The Voice of Primary Teacher Education Alumni: From Satisfaction to Suggestions for Training Enhancement

Trinh Thi Huong, Lu Hung Minh, Nguyen Thi Linh, Phan Ngoc Tuong Vy

Abstract


This study explores the satisfaction of Vietnamese Primary Teacher Education (PTE) alumni of their academic undergraduate programs and their suggestions for training enhancement. Utilizing a divergent mixed-methods case design with an explanatory sequential approach, data were collected through surveys and structured interviews with alumni graduating between 2021 and 2024. The quantitative phase aimed to identify patterns in 88 alumni’s satisfaction towards their gained knowledge, competence, and attitude/value. Subsequently, the qualitative phase with 12 participants, sought to clarify these results by exploring alumni reflections and suggestions for program improvement based on their real-world teaching experiences. Guided by Kirkpatrick’s Four-Level Model, the study aligns alumni responses about their academic training and real-world teaching practice. Findings revealed high overall satisfaction, particularly with foundational pedagogical knowledge and professional values. However, alumni expressed a need for additional support in practical training, emotional education, and the integration of modern technologies in teaching. In short, the study brings attention to the value of alumni feedback to help the target university enhance its strengths and address its limitations, offering transferable insights for similar institutional contexts. It contributes to understanding Vietnamese PTE alumni satisfaction and suggests future research to explore the long-term impact of these factors on teaching effectiveness and student outcomes.

https://doi.org/10.26803/ijlter.24.4.6


Keywords


alumni satisfaction, primary teacher education, suggestions, interdisciplinary, emotional education.

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References


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