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Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education

Shaw, Patricia A.; Traunter, Joanne E.; Nguyen, Nam; Huong, Trinh Thi; Thao-Do, Thi Phuong

Authors

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Dr Jo Traunter J.Traunter@hull.ac.uk
Head of Subject for Education, Childhood and Youth Studies

Nam Nguyen

Trinh Thi Huong

Thi Phuong Thao-Do



Abstract

This paper presents a unique perspective into challenges faced by kindergarten teachers in engaging children in Science, Technology, Engineering, Arts and Mathematics (STEAM) education in Vietnam. It reports on teachers’ perspectives of an adaptation of immersive learning experiences (ILE), to develop understanding of pedagogical approaches to STEAM education in real-world contexts. The study adopted a qualitative and interpretivist methodology, engaging 105 teachers in informal and collaborative activities. Their perceptions were gathered via participatory tools; photographic images recorded how they engaged with ILE. Data analysis occurred using de Freitas’s four-dimensional framework. The study responds to evidence that STEAM education is not prevalent in Vietnamese schools, and reflects on the top-down siloed approach ubiquitous within its early childhood education (ECE) sector. Findings indicate the necessity for a prolonged period of training using ILE that enables teachers’ development of pedagogical approaches to STEAM education. Significantly, it provides new insight for a variety of stakeholders (including teacher trainers and policy makers) into the under-researched field of Vietnamese teachers’ pedagogical approaches in ECE, and extends its findings to countries adopting more formalised approaches to education.

Citation

Shaw, P. A., Traunter, J. E., Nguyen, N., Huong, T. T., & Thao-Do, T. P. (2021). Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education. International Journal of Early Years Education, https://doi.org/10.1080/09669760.2021.1933920

Journal Article Type Article
Acceptance Date May 9, 2021
Online Publication Date May 27, 2021
Publication Date 2021
Deposit Date May 28, 2021
Publicly Available Date Nov 28, 2022
Journal International Journal of Early Years Education
Print ISSN 0966-9760
Electronic ISSN 1469-8463
Publisher Taylor & Francis
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.1080/09669760.2021.1933920
Keywords Early childhood; STEAM education; Immersive learning experiences; Participatory tools
Public URL https://hull-repository.worktribe.com/output/3774730