EXPLORING VIETNAMESE EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF THE IMPACT OF PEDAGOGICAL PRACTICUM ON THE DEVELOPMENT OF PROBLEM-SOLVING SKILLS

Abstract

Problem-solving skills are widely recognized as an important part of effective language teaching yet English as a Foreign Language (EFL) Pre-Service Teachers in Vietnam have received little attention in this regard. To address this gap, this qualitativemethod study was conducted to investigate the impact of the teaching practicum on developing problem-solving skills of Vietnamese pre-service EFL teachers in the Mekong Delta during their teaching practicum. An analysis of qualitative data from semi-structured interviews with 10 pre-service EFL teachers revealed that there are six key impacts that the practicum builds problem-solving abilities, including enhancing understanding of pedagogical situations, developing problem identification skills, providing opportunities to trial and implement solutions, fostering adaptation of teaching strategies and techniques, developing essential professional qualities, skills and habits, and promoting collaborative learning through observation, shared experiences, and supportive interactions. It is hoped that this study will provide teacher trainers, pre-service EFL teachers, and teacher education curriculum designers with valuable insights and will serve as the starting point for further research on the matter in the Mekong Delta.