Understanding geography teachers’ varied responses to competency-based curriculum reform in Vietnam
A qualitative typology
Bibliographic Data
| ID | 12085461 |
|---|---|
| Authors | Tien Dung Dang (corresponding author), Dung Tien Dang (0000-0002-5515-1354) |
| Year | 2025 |
| Volume | 172 |
| Pages | 105365-105365 |
| Publication date | 2025-12-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2025.105365 |
| OpenAlex | W7116926930 |
| Language | EN |
| References cited | 43 |
Curriculum · Curriculum development · Higher education · Human geography · National curriculum · Qualitative research · Typology · Educational Theory and Curriculum Studies · Geography Education and Pedagogy · Mathematics Education and Teaching Techniques
Shaping Teacher Sensemaking
How Can Comprehensive School Reform Models Be Successfully Implemented?
Professional Development and Teacher Change
The case study approach
The Professional Life Cycle of Teachers
Policy Implementation and Cognition
Collective Sensemaking about Reading
The role of teachers in educational reform
Saturation in qualitative research
What role do teachers' beliefs play in the implementation of educational reform
Pursuing competencies’ or ‘pursuing scores’? High school teachers' perceptions and practices of competency-based education reform in China
Why do teachers not change while the national curriculum repeatedly changes
A case study of curriculum implementation in Hong Kong
Rethinking Scale
Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards
The teacher's soul and the terrors of performativity
Confucian values and school leadership in Vietnam
Global Flows of Competence-based Approaches in Primary and Secondary Education
Developing Typologies in Qualitative Research
Snowball Sampling
| Citation velocity | historical |
|---|---|
| Highly cited | No |