- Title
- Perceptions of Vietnamese teachers towards incorporating dialectical thinking: a transformational model of curriculum and pedagogy
- Creator
- Bui, Thi Ngoc Linh
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2019
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- The globalisation of the world and the pervasion of emerging technologies in society has resulted in a challenge to the traditional didactic forms of teaching and learning. Scholars around the world are proposing that education prepares students with cognitive capacities to be reflective, creative, and effective in their thinking and problem solving. In the Vietnamese context, dialectical thinking has a potential to be a way to enhance people’s cognitive capacities necessary for their success in life. Dialectical thinking has evolved in Vietnam’s culture and embraces cognitive processes globally identified as critical thinking. However, the challenge of this new way of engaging learners or “dialectical teaching” is that its success or failure depends on the ways current and future teachers embrace or resist the philosophical and pedagogical emphases of learner-centred approaches. In order to understand teachers’ perceptions of embedding dialectical teaching, I conducted a survey research to investigate the perceptions of schoolteachers from 18 schools in Binh Dinh, Vietnam. My analysis of the results of my study revealed that Vietnamese teachers had three main perspectives towards the potential implementation of dialectical teaching in their contexts: receptivity, ambivalence, and reluctance. In general, most of the participant teachers recognised the opportunity of the new pedagogical approach and were willing to incorporate it; however, they were not necessarily convinced about students’ capacities to learn in new ways, due to their traditionally held beliefs about learning and measuring students’ cognitive capacities. They also did not feel confident to carry out new forms of teaching because of their lack of preparation for innovative teaching and the challenges of the realities of teaching in their schools. The results of my study have implications for the evolution of dialectical teaching in Vietnam and around the world, with recommendations for the teacher education, professional development, and leadership sectors.
- Subject
- dialectical thinking; critical thinking; cognitive capacities; Vietnamese context; general education
- Identifier
- http://hdl.handle.net/1959.13/1401325
- Identifier
- uon:34892
- Rights
- Copyright 2019 Thi Ngoc Linh Bui
- Language
- eng
- Full Text
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | ATTACHMENT01 | Thesis | 2 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 319 KB | Adobe Acrobat PDF | View Details Download |