From textbook adoption to implementation: investigating teacher agency amid educational reform in Vietnam

Nguyen, Huong Thi Dieu

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https://hdl.handle.net/2142/124318 Copy

Description

Title

From textbook adoption to implementation: investigating teacher agency amid educational reform in Vietnam

Author(s)

Nguyen, Huong Thi Dieu

Issue Date

2024-05-01

Director of Research (if dissertation) or Advisor (if thesis)

Möller, Karla J.

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

• Textbook Adoption
• Educational Reform
• Vietnam
• Teacher Training
• Textbook Implementation
• Figured Worlds
• Teacher Professional Development

Language

eng

Abstract

The implementation of Vietnam's new national curriculum in the academic year 2022- 2023 marked a monumental shift in the education landscape as upper secondary school English teachers were granted unprecedented autonomy in selecting instructional materials. This departure from past rigid textbook practices signifies a transformative phase in education since the country declared its independence in 1975. Despite the significance of this reform, there exists a limited understanding of the decision-making processes and challenges encountered by upper secondary school English teachers while they navigated their newfound autonomy in textbook selection within this evolving educational framework. This qualitative study illuminates these complexities and experiences among Vietnamese upper secondary school English teachers amid this reform. Drawing from existing literature on professional development and teacher agency within the school curriculum, this study gathers insights through surveys and individual semi-structured interviews with educators in a diverse range of settings situated in Vietnam’s northern mountainous region, including a boarding school, a school for the gifted, an international school, a city-based institution, and a rural school. Findings reveal limited formal training and a reliance on personal experience among teachers, highlighting the need for enhanced teacher preparedness. The textbook adoption process was constrained by time limitations and a lack of specific assessment criteria, yet leadership involvement and collaborative decision-making facilitated a relatively smooth adoption process. Teachers expressed satisfaction with the new textbooks, noting similarities with previous materials and employing adaptive teaching approaches to increase student engagement. However, challenges in teaching the new textbooks persisted, reflecting broader uncertainties in the educational landscape. Implications of the study suggest enhancing the textbook selection process through the development of guidelines and templates, alongside the allocation of adequate time and resources. Moreover, there is a need for professional development initiatives aimed at empowering teachers, fostering mindset changes, and providing continuous, personalized training approaches.

Graduation Semester

2024-05

Type of Resource

Text

Handle URL

https://hdl.handle.net/2142/124318

Copyright and License Information

Copyright 2024 Huong Nguyen

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