Mapping the professional learning of primary teachers in Vietnam: a multi-method case study
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 emp...
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| Main Authors: | , , |
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| Format: | Article |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://repository.li.mahidol.ac.th/handle/123456789/79132 |
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| Institution: | Mahidol University |
| Summary: | 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. |
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