THE CURRENT STATUS OF TEACHER PROFESSIONAL LEARNING AND DEVELOPMENT IN THE CONTEXT OF EDUCATIONAL REFORM IN VIETNAM

Dinh Thi Hong Van; Truong Dinh Thang; Tran Hai Ngoc; Nguyen Thi Quynh Anh

Truong Dinh Thang	thang_td@qtttc.edu.vn	Quang Tri Teacher Training College Km3, Highway 9, Dong Ha city, Quang Tri province, Vietnam
Dinh Thi Hong Van	dthvan2000@yahoo.com	Hue University of Education 32-34 Le Loi, Hue city, Thua Thien Hue province, Vietnam
Nguyen Thi Quynh Anh	nguyenthiquynhanh@dhsphue.edu.vn	Hue University of Education 32-34 Le Loi, Hue city, Thua Thien Hue province, Vietnam
Tran Hai Ngoc	ngoc.tranhai@htu.edu.vn	Ha Tinh University No.447, 26/3 street, Ha Tinh city, Ha Tinh province, Vietnam

Summary:

Teacher professional learning is a process where teachers acquire new professional knowledge and pedagogical methods to improve teaching practices, bringing changes to individual teachers, students and the whole education system. This study examined the current status of professional learning and development of elementary and secondary school teachers according to the 4-component structure of teacher professional learning activities, including collaboration, reflection, experimentation and the knowledge base. The study sample included 517 primary and secondary school teachers from Ninh Binh, Quang Tri, Thua Thien Hue and Tien Giang province, and 8 of them took part in in-depth interviews. The quantitative research results show that the professional learning activity of school teachers has been successfully and diversely implemented in Vietnamese schools. However, the results from interviews illustrate certain limitations oppn teacher professional learning in several aspects. The experimentation of innovation practices, one of the professional learning activities, was conducted less than other activities. The measures to promote teacher professional learning to meet the requirements of educational reform should be based on these research recommendations.

View file

Keywords:

Teacher professional learning

education reform

Refers:

[1] Kwakman, K, (2003), Factors affecting teachers’ participation in professional learning activities, Teaching and Teacher Education, 19(2), 149 -170.

[2] Liu, S., Hallinger, P., & Feng, D, (2016), Learningcentered leadership and teacher learning in China: does trust matter?, Journal of Educational Administration, 54(6), 661–682.

[3] Guskey, T. R, (2000), Evaluating professional development, Corwin press.

[4] Villegas-Reimers, E, (2003), Teacher Professional Development: An International Review of the Literature, Paris: UNESCO International Institute for Educational Planning

[5] British Ministry of Education, (2015), Continuing Professional Development (CPD) Framework for teachers.

[6] Bruce, J., & Beverley, S, (2002), Designing Training and Peer Coaching: Our needs for learning, VA: ASCD.

[7] Hallinger, P., Liu, S., & Piyaman, P, (2019), Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand, Compare: A Journal of Comparative and International Education, 49(3), 341–357.

[8] Lawrence, I, (2005), Using data to support learning, ACER research conference proceedings, In Getting professional development right (pp. 63–71). Melbourne: ACER.

[9] OECD, (2009), Creating Effective Teaching and Learning Environments: First Results from TALIS.

[10] Qian, H., Walker, A. D., & Yang, X, (2017), Building and leading a learning culture among teachers: a case study of a Shanghai primary school, Educational Management Administration & Leadership, 45(1), 101-122, doi: 10.1177/1741143215623785

[11] Đậu Thị Mỹ Long - Đinh Thị Hồng Vân, (5/2019), Thực trạng phát triển nghề nghiệp cho giáo viên tiểu học ở thành phố Biên Hoà, tỉnh Đồng Nai, Tạp chí Giáo dục, số đặc biệt kì 3, tr. 43-48

[12] Đinh Thị Hồng Vân - Đoàn Thị Thu Hoài, (2019), Thực trạng bồi dưỡng giáo viên trung học cơ sở tại thành phố Vũng Tàu, tỉnh Bà Rịa – Vũng Tàu, Tạp chí Khoa học, Đại học Huế, 6A(128), tr. 113-120, doi: 10.26459/ hueuni-jssh.v128i6A.5247

[13] Tran, H. N., Hallinger, P., & Truong, D. T, (2018), The heart of school improvement: A multi-site case study of leadership for teacher learning in Vietnam, School Leadership and Management, 38(1), 80-101, doi: 10.1080/13632434.2017.1371690.

[14] Tran, H. N., & Nguyen, T. H. T, (2019), Implemented Activities of English Language Teachers’ Professional Development: A case study in Hong Linh province in Vietnam, The International Journal of Adult, Community and Professional Learning, 26(2), 27-41, doi:10.18848/2328-6318/CGP/v26i02/27-41.

[15] Tran, H. N., Nguyen, D. C., Nguyen, G. V., Ho, T. N., Bui, T. Q. T., & Hoang, N. H, (2020), Workplace conditions created by principals for their teachers’ professional development in Vietnam, International Journal of Leadership in Education, doi: 10.1080/13603124.2019 .1708472.

Journal:

No. 37, January 2021

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

THE CURRENT STATUS OF TEACHER PROFESSIONAL LEARNING AND DEVELOPMENT IN THE CONTEXT OF EDUCATIONAL REFORM IN VIETNAM