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<p>This study explores the concept of inclusive education (IE) and the crucial role of teachers in fostering it, proposing a reflexivity cycle model to help educators reflect on their goals and teaching practices. Using this model, the research examines how Vietnamese teachers perceived and implemented IE, particularly for students with special educational needs. Through in-depth interviews with nine teachers from both public and private primary schools in Hanoi, Vietnam, the study gathered qualitative data which were analysed through qualitative content analysis with a constructivist interpretive stance. The findings reveal that teachers tended to view IE through a binary lens, distinguishing between what is considered normal and abnormal rather than embracing student diversity. There is a lack of faith in IE for students with SEN and the progress of such students in mainstream education. Additionally, building a fair and disciplined educational environment, fostering mutual understanding, communication, and trust among various stakeholders inside and outside the classroom emerged as the primary strategies for promoting IE. However, a disconnect existed between national education policies and teachers' actual practices, largely due to the lack of training and involvement from school administrators in advancing IE in Vietnam. This underscores the necessity of integrating practical pedagogical support with reflexivity-oriented professional training that enables teachers to critically examine their beliefs and enact IE more effectively in the Vietnamese context.</p>

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Teachers as Agents of Inclusive Education: Developing a Reflexivity Cycle and Examining Teachers’ Conceptions and Practices in Vietnam

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月18日

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  • Tú Anh Hà

摘要

This study explores the concept of inclusive education (IE) and the crucial role of teachers in fostering it, proposing a reflexivity cycle model to help educators reflect on their goals and teaching practices. Using this model, the research examines how Vietnamese teachers perceived and implemented IE, particularly for students with special educational needs. Through in-depth interviews with nine teachers from both public and private primary schools in Hanoi, Vietnam, the study gathered qualitative data which were analysed through qualitative content analysis with a constructivist interpretive stance. The findings reveal that teachers tended to view IE through a binary lens, distinguishing between what is considered normal and abnormal rather than embracing student diversity. There is a lack of faith in IE for students with SEN and the progress of such students in mainstream education. Additionally, building a fair and disciplined educational environment, fostering mutual understanding, communication, and trust among various stakeholders inside and outside the classroom emerged as the primary strategies for promoting IE. However, a disconnect existed between national education policies and teachers' actual practices, largely due to the lack of training and involvement from school administrators in advancing IE in Vietnam. This underscores the necessity of integrating practical pedagogical support with reflexivity-oriented professional training that enables teachers to critically examine their beliefs and enact IE more effectively in the Vietnamese context.