Understandings of the role of subject leaders in the professional development of beginning teachers within a school department:: A Vietnamese perspective

Anthony Thorpe; Duong Thi Hoai Tran

doi:10.1016/j.ijer.2015.04.006

Understandings of the role of subject leaders in the professional development of beginning teachers within a school department: A Vietnamese perspective

Anthony Thorpe, Duong Thi Hoai Tran

School of Education

Research output: Contribution to journal › Article › peer-review

Abstract

This article explores the subject leader's role in the professional development of beginning teachers. Rather than focusing only on beginning teachers’ perspectives as previous research has done, the topic is approached via the multiple perspectives of teachers in a secondary school department in Vietnam drawn from surveys and interviews. Insights from career stage theory and the concept of power distance are applied to uncover differing expectations from beginning teachers, other teachers and subject leaders regarding the latter's role in professional development. This research adds to the understanding of the subject leader's role in the professional development of beginning teachers which is sensitive to both culture and context. It calls for further research within the under- researched context of Vietnamese schools.

Original language	English
Pages (from-to)	108-117
Journal	International Journal of Educational Research
Volume	71
DOIs	https://doi.org/10.1016/j.ijer.2015.04.006
Publication status	Published - 2015

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10.1016/j.ijer.2015.04.006

http://dx.doi.org/10.1016/j.ijer.2015.04.006

Anthony Thorpe
- School of Education - Honorary Research Fellow
- Centre for Learning, Teaching and Human Development - Honorary Research Fellow
Person

Cite this

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abstract = "This article explores the subject leader's role in the professional development of beginning teachers. Rather than focusing only on beginning teachers{\textquoteright} perspectives as previous research has done, the topic is approached via the multiple perspectives of teachers in a secondary school department in Vietnam drawn from surveys and interviews. Insights from career stage theory and the concept of power distance are applied to uncover differing expectations from beginning teachers, other teachers and subject leaders regarding the latter's role in professional development. This research adds to the understanding of the subject leader's role in the professional development of beginning teachers which is sensitive to both culture and context. It calls for further research within the under- researched context of Vietnamese schools.",

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Understandings of the role of subject leaders in the professional development of beginning teachers within a school department: A Vietnamese perspective

Abstract

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Anthony Thorpe

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