Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries

- Teachers lacked agency to apply knowledge from overseas training to local contexts.
- Teachers re-adapted to the local context and exercised agency where possible.
- Teachers had some autonomy in classroom-related matters.
- Teachers' autonomy in curriculum-related decisions was often minimal.
- The mismatch was rarely addressed during overseas training.

This study investigated the degree to which TESOL (Teaching English to Speakers of Other Languages) training in Inner-Circle English-speaking countries impacted on the autonomy in teaching practice of Vietnamese teachers of English. Using an online survey, semi-structured in-depth interviews, and classroom observations, the research explored tension faced by these teachers when attempting to exercise their autonomy after returning to their local institution, and revealed how they managed to operate within constraints. This paper has significant implications for a range of stakeholders involved in the professional development of non-Inner-Circle TESOL teachers trained in Inner Circle contexts.