Bridging Readiness, Relevance, and Resources: A Blended Approach to Teacher Professional Development in Vietnam
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| Title: | Bridging Readiness, Relevance, and Resources: A Blended Approach to Teacher Professional Development in Vietnam |
|---|---|
| Language: | English |
| Authors: | Thao Phuong Nguyen (ORCID |
| Source: | European Journal of Education. 2026 61(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Faculty Development, Blended Learning, Teacher Attitudes, Barriers, Technological Literacy, Program Design, Relevance (Education), Resources, Foreign Countries |
| Geographic Terms: | Vietnam |
| DOI: | 10.1111/ejed.70313 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Blended teacher professional development (TPD) offers promising opportunities to expand access and enhance teacher learning, particularly in under-resourced contexts. This qualitative study examined how teachers and trainers experienced blended TPD through in-depth interviews and a focus group discussion. While participants appreciated the flexibility and alignment with recent curriculum reforms, they faced challenges primarily related to digital readiness, rigid program design, and insufficient support. These barriers undermined meaningful engagement and impeded the transfer of learning into practice. The findings underscore the need for more learner-centered, contextually responsive TPD that promotes teacher agency, incorporates formative assessment, and builds digital and collaborative capacities. Addressing these dimensions can help blended TPD evolve from a reactive measure into a sustainable model for professional growth, with relevance for Vietnam and similar low- and middle-income contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497770 |
| Database: | ERIC |
| Abstract: | Blended teacher professional development (TPD) offers promising opportunities to expand access and enhance teacher learning, particularly in under-resourced contexts. This qualitative study examined how teachers and trainers experienced blended TPD through in-depth interviews and a focus group discussion. While participants appreciated the flexibility and alignment with recent curriculum reforms, they faced challenges primarily related to digital readiness, rigid program design, and insufficient support. These barriers undermined meaningful engagement and impeded the transfer of learning into practice. The findings underscore the need for more learner-centered, contextually responsive TPD that promotes teacher agency, incorporates formative assessment, and builds digital and collaborative capacities. Addressing these dimensions can help blended TPD evolve from a reactive measure into a sustainable model for professional growth, with relevance for Vietnam and similar low- and middle-income contexts. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70313 |
