LITERATURE REVIEW
INTRODUCTION
Personal growth is a continuous journey, and each day at work presents new learning opportunities As we navigate our careers, it's essential to embrace change, as tomorrow will inevitably differ from today Regardless of whether you perceive shifts in your role, staying prepared for the next development opportunity is crucial to ensure you don't miss out on advancements in your professional life.
Professional development is increasingly recognized as crucial for EFL teacher education programs globally, significantly contributing to teachers' growth and enhancing teaching effectiveness Geoff Whitty from the Institute of Education, University of London, highlighted in his 2006 lecture that contemporary education reforms have led to substantial changes for teachers, prompting essential questions about the nature of professional development and the roles of educators This thesis aims to emphasize the importance of understanding teachers' perspectives and the urgent need for professional development that effectively alters teaching practices to improve student outcomes It will also outline the characteristics of high-quality professional development and advocate for a more innovative approach that enables teachers to gradually acquire and refine new skills, moving beyond traditional "one-shot" workshops and inservice days.
Successful education reform initiatives must prioritize the role of teachers, as their influence is crucial for enhancing student performance Recognizing the importance of educators is essential for achieving meaningful improvements in student outcomes.
Student achievement is significantly influenced by the formal education provided by teachers (Joyce and Showers, 2002) To foster meaningful change in student performance, it is essential for educators to evolve their teaching practices As the saying goes, “If you do what you’ve always done, you will get the results you’ve always gotten.” Therefore, innovation in teaching methods is crucial for enhancing student outcomes.
This thesis firstly presents the theoretical issues about the roles and nature of EFL teachers in professional development Chapter I – Introduction
To clarify these issues, the definition of terminologies is mentioned in chapter
II The next chapter is the presentation of the objectives, aims, methodology used for the research and its findings The conclusion which includes some comments and recommendations is presented in chapter IV
As an English teacher, I aim to address the challenges in teaching and learning English at HaiAn High School by leveraging my knowledge and guidance from my supervisor This analysis will help me gain valuable insights and experiences, ultimately contributing to the improvement of English education at the school.
The major aims of the study are:
- to gain understandings of secondary school teachers‟ motivation for professional development; and define what is meant by motivation
- to discuss some common professional development activities
- to identify factors that affect either positively and negatively teachers‟ motivation for professional development
This study aims to explore the impact of teacher professional development (PD) on student learning, focusing on two key factors: enhancing teacher motivation to participate in PD and identifying the elements that influence this process The research is conducted at HaiAn High School, ensuring a manageable scope for effective analysis.
The study attempts to find the answers to the following research questions:
- What are EFL teachers‟ attitudes to professional development?
- How motivated are they for professional development?
-What are the common professional development activities secondary school teachers participate in?
- What factors that affect teachers‟ motivation for professional development in the secondary school context ?
This study primarily aims to understand the investigated phenomenon, utilizing a qualitative methodology Data were exclusively gathered through face-to-face interviews, ensuring an in-depth exploration of the subject matter.
The study is organized around three parts:
Part I – Introduction – provides the rationale for the study and sets up the aims, scope, research questions and methods of the study
Part II – Development – consists of three chapters:
- Chapter 1: Literature review_ is concerned with the literature review of the study
- Chapter 2: Methodology _ describes the study population, the research design as well as data gathering instruments
- Chapter 3: Results and discussion _ analyses and discusses data
- Chapter 4: Findings and implications_ presents findings and implications Limitations and suggestions for further research are also provided
Part III – Conclusion – summarizes and makes a conclusion to the main points which have been explored in the study, gives out recommendations to develop the effectiveness of teacher professional development, some suggestions for future research and the limitation of the study
Each individual theory tends to be rather limited in scope However, by looking at the key ideas below, you can gain a better understanding of motivation as a whole
Motivation is the driving force behind goal-oriented behaviors, prompting actions such as satisfying hunger or pursuing a college degree It encompasses various underlying factors, including biological, social, emotional, and cognitive influences.
Motivation is commonly understood as the driving force behind an individual's actions For instance, a student may demonstrate high motivation to enroll in a clinical psychology program by dedicating her evenings to studying diligently.
Motivation comprises three key components: activation, persistence, and intensity Activation refers to the decision to start a behavior, like enrolling in a psychology class Persistence is the ongoing effort towards achieving a goal, even in the face of challenges, such as committing to additional psychology courses to obtain a degree, which demands considerable time and resources Intensity reflects the level of focus and energy dedicated to pursuing a goal; for instance, one student may passively complete assignments, while another actively engages in studying, participates in class discussions, and seeks research opportunities beyond the classroom.
in the workplace involves acquiring skills and knowledge essential for personal growth and career advancement It includes a variety of learning opportunities, from formal education such as college degrees and coursework to informal learning experiences and conferences This process is often characterized as intensive and collaborative, ideally featuring an evaluative component to enhance effectiveness.
