The practices of professional learning communities in Vietnamese primary schools

The current study explored the practices of professional learning communities (PLCs) in Vietnamese primary schools in response to the national curriculum reform. The study was conducted at nine schools in Vietnam. The participants included teachers, academic group leaders, and principals. The data were collected via in-depth interviews. The findings indicated that the implementation of PLCs in Vietnamese primary schools has led to notable progress in fostering teacher collaboration, shared responsibility, and reflective dialogue. These advancements suggest that Vietnamese educators are adopting PLC principles to improve teaching and learning. However, the study also identified challenges in effectively implementing and sustaining PLCs, highlighting the need for ongoing support, professional development, and structural adjustments to fully harness their potential in Vietnamese curriculum reform. As schools continue to address these challenges, the insights from this study can guide strategies to enhance PLC practices, ultimately leading to better learner educational outcomes and teacher professional development.