Publication: Mapping the professional learning of primary teachers in Vietnam: a multi-method case study
Issued Date
2021-01-01
Resource Type
ISSN
19415265
19415257
19415257
Other identifier(s)
2-s2.0-85100004454
Rights
Mahidol University
Rights Holder(s)
SCOPUS
Bibliographic Citation
Professional Development in Education. (2021)
Suggested Citation
Philip Hallinger, Ngoc Hai Tran, Thang Dinh Truong Mapping the professional learning of primary teachers in Vietnam: a multi-method case study. Professional Development in Education. (2021). doi:10.1080/19415257.2021.1879218 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/79132
Research Projects
Organizational Units
Authors
Journal Issue
Thesis
Title
Mapping the professional learning of primary teachers in Vietnam: a multi-method case study
Author(s)
Abstract
Over the past 20 years, teacher professional learning as been reconceptualised as a process that is initiated during pre-service preparation but which continues in the form of job-embedded and collaborative learning activities. Researchers ave mapped the range of professional learning activities employed in selected Western and Asian societies. The current case study used a variety of qualitative data sources including open-ended interviews with the principal and teachers, observations of meetings and documents analysis, to identify model practices used to foster teacher learning in one primary school in a central province of Vietnam. The research identified nine professional learning activities for teachers, comprised of both external and school-based activities. These activities are described in detail and also linked to features of the Vietnamese social, political and cultural context under the lens of phenomenological analysis.
