Mapping the professional learning of primary teachers in Vietnam: a multi-method case study

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.

KEYWORDS:

• Teacher professional learning
• activities
• model practices
• Vietnam

Acknowledgement

This research is funded by Vietnam National Foundation for Science and Technology Development (NAFOSTED) under grant number 503.99-2018.301

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Fictitious names are used for both the school and the principal.

2. In Vietnam, female officials retire at the age of 55 and male counterparts retire at the age of 60.

Additional information

Funding

This work was supported by the Vietnam National Foundation for Science and Technology Development (NAFOSTED) [grant number 503.99-2018.301].