Principal Leadership and Teacher Professional Development in a Vietnamese High School for Gifted Students: Perspectives into Practice

Autor/inn/en	Tran, Hai Ngoc; Ha, Xuan Van; Le, Vinh Anh; Nguyen, An Nhu; Pham, Kien The
Titel	Principal Leadership and Teacher Professional Development in a Vietnamese High School for Gifted Students: Perspectives into Practice
Quelle	In: European Journal of Educational Research, 10 (2021) 4, S.1839-1851 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tran, Hai Ngoc) ORCID (Ha, Xuan Van) ORCID (Le, Vinh Anh) ORCID (Nguyen, An Nhu) ORCID (Pham, Kien The)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Principals; Instructional Leadership; Faculty Development; High School Teachers; High School Students; Academically Gifted; Educational Change; Gifted Education; Case Studies; Teaching Methods; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Bildungsreform; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teacher professional development (TPD) is an important component of enhancing student learning and school education quality. Vietnamese Ministry of Education and Training is reforming education, including curricula, teaching methods, and textbooks. Many requirements have to been done to effectively implement the reform, and TPD is considered a significant contribution. Using data from an in-depth interview with the principal, teacher questionnaires, and school policy-related documents, this qualitative case-study research in a selected high school for gifted students in Central Vietnam aimed to find out how TPD had been implemented in response to education reforms in Vietnamese high schools. TPD was widely perceived and respected by the principal and teachers in this case study, and these positive perspectives were transferred into practice with numerous effectively employed TPD strategies at this high school for students' enhanced learning and achievements. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01