# README

## Dataset title

**Transformative Practicum Experience, Reflective Practice, Teaching Self-Efficacy, and Professional Identity Formation among Pre-Service Early Childhood Teachers in Vietnam**

## Description

This dataset accompanies the study entitled **“Becoming an Early Childhood Teacher in Vietnam: The Roles of Reflection and Self-Efficacy in Professional Identity Formation.”** The dataset was developed to examine how professional identity formation occurs among pre-service early childhood teachers in Vietnam through the interaction of practicum experiences, reflective practice, and teaching self-efficacy.

The dataset contains survey responses from pre-service early childhood teachers enrolled in major teacher education universities across Vietnam. The study focuses on institutions that play an important role in preparing the national early childhood education workforce. Participants had completed or were completing supervised practicum placements in preschool settings at the time of data collection.

The dataset supports the analysis of direct, indirect, and sequential relationships among Transformative Practicum Experience, Reflective Practice, Teaching Self-Efficacy, and Professional Identity Formation. It is suitable for quantitative research using structural equation modelling, especially PLS-SEM and higher-order construct modelling.

## Study context

The study was conducted in Vietnam within the context of national efforts to improve early childhood education quality and strengthen teacher preparation. Early childhood teacher education in Vietnam places substantial emphasis on practicum experiences because school-based placements provide student teachers with opportunities to engage with authentic professional responsibilities.

The dataset reflects the experiences of pre-service teachers in early childhood education programs. It captures how student teachers perceive mentoring, feedback, teaching opportunities, links between theory and practice, professional interaction, reflection, teaching confidence, and professional identity development.

## Data collection

Data were collected through a structured questionnaire administered to pre-service early childhood teachers. Participation was voluntary. Respondents provided informed consent before completing the questionnaire. The survey included demographic and practicum-related items as well as Likert-scale items measuring the main constructs of the study.

The dataset contains anonymized responses only. No personally identifiable information is included. The data were screened before analysis to remove incomplete responses, excessive missing values, and patterned responses indicating insufficient engagement.

## Participants

The participants were undergraduate students enrolled in early childhood teacher education programs. The sample included student teachers from seven major teacher education universities across Vietnam. Participants included both third-year and fourth-year students.

Participants had either completed a practicum placement or were undertaking a practicum placement when data were collected. Placement contexts included public kindergartens, private kindergartens, university-affiliated kindergartens, inclusive preschool classrooms, and community-based preschool settings.

The dataset also includes contextual information on practicum region, practicum workload, prior childcare experience, academic year, academic performance band, and practicum duration.

## File information

The dataset file contains participant-level survey data. Each row represents one participant. Each column represents one variable.

The variables are organized into two main groups. The first group contains demographic and contextual variables. The second group contains survey items measuring the latent constructs included in the research model.

A separate variable dictionary is provided to explain the meaning of each variable name, construct, role, measurement scale, and item description.

## Demographic and contextual variables

The dataset includes several contextual variables that describe participant background and practicum conditions.

The variable `ID` provides an anonymized participant identifier.

The variable `University` identifies the participating teacher education institution.

The variable `AcademicYear` indicates whether the respondent was a third-year or fourth-year student.

The variable `PracticumStatus` indicates whether the respondent had completed the practicum or was currently completing the practicum.

The variable `PlacementType` describes the type of preschool placement.

The variable `PracticumDurationWeeks` records the duration of practicum participation in weeks.

The variable `PriorChildcareExperience` captures whether the respondent had previous childcare-related experience before or outside the practicum.

The variable `GPA_Band` records academic performance as a grouped category.

The variable `PlacementRegion` identifies the geographical context of the practicum placement.

The variable `PracticumWorkload` indicates the perceived workload associated with the practicum.

## Construct variables

The construct variables measure the main theoretical constructs in the study. All construct indicators use a seven-point Likert scale, where 1 indicates “Strongly disagree” and 7 indicates “Strongly agree.” Higher values indicate stronger agreement with the statement represented by the item.

### Transformative Practicum Experience

Transformative Practicum Experience is a higher-order construct representing the developmental quality of practicum experiences. It includes five first-order dimensions.

Mentor Support is measured by five items labelled `MS1` to `MS5`. These items capture the extent to which mentor teachers provide guidance, support, encouragement, and professional assistance during practicum experiences.

Reflective Feedback is measured by six items labelled `RF1` to `RF6`. These items capture the quality, usefulness, and developmental value of feedback received during practicum.

Authentic Teaching Opportunities are measured by five items labelled `ATO1` to `ATO5`. These items assess whether student teachers are given meaningful opportunities to take part in real teaching responsibilities.

Theory–Practice Integration is measured by five items labelled `TPI1` to `TPI5`. These items examine the extent to which student teachers connect university-based coursework with classroom practice.

Professional Interaction is measured by six items labelled `PRI1` to `PRI6`. These items capture opportunities for professional communication and collaboration with mentors, teachers, school leaders, colleagues, families, and other members of the educational community.

### Reflective Practice

Reflective Practice is a first-order construct measured by six items labelled `RP1` to `RP6`. These items capture the extent to which student teachers critically examine teaching experiences, evaluate professional decisions, and learn from classroom events.

### Teaching Self-Efficacy

Teaching Self-Efficacy is a first-order construct measured by six items labelled `TSE1` to `TSE6`. These items measure student teachers’ confidence in performing teaching-related responsibilities, managing instructional situations, and responding effectively to classroom demands.

### Professional Identity Formation

Professional Identity Formation is a higher-order construct representing the development of a professional sense of self as an early childhood teacher. It includes four first-order dimensions.

Professional Values are measured by five items labelled `PV1` to `PV5`. These items capture beliefs about the value, meaning, and ethical importance of the teaching profession.

Teacher Role Perception is measured by six items labelled `TRP1` to `TRP6`. These items assess how student teachers understand the role, responsibilities, and expectations associated with being a teacher.

Professional Belonging is measured by five items labelled `PB1` to `PB5`. These items capture the extent to which student teachers feel connected to the teaching profession and professional community.

Career Commitment is measured by six items labelled `CC1` to `CC6`. These items measure willingness to remain in the teaching profession and pursue a future career as an early childhood teacher.

## Measurement scale

All construct items are measured using a seven-point Likert scale.

A score of 1 indicates Strongly disagree.

A score of 2 indicates Disagree.

A score of 3 indicates Somewhat disagree.

A score of 4 indicates Neutral.

A score of 5 indicates Somewhat agree.

A score of 6 indicates Agree.

A score of 7 indicates Strongly agree.

Higher scores indicate stronger perceptions of the relevant construct.

## Suggested use

This dataset may be used for research on teacher education, early childhood education, practicum learning, reflective practice, teaching self-efficacy, professional identity formation, and educational psychology.

The dataset is appropriate for descriptive statistics, reliability analysis, validity testing, confirmatory factor analysis, structural equation modelling, PLS-SEM, mediation analysis, sequential mediation analysis, higher-order construct modelling, and multigroup analysis.

Researchers may also use the dataset for methodological training in quantitative educational research, especially for teaching latent variable modelling and mediation analysis.

## Ethical considerations

The study was conducted in accordance with ethical standards for educational research. Participation was voluntary. Informed consent was obtained from all participants before data collection. Respondents were informed that their data would be used for academic research purposes.

All data were anonymized before analysis and public sharing. No names, student codes, phone numbers, email addresses, or other personally identifiable information are included in the dataset.