Key factors affecting work integrated learning in language teacher education a m

Centre for Educational Research School of Education, Western Sydney University Sydney, Australia Key Factors Affecting Work-Integrated Learning in Language Teacher Education: A Multisite Case Study Các yếu tố chính ảnh hưởng đến mô hình Học tập Lồng ghép Trải nghiệm Nghề nghiệp trong đào tạo giáo viên ngôn ngữ: Một nghiên cứu điển hình đa vùng NGUYỄN Thị Hồng Nhung A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy 2019 Key Factors Affecting Work-Integrated Learning in Language Teacher Education: A Multisite Case Study Các yếu tố chính ảnh hưởng đến mô hình Học tập Lồng ghép Trải nghiệm Nghề nghiệp trong đào tạo giáo viên ngôn ngữ: Một nghiên cứu điển hình đa vùng NGUYỄN Thị Hồng Nhung (Preferred name Nhung NGUYỄN) Bachelor of English (Hồ Chí Minh City University of Education, 1999) Master of Arts in Teaching English (Hồ Chí Minh City University of Social Sciences and Humanities, 2005) A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Centre for Educational Research School of Education Western Sydney University 2019 Acknowledgement of Country This thesis acknowledges the First Australians as the traditional custodians of the land on which my doctoral research was undertaken. Three weeks after arriving in Australia, on June 13, 2015, I went to see The Battle of Waterloo, an Australian Indigenous play written by Kylie Coolwell, directed by Sarah Goodes, and presented by Sydney Theatre Company at The Wharf, in Walsh Bay. It was my first time seeing a play in Sydney. The key characters in the play were Cassie (Shari Sebbens) who struggled for a positive future as she was about to graduate from a course at the local TAFE in Fashion Design.

Her addicted sister, Sissy (Shareena Clanton), a younger relative, Jack (James Slee) all lived with the “Aunty” Mavis (Roxanne McDonald), and they had a neighbour, Leon (Guy Simon). Cassie’s former boyfriend, Ray (Luke Carroll) had just come back from three years in prison. The Battle of Waterloo showed the life of an Indigenous family through scenes in a flat in the Housing Commission Towers in Waterloo, Sydney. There, the Indigenous community found themselves struggling with being an inconvenience to other’s priorities for urban refurbishment.

As an extended family, they all lived and shared a small flat. The play reflected the life of a marginalised group lacking support and education through the foul language spoken and sexual scenes. The marginalisation was reinforced with sounds, lights, music, a bed and even a toilet on the stage. This play gave me an understanding of the social and political boundaries of education and work in Australia.

By the name “Battle”, the play indicates the boundary between oppression and power. People fight or at least appeal for “a place and a say” on the land that their ancestors had preserved and welcomed “strangers”. Over the following years, I attended a range of conferences in which the protocol of Acknowledgement of Country was used in the opening ceremony. These events gave me a sense of Australian Indigenous knowledge.

Aboriginal academics, including Shirley Gilbert, and Aunty Shirley shared with me knowledge of Aboriginal cultural practices, and issues such as gender protocols, sacred sites, the traditional customs for confidentiality, and naming the deceased. In the course of time, I have learnt from them about recognition and respect, and the protection of the continuing cultural, spiritual and religious practices of Australia’s i Aboriginal and Torres Strait Islander peoples. Through my travels across Australia, I have come to know a little Indigenous knowledge embedded in the names of the towns, suburbs, and villages. Aboriginal words of those places such as Canberra, Geelong, Wollongong, Ballarat, Berowra, Parramatta, Gundagai, Mulgoa, Toongabbie, Werribee, Leura, and Wagga Wagga make Australian English a multilingual language.

In discussions with my sons, I also learnt about the colours and materials used in Indigenous art, and the Indigeous flags of Australia. ii Acknowledgements This doctoral research project would never have been possible without the significant support from individuals and groups to whom my gratitude is expressed. The support from Western Sydney University and the Ministry of Education and Training (MOET) of Việt Nam for the material condition of knowledge production in granting me the Joint Research Scholarship that enabled me to pursue this doctoral research was invaluable. This scholarship also gave me the opportunity to understand the specific research mechanisms in funding opportunity announcements (FOAs) and how to apply for other research projects.

My wholehearted appreciation goes to my principal supervisor Professor Michael Singh, whose research education and generous support have contributed to my research engagement and readiness for academia. Specifically, he facilitated meetings between the higher degree researchers and academics in the field, and organised seminars and external meetings with scholars from other universities. These opportunities gave me connections with many researchers, having more knowledge of transdisciplinary research and learning opportunities. He was very supportive and inspirational in his supervision and expectations, which helped me engage in doing my research and manage well with timelines.

In the supervisory meetings, his challenges made me think critically rather than taking for granted in doing research. I then developed my research skills by taking charge of my writing with an authoritative voice as a researcher. I learnt how to deal with challenges given by the audience, and how to make my arguments clearer to readers. His encouragement and support made me more active in the research community.

I published my work, presented at conferences, and engaged in reviewing conference papers as a volunteer, joined in the scientific community making the next step as an academic. I also thank him for caring about wellbeing of a High Degree Research student in reminding me to take leave for my health, and to have a family holiday for a work–life balance. Advice and assistance provided by Dr. David Wright, my associate supervisor who has always been very supportive and encouraging in spending time discussing the writing i process, have been a great help in my research study.