1 There are a variety of approaches to professional development, including consultation, coaching, communities of practice, lesson study, mentoring, reflective supervision and technical assistance.
Professional development refers to a diverse array of individuals, interests, and methods aimed at improving job performance Central to this concept is the commitment to lifelong learning and the desire to enhance personal skills and knowledge Those involved in professional development are united by a common goal: to elevate their professional capabilities and effectiveness.
Professional development is defined as “the process of improving staff skills and competencies needed to produce outstanding educational results for students” (Hassel, 1999)
The “professional” in professional development implies expertise, pursuit of advanced training, and maintenance of currency in an evoking knowledge base (Four &Eaker, 1998)
Teacher professional development is the process of teaching teachers new strategies to improve the quality of instruction
Student achievement is significantly influenced by various factors, with quality teachers being crucial to student success When teachers lack the necessary resources and tools, student performance can decline Ongoing professional development is essential for teachers, as it provides opportunities for growth through seminars, workshops, and classes, ultimately enhancing their teaching effectiveness.
WHY IS PROFESSIONAL DEVELOPMENT IMPORTANT?
According to Stephanie Hirsh on www.learningforward.org, professional development encompasses various educational experiences tied to an individual's profession This process is essential for doctors, lawyers, educators, accountants, engineers, and professionals across diverse fields, as it enables them to acquire and implement new knowledge and skills to enhance their job performance.
Many fields require members to participate in ongoing learning approved by the profession, sometimes as a requirement for keeping their jobs Professionals often also voluntarily seek new learning
Research indicates that teaching quality and effective school leadership are crucial for enhancing student achievement To maximize their effectiveness, educators must continually update their knowledge and skills, enabling them to apply the best educational practices As highlighted by Thomas Guskey, significant improvements in education are rarely achieved without professional development (2000, p 4) Therefore, ongoing professional development is essential to meet the current demands of education.
Many individuals may not recognize the strategies employed by their local school systems to enhance teaching and student learning Professional development stands as the primary approach for improving educators' performance It serves as the essential avenue through which teachers can acquire new skills, ultimately leading to improved performance and increased student achievement.
3 1 Why do educators need professional development? Did they learn what they need to know in college?
College and university programs often fall short in providing the comprehensive learning experiences required for graduates to excel as public school educators After meeting state certification requirements and entering the workforce, new teachers and principals acquire essential skills primarily through hands-on experience The teaching profession is complex, leading to a staggering one-third of teachers leaving within their first three years (Ingersoll, 2003) Moreover, even seasoned educators face significant challenges annually, such as evolving subject content, innovative instructional strategies, and diverse student learning needs Without effective professional development, educators struggle to enhance their skills, ultimately hindering student learning outcomes.
Professional development is essential for educators, offering continuous opportunities to enhance their knowledge and skills, ultimately benefiting student achievement When teachers engage in ongoing learning, it directly impacts student learning outcomes Therefore, anyone invested in the future of students should advocate for a sustained cycle of professional development.
3 2 Why do new educators need extra support?
New teachers face a multitude of challenges, including classroom management, curriculum development, and parent relations, which can lead to counterproductive behaviors without proper support However, with additional resources such as mentorship and induction programs, new educators can adopt more effective practices and improve their teaching skills Many school districts implement these programs, which are often required for professional licensing in various states Research indicates that intensive mentoring for new teachers significantly enhances student achievement within just two years, highlighting the importance of support in fostering effective educators.
PROFESSIONAL DEVELOPMENT ACTIVITIES
As PD varies from different educational traditions and contexts Teachers‟ PD, in a general term, means teacher learning in an ongoing way
Professional development (PD) enhances both school improvement and individual professional growth, encompassing personal development through individualized learning and staff development via collaborative group learning (Bell, 1991a) According to Day (1999), PD includes all natural learning experiences as well as planned activities designed to benefit individuals, groups, or schools, ultimately contributing to the quality of education in the classroom.
Professional development includes activities that address the individual needs of teachers as well as the broader institutional requirements of the school This holistic approach benefits teachers, students, and the entire school community, fostering growth and improvement across the educational landscape.
The evolving demands on 21st-century teachers have led to criticism of traditional professional development (PD) methods, such as formal courses and one-off seminars, for their inadequacy in preparing educators for their new roles as knowledge facilitators rather than mere transmitters of information To address these shortcomings, alternative PD approaches are informed by two key theoretical perspectives: cognitive psychology and professional development, which together enhance the effectiveness of teacher learning.
