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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 0000-0002-1870-2292), Bich-Hang Duong, Nguyen Thi Hong Nhat (ORCID 0000-0003-2894-3687), Ni Thi Ha Nguyen (ORCID 0009-0004-4547-4522), Nguyen Thu Ha (ORCID 0000-0002-3541-8170), Silvija Pozenel, Hang Vu Thi Thu
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
FullText Text:
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  Data: Bridging Readiness, Relevance, and Resources: A Blended Approach to Teacher Professional Development in Vietnam
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  Data: <searchLink fieldCode="AR" term="%22Thao+Phuong+Nguyen%22">Thao Phuong Nguyen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1870-2292">0000-0002-1870-2292</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bich-Hang+Duong%22">Bich-Hang Duong</searchLink><br /><searchLink fieldCode="AR" term="%22Nguyen+Thi+Hong+Nhat%22">Nguyen Thi Hong Nhat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2894-3687">0000-0003-2894-3687</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ni+Thi+Ha+Nguyen%22">Ni Thi Ha Nguyen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-4547-4522">0009-0004-4547-4522</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nguyen+Thu+Ha%22">Nguyen Thu Ha</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3541-8170">0000-0002-3541-8170</externalLink>)<br /><searchLink fieldCode="AR" term="%22Silvija+Pozenel%22">Silvija Pozenel</searchLink><br /><searchLink fieldCode="AR" term="%22Hang+Vu+Thi+Thu%22">Hang Vu Thi Thu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: 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
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  Data: 12
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Resources%22">Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink>
– Name: DOI
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  Data: 10.1111/ejed.70313
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1497770
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      – SubjectFull: Blended Learning
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      – SubjectFull: Vietnam
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