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Ngày xuất bản: 23/10/2025
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DOI: 10.52714/dthu.14.06S.2025.1680
Số xuất bản
Tập 14 Số 06S (2025): Số Đặc biệt chuyên san Khoa học Xã hội và Nhân văn (Tiếng Việt)
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Trích dẫn bài báo
Phan, N. T., & Nguyen, M. T. K. (2025). EFL teachers’ perceptions and practices of professional development in Dong Thap Province, Vietnam. Tạp chí Khoa học Đại học Đồng Tháp, 14(06S), 108-123. https://doi.org/10.52714/dthu.14.06S.2025.1680

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EFL teachers’ perceptions and practices of professional development in Dong Thap Province, Vietnam

Phan Ngoc Thach1, , Nguyen Mac Tu Khoa2
1 Foreign Languages Faculty, Dong Thap University, Cao Lanh 870000, Vietnam
2 Postgraduate, Dong Thap University, Cao Lanh 870000, Vietnam

Nội dung chính của bài viết

Tóm tắt

Professional development is increasingly recognized as a critical component of educational reform in Vietnam, especially in rural regions. This study investigates the perceptions and practices of English as a Foreign Language secondary school teachers regarding professional development in Dong Thap Province, addressing a lack of research in rural contexts. Employing an explanatory sequential mixed-methods approach, the research first surveyed 120 teachers using a structured questionnaire and then conducted semi-structured interviews with eight selected participants. Quantitative findings revealed strong support for professional development as a continuous and reflective process, with mentoring and Communities of Practice rated most favorably. Qualitative results confirmed the value of context-sensitive, teacher-driven, and collaborative models, while also exposing challenges such as time constraints, inconsistent participation, and limited institutional support. These findings emphasize the need for more flexible, contextually relevant professional development approaches that empower teacher autonomy and foster sustainable professional growth.

Từ khóa

Communities of Practice, English as a Foreign Language teachers, mentoring, professional development.

Chi tiết bài viết

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