From a cognitive psychological perspective, student learning and teaching are fundamentally similar (Borko and Putnam, 1996; Putnam and Borko, 2000) Teachers, like students, are viewed as active constructors of knowledge who engage in self-directed learning This type of learning is influenced by interactions with the learning environment and is significantly shaped by the individual's prior knowledge (Borko and Putnam).
Teacher learning is influenced by the interplay between an individual's existing knowledge and their learning environment Favorable learning environments are essential for effective teacher learning, as teachers must take responsibility for their own professional development Staff developers play a crucial role in creating these supportive environments that facilitate teacher growth and learning.
The focus of professional development for teachers should shift from creating favorable environments to teaching them how to foster understanding, requiring them to adopt new content and pedagogical approaches (McLaughlin, 1997) The workplace is identified as the optimal setting for teachers to develop the necessary competencies for their evolving roles through practical experience (Hargreaves, 1997; Kwakman, 2003; Retalick, 1999) This working context encompasses daily teaching environments, such as classrooms and school clusters, as well as partnerships with universities and networks Teacher learning is inherently linked to their work in classrooms and schools, occurring both individually and collaboratively (Garet et al., 2001; Huffman et al., 2003; Sparks and Loucks-Horsley, 1989; Kwakman, 2003).
In conclusion, according to the “Why does professional development matter, issued 2005” teacher PD activities are grouped into these typical models below
- Study groups among peers focused on a shared need or topic
- Observation: teachers observing other teachers
- Coaching: an expert teacher coaching one or two colleagues
- Mentoring of new educators by experienced colleagues
- Team meeting to plan lessons, problem solve, improve performances, and/ or learn new strategy
- Faculty / grade- level or departmental meetings
- Workshop to dig deeper into a subject
- Conference to learn from a variety of experts through the country/ area/ world
- Proprietary programme by private venders.
FACTORS AFFECTING TEACHERS‟ PARTICIPATION IN PROFESSIONAL DEVELOPMENT
Few studies were conducted to examine factors affecting teachers‟ participation in PD activities over the decade in different countries Kwakman
In a 2003 empirical study conducted in the Netherlands, several factors influencing teachers' participation in professional development (PD) were examined The research identified three main categories: personal factors, which include professional attitudes, feasibility appraisals, meaningfulness appraisals, emotional exhaustion, and feelings of personal accomplishment; task factors, such as work pressure, emotional demands, job variety, autonomy, and participation; and work environment factors, encompassing management support, collegial support, and intentional learning support The findings indicated that personal factors are more significant predictors of teachers' engagement in PD activities compared to task and work environment factors However, the study may have over-generalized these findings, potentially overlooking other important factors, such as family dynamics, and may not be applicable across different contexts or cultures.
A study by Lee (2002) identified key factors influencing effective professional development (PD), highlighting that "relevant/realistic content," "presenter with recent experience" (9%), and "based on practice" (9%) are crucial The research also noted that insufficient resources to implement learning (21%) is the primary barrier to effective PD, while a lack of school support (13%) is less frequently cited Additional factors related to PD providers, including content, format, and presentation, also impact teacher participation and should complement findings from Kwakman's (2003) study Overall, these studies underscore the various elements affecting teachers' engagement in PD activities, prompting further exploration of these factors within the context of Hai An high school.
RESEARCH METHODOLOGY
Participants
The study involved eight English teachers, including the researcher, aged between 29 and 34, all of whom are university graduates The majority of the teachers are female, with seven women and one man Each teacher is passionate about their career and possesses a minimum of five years of experience in teaching English.
This case study focuses on six voluntary English teachers from HaiAn High School who participated in professional development After presenting the research proposal, the researcher engaged these teachers, leading to weekly informal meetings where they exchanged ideas related to the research topic.
Data collection instruments
Research on teacher learning aims to enhance professional development by examining the complex phenomena of teachers' knowledge and the ways they acquire it This exploration encompasses both individual and social dimensions, addressing both short-term and long-term factors The researcher acknowledges that no methodology is flawless, and in this study, interviews were utilized as the primary method for data collection.
According to Frey and Oishi (1995), a research interview is a purposeful conversation where an interviewer asks prepared questions and a respondent provides answers to gather information on a specific topic Interviews serve as a valuable tool that can lead to further research through other methodologies like observation and experiments (Jensen and Jankowski, 1991) They can be structured, with a set list of questions, or unstructured, allowing for a more informal approach Nichols (1991) describes unstructured interviews as flexible, permitting fieldworkers to explore topics in any order and phrase questions freely This format enables the interviewer to ask open-ended questions, facilitating deeper exploration of initial responses for richer data collection (Wimmer and Dominick, 1997) Ultimately, the quality of the data relies heavily on the interviewer's ability to navigate the conversation and probe effectively.
