[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593535-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-593535-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","the-curriculum-for-english-language-teacher-education-in-australian-and-vietnamese-universities","The Curriculum for English Language Teacher Education in Australian and Vietnamese Universities","","This paper examines the curricula for English language teacher education in two universities, one in Australia and the other in Vietnam. It analyzes each curriculum’s structure, compares and contrasts their content, and explores how distinct contextual factors shaped development. Data come from relevant literature, policy and curriculum documents, and interviews with curriculum developers. Results show substantial variation in structure and content across and within both curricula and identify context-specific influences.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-curriculum-for-english-language-teacher-education-in-australian-and-vietnamese-universities/593535/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-curriculum-for-english-language-teacher-education-in-australian-and-vietnamese-universities/593535.png","ImageObject",300,407,{"name":42,"@type":43},"Jasmine","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the focus of the paper on English language teacher education?","Question",{"text":62,"@type":63},"The paper examines how English language teacher education curricula are structured in an Australian university and a Vietnamese university, and how development was influenced by context.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the study compare the two curricula?",{"text":67,"@type":63},"It analyzes the structures of both curricula, contrasts and compares their content, and evaluates how distinctive contextual factors shaped curriculum development in each setting.",{"name":69,"@type":60,"acceptedAnswer":70},"What data sources are used for the analysis?",{"text":71,"@type":63},"The study draws on relevant literature, policy and curriculum documents, and interviews with curriculum developers from both universities.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},593535,1792190649,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 38 | Issue 11 | Article 3 |\n| --- | --- |\n\n2013  \nThe Curriculum for English Language Teacher Education in Australian and Vietnamese Universities  \nMinh Hue Nguyen  \nMonash University; Vietnam National University, Hanoi, [nguyenmhue@yahoo.com](nguyenmhue@yahoo.com)  \nRecommended Citation  \nNguyen, M. (2013). The Curriculum for English Language Teacher Education in Australian and Vietnamese Universities. Australian Journal of Teacher Education, 38 (11).  \n[http://dx.doi.org/10.14221/ajte.2013v38n11.6](http://dx.doi.org/10.14221/ajte.2013v38n11.6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss11/3](http://ro.ecu.edu.au/ajte/vol38/iss11/3)  \nAustralian Journal of Teacher Education  \nThe Curriculum for English Language Teacher Education in  \nAustralian and Vietnamese Universities  \nMinh Hue Nguyen  \nMonash University  \nVietnam National University, Hanoi  \nAbstract: This paper examines the curricula for English  \nlanguage teacher education in two universities, one in Australia  \nand the other in Vietnam. Specifically, it analyses the structures  \nof the two curricula, compares and contrasts them, and  \nexamines how the development of the curricula was shaped by  \ndistinctive contextual factors. Sources of data include relevant  \nliterature, policy and curriculum documents, and interviews  \nwith curriculum developers from the two universities. Analysis  \nof data revealed great variation across and within the two  \ncurricula in terms of structure and content. Findings also reveal  \nspecific contextual factors that influenced the development of  \nthe curricula. Although the findings are specific to the two  \nteacher education institutions under research, the study suggests  \nthat curriculum development for second language teacher  \neducation needs to account for the context of teacher learning  \nand offer substantial opportunity for preservice teachers to  \ndevelop key domains of knowledge.  \nIntroduction  \nThe field of second language teacher education (SLTE) has been shifting towards sociocultural perspectives, which view knowledge as socially constructed through participation in sociocultural practices and contexts (Brandt, 2006; Crandall, 2000; Johnson, 2009a) . From this perspective, preservice teachers’ participation in SLTE programs, of which the content reflects the knowledge base (i.e. what teachers need to know), plays an influential role in shaping how they learn and teach. Therefore, there is a wide agreement that establishment of the knowledge base is fundamental to SLTE reform (e.g., Fradd & Lee, 1998; Graves, 2009; Richards, 1998; Roberts, 1998) . As a result, there has been a large body of theoretical discussions on what should constitute the content of SLTE (e.g., Freeman & Johnson, 1998; Graves, 2009; Richards, 1998; Roberts, 1998). However, for the most of its history, SLTE has been a field of practice rather than a field of research (Johnson, 2009b; Kiely & Askham, 2012) . What this means is that practitioner researchers have mostly been theorising rather than empirically studying SLTE practices.  \nDuring the last decade, the field has made significant progress, which can be seen in the growing body of research on second language teacher cognition (Borg, 2003, 2006) . It has established that teachers’ prior experience, knowledge, beliefs, interpretations of their practices, and, most importantly, the sociocultural contexts of their practices are very influential in shaping and explaining the ways teachers do their work (Borg, 2003, 2005, 2006, 2009b, 2010a, 2011; Johnson, 2006, 2009a). This body of literature also suggests that SLTE programs have great influence on teachers’development and that designing and revising SLTE programs that enable effective teacher learning are among the key tasks of teacher education reform (e.g., Abednia,  \nVol 38, 11, November 2013 33  \nAustralian Journal of Teacher Education  \n2012; Faez","cbCaigIXp6FVbmVl","https://ap.wps.com/l/cbCaigIXp6FVbmVl","pdf",172843,22,"English","# Introduction\n## Second language teacher education trends\n## Research gap and study purpose\n# SLTE Curriculum Design\n## Key issues for designing and revising SLTE programs\n## Graves’ framework for SLTE curriculum planning","[{\"question\":\"What is the focus of the paper on English language teacher education?\",\"answer\":\"The paper examines how English language teacher education curricula are structured in an Australian university and a Vietnamese university, and how development was influenced by context.\"},{\"question\":\"How does the study compare the two curricula?\",\"answer\":\"It analyzes the structures of both curricula, contrasts and compares their content, and evaluates how distinctive contextual factors shaped curriculum development in each setting.\"},{\"question\":\"What data sources are used for the analysis?\",\"answer\":\"The study draws on relevant literature, policy and curriculum documents, and interviews with curriculum developers from both universities.\"}]","The Curriculum for English Language Teacher Education in Australian and Vietnamese Universities | PDF",1792077431,55]