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Teacher readiness for reciprocal teaching in Vietnamese primary schools: a constructivist grounded theory informed by social cognitive theory.

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Title: Teacher readiness for reciprocal teaching in Vietnamese primary schools: a constructivist grounded theory informed by social cognitive theory.
Authors: Vuong, Tuyet Linh1,2 (AUTHOR) vuonglinh.hp@gmail.com, Steklács, János2,3 (AUTHOR)
Source: Frontiers in Education. 2026, p1-14. 14p.
Subject Terms: *Reciprocal teaching, *Self-efficacy in teachers, *Continuing education, *Autodidacticism, Grounded theory, Vietnamese people, Social cognitive theory, Self-efficacy
Abstract: Introduction: This study examines how Vietnamese primary school teachers' social and psycho-professional experiences shape their readiness to implement Reciprocal Teaching (RT) in the classroom with implications for self-determined professional development. Anchored in Social Cognitive Theory and employing a Constructivist Grounded Theory approach, the research explores the dynamic interplay among teachers' personal beliefs, environmental contexts, and instructional practices, and examining these dynamics through core heutagogical concepts like self-determined, critical reflection, and teacher empowerment. Methods: Nineteen teachers participated in semi-structured interviews, comprising five with prior RT implementation experience and 14 without, all having completed comparable professional training. Through iterative open, focused, and theoretical coding, four interconnected domains of readiness emerged: personal beliefs, cognition, and self-efficacy; behavioral strategies, regulation, and modeling; environmental affordances and constraints; and reciprocal dynamics reflecting continuous interactions among these domains. Results: Through heutagogy, findings indicate teacher readiness emerges as a fluid, context-specific process molded by educators' self-guided reflection, strategic adaptations, and evolving professional agency. Discussion: A key theoretical insight positions self-efficacy as both a prerequisite and an outcome of RT implementation. This grounded framework enriches teacher education by clarifying how heutagogical approach function in professional learning contexts, offering practical strategies to cultivate lasting teacher autonomy, confidence, and pedagogical innovation in diverse educational environments. [ABSTRACT FROM AUTHOR]
Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
An: 192511198
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Teacher readiness for reciprocal teaching in Vietnamese primary schools: a constructivist grounded theory informed by social cognitive theory.
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  Data: <searchLink fieldCode="AR" term="%22Vuong%2C+Tuyet+Linh%22">Vuong, Tuyet Linh</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> vuonglinh.hp@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Steklács%2C+János%22">Steklács, János</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Frontiers+in+Education%22">Frontiers in Education</searchLink>. 2026, p1-14. 14p.
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  Label: Subject Terms
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  Data: *<searchLink fieldCode="DE" term="%22Reciprocal+teaching%22">Reciprocal teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Continuing+education%22">Continuing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+theory%22">Grounded theory</searchLink><br /><searchLink fieldCode="DE" term="%22Vietnamese+people%22">Vietnamese people</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cognitive+theory%22">Social cognitive theory</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: This study examines how Vietnamese primary school teachers' social and psycho-professional experiences shape their readiness to implement Reciprocal Teaching (RT) in the classroom with implications for self-determined professional development. Anchored in Social Cognitive Theory and employing a Constructivist Grounded Theory approach, the research explores the dynamic interplay among teachers' personal beliefs, environmental contexts, and instructional practices, and examining these dynamics through core heutagogical concepts like self-determined, critical reflection, and teacher empowerment. Methods: Nineteen teachers participated in semi-structured interviews, comprising five with prior RT implementation experience and 14 without, all having completed comparable professional training. Through iterative open, focused, and theoretical coding, four interconnected domains of readiness emerged: personal beliefs, cognition, and self-efficacy; behavioral strategies, regulation, and modeling; environmental affordances and constraints; and reciprocal dynamics reflecting continuous interactions among these domains. Results: Through heutagogy, findings indicate teacher readiness emerges as a fluid, context-specific process molded by educators' self-guided reflection, strategic adaptations, and evolving professional agency. Discussion: A key theoretical insight positions self-efficacy as both a prerequisite and an outcome of RT implementation. This grounded framework enriches teacher education by clarifying how heutagogical approach function in professional learning contexts, offering practical strategies to cultivate lasting teacher autonomy, confidence, and pedagogical innovation in diverse educational environments. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.3389/feduc.2026.1746018
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      – Code: eng
        Text: English
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      – SubjectFull: Reciprocal teaching
        Type: general
      – SubjectFull: Self-efficacy in teachers
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      – SubjectFull: Continuing education
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      – SubjectFull: Grounded theory
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      – SubjectFull: Vietnamese people
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      – SubjectFull: Social cognitive theory
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      – SubjectFull: Self-efficacy
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              M: 03
              Text: 2026
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