Orienting the Development of Integrated Teaching Competence for Pre-service Mathematics Teachers in Contemporary Teacher Education in Vietnam

Abstract

This study examines the development of integrated teaching competence among pre-service mathematics teachers in Vietnam within the context of ongoing educational reform. A mixed-methods approach was employed, combining questionnaire surveys with 80 fourth-year students, interviews with lecturers and in-service teachers, and document analysis of teacher education curricula. The findings indicate that pre-service teachers demonstrate a moderate level of competence, with stronger performance in identifying interdisciplinary connections but limitations in lesson design, teaching strategies, and the use of digital tools. The results also reveal a gap between policy expectations and actual implementation, particularly due to fragmented curriculum design, limited practicum opportunities, and insufficient integration of interdisciplinary approaches. Based on these findings, the study proposes orientations for improving teacher education programs through a more systematic, practice-oriented, and context-sensitive approach aligned with the requirements of competency-based education in Vietnam.