This structure offers both benefits and drawbacks, making it especially valuable as a pilot study to gauge public reactions to specific issues It can reveal new perspectives that the interviewer may not have previously contemplated.
Allowing respondents the freedom to answer as they wish is crucial for fostering a sense of control during interviews (Wimmer and Dominick, 1997) However, this approach has its drawbacks, particularly regarding the time required for collecting and analyzing diverse responses To effectively interpret these varied answers, content analysis techniques are essential, which can be time-consuming (Wimmer and Dominick, 1997) Additionally, open questions in unstructured interviews may lead to confusion due to either the informant's misunderstanding of the question or the interviewer's misinterpretation of the response (Wimmer and Dominick, 1997) Despite these challenges, open-ended questions are vital, as demonstrated by Gray (1987) in her study on women's relationships with video technology, where it was revealed that women preferred to share their stories, necessitating the use of open-ended questions for unrestricted expression (Jensen and Jankowski, 1991).
Following the explanation of the study's purpose to the English teachers at Hai An High School, all agreed to participate Individual interviews were conducted using open-ended questions, allowing teachers to freely express their views The questions specifically targeted teachers' attitudes towards professional development (PD), their motivation for participating in PD, and the challenges they faced during the process.
PD activities.The researcher took notes of the participant responses Each interview lasted approximately half an hour
This chapter has described in detail the background to the study, the research methodology the participants and procedures of data collection The findings are presented in the following chapter.
FINDINGS AND DISCUSSION
Data analysis approach
This study utilized an inductive approach for data analysis, where collected data was systematically analyzed and categorized into identifiable patterns The researcher subsequently reviewed the data again to select specific segments that effectively illustrate these patterns.
2.1 Teachers’ perceptions of the importance of PD
When asked, all the participants agreed that professional development is very important for them For example, one teacher said,
Education is a top national investment priority, with teachers being crucial to its success Qualified teachers significantly impact multiple generations of students Their effectiveness hinges on their professional skills, enabling them to adapt and apply teaching methods that cater to the unique needs of each student.
Therefore, PD should be compulsory for EFL teachers
Professional development is essential for educators, as one teacher emphasized, stating, "the more I learn, the more I gain." She highlighted that enhancing her qualifications not only improves her knowledge but also enables her to learn more effectively through various resources such as the internet, films, and books.
Another teacher stated that by participating in PD activities , she was able to learn from her colleagues and from her own teaching She said,
Having good qualifications means we are capable of assessing our own lessons and our colleagues‟ lessons in order to draw experiences for ourselves and our colleagues for mutual development
Teaching is an art that requires creativity and extensive qualifications, making professional development (PD) essential for teachers Engaging in PD activities not only enriches their knowledge but also prevents teaching from becoming monotonous, ultimately benefiting students One teacher noted that participation in PD fosters greater professional maturity and confidence in their teaching abilities.
2.2 Teachers’ self-reported PD activities they often participated in
The PD activities that teachers reported to have participated in are classified into three categories, which are presented below
All the teachers actively attended professional training courses when these courses were offered to them They stated that these professional training courses helped them to
- Communicate with each other, exchange their knowledge and experience,or learn from each other in training courses
Listening to experts in various professional fields can enhance language skills, as it helps learners become more conscious of their pronunciation in standard English This awareness is crucial, especially since many tend to simplify their speech or "Vietnamize" their English in lower-level classes.
- Participate in the practice of their professional fields
One teacher talked specifically about the workshop in 2007 by the British Council in collaboration with Haiphong Education and Training
Departments in which she participated The theme of the workshop was
The workshop on "Classroom English to Motivate Students' Speaking Skills" provided valuable insights into effective teaching methods, particularly in giving feedback to enhance student performance After participating, she recognized the significance of constructive feedback and successfully implemented these strategies in her classroom, leading to noticeable improvements in her students' speaking skills.
Another teacher said she attended the workshop, “Building capacity for teaching English language through Innovative practices and problem- solving Strategies" by the U.S Embassy in collaboration with the
In October 2013, the University of Haiphong hosted a workshop where participants were introduced to various teaching software, notably Praat Praat is a powerful tool for analyzing phonetic stress patterns and manipulating sounds, particularly in Yes/No and Wh-questions The software has demonstrated its effectiveness in helping students refine their pronunciation by providing instant visual feedback, enabling them to connect with sounds they may struggle to hear Additionally, English language teachers can utilize Praat to present auditory samples while displaying the visual pitch contour of utterances, enhancing pronunciation instruction Furthermore, Praat allows teachers to assess students' pronunciation, facilitating the identification of specific areas for improvement.
