The requirements of the 2018 General Education Curriculum call for changes in primary school teacher education at Vietnamese universities. This article examines the theoretical foundations of primary school teacher education through the CIPO approach, comprising context, input, process, and output/outcome, and discusses its practical application. Using document analysis, synthesis, comparison, and theoretical generalization, the study clarifies the CIPO model, its applicability to primary school teacher education, and the concepts, components, and relationships underlying this approach. The analysis identifies alignment between the components of CIPO and those of primary school teacher education. On this basis, the article proposes applying the CIPOF model, which emphasizes feedback as a mechanism for improving teacher education. The resulting framework contributes to the theoretical foundations for improving the quality of primary school teacher education in the current context.