Professional development of primary school teachers in Vietnamese educational reform context: an analysis from a sociocultural perspective-Reference-Cited by-同舟云学术

Professional development of primary school teachers in Vietnamese educational reform context: an analysis from a sociocultural perspective

Published:2023-01-20 Issue: Volume: Page:1-16
ISSN:0300-4279
Container-title:Education 3-13
language:en
Short-container-title:Education 3-13

Author:

Pham Kien The¹^ORCID,Thi Do Le-Hang²^ORCID,Dinh Hong-Van Thi³^ORCID,Nguyen Quynh Anh Thi³^ORCID,Phan Quynh-Nhu⁴^ORCID,Ha Xuan Van⁵⁶^ORCID

Affiliation:

1. Department of Inspection and Legislation, Hue University, Hue City, Vietnam

2. Institute of Psychology, Viet Nam Academy of Social Sciences, Hanoi City, Vietnam

3. Department of Psychology and Education, University of Education, Hue University, Hue City, Vietnam

4. Faculty of English, University of Foreign Languages and International Studies, Hue University, Hue city, Vietnam

5. Graduate Research Academy, Macquarie University, Sydney, Australia

6. Department of Foreign Languages, Ha Tinh University, Ha Tinh, Vietnam

Publisher

Informa UK Limited

Subject

Life-span and Life-course Studies,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004279.2023.2168502

Reference73 articles.

1. Language Teachers’ Intercultural Learning: A Sociocultural Perspective

2. Cham, T. H. 2013. “A Community of Practice: A Study of Tertiary EFL Teachers in North-Eastern Vietnam.” Doctor of Education, La Trobe, Victoria, Australia.

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