The teacher as a ‘colony’: a case study of agentive responses to ‘colonising’ education policy in Vietnam

Lesson Study in Schools Components Perception: The Challenge of Transforming Teaching and Learning

“…Lesson study in addition to increasing collaboration, also contributes greatly to teacher learning by making them more professional (Aki Murata, Laura Bofferding, Bindu E. Pothen, Megan W. Taylor, & Sarah Wischnia, 2012;Coenders & Verhoef, 2019;Lieberman, 2009). Another finding is the problem of implementing school-based LSLC in addition to time and workload constraints, namely regarding the amount of involvement and carrying capacity, while factors related to teachers are mainly influenced by personal characteristics such as; attitudes, perceptions, and commitment to the teaching profession (Saito et al, 2018;Yalcin Arslan, 2019).…”

“…Lesson study (LS) has become a model for developing teacher professionalism in various countries., including Indonesia (Lieberman, 2009;Nurwidodo, Hendayana, Hindun, & Sarimanah, 2018;Saito et al, 2018;Yalcin Arslan, 2019). The development of LSLC in the world is increasing, not only shown from the number of practitioners in schools, but also shown from the results of research, the emergence of various Lesson study communities such as Professional Learning Community (PLC) in various countries, as well as scientific forums such as the Word Association of Lesson Studyes (WALS).…”

Comparative institutional analysis of participation in collaborative learning

“…However, during many such interactions, interests conflict or contradict, and eventually, the people involved must decide on their actions based on estimating those of their counterpart. Group learning has been promoted as a major approach for pedagogical reform to alter conventional one-way lecturing in many Asian countries, including Japan (Sato, 2012), Singapore (Lim, Tan & Saito, 2019;Pang et al, 2018), Indonesia (Zuhdi, 2015), and Vietnam (Saito et al, 2018). This is because group learning promotes dialogue among students, ensuring that learning is mutually beneficial.…”

Stroll into students’ learning: Acts to unload teachers’ values through the practices of lesson study for learning community in Vietnam

“…Afterwards, such understanding of the teacher as a workforce of the organization based on technical rationality was problematized and TPD started to be discussed more as the encouragement of transition from teachers as workers to teachers as learners (Randi & Zeichner, 2004). Under the control of performativity and managerialism (Ball, 2003; Day, 2007; Sachs, 2001), teachers’ values prevail in the context of deriving what to do for the organizational goal and of seeking their identities within the scope of the relationship between the organization and them (Sachs, 2001; Saito et al, 2016). In that sense, teachers understand themselves as agencies responding to targets, indicators and evaluations (Ball, 2003).…”

“…In that sense, teachers understand themselves as agencies responding to targets, indicators and evaluations (Ball, 2003). The orbit of the TPD, under the policies for performativity and managerialism in some countries, echoes with those of the rest of the world; the profession of the teacher is institutionalized for the sake of meeting national education goals, which assign lists of tasks to teachers and judge them according to detail-oriented indicators (Caddell, 2005; Day, 2007; Hardy & Ronnerman, 2011; Saito et al, 2016).…”