Although the CDIO framework was originally developed to serve the purpose of producing the next generation of engineers, it has been implemented for non-engineering programs such as development practice (Martins, Ferreira & Quadrado, 2017), informative media (Thollar & Rian, 2020), food science and technology, music and audio technology, library information services, chemistry, and business (Malmqvist et al., 2016). Yet not much literature has focused on how the framework can be adopted for teacher education programs. This paper starts with arguments for the feasibility of CDIO application in the context of teacher education at a university in Vietnam. It argues that a teacher also goes through the cycle of conceive, design, implement and operate, and that the CDIO standards fit the requirements of quality assurance and accreditation conventionally set for teacher educational programs. In the paper, a CDIO-based syllabus for English language teacher education programs is proposed. The syllabus contains four pillars (disciplinary knowledge and reasoning, personal and professional skills and attributes, interpersonal skills, and conceive, design, implement and operate English programs in the school context), each of which consists of knowledge, skills, and attitudes necessary for the teaching profession. While more evidence may be needed to prove its effectiveness, the syllabus has successfully described the most essential requirements for a high school teacher, serving as a guide for the lecturers as they redesign courses for the program.
