Dataset of Vietnamese Primary Education Pre-service Teachers' Perceptions of Differentiated Instruction in Teaching Practicum

This dataset captures the knowledge, practices, and perceptions of Differentiated Instruction (DI) among pre-service primary education teachers in Vietnam during their teaching practicum. Collected from 461 pre-service teachers across 13 universities in Northern (94.3%), Central (1.3%), and Southern (4.4%) Vietnam through an online survey conducted between January and March 2025, it covers 11 key dimensions: (1) Demographics, (2) Sources of DI knowledge, (3) Self-assessed DI competence, (4) Influencing factors, (5) Perceived importance, (6) DI implementation challenges, (7) Training program improvements, (8) Practicum adjustments, (9) DI enhancement strategies, (10) Assessment challenges, and (11) DI methods used during practicum. This dataset provides a foundation for evidence-based reforms in teacher education, improving practicum experiences, and preparing future educators to address diverse student needs.本数据集记录了越南职前小学教育教师在教学实习期间对差异化教学（Differentiated Instruction，简称DI）的认知、实践与看法。本数据集通过2025年1月至3月开展的线上调查，从越南北部（94.3%）、中部（1.3%）、南部（4.4%）的13所高校的461名职前教师中采集数据，涵盖11个核心维度：(1) 人口统计学特征，(2) 差异化教学知识来源，(3) 自我评估的差异化教学能力，(4) 影响因素，(5) 感知重要性，(6) 差异化教学实施挑战，(7) 培训项目改进方向，(8) 教学实习调整方案，(9) 差异化教学提升策略，(10) 评估挑战，(11) 教学实习期间使用的差异化教学方法。本数据集可为教师教育领域的循证改革、优化教学实习体验，以及培养能够应对多样化学生需求的未来教育工作者奠定基础。