Overcoming contextual constraints: implementing classroom pedagogical innovation through teacher leadership

Abstract

ABSTRACT The current study was conducted to explore how English as a foreign language (EFL) teachers in Vietnam exhibited their leadership initiative in reforming their pedagogical practice. Data for the study were collected mainly from in-depth interviews with six participating primary school teachers. The findings demonstrated that the participants innovated their EFL pedagogies by creating an environment conducive to student learning, adapting textbooks to student EFL learning characteristics, and engaging students in diverse classroom practices. To be successful in pedagogical innovation, the participants enacted their leadership inherent in transcending existing educational practice, determination to overcome barriers pertinent to resources and facility, negotiation with leaders, and collaboration with the students’ parents. The study offered implications for teachers taking leadership in language teaching in Vietnam and other similar contexts.