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This action research describes a training-based intervention for teacher educators across multiple disciplines at eight universities in Vietnam. The program targeted teaching skill development and expanded educators’ knowledge by enabling them to investigate students’ learning needs and support their own professional growth. Data from observations, reflective journals, and semi-structured interviews were analyzed to show increased knowledge, intercultural awareness, and classroom inspiration.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-teacher-agency-among-teacher-educators-an-action-research-in-vietnam-article-6/593959/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-teacher-agency-among-teacher-educators-an-action-research-in-vietnam-article-6/593959.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the action research project in Vietnam?","Question",{"text":112,"@type":113},"It examined teacher agency among teacher educators and implemented a training-based intervention to support professional development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What intervention components were included for teacher educators?",{"text":117,"@type":113},"The project used training sessions to build knowledge and skills to exercise agency effectively, followed by classroom promotion that was analytically observed.",{"name":119,"@type":110,"acceptedAnswer":120},"What data sources were collected and how were they used?",{"text":121,"@type":113},"Observation notes, reflective journals, and recordings from semi-structured interviews were collected, then analyzed to understand changes in educators’ agency.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593959,1792210511,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 7 | Article 6 |\n| --- | --- |\n| 2020\u003Cbr>Examining Teacher Agency Among Teacher Educators: An Action Research In Vietnam\u003Cbr>Tung Ngoc Vu\u003Cbr>University at Albany, SUNY, [vungoctung2006@gmail.com](vungoctung2006@gmail.com)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte) |  |\n\nRecommended Citation  \nVu, T. N. (2020) . Examining Teacher Agency Among Teacher Educators: An Action Research In Vietnam. Australian Journal of Teacher Education, 45(7) .  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol45/iss7/6](https://ro.ecu.edu.au/ajte/vol45/iss7/6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss7/6](https://ro.ecu.edu.au/ajte/vol45/iss7/6)  \nExamining Agency Among Teacher Educators: An Action Research In The  \nContext Of Vietnam  \nNgoc Tung Vu  \nThe University at Albany, SUNY  \nAbstract: Teacher agency is an important topic in educational  \nresearch, but its theoretical observations have notfiltered down into  \npractical Vietnamese teaching contexts. The action research project  \ndescribed here showcases a training-based interventionfor teacher  \neducators in various disciplines at eight universities in Vietnam. The  \nintervention aimed to develop teaching skills and increase knowledge for teacher educators by helping them explore their students’ learning needs and facilitate their professional development. This study occurred within the context ofchanging Vietnamese political, cultural, economic, and social ways of being. Eight Vietnamese teacher  \neducators of different cultural backgrounds, and working across a  \nvariety of subjects were invited to participate in the project. Two stages of research sought to help educators in higher education reflect on their exploration and perception oftheir teacher agency. The first  \nstage involved training sessions that offered educators necessary  \nknowledge and skills to exercise agency effectively. In the second  \nstage, educators ’promotion of their agency in classrooms was  \nanalytically observed. Data collected included observation notes,  \nreflective journals, and recordings from semi-structured interviews.  \nAnalysis of this data suggested that educators became more  \nknowledgeable, intercultural, and inspirational agents in their  \nclassrooms after the educational intervention. Educators exhibited  \nthat the more positive attitudes, the more active participation.  \nConclusions discussed the benefits offostering teacher agency and  \nhow this can be facilitated through professional development.  \nIntroduction  \nThe construct of agency is becoming more and more popular with researchers in the field of Social Science. Agency can be especially helpful for marginalized people to successfully engage in culturally diverse discourses (Canagarajah, 2007; Morita, 2014) . In order to become a successful communicator, individuals are supposed to exercise agency with strong effort. During this process, communicators need to account for different cultural and social influences to understand their speaking role, which helps them to achieve their personal and shared  \ngoals (Morita, 2014; Rainio, 2008) . Following Canagarajah (2007) and Morita (2014), teacher agency is central to educational research because of its practical and sustainable values to all teachers themselves, educational policy-makers, leaders, curriculum and assessment writers, and  \nstudents’ academic and non-academic development (e.g., Ishihara, Carroll, Mahler, & Russo, 2018; Kay-Aydar, 2015; Tao & Gao, 2017; Rudolph, 2013). Literature on teacher agency has been widely covered, ranging from privileged to under-privileged educational contexts.  \nIn the context of Vietnamese education, teachers appear as passively engaged. Multiple factors contribute to this perception, such as","cbCaioQtpmGzchMV","https://ap.wps.com/l/cbCaioQtpmGzchMV","pdf",280297,21,"English","# Abstract\n# Introduction","[{\"question\":\"What was the purpose of the action research project in Vietnam?\",\"answer\":\"It examined teacher agency among teacher educators and implemented a training-based intervention to support professional development.\"},{\"question\":\"What intervention components were included for teacher educators?\",\"answer\":\"The project used training sessions to build knowledge and skills to exercise agency effectively, followed by classroom promotion that was analytically observed.\"},{\"question\":\"What data sources were collected and how were they used?\",\"answer\":\"Observation notes, reflective journals, and recordings from semi-structured interviews were collected, then analyzed to understand changes in educators’ agency.\"}]","Examining Teacher Agency Among Teacher Educators: An Action Research In Vietnam - Article 6 | PDF",1792078267,53]