Examining Teacher Agency among Teacher Educators: An Action Research in the Context of Vietnam

Autor/in	Vu, Ngoc Tung
Titel	Examining Teacher Agency among Teacher Educators: An Action Research in the Context of Vietnam
Quelle	In: Australian Journal of Teacher Education, 45 (2020) 7, S.94-113, Artikel 6 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Professional Autonomy; Teacher Educators; Action Research; Foreign Countries; Intervention; Teaching Skills; Knowledge Level; Faculty Development; Professional Identity; Cultural Differences; Teacher Influence; Vietnam + Suchen Sie Ihr Suchwort? Berufsfreiheit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Projektforschung; Ausland; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Wissensbasis; Kultureller Unterschied
Abstract	Teacher agency is an important topic in educational research, but its theoretical observations have not filtered down into practical Vietnamese teaching contexts. The action research project described here showcases a training-based intervention for teacher educators in various disciplines at eight universities in Vietnam. The intervention aimed to develop teaching skills and increase knowledge for teacher educators by helping them explore their students' learning needs and facilitate their professional development. This study occurred within the context of changing Vietnamese political, cultural, economic, and social ways of being. Eight Vietnamese teacher educators of different cultural backgrounds, and working across a variety of subjects were invited to participate in the project. Two stages of research sought to help educators in higher education reflect on their exploration and perception of their teacher agency. The first stage involved training sessions that offered educators necessary knowledge and skills to exercise agency effectively. In the second stage, educators' promotion of their agency in classrooms was analytically observed. Data collected included observation notes, reflective journals, and recordings from semi-structured interviews. Analysis of this data suggested that educators became more knowledgeable, intercultural, and inspirational agents in their classrooms after the educational intervention. Educators exhibited that the more positive attitudes, the more active participation. Conclusions discussed the benefits of fostering teacher agency and how this can be facilitated through professional development. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01