Using activity theory as a theoretical framework, this case study identifies contradictions relating to the professional learning activities of academics in a higher education institute in Vietnam. Data were collected from in-depth interviews with a group of academics in order to gain in-depth understanding about their professional learning experience. The study puts forward implications for the design of a model for academics’ professional development in the context of Vietnam.
CITATION STYLE
Nguyen, H. T. M., & Nguyen, T. D. (2019). Professional Learning for Higher Education Academics: Systematic Tensions. In Education in the Asia-Pacific Region (Vol. 50, pp. 223–244). Springer Nature. https://doi.org/10.1007/978-981-13-8918-4_12
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