Hang Khong

Research Assistant & Teaching Associate (Education)

Melbourne, Australia

Hang Khong is a Research Assistant for the Q Project and Teaching Associate at Faculty of Education, Monash University. She earned her Master of Educational Studies and PhD in education at the University of Queensland. Her research interests include teacher professional development and professional learning, teacher education, classroom talk, lesson study, school reform, school leadership, and technology integration. She is passionate about supporting teacher learning both formally and informally, particularly in school-based contexts through Lesson Study for Learning Community and has solid experience working for various projects to enhance in-service teacher capacity in Southeast Asia. She has published articles in highly regarded international peer-reviewed journals, such as Cambridge Journal of Education, Educational Review, Journal of Educational Change, and Professional Development in Education, and book chapters under prestigious publishers including Routledge and Springer.

Publications

Why is school reform sustained even after a project? A case study of Bac Giang Province, Vietnam
Challenges confronting teachers of English language learners
Echoing with the voices of victims: Reflection on vietnamese lessons on the japanese experiences of atomic bombs
The teacher as a ‘colony’: a case study of agentive responses to ‘colonising’ education policy in Vietnam
Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information
Key issues in productive classroom talk and interventions
Typologies of lesson study coordination: a comparative institutional analysis
Comparative institutional analysis of participation in collaborative learning
Teacher learning about dialogical pedagogy: a multiple case study of Vietnamese educators from a Bakhtinian perspective
COVID-19 as a game changer in a Thai university: a self-reflection
Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey
Teacher learning through dialogue with colleagues, self and students
Australian PhD graduates’ agency in navigating their career pathways: stories from social sciences