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Nguyen, T. T. L., & Phan, N. T. (2026). An Investigation into EFL High School Teachers’ Professional Development Needs in Dong Thap Province. Tạp chí Khoa học Đại học Đồng Tháp, 15(02S), 282-296. https://doi.org/10.52714/dthu.sch.3299.1961
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An Investigation into EFL High School Teachers’ Professional Development Needs in Dong Thap Province
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Tóm tắt
The present study investigated the perceptions and training needs of high school English as a Foreign Language teachers in Dong Thap Province, Vietnam, regarding Teacher Professional Development, based on the English Teacher Competency Framework of Vietnam. The study employed a survey research design, using questionnaires to collect data from 60 English as a Foreign Language teachers. The results revealed that teachers had highly positive perceptions of Teacher Professional Development as a continuous and systematic process. In addition, a high level of training need was identified across all five domains of the English Teacher Competency Framework, especially in Knowledge of Language Teaching and Practice and Context of Language Teaching. The findings highlight the necessity of designing context-sensitive and practical Teacher Professional Development programs to support teachers in effectively implementing the 2018 General Education Curriculum.
Từ khóa
EFL teachers, English Teacher Competency Framework (ETCF), Teacher Professional Development (TPD), training needs, Dong Thap province.
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Tài liệu tham khảo
Ahmed, Y. A. E. (2023). Identifying EFL teachers' training needs for their professional development. Journal of Faculty of Education, University of Suez (JFUST), 17(7), 632-688. https://doi.org/10.21608/jfust.2023.307945
Borg, S. (2018). Teacher research in language teaching: A critical analysis. Cambridge University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Brown, J. D. (2009). Foreign and second language needs analysis. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 269-293). Wiley-Blackwell.
Burns, A. (2019). Action research in English language teaching: Contributions and recent developments. In X. Gao (Ed.), Second handbook of English language teaching (pp. 991-1005). Springer.
Canh, V. L., & Renandya, W. A. (2017). Teachers' English proficiency and classroom language use: A conversation analysis study. RELC Journal, 48(1), 67-81. https://doi.org/10.1177/0033688217690935
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Crispino, E. Y., & Moyani Jr, G. C. (2023). Professional developmental needs of teachers. Polaris Global Journal of Scholarly Research and Trends, 2(4). https://doi.org/10.58429/pgjsrt.v2n4a89
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/sites/default/files/productfiles/Effective_Teacher_Professional_Development_REPORT.pdf
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the US and abroad. National Staff Development Council.
Díaz-Maggioli, G. (2003). Professional development for language teachers. Eric Digest, 3(3), 1-4. Retrieved from https://www.academia.edu/1754875/Professional_Development_for_Language_Teachers
Dubois, D. D., & Rothwell, W. J. (2004). Competency-based human resource management. Davies-Black Publishing.
DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree Press.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
Fraenkel, J. R., & Wallen, N. E. (2019). How to Design and Evaluate Research in Education (7th ed.). McGraw Hill Higher Education.
Ha, N. T. T., Khoa, C. T., Linh, N. Q., & Bich, N. T. (2023). The effectiveness of experiential learning models in teacher training: A case study in Thai Nguyen province, Vietnam. European Journal of Education Studies, 10(7). http://dx.doi.org/10.46827/ejes.v10i7.4899
Hoang, V. V. (2022). Interpreting MOET’s 2018 General Education English Curriculum. VNU Journal of Foreign Studies, 38(5), 1-22. https://doi.org/10.25073/2525-2445/vnufs.4866
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin Press.
Le, P.H.H & Ho, T.T.C (2022). A Study on Professional Development Needs of EFL Teachers at some High Schools in the Central Area of Vietnam. Hue University Journal of Science: Social Sciences and Humanities, 131(6C), 5-19. https://doi.org/10.26459/hueunijssh.v131i6C.6903
Le, X. M. (2020). EFL lecturers’ needs for professional development: A case study of an institution in the Mekong Delta. CTU Journal of Innovation and Sustainable Development, 12(3), 7-16. https://doi.org/10.22144/ctu.jen.2020.019
McGehee, W., & Thayer, P. W. (1961). Training in business and industry. John Wiley & Sons.
