rewrite this into teacher preparation in comparison with teacher standards

The basic competences in the teaching and learning process is generally described as the focus for
teacher quality. Within the context of Vietnam’s teacher preparation programs, pedagogical
competences, subject knowledge, and the integration of technology in teaching are primarily
regarded as the core components while continuing education and lifelong learning, quality
assurance, and leadership competences are much less taken into consideration. However, in the
public debates on the roles of teachers in society, the ambitions and expectations are more
demanding. Teachers are expected to be not only open but also responsive to the needs of their
learners, parents, future employers, politicians, and society in general.

Teachers are also expected to transfer these needs into different courses and to implement them in
their curricula, to collaborate with colleagues, and to engage the wider community in setting
learning outcomes and designing teaching and learning tasks.

Essentially, teachers are expected to account for the quality and outcomes of their performance, to
justify their activities through evidence from educational research, and to be role models for their
students with respect to transversal competences such as entrepreneurship, lifelong learning,
engagement in civil society, etc.

Generally

These expectations exceed minimum standards for teacher education programs as they are
formulated in many countries, which focus on the primary role of teachers in their classrooms.

Teachers are asked to take on a secondary role in the sense of taking responsibility for improving
their practice based on a careful analysis of issues and dilemmas, inspired by research on teaching
and learning, and in close collaboration with their colleagues and stakeholders outside the school.

This broader professional role of teachers is also recognized in the TALIS survey on the
professional development arrangements of teachers:

‘This additional emphasis on secondary roles is also promoted as part of the modernisation of the
teaching profession. They include teachers as researchers, as receivers of feedback from
colleagues, as innovators, as active colleagues, as collaborators of principals, and as manifesting
what is sometimes called “teacher leadership”.(...) These two dimensions – professional
development to stimulate the primary process of teaching and learning and professional
development in terms of new secondary roles in schools – provide alternative scenarios for
prioritising the content of continuous professional development.’ (Scheerens, 2010, p. 191)

The capacity of an individual teacher is one of the most important variables on the academic
achievement of individual students

teaching that is based on collaboration rather than isolation, autonomy rather than top-down
authority, and professional responsibility rather than bureaucratic accountability reflects
professional practice more than mere implementation of prescribed procedures does.