Wordle is an engaging web-based tool that helps educators design exercises focused on word combinations and collocations By visiting wordle.net, teachers can effortlessly generate customizable word clouds by entering text into a designated box, selecting options for language, font, and layout This versatile tool not only enhances student motivation in language learning but also allows for the printing of word clouds for offline activities.
Wordle-related activities have been reaffirmed as enjoyable and beneficial in the classroom, effectively teaching various language skills, including speaking, listening, reading, writing, and vocabulary These activities are easy to prepare, highly motivating for students, and can be adapted to suit diverse educational contexts.
In addition to the training courses, teachers reported that they improved their professional competence by participating in the following activities:
- giving monthly topic-based lessons
- doing entrance exams once a week to practice using test- doing skills, moreover, by participating in this activity teachers can
Reading books and exploring online resources, such as IELTS preparation sites and VIOLETsite, offer valuable exercises, captivating visuals, and engaging stories that can be effectively integrated into specific units These materials also provide useful strategies for giving constructive feedback to students.
- consulting their colleaguesabout difficult professional problems
In schools across the city, professional development (PD) activities are enhancing teaching practices, particularly in topical lessons One teacher highlighted the effective use of mistake correction exercises, while another shared her experience of watching English movies to improve her listening skills and expand her vocabulary This approach not only enriches her background knowledge but also allows her to provide valuable insights to her students, fostering a more engaging learning environment.
Interviews reveal that teachers often engage in peer observation as a valuable form of professional development (PD) They find that these observations facilitate meaningful post-observation discussions, allowing them to share insights and address teaching concerns Through observing their colleagues, teachers learn effective strategies and identify areas for improvement in their own practices For instance, one teacher noted the effectiveness of a deductive approach to teaching grammar, which allowed students to review concepts explicitly and gain more practice time However, she also pointed out that her colleague tended to dominate the conversation, leading to excessive teacher talk time After discussing this feedback, the colleague adjusted her approach, resulting in more effective lessons.
Another teacher said when observing one of her colleague teaching Unit 12
In the Language Focus section of English 10 in class 10C5, the observer noted the students' excitement and passion, highlighting the effectiveness of the well-planned lesson that facilitated a natural learning process The teacher's ability to logically connect all lesson tasks was particularly impressive, and the integration of information technology further enhanced the lecture's success This experience changed her perspective, leading her to realize that engaging lessons can occur in any classroom, regardless of student ability She emphasized the importance of creativity, understanding students, and developing appropriate teaching plans for effective education.
Participant teachers frequently mentioned reading, but admitted they rarely dedicated time to it outside of seeking teaching materials Their reading primarily focused on online resources and books that offered necessary grammatical exercises.
- A Practical English Grammar by AJ Thompson & AV Martinet
- Intermediate Language Practice by Michael Vince
- Advanced Language Practice by Michael Vince
- Explaining English Grammar by Mai LanHuong
- University Entrance Exam Tests by Xuan Ba
- Advanced Grammar in use by Martine Hewings
- Listen in by David Nunan
All educators unanimously acknowledged the significance of reflecting on their teaching practices, engaging in this process frequently During the teaching process, they were quick to identify both the strengths and weaknesses in their instructional methods.
For example, one teacher stated that she experienced real progress in the following points through self-reflection:
+ time management was more reasonable, not too long or too short
+ pair or group work was organized more effectively Sometimes when shewas not familiar to it yet, she failed to control group work
+ eaching content was presented in a more realistic way
Discussion
Effective professional development (PD) empowers educators to enhance their knowledge and skills to tackle student learning challenges (Hayes Mizell, 2010) For PD to be impactful, it must involve strategic planning, careful implementation, and ongoing feedback to meet educators' learning needs Moreover, educators must apply the knowledge and skills gained from PD to improve their instructional practices, as the true measure of PD effectiveness lies in its ability to enhance teaching quality.
The study reveals that participating teachers demonstrated a strong motivation for professional development (PD), recognizing its significance for career advancement They expressed positive views on the potential benefits of PD for enhancing their teaching practices and improving student learning outcomes.
Professional development (PD) for participant teachers appears to be restricted to a few fundamental activities, including attendance at in-service workshops and seminars by the local Department of Education and Training, online searches for supplementary materials, and peer observation While they acknowledge reflection as a component of PD, it tends to be immediate, superficial, and primarily classified as reflection-in-action, as described by Schön.