His comments, questioning and challenging my arguments, and constructive feedback influenced my research writing skills, and gave me more insights into doing rigorous research. My sincere appreciation also goes to Professor Tonia Gray (Western Sydney University) for involving me in research activities through organising the Developing Global Perspectives within and across Universities Symposium, followed by a book publication by Palgrave Macmillan. These opportunities helped me develop my research writing skills for publication and improve my thesis. Professor Gert Biesta (Brunel University), who my gratitude is extended to, inspired me to become a researcher through insightful conversations and sharing his research works.

My gratitude also goes to Professor Michael Apple (University of Wisconsin) for his invaluable advice that fostered my thinking for reshaping my focus, and locating my research in the field. It is a pleasure to appreciate Professor Nguyễn Văn Tuấn (University of New South Wales), who shared knowledge and research writing skills on his website from which I have more insights into doing research in education. Many thanks also to Dr. Kelsey Halbert, Dr.

Peta Salter, and Ms. Elise Howard (James Cook University) for giving me an opportunity to be a contributor in a local global citizenship research project funded by the Australian Government Office for Learning and Teaching (OLT), which helped me develop my research skills in my PhD study. Undertaking this doctoral research project had support from Hoa Sen University in providing me with the four-year study leave. I also thank Ms.

Mai Thúy Hằng for her assistance in paperwork for the research scholarship application as part of my study program. With regard to support for early research studies making the background for this doctoral research, I express my thanks to Dr. Phạm Quốc Lộc, the former Vice Rector of Academic and International Affairs of Hoa Sen University. My deepest thanks to Dr.

Nguyễn Thu Hương (Hoa Sen University), who encouraged and involved me in research activities as a research and professional development ii coordinator of an English department. This role gave me direct engagement with, insights into, and interests in doing educational research. Thái Thị Ngọc Dư (Hoa Sen University), whose support in administrative procedures to approach the research sites and participants in Việt Nam was precious, and to whom my acknowledgement is expressed. Many thanks to my colleague, Mr.

Trì Hoàng Đăng (Hoa Sen University), who enthusiastically engaged in discussing with me about the research topics before my PhD study. My deepest gratitude and appreciation go to the university managers, academics, students, schoolteachers, and community staff and community organisations as the university’s partners in the work-integrated learning programs at Hoa Sen University and Western Sydney University who participated in this research and generously shared their experiences and insights with honesty on a voluntary basis. Their sharing and views contributed to the research findings without which this thesis would not have been possible. This thesis shows my appreciation to the authors cited whose ideas and concepts stimulated my thinking, shaped my arguments, and made my study more informed.

Challenges, comments and feedback that helped me understand the process of reviewing a research work, and the work required to improve research writing given by the anonymous reviewers of my publications are acknowledged in this thesis. The presentation of this thesis received support from Ms Pam Firth’s professional work for readability. I am indebted to my mum and dad for the home-based early childhood education and their education strategies that helped me develop my self-efficacy. My dad’s encouragement and support in further education inspired me to engage in an academic career.

My gratitude goes to my brother Thích Chúc Phú, who provided me with the research orientation by sharing his research outcomes. His encouragement made me more determined in research, balancing my PhD project and family life. iii Many thanks to my other brothers and sisters in my big family for all their support without which my education and academic life would have ended somewhere. Presenting this thesis had technical support from my nephew Trần Đăng Ái.

Special thanks to my twin sons Lê Nguyên Khôi and Lê Nguyên Kha, who inspired and gave me insights into doing educational research from their demanding questions. Finally, I would like to acknowledge with gratitude the endless empathy, generosity from my husband Lê Xuân Hiệp in taking care of me, and sharing our parenting role during my PhD journey. His support contributed to the successful completion of this thesis reporting my research study. iv Statement of Authentication The work presented in this thesis is, to the best of my knowledge and belief, original except as acknowledged in the text.

I hereby declare that I have not submitted this material, either in full or in part, for a degree at this or any other institution. Information derived from the published or unpublished work of others has been acknowledged in the text and a list of references is given. … 19 September 2019 v Declarations The research project reported in this thesis received financial support from Western Sydney University and the Ministry of Education and Training (MOET) of Việt Nam through a Joint Research Scholarship. The candidate has no conflicts of interest relevant to this thesis.

Format and presentation of this thesis were proofread and edited by a professional editing service based on the Institute of Professional Editors’ Guidelines for Editing Research Theses, and the Publication Manual of the American Psychological Association (APA) (6th ed.) in referencing, citation, style, and mechanics. vi Table of Contents List of Tables. xvi List of Figures. xvii List of Abbreviations.

xx Abstract in Tiếng Việt. xxii Candidate’s Research Publications. xxiv Awards/Honours. xxvi Chapter 1: Introduction.4 Key words in conceptual framework .5 Significance and innovativeness of this study .6 Overview of research methodology and methods.7 Outline of work-integrated learning programs .8 Delimitations of this study .10 Structure of thesis.

25 Chapter 2: Factors Affecting Work-Integrated Learning in Teacher Education: Intellectual Context .2 Method for systematic review.