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This paper reports the findings of an investigation into pre-service teacher education (PTE) at a Vietnamese university. The qualitative case study focuses on the key stakeholders' conceptions of the quality of pre-service teacher education in the provision of two social science departments at the selected university. The study draws on key policy documents and in-depth interviews within an interpretive paradigm based on a sample of policymakers, institutional leaders, academic staff, anddoi:10.52296/vje.2022.182 fatcat:n5n2lja2qfctlnziieb76fob3q