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ERIC Number: EJ756216
Record Type: Journal
Publication Date: 2006
Pages: 22
Abstractor: ERIC
Reference Count: 11
ISSN: ISSN-0032-0684
An Empirical Analysis of Primary Teacher Standards in Vietnam
Griffin, Patrick; Cuc, Nguyen Thi Kim; Gillis, Shelley; Thanh, Mai Thi
Planning and Changing, v37 n1-2 p71-92 Spr-Sum 2006
This article presents an account of the development of competency standards and profiles for primary teachers in Vietnam. The development project has taken more than four years and used a combination of consultative, actuarial, and item response modeling procedures to develop and validate a scale of teacher competence. In the overall project, more than 27,000 teachers have been assessed and over 1,000 assessors trained, a set of teacher professional requirements has become available, and a data management system has been tried for the Vietnamese government. The major aim of this study was to empirically validate and refine the standards for primary teachers in Vietnam as well as to determine the most appropriate way in which evidence could be gathered and scored for future roll-out. After reviewing the international literature on teacher standards and competencies, 2,181 teachers were assessed in 10 provinces in Vietnam. The data were then analyzed using item response modeling procedures involving ConQuest. Findings are discussed with regards to primary teacher standards. (Contains 4 figures and 6 tables.)
Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vietnam