Exploring mathematics teacher education programs in Vietnam: Perspectives from the requirements of the Fourth Industrial Revolution and the TPACK framework

The Fourth Industrial Revolution (4IR) has been bringing substantial changes to everyday conduct, particularly in education activities. Past researchers have highlighted multiple aspects that must adapt to satisfy 4IR’s developmental requirements, including changes in the teaching of Mathematics in high schools to provide high-quality human resources for society in the future. To do so, countries need to have strategies to train Mathematics teachers, in which special attention should be paid to renewing the training programs in the direction of strengthening courses in information technology and STEM education. To assess the current state of mathematics teacher training programs in Vietnam in this context, this study aims to analyze the training programs of seven key pedagogical universities. The research method involves analysis of documents and synthesis of the training program’s content using the Technological Pedagogical Content Knowledge (TPACK) model.Our results show that the structure of mathematics teacher training programs at core pedagogical universities in Vietnam is currently unsuitable for the TPACK framework. Most programs place excessive emphasis on equipping students with extensive knowledge of Mathematics, which may not be frequently utilized in their profession. In addition, students have very limited exposure to and understanding of crucial topics such as data analytics, digital technology, and STEM education, which are critical to human knowledge in the 21st century. The research results of this article provide evidence for Vietnam, as well as other countries, to evaluate and adjust training programs for mathematics teachers to nurture future mathematics educators who will better meet the requirements of modern education.