معرفی
Hang Khong is a Researcher at Monash University, holding roles as Research Assistant for the Q Project and Teaching Associate at the Faculty of Education. She holds a PhD in Education from the University of Queensland, complemented by a Master of Educational Studies (University of Queensland) and a Graduate Certificate in Teaching and Learning for Higher Education (University of Notre Dame). Her work focuses on teacher professional development, classroom dialogue, lesson study, and policy-driven school reforms, particularly in Southeast Asia.
Education & Qualifications:
- Doctor of Philosophy (Education), University of Queensland (2016–2020)
- Master of Educational Studies (Learning Support), University of Queensland (2012–2013)
- Graduate Certificate in Teaching and Learning for Higher Education, University of Notre Dame (2020–2021)
Research & Contributions: Khong’s research emphasizes teacher learning ecosystems, including dialogical pedagogy and technology integration. She has pioneered professional development models like Lesson Study for Learning Community, now a Vietnamese national policy. Her work bridges classroom practice and systemic reform, influencing policy via collaborations with governments in Vietnam and Victoria, Australia.
Awards & Recognition:
- 2014: Educational Review’s Most Read Article Award
- 2015–2019: International Postgraduate Research Scholarship (University of Queensland)
- 2016: School of Education International Fieldwork Grant (University of Queensland)
Global Engagement: A frequent speaker at Asian education conferences (Japan, South Korea, China, Thailand, Vietnam), Khong has organized events like the 2021 Higher Education's Adaptation to Crises conference and contributed to policy reviews. She serves as a peer reviewer for journals like Policy Futures in Education and School Leadership & Management.
Projects & Impact: Co-investigator (AI) on the Quality Use of Evidence Driving Quality Education project (2019–2024), she develops tools for evidence-based education practices. Her writings address systemic challenges, including PhD career pathways and post-pandemic teaching strategies.