Self-monitoring is a systematic method for observing, evaluating, and managing one's own behavior, aimed at gaining a better understanding and control over it (Richards and Farrell, 2005) This approach is essential for teachers to help students enhance their self-awareness and improve their behavioral outcomes.
All participants reported reflecting on their teaching lessons daily, viewing it as a crucial reminder for improvement One teacher initially resisted revisiting his lessons but later recognized its effectiveness, considering it an essential part of his professional practice He incorporated a "self-assessment" journal into his teaching plans, which heightened his awareness of the importance of reflection as an EFL teacher Previously, he often thought about significant aspects of his teaching but would forget them afterward.
Teachers highlighted that self-assessment and journal writing enhance the depth and seriousness of reflection By documenting their thoughts, educators gain valuable insights into teaching challenges, allowing them to analyze lessons in detail and learn from their mistakes for future improvement.
Reflective practice is essential for EFL teachers as it allows them to understand their teaching characteristics and improve their methods By reviewing their lessons, teachers focus on aspects such as time management, lesson completion, and group dynamics This self-assessment fosters flexibility, enabling them to handle unexpected situations with confidence and enhances their self-esteem while highlighting areas for improvement Additionally, reflection helps teachers recognize the need to adapt their teaching styles to accommodate diverse student needs, including variations in levels, genders, and ages.
Self-assessment is highly beneficial for teachers instructing multiple classes using the same syllabus, as it allows them to implement various solutions effectively One teacher expressed her enthusiasm for applying insights gained from teaching the first class to the second class immediately, noting the visible changes that result This practice fosters a strong sense of achievement and progress in her teaching journey.
EFL teachers value peer observation as a beneficial practice in their profession, fostering a positive attitude among participants This activity allows them to exchange insights, learn from each other’s strengths, and identify areas for improvement They emphasize the importance of focusing on student learning outcomes and the rationale behind teaching activities rather than merely the actions of the observee Through observing colleagues, teachers often reconsider and adapt their teaching styles For instance, one teacher discovered the critical balance of teacher talking time while attending a colleague's lesson, realizing that excessive talking can hinder student engagement, while insufficient talking can dampen the classroom atmosphere.
Also, reading books is what EFL teachers do in their PD but not much
EFL teachers often prioritize internet resources over traditional reading, focusing primarily on practical grammar materials and exercises rather than developing a comprehensive theoretical methodology This narrow approach hinders their professional growth and ultimately impacts students' ability to communicate effectively in real-world situations Consequently, despite years of English education, many students struggle to apply their language skills in the workplace, as their learning is limited to test-taking rather than practical application.
3.1 Factors affecting EFL teachers in PD
Teachers unanimously acknowledged the support they receive from colleagues in enhancing their professional skills They hold bi-monthly group meetings to discuss challenges related to their profession and classroom management Being young educators, they also leverage a wealth of valuable online resources to aid their development.
Management support plays a crucial role in professional development, as evidenced by the annual seminars and lecture festivals organized by inter-schools and the Department of Education and Training These events facilitate knowledge exchange and experience sharing among teachers, fostering a collaborative learning environment.
Teachers in this study expressed conflicting views on administrative support for professional development While they valued the organization of workshops and seminars, they felt that the overall support was insufficient to encourage their participation Key issues included inadequate research funding and limited assistance for pursuing advanced degrees.
Participants unanimously agreed that management significantly impacted their experience, noting that many managers lacked proficiency in English, which hindered communication with EFL teachers Consequently, EFL teachers faced increased pressure compared to their counterparts in other subjects Additionally, all EFL teachers were required to participate in a rigorous capacity survey test organized by the Project 2020, resulting in various challenges and stress for the teachers involved.
Teachers did not seem to be aware of action research as a tool for their
In the interviews, a few teachers referenced "research," but for them, it primarily involved exploring students' attitudes and learning preferences rather than indicating a desire to implement changes in their teaching practices.
Summary of the chapter
This chapter examines the professional development of EFL teachers at Hai An High School through interviews and questionnaires, followed by data analysis and discussion It emphasizes that transforming student learning hinges on teachers adopting high-standard classroom practices, which is essential for enhancing academic achievement Professional development is crucial in equipping teachers to meet student needs, aligning with Vietnam's educational improvement initiatives The professional development of EFL teachers not only motivates but also enhances student effectiveness at Hai An High School.
In summary, EFL teachers experience both advantages and disadvantages during their participation in professional development (PD), influenced by their insights and environmental factors To enhance their teaching effectiveness, it is essential for EFL teachers to harness their creativity, enabling them to overcome challenges and leverage their insights for better outcomes.
