PHILOLOGY TEACHER TRAINING IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT EDUCATION IN VIETNAM

Abstract

In order to achieve the goal of a more sustainable life, each individual must possess the knowledge, skills, values and attitudes which are necessary to address issues related to sustainable development (UNESCO, 2017). Accordingly, the role of teachers in general and teachers of Vietnamese Philology in particular, is extremely important in helping students develop sustainability competencies. To fulfill this mission, Philology teachers in Vietnam need to be trained and professionally developed to meet the objectives of sustainable development in teaching Philology at general education levels, as well as the broader goals of Education for Sustainable Development (ESD) globally. This study employs a qualitative and exploratory research design, focusing on the analysis of academic data to systematize, analyze, synthesize and compare existing materials in order to propose innovations in Philology teacher education that align with the context of sustainable educational development in Vietnam. These innovations include renewing the curriculum content of Philology teacher education programs toward sustainability; innovating teaching methods and techniques and reforming assessment and evaluation approaches in Philology teacher training within the context of sustainable education.