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.