CONCLUSION
Recapitulation
This study explores the motivations behind English as a Foreign Language (EFL) teachers' participation in professional development (PD) programs, specifically focusing on the case of EFL teachers at Hai An High School.
The researcher conducted interviews with EFL teachers to explore their positive attitudes toward professional development (PD) Additionally, the study examines the various PD activities these teachers engage in, including both formal and informal opportunities, with a particular emphasis on reflective practice Participants also shared insights into the challenges and opportunities they face in their professional development journey.
The findings indicate that EFL teachers exhibit a strong motivation for professional development (PD), despite facing certain obstacles that hinder their participation The study also offers recommendations to address these challenges and enhance involvement in professional development activities.
Conclusions
The teachers involved in this study demonstrated a strong motivation for professional development (PD), yet their understanding of PD appeared limited They primarily associated PD with activities like searching for supplementary materials online, attending external training workshops, and engaging in peer observation However, they overlooked other valuable PD activities such as teacher support groups, maintaining teaching journals, developing teaching portfolios, peer coaching, and analyzing critical incidents Participants identified management-related challenges, particularly regarding policies for pursuing a Master’s Degree and the lack of professional expertise among managers, as significant barriers to their PD.
Implications for teacher professional development
The Vietnamese government recognizes that high proficiency in English is essential for students to engage effectively in the global economy To achieve this objective, the country must ensure the presence of skilled English as a Foreign Language (EFL) teachers It is crucial for these educators to be motivated for professional development (PD) and actively participate in both formal and informal training activities.
Teachers generally view professional development (PD) positively, yet they often lack a clear understanding of its meaning and components Their self-assessments regarding the importance of PD do not necessarily translate into active participation or effective application of learned skills in the classroom Key factors influencing teachers' engagement in PD include insufficient managerial and technical support, inadequate training opportunities, and a lack of positive attitudes and confidence among teachers Additionally, existing policies and regulations present significant barriers that further hinder teachers' professional development efforts.
In accordance with the findings, some suggestions for educational authorities and for the teachers are offered to ensure a smooth and successful implementation of EFL teachers‟ motivation for professional development
Educational administrators and teacher educators should enhance teachers' understanding of professional development (PD) and local PD activities Effective and low-cost PD options include establishing teacher support groups, training in peer observation skills, and developing action research competencies.
To enhance the learning experience, it is essential to invest in and upgrade classroom facilities and technological equipment A critical priority is the establishment of a high-tech room that enables teachers to utilize innovative software in their instruction while providing students with access to engaging E-learning opportunities.
To enhance the effectiveness of language teaching and learning, it is crucial to urgently reduce the number of students in each class, as the current class sizes are excessively large.
To enhance the skills of EFL teachers, it is essential to implement comprehensive professional training courses that focus on advancing their knowledge in their respective fields and information technology By familiarizing educators with applications such as Violet, Hot Potatoes, Adobe Audition, and website design, these training programs can significantly improve their effectiveness in daily teaching practices.
Making professional development (PD) compulsory could be beneficial for teachers, particularly in the early stages of their careers While PD should ideally stem from teachers' intrinsic motivation, mandating it may provide the necessary encouragement, especially given the significant workload and motivational challenges they face This approach could help teachers engage in PD consistently, ultimately fostering a habit that enhances their professional growth.
Finally, regime and policy should be constant and focused on teachers realistically so that EFL teachers don‟t have too much other concerns which take their time of professional development
According to Thomas Guskey (2000), significant advancements in education are rarely achieved without professional development This highlights the crucial role of ongoing training for EFL teachers, who must recognize its importance in meeting contemporary educational demands Each teacher may approach professional development in their own unique way, tailoring their methods to enhance their effectiveness in the classroom.
High-quality ongoing professional development is essential for EFL teachers, as it enhances their content knowledge and pedagogical skills Effective programs provide opportunities for practice, research, and reflection, and are characterized by being job-embedded, sustained, and collaborative These elements are crucial for teachers to stay current in their field (Spark, 2000).
Research by Joyce and Shower (1988) indicates that teacher learning and strategy implementation significantly improve with the support of coaching, study teams, and peer collaboration Therefore, EFL teachers are encouraged to actively participate in professional development events organized by their city, school, and interschool networks, particularly within their professional groups.
Furthermore, each EFL teacher should strengthen their inners to get over the personal difficulties as well as environment obstacles for their own professional development for their own sake.
Limitations of the study
This study has several limitations that should be acknowledged Firstly, the small sample size may hinder the generalizability of the findings for EFL teachers Secondly, the short duration of the research could complicate the interpretation of participant responses Lastly, relying solely on interviews for data collection presents challenges, such as the time-consuming nature of content analysis and potential confusion arising from open-ended questions, which may stem from misunderstandings by either the informant or the interviewer.
