Journal of Educational Change

, Volume 13, Issue 2, pp 259–287 | Cite as

Why is school reform sustained even after a project? A case study of Bac Giang Province, Vietnam

  • Eisuke Saito
  • Thi Diem Hang Khong
  • Atsushi Tsukui


This paper reports on a case study of schools in Vietnam wherein teachers are engaged in school reform activities known as professional teacher meetings (PTMs), which is based on an approach called lesson study for learning community (LSLC). The PTMs under LSLC were introduced in 2006, but the teachers involved are still conducting the activities despite scarcity of resources, particularly technical ones. This study addresses the following research question: Why have teachers continued to organize PTMs after the project ended? Three aspects will help address the research question. First, teachers had faith in the effectiveness of the PTMs. Second, enthusiasm and support of seniors and authorities such as school principals could have also helped sustain the PTMs. Third, the need to maintain a respectable reputation before external parties could also be an important factor.


Lesson study Lesson study for learning community Professional development School reform Sustainability Vietnam 


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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  • Eisuke Saito
    • 1
  • Thi Diem Hang Khong
    • 2
  • Atsushi Tsukui
    • 3
  1. 1.Curriculum, Teaching & Learning Academic GroupNational Institute of Education, SingaporeSingaporeSingapore
  2. 2.SingaporeSingapore
  3. 3.International Development Center of JapanTokyoJapan

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