of the ECC has focused on the teachers‘ reconceptualising of traditional ways of teaching to meet new official aspirations without acknowledging teachers‘ perceptions of intrinsic valued concepts within both the RECC and the ECC. In addition, there has been limited investigation of how this implementation has been carried out in practice. This study fills these gaps by investigating how teachers are experiencing the transition from the RECC to the ECC. A mixed-method approach was used, which involved a questionnaire sent to 472 respondent teachers followed by an in-depth exploration of six case-study teachers‘ experiences in three early childhood education centres. Data was interpreted using a socio-cultural approach and informed by the principles from Social Reconstruction ideology, which views education as a cultural, political and social tool to foster changes in society (Schiro, 2008). The study revealed that the teachers held dichotomous beliefs about the valued concepts in the ECC and used conflicting approaches within their theories of practice as they implemented the new curriculum. Teachers‘ age, qualification, and working position appeared to be significantly related to their implementation of the ECC in their early childhood centre. In addition, the study found the partnership between teachers and parents was not a strong one in jointly realising the Government‘s aspirations of preparing young children for life-long learning and holistic development. Hybrid forms of teaching practice emerged, illustrating the tensions for teachers created by the incompatibilities between the ideal and the reality as the implementation of the Western educational ideology in the ECC encountered deeply embedded Vietnamese cultural concepts. This study argues that despite teachers‘ acceptance of the aspirations of the ECC, traditional cultural concepts — including an emphasis on academic education, a traditional concept of collectivism and an ingrained social hierarchy — acted to create tensions, as well as challenges, for teachers who found themselves caught between the ideals of the new curriculum and the constraints placed upon them by their traditional working culture. Additionally, professional development for teachers and administrators were found to be a significant factor that either facilitated or reduced the tensions. Implications of how to improve the implementation of the ECC are presented.</p>

Organization of learning environment in Waldorf schools. Pedagogical inspirations for early school education

The educational ideology presented by Rudolf Steiner has both ardent supporters and opponents. But without a doubt it can be an inspiration to change the way of thinking about the way the learning environment is organized. Despite the lapse of many years since its inception, Steiner’s pedagogy has not lost its appeal and can provide a valuable source for the construction of modern holistic constructivist education, according to which the student is not only active but also becomes a partner of the teacher in the process of developing their knowledge, skills and socio-emotional resources. The article presents the assumptions of Steiner’s education in the perspective of the two most important areas of organization of the learning environment: the role of the teacher and the methodology of work. Through analysis of the texts, the method of organization of the educational process will be presented, which can be used in elementary schools in grades 1-3.

HO CHI MINH’S EDUCATIONAL IDEOLOGY AND ITS MEANING IN EDUCATION INNOVATION IN VIETNAM TODAY

Education is one of the important contents in Ho Chi Minh’s ideology to contribute to solving the requirements of Vietnam’s history and society in the early modern period. His educational ideology has been expressed quite abundantly and profoundly through issues such as: purposes, roles, content, methods, etc. in people education. That ideology has still brought out the breath of the era to this day, and has theoretical and practical significance, directing the process of educational development and innovation in Vietnam today.

KONSEP PENDIDIKAN ISLAM INTEGRATIF DALAM IDEOLOGI LIBERALISME

Liberalization of education is an educational ideology that is student-oriented, so that the long-term goal of education is to preserve and improve the existing social order by teaching each student how to deal with problems in his own life effectively. The concept of liberalism on education implicitly leads to the concept of integrative education "in line with Islamic education", where educational liberalism emphasizes the principle of problem solving when referring to the main concept of educational liberalism, the expected goal is about integration between theory and practice. Specifically, the concept of integrative Islamic education in liberalism ideology is seen through several things such as; foundation, objectives, methods and evaluation.

Negotiating Identity Within Diverse Educational Ideologies

We know that teachers’ identities and their ideological assumptions of teaching and learning mathematics are critical in influencing their teaching and thinking about classroom practices. To better understand prospective mathematics teachers’ identity during teacher education, this study investigates how two participants negotiate their identity within the different ideologies they experience during their teacher education program. This study takes the position that prospective mathematics teachers’ identities are understood in terms of the narratives they construct and tell about themselves and others. By using Interpretive Phenomenological Analysis (IPA), this study reveals that the participants either experienced a non-negotiation of identity or a negotiation of a new identity. We know that prospective mathematics schoolteacher’s identity and ideology have substantial consequences for the teaching and learning of mathematics. The educational ideology of mathematics, within the context of their teacher education program, can further shape the prospective teacher’s identity about the discipline. This study suggests greater focus on prospective mathematics teacher identities and ideologies and indicates the support they need through teacher education to be equipped for their future role as mathematics teachers.

MOVING TOWARDS AN AGE OF RECONCILIATION: SOCRATIC EDUCATION AS A MEANS TO RECONCILE WITH OUT SETTLER COLONIALIST HISTORY

The purpose of my paper is to examine the settler colonialist sentiments that are systemically intertwined within Canadian society in relation to Canada’s Indigenous population. In doing so, I aim to highlight that Canada’s practices and sentiments surrounding Indigenous people are unjust in nature. Furthermore, I demonstrate that the Platonic praxis in relation to those deemed “other” as well as the educational program geared towards that practice demonstrated in Plato’s Republic can guide Canadian society towards becoming a more just polis in relation to its practices of knowledge surrounding Indigenous peoples. To begin, I highlight that the current state of Canadian society, out of which a process of re-education may begin, parallels the starting point from which characters such as Thrasymachus and Polemarchus are re-educated in Plato’s Republic. I then delve into the educational process highlighted in The Republic itself, examining what this process might look like in Canadian society. Specifically, I discuss three steps Plato’s educational ideology that Canada can take in the pursuit of justice. My paper reaches the conclusion that if society is to be re-educated, our ideas of what it means for someone to be "other," and what it means to serve justice to the "other" must be shifted. Further, the process of reconciliation will be difficult and painful, yet ultimately it is our pathway towards a more just existence. Finally, I conclude that we must be accountable as individuals for the shifting of the settler colonialist fabric of our society.