The role of policy reform in developing teacher educator professional competencies and identities in Vietnam: implications, tensions and possibilities

Louise Lambert, Amanda French, Thi Hong Minh Nguyễn, Yen Tran

    Research output: Contribution to journalArticlepeer-review

    Abstract

    In this paper we consider a policy which was part of a larger reform movement in Vietnam, ostensibly designed to define the professional competencies of teacher-educators (TE), via a draft circular for professional standards. An initial intention to explore the impact of the circular with Vietnamese teacher-educators was reconsidered after the policy was withdrawn. Instead, we became interested in perceptions of teacher educator identity in Vietnam to locate where, within current global and local policy and practice landscapes, a professional standards framework would land. We locate this paper within a global context of policy reform in TE and situated and specific ecologies of contemporary education in Vietnam. As a group of English and Vietnamese academics with a common background in TE, we explore the current views of Vietnamese TEs regarding professional identity and their awareness of reforms in Vietnam around TE professional standards. To this end we consider the implications, tensions and possibilities engendered by reform around professional competencies through interviews with teacher educators. We conclude by asking what TE reform in Vietnam is responding to and the implications for the sector in terms of professional identities, professional learning and practices and the status of TE as a profession.
    Original languageEnglish
    JournalPractice: Contemporary Issues in Practitioner Education
    Publication statusPublished (VoR) - 20 Feb 2023

    Keywords

    • teacher-education
    • Vietnam
    • policy reform
    • professional competencies
    • professional standards

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