Hoa Thi Mai Nguyen

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Associate Professor

UNSW Sydney

Australia

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About

Dr. Hoa Thi Mai Nguyen is an Associate Professor at UNSW Sydney, Australia. Her research focuses on online informal language learning, content language integrated learning, and teacher collaboration. She has published extensively on topics such as pedagogical translanguaging, teacher mentoring, and the professional experiences of pre-service teachers. Her work aims to enhance understanding in the educational practices and standards affecting teachers and students in diverse contexts.

Recent Grants

Grant: Close

Establishing the predictive validity of the TPA: A pilot study on developing profession ready graduates

Open Date: 2020-01-01

Close Date: 2022-01-01

Grant: Close

A comparative study between the UK and Australia of preservice teachers’ learning during their practicum

Open Date: 2018-01-01

Close Date: 2019-01-01

Grant: Close

Needs and gaps encountered by employers in the northern mountainous region of Vietnam.

Open Date: 2018-01-01

Close Date: 2019-01-01

Grant: Close

Supervising Teachers Application of the Graduate Teaching Standards to the Assessment of Professional Experience in Education

Open Date: 2017-01-01

Close Date: 2018-01-01

Grant: Close

Cross countries study of beginning teachers’ professional learning experiences: Australia and Canada

Open Date: 2017-01-01

Close Date: 2018-01-01

Articles (10)

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2025

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2025

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2025

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2025

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2024

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2024

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2024

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2024

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UNSW Sydney

AUSTRALIA

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Hoa Thi Mai Nguyen

Research Interests

Explore related searches

Contact this professor

About

Recent Grants

Articles (10)

An examination of the interaction between discourses in a post-lesson mentoring conversation on professional experience

Content Language Integrated Learning (CLIL): Teachers’ metacognitive understanding of pedagogical translanguaging

Teacher collaboration: conceptualisation and practice

Exploring pre-service teachers’ professional experiences through the lens of boundary crossing: An Australian case study

Online informal language learning (OILL): a systematic review of studies (2014–2023)

Surviving and thriving: voices from teachers in remote and disadvantaged regions of Vietnam

Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses

The impact of standards on novice teachers during mandated teaching induction: lessons from the Indonesian context

Perspectives on teacher standards in the mentoring process: insights from mentors and early career teachers in an Australian context

Teachers’ perceptions about their work with EAL/D students in a standards-based educational context.

Collaborators (5)

Lisa Gilanyi

Elizabeth Curtis

Ellen Larsen

Muhammad Iqwan Sanjani

Sue Starfield

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