Mapping the professional learning of primary teachers in Vietnam: a multi-method case study

Philip Hallinger, Ngoc Hai Tran, Thang Dinh Truong

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)


Over the past 20 years, teacher professional learning as been reconceptualised as a process that is initiated during pre-service preparation but which continues in the form of job-embedded and collaborative learning activities. Researchers ave mapped the range of professional learning activities employed in selected Western and Asian societies. The current case study used a variety of qualitative data sources including open-ended interviews with the principal and teachers, observations of meetings and documents analysis, to identify model practices used to foster teacher learning in one primary school in a central province of Vietnam. The research identified nine professional learning activities for teachers, comprised of both external and school-based activities. These activities are described in detail and also linked to features of the Vietnamese social, political and cultural context under the lens of phenomenological analysis.

Original languageEnglish
Pages (from-to)856-870
Number of pages15
JournalProfessional Development in Education
Issue number5
Publication statusPublished - 2023


  • Teacher professional learning
  • Vietnam
  • activities
  • model practices

ASJC Scopus subject areas

  • Education


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