Suggestions for future research
Future research should address several key issues identified in this study's findings and limitations Firstly, conducting a similar investigation with a larger participant pool or over an extended period would enhance the reliability of the results Secondly, utilizing alternative methods such as questionnaires and observations could provide deeper insights into the actual changes in teaching practices Lastly, it is anticipated that the implications of this study will be utilized to evaluate the motivation of EFL teachers in their professional development.
1 Beatrice F Birman, Laura Desimone, Andrew C Porter, and Micheal
S Garet Designing Professional Development that works
2 Borko, H (2008) Professional development and teacher learning:
Mapping the terrain Educational Research, 33(8), 3-15
3 Desimone, L Porter, A Garet, M., Yoon, K.S., &Birman, B (2002)
Effects of professional development on teachers’ instruction: results from longitudinal study Educational evaluation and Policy Analysis,
4 Foddy, William Constructing Questions forInterviews, Cambridge
5 Geoff Whitty (2006) Institute of education, University of London
6 Guskey, T (2000) Evaluating professional development Thousand
7 Guskey, T R (1988) Teacher efficacy, self – concept and attitudes towards the implementation of instructional innovation Teaching and Teacher Education, 4(1), 63 – 69
8 Ingvarson, L., Meier, M., & Beavis, A (2005) Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes &efficacy
9 Joyce, B.,& Shower, B (1988) Student achievement through staff development New York Longman
10 Kvale, Steinar Interviews An Introduction to Qualitative Research
11 McNamara, Carter, PhD General Guidelines for Conducting interviews, Minnesota, 1999
12 Richards, J C., & Farrell, T S C (2005) Professional development for language teachers: Strategies for teacher learning Cambridge:
13 Sandra H Harwell, Ph.D Teachers’ professional development It’s
NOT an event It’s a process
14 Schone, D A (1983) The reflective practitioner New York: Basic Books
15 Spark, D (2002) Designing powerful professional development for teachers and principals Oxford HO: National Staff Development Council
16 Watson, S., & Evans.S (2012) Observing changes in teachers’ practice as a consequence of taking part in professional development: developing a protocol for the observation of lessons
17 https://mospace.umsystem.edu/xmlui/ /research.pdf?
1 According to you, how is professional development important for teachers?
2 According to him (her), there are other forms of professional development for teachers?
3 Do you regularly attend professional training courses or not? Why do you attend such training courses?
4 In addition to teacher training courses, which form of training do you self- study to improve your pedagogy?Why do you use those activities?
5 Do you often attend your colleagues‟lessons or not? Why and Why not? If yes, do you learn anything through your fellows‟ classes?
6 Do you often think of the lessons you‟ve taught? Why and why not? Did you learn something after thinking of your previous lessons again?
7 Do you often read professional books? If so, why? What kind of books do you often read? Why do you often read those kinds of books?
8 Have you ever conducted research on students or improved your teaching hours? Why and why not? If so, how often? Please give an example?
9 Do you have any advantages and disadvantages of improving your professionals?
1 Theo anh (chị) việc phát triển nghiệp vụ có tầm quan trọng thế nào đối với giáo viên?
2 Theo anh (chị) thì có những hình thức phát triển nghiệp vụ nào cho giáo viên?
3 Anh (chị) có thường xuyên đi dự các lớp bồi dưỡng nghiệp vụ không?
Vì sao anh (chị) tham gia các lớp bồi dưỡng đó?
4 Ngoài các lớp bồi dưỡng giáo viên tập trung anh (chị) tự học để nâng cao năng lực sư phạm của mình bằng những hình thức nào? Vì sao anh chị lại sử dụng những hoạt động đó?
5 Anh chị có thường xuyên dự giờ của đồng nghiệp không? Vì sao có? Vì sao không? Nếu có anh (chị) học hỏi được gì qua việc dự giờ đồng nghiệp?
6 Anh (chị) có thường xuyên suy ngẫm lại giờ dạy của mình sau mỗi tiết dạy không? Vì sao có? Vì sao không? Nếu có anh (chị) học được gì trong mỗi lần chiêm nghiệm hay suy ngẫm lại giờ dạy của mình?
7 Anh chị có thường xuyên đọc sách chuyên môn không? Nếu có vì sao? Những loại sách anh chị thường đọc? Vì sao thường đọc những sách đó?
8 Anh chị đã bao giờ tiến hành các nghiên cứu về học sinh hoặc cải tiến giờ dạy của mình không? Vì sao có? Vì sao không? Nếu có thì có thường xuyên không? Hãy cho một ví dụ?