Danh sách bài viết

The paper presents the lecturing staff professional development process of the Education Faculty in a multi-disciplinary university the Mekong Delta of Vietnam within the current educational reform context. The paper is based on a qualitative interpretive case study that explored the context of the faculty and the practices of professional development for the teaching staff to address new requirements in higher education. Two data collection methods were used: analysis of policy documents (e.g. national educational policies, Education Law 2018, Higher Education Law 2019, provincial documents, and faculty reports), and informal interviews with four educational managers. The findings provided insights into the faculty context and developmental strategy, and revealed an imbalance in the faculty’s lecturing staff development and practical requirements. The paper offers some suggestions for the faculty’s developmental strategy and lecturers’ professional development, particularly to enhance the qualifications of the teaching staff who are capable of enacting educational reforms successfully in their local contexts.