Abstract
ABSTRACT This article explores theories and ideas in the field of professional learning among teacher communities in a reflective lens of my practical experience working in secondary education in an international school in Đông Nam Bộ (Southeast region) in Vietnam. I seek to present observations about professional development (PD) in this Vietnamese case. Specifically discussed are the teacher communities and how they intersect with teachers’ inclinations to work and develop professional abilities. In this reflective account, teacher diversity is also discussed to address the phenomena occurring in this international school. Provided are the theoretical frameworks that guide this reflective piece and teachers’ agencies in PD progresses. The article ends with disentangling the ‘parallel’ school culture of the Vietnamese international school from the insights of PD communities in literature.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
