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Teacher agency in times of educational change: the case of transitioned teachers in Vietnam

机译：教育变革时期的教师机构：越南的过渡教师案例

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摘要

Working from the perspective that teachers are central agents in policy processes and educational changes, this article discusses how 20 teachers, who transitioned from teaching other foreign languages to first learning and then teaching English at one of the leading Vietnamese universities, experienced the transition. Data from multiple in-depth interviews with transitioned teachers, and with faculty and university leaders, complemented by observations, were collected to explore the teacher agency. The concept of Figured Worlds [Holland, D., Lachicotte Jr, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press] provided a productive conceptual framework for understanding how these teachers responded to the change. The findings show that teachers' responses to the transition were both complex and contradictory. Teacher agency was not simply an action of resistance or accommodation to the change, but rather was dynamic and more nuanced. Other features of teacher agency such as their industriousness, their professional manoeuvring capability, and their collective agency were also noted. These findings hope to contribute to the current and future scholarship of teacher agency in language policy and planning.
机译：本文从教师是政策制定过程和教育变革的核心推动者的角度出发，探讨了20名教师如何从其他外语教学过渡到先学习再到在越南领先的一所大学教授英语的经历。收集了与过渡教师，教职员工和大学领导进行多次深入访谈的数据，并辅以观察资料，以探索教师的代理机构。人物世界的概念[荷兰，D。，拉奇科特，W。，斯金纳，D。，和该隐，C。（1998）。文化世界中的身份和代理。马萨诸塞州剑桥市：哈佛大学出版社]提供了一个富有成效的概念框架，用于了解这些教师如何应对这种变化。调查结果表明，教师对过渡的反应既复杂又矛盾。教师代理不仅是抵制或适应变化的行动，而且是动态的且更加细微的。还指出了教师代理的其他特征，例如勤奋，专业的操作能力和集体代理。这些发现希望能为当前和将来的语言政策和规划中的教师机构奖学金做出贡献。

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