Primary School English Teacher Agency in Enacting Teaching Methods in Implementing the Getting-to-Know-English for Grade 1 and Grade 2 at Two Primary Schools in Vietnam
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| Title: | Primary School English Teacher Agency in Enacting Teaching Methods in Implementing the Getting-to-Know-English for Grade 1 and Grade 2 at Two Primary Schools in Vietnam |
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| Language: | English |
| Authors: | Thao Thi Tran (ORCID |
| Source: | Education 3-13. 2025 53(6):1003-1017. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education Grade 2 |
| Descriptors: | Elementary School Teachers, Professional Autonomy, English (Second Language), Language Teachers, Grade 1, Grade 2, Foreign Countries, Second Language Instruction, FLES, Teaching Methods, Resistance (Psychology), Compliance (Psychology) |
| Geographic Terms: | Vietnam |
| DOI: | 10.1080/03004279.2023.2258143 |
| ISSN: | 0300-4279 1475-7575 |
| Abstract: | Researching teacher agency in the field of language education has captured worldwide attention, especially in Vietnam. In the context of the new general education curriculum proposed by the MOET in 2018, it is of great importance to shed light on teacher agency enactment in implementing the new general education curriculum, particularly the Getting-to-Know-English for Grade 1 and Grade 2. This study was grounded in the ecological model proposed by Priestley and his colleagues aiming to discover the ways teachers enacted teaching methods in putting the Getting-to-Know-English for Grade 1 and Grade 2 into practice. Data were gained through documents, semi-structured interviews and observations. The result of this study showed that the participating teachers accepted or resisted to teaching methods dictated by the curriculum mandates. Their conformity with teaching methods proposed by the curriculum policy was driven by their prior knowledge, previous professional experience and knowledge gaining from the professional development program while their resistance to teaching methods dictated by the curriculum mandates to sustain in their traditional teaching methods was shaped by their prior knowledge, previous professional experience, the curriculum map, the school's material resources and students' characteristics. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493368 |
| Database: | ERIC |
| Abstract: | Researching teacher agency in the field of language education has captured worldwide attention, especially in Vietnam. In the context of the new general education curriculum proposed by the MOET in 2018, it is of great importance to shed light on teacher agency enactment in implementing the new general education curriculum, particularly the Getting-to-Know-English for Grade 1 and Grade 2. This study was grounded in the ecological model proposed by Priestley and his colleagues aiming to discover the ways teachers enacted teaching methods in putting the Getting-to-Know-English for Grade 1 and Grade 2 into practice. Data were gained through documents, semi-structured interviews and observations. The result of this study showed that the participating teachers accepted or resisted to teaching methods dictated by the curriculum mandates. Their conformity with teaching methods proposed by the curriculum policy was driven by their prior knowledge, previous professional experience and knowledge gaining from the professional development program while their resistance to teaching methods dictated by the curriculum mandates to sustain in their traditional teaching methods was shaped by their prior knowledge, previous professional experience, the curriculum map, the school's material resources and students' characteristics. |
|---|---|
| ISSN: | 0300-4279 1475-7575 |
| DOI: | 10.1080/03004279.2023.2258143 |
