Australian Journal of Teacher Education
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.
Recommended Citation
Vu, T. N. (2020). Examining Teacher Agency Among Teacher Educators: An Action Research In Vietnam. Australian Journal of Teacher Education, 45(7). https://doi.org/10.14221/ajte.2020v45n7.6