Ministry of Education and Training. (2013). Competency Framework for English Language Teachers: User’s Guide. Vietnam Education Publishing House.
Ministry of Education and Training. (2018). General education curriculum of Vietnam. Vietnam Education Publishing House.
Nguyen, Y. T. X., Ha, X. V., & Tran, N. H. (2022). Vietnamese primary school teachers’ needs for professional development in response to curriculum reform. Education Research International, 2022(1), 4585376. https://doi.org/10.1155/2022/4585376
Nguyen, M. T. K., & Phan, N. T. (2025). EFL teachers’ perceptions and practices of professional development in Dong Thap province, Vietnam. Dong Thap University Journal of Science, 14(06S), 108-123. https://doi.org/10.52714/dthu.14.06S.2025.1680
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. https://doi.org/10.3102/0034654311413609
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Pham, T. N., & Bui, L. T. P. (2019). An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam. Language Testing in Asia, 9(15). https://doi.org/10.1186/s40468-019-0091-x
Poonpon, K. (2021). Professional development needs of in-service English language teachers in Thailand. ThaiTESOL Journal, 34(2), 1-25. Retrieved from https://www.semanticscholar.org/paper/Professional-Development-Needs-of-In-Service-in-Poonpon/290a15bacff68911a220f61765498342945df5b4
Richards, J. C. (2017). Curriculum development in language teaching (2nd ed.). Cambridge University Press.
Russell, T. (2018). A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education, 41(1), 4-14. https://doi.org/10.1080/02619768.2017.1395852
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Nguyen, T. T. T, & Pham, T. T. T. (2019). Primary English language teachers’ engagement in professional development. VNU Journal of Foreign Studies, 35(1). https://doi.org/10.25073/2525-2445/vnufs.4342
Tran, H. N., Ngo, H. H. N., & Trinh, Q. L. (2025). An overview of theoretical frameworks for researching English teachers’ professional development. Journal of Education, 25(5), 54–58. Retrieved from https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/2994
Truong, V. (2017). In search of effective professional development of EFL teachers in Vietnam. VNU Journal of Foreign Studies, 33(3). https://doi.org/10.25073/2525-2445/vnufs.4163
Yaqobi, S. T. (2022). The effectiveness of communicative language teaching and task-based technology in promoting international graduate students’ communicative competence and willingness to communicate in English: A case study (Doctoral dissertation, Texas Tech University). Retrieved from https://ttu-ir.tdl.org/server/api/core/bitstreams/c2609d03-33fb-46e1-a74a-e0ceaeaeeb9c/content
Borg, S. (2018). Teacher research in language teaching: A critical analysis. Cambridge University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Brown, J. D. (2009). Foreign and second language needs analysis. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 269-293). Wiley-Blackwell.
Burns, A. (2019). Action research in English language teaching: Contributions and recent developments. In X. Gao (Ed.), Second handbook of English language teaching (pp. 991-1005). Springer.
Canh, V. L., & Renandya, W. A. (2017). Teachers' English proficiency and classroom language use: A conversation analysis study. RELC Journal, 48(1), 67-81. https://doi.org/10.1177/0033688217690935
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Crispino, E. Y., & Moyani Jr, G. C. (2023). Professional developmental needs of teachers. Polaris Global Journal of Scholarly Research and Trends, 2(4). https://doi.org/10.58429/pgjsrt.v2n4a89
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/sites/default/files/productfiles/Effective_Teacher_Professional_Development_REPORT.pdf
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the US and abroad. National Staff Development Council.
Díaz-Maggioli, G. (2003). Professional development for language teachers. Eric Digest, 3(3), 1-4. Retrieved from https://www.academia.edu/1754875/Professional_Development_for_Language_Teachers
Dubois, D. D., & Rothwell, W. J. (2004). Competency-based human resource management. Davies-Black Publishing.
DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree Press.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
Fraenkel, J. R., & Wallen, N. E. (2019). How to Design and Evaluate Research in Education (7th ed.). McGraw Hill Higher Education.
Ha, N. T. T., Khoa, C. T., Linh, N. Q., & Bich, N. T. (2023). The effectiveness of experiential learning models in teacher training: A case study in Thai Nguyen province, Vietnam. European Journal of Education Studies, 10(7). http://dx.doi.org/10.46827/ejes.v10i7.4899
Hoang, V. V. (2022). Interpreting MOET’s 2018 General Education English Curriculum. VNU Journal of Foreign Studies, 38(5), 1-22. https://doi.org/10.25073/2525-2445/vnufs.4866
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin Press.
Le, P.H.H & Ho, T.T.C (2022). A Study on Professional Development Needs of EFL Teachers at some High Schools in the Central Area of Vietnam. Hue University Journal of Science: Social Sciences and Humanities, 131(6C), 5-19. https://doi.org/10.26459/hueunijssh.v131i6C.6903
Le, X. M. (2020). EFL lecturers’ needs for professional development: A case study of an institution in the Mekong Delta. CTU Journal of Innovation and Sustainable Development, 12(3), 7-16. https://doi.org/10.22144/ctu.jen.2020.019
McGehee, W., & Thayer, P. W. (1961). Training in business and industry. John Wiley & Sons.
Ministry of Education and Training. (2013). Competency Framework for English Language Teachers: User’s Guide. Vietnam Education Publishing House.
Ministry of Education and Training. (2018). General education curriculum of Vietnam. Vietnam Education Publishing House.
Nguyen, Y. T. X., Ha, X. V., & Tran, N. H. (2022). Vietnamese primary school teachers’ needs for professional development in response to curriculum reform. Education Research International, 2022(1), 4585376. https://doi.org/10.1155/2022/4585376
Nguyen, M. T. K., & Phan, N. T. (2025). EFL teachers’ perceptions and practices of professional development in Dong Thap province, Vietnam. Dong Thap University Journal of Science, 14(06S), 108-123. https://doi.org/10.52714/dthu.14.06S.2025.1680
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. https://doi.org/10.3102/0034654311413609
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Pham, T. N., & Bui, L. T. P. (2019). An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam. Language Testing in Asia, 9(15). https://doi.org/10.1186/s40468-019-0091-x
Poonpon, K. (2021). Professional development needs of in-service English language teachers in Thailand. ThaiTESOL Journal, 34(2), 1-25. Retrieved from https://www.semanticscholar.org/paper/Professional-Development-Needs-of-In-Service-in-Poonpon/290a15bacff68911a220f61765498342945df5b4
Richards, J. C. (2017). Curriculum development in language teaching (2nd ed.). Cambridge University Press.
Russell, T. (2018). A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education, 41(1), 4-14. https://doi.org/10.1080/02619768.2017.1395852
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Nguyen, T. T. T, & Pham, T. T. T. (2019). Primary English language teachers’ engagement in professional development. VNU Journal of Foreign Studies, 35(1). https://doi.org/10.25073/2525-2445/vnufs.4342
Tran, H. N., Ngo, H. H. N., & Trinh, Q. L. (2025). An overview of theoretical frameworks for researching English teachers’ professional development. Journal of Education, 25(5), 54–58. Retrieved from https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/2994
Truong, V. (2017). In search of effective professional development of EFL teachers in Vietnam. VNU Journal of Foreign Studies, 33(3). https://doi.org/10.25073/2525-2445/vnufs.4163
Yaqobi, S. T. (2022). The effectiveness of communicative language teaching and task-based technology in promoting international graduate students’ communicative competence and willingness to communicate in English: A case study (Doctoral dissertation, Texas Tech University). Retrieved from https://ttu-ir.tdl.org/server/api/core/bitstreams/c2609d03-33fb-46e1-a74a-e0ceaeaeeb9c/content
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