Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries |
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| Institution: | 1. University of Maryland, College Park, United States;2. Texas Tech University, United States;3. University of Virginia, United States;1. Boston University, School of Education, 2 Silber Way, Boston, MA 02215, United States;2. Utah Valley University, School of Education, 800 West University Parkway, Orem, UT 84058, United States;1. Higher Education Development Centre, University of Otago, PO Box 56, Dunedin 9054, New Zealand;2. Educational Assessment Research Unit, University of Otago, PO Box 56, Dunedin 9054, New Zealand;3. University of Otago College of Education, PO Box 56, Dunedin 9054, New Zealand;4. Sir John Walsh Research Institute, PO Box 56, Dunedin 9054, New Zealand;1. Department of Curriculum and Instruction, Language, Diversity and Literacy Studies, Texas Tech University, 3008 18th Street, Box 41071, Lubbock, TX 79409, United States;2. Professor and Director of Academic Programming and Delivery Division, Office of the Principal, University of the West Indies, Cave Hill Campus, Barbados;3. Department of Educational Theory and Practice, University at Albany, State University of New York, 1400 Washington Ave., Albany, NY 12222, United States;4. Department of Teaching and Learning, College of Education, 4202 E. Fowler Ave., Tampa, FL 33620, United States;1. Faculty of Behavioural and Movement Sciences, LEARN!, VU University Amsterdam, De Boelelaan 1105, 1081 HV Amsterdam, The Netherlands;2. Department of Education, University of Vienna, Sensengasse 3a, 1090 Vienna, Austria;3. School of Medical Sciences, LEARN!, VUmc Medical Centre Amsterdam, De Boelelaan 1117, 1081 HV Amsterdam, The Netherlands;4. Research Institute of Child Development and Education, University of Amsterdam, Postbus 15780, 1001 NG Amsterdam, The Netherlands |
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| Abstract: | This study investigated the degree to which TESOL (Teaching English to Speakers of Other Languages) training in Inner-Circle English-speaking countries impacted on the autonomy in teaching practice of Vietnamese teachers of English. Using an online survey, semi-structured in-depth interviews, and classroom observations, the research explored tension faced by these teachers when attempting to exercise their autonomy after returning to their local institution, and revealed how they managed to operate within constraints. This paper has significant implications for a range of stakeholders involved in the professional development of non-Inner-Circle TESOL teachers trained in Inner Circle contexts. |
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| Keywords: | Autonomy English language teaching Language teacher education Vietnam |
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