Teacher-practitioner Inquiry in Professional Development A Case of Adaptation and Resistance to Genre-based Systemic Functional Linguistic as a New Writing Instruction: A Case of Adaptation and Resistance to Genre-based Systemic Functional Linguistic as a New Writing Instruction

This qualitative study reports the results of sensemaking when teacher-practitioner inquiry in professional development (PD) is carried out for 120 Vietnamese K-12 and college teachers. The PD was designed to prepare teachers teach with different newly-approved English language coursebooks using a genre-based systemic functional linguistic approach (SFL). During scaffolds workshops, teaching staff guided cooperating drafting lessons SFL, examining lessons’ impacts on students’ responses. Teachers also journaled unravel knitted instructional complexities express their willingness adapt emerging practices. Data were collected via video recordings, teachers’ interviews, content analysis products. Four themes representing scaffolded collaborative were: 1. Improved teacher agency terms planning instruction; 2. Research-based experiential learning creating venue intrinsic motivation innovate 3. An overwhelming feeling inequity between high low-resourced situations; 4. mismatch advocacy desired deep-learning traditional ideology rote exams.