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The previous chapters provided a comprehensive review on the landscape of ICT-related teachers’ PD and training regarding different contexts and pedagogical issues. The review revealed limited studies on a holistic strategy for training ICT skills for K–12 teachers, especially in the context of Vietnam. To address the research questions, this chapter discussed the research development through articulating the rationale for the presence of a theoretical guidelines for the current study on the ground of research philosophy and explains why the mixed research methods were employed to guide the development of this research.

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Theoretical Framework and Research Development

  • 章节

  • 发表日期：

    2026年

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  • Tuyen Van Nguyen,
  • Hing Wa Sit

摘要

The previous chapters provided a comprehensive review on the landscape of ICT-related teachers’ PD and training regarding different contexts and pedagogical issues. The review revealed limited studies on a holistic strategy for training ICT skills for K–12 teachers, especially in the context of Vietnam. To address the research questions, this chapter discussed the research development through articulating the rationale for the presence of a theoretical guidelines for the current study on the ground of research philosophy and explains why the mixed research methods were employed to guide the development of this research.