Implementing the Student-Centred Teaching Approach in Vietnamese Universities: The Influence of Leadership and Management Practices on Teacher Engagement

Autor/inn/en	Nghia, Tran Le Huu; Phuong, Phan Thanh Ngoc; Huong, Tran Le Kim
Titel	Implementing the Student-Centred Teaching Approach in Vietnamese Universities: The Influence of Leadership and Management Practices on Teacher Engagement
Quelle	In: Educational Studies, 46 (2020) 2, S.188-204 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nghia, Tran Le Huu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1555453
Schlagwörter	Teaching Methods; Student Centered Learning; College Faculty; Universities; Teacher Attitudes; Administrator Attitudes; Barriers; Cultural Context; College Administration; Social Capital; Instructional Leadership; Foreign Countries; Case Studies; Educational Change; Educational Benefits; Learning Processes; Vietnam + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fakultät; University; Universität; Lehrerverhalten; College administrators; Hochschulverwaltung; Sozialkapital; Instruction; Leadership; Bildung; Erziehung; Führung; Ausland; Case study; Fallstudie; Case Study; Bildungsreform; Bildungsertrag; Learning process; Lernprozess
Abstract	This paper reports a case study examining how the leadership and management practices of a Vietnamese university influenced teacher engagement with the implementation of the student-centred teaching approach. The analysis of 30 semi-structured interviews with academics and academic leaders revealed that existing leadership and management practices failed to change teachers' habit of using traditional teaching methods. Teachers were disengaged from the implementation of student-centred methods, or executed it with discrepancies, due to their personal beliefs, a lack of student-centred teaching expertise and several contextual factors, all associated with institutional leadership and management practices. Using Fullan's six secrets of change implementation and Bourdieu's concepts of social field and habitus, this paper explains why leadership and management practices failed to engage teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01