INTRODUCTION
Rationale
Master teachers are not innate; they evolve through cultivating a critical mindset and a commitment to self-improvement This transformation involves the courage to acknowledge their shortcomings and a persistent effort to enhance their teaching practices.
In recent decades, the rise of globalization has significantly increased the popularity of English as an international language, making it the third most spoken language worldwide, after Mandarin Chinese and Spanish With over 840 million speakers and its status as the official language in more than 67 countries, English permeates various sectors, including economy, business, technology, and entertainment In Vietnam, the growing demand for effective communication in English has heightened its importance in education and the workforce The Project 2020 initiative, approved by Prime Minister Nguyen Thien Nhan in 2008, emphasizes the need to enhance English language proficiency among Vietnamese citizens This decision underscores the urgency to improve both the quantity and quality of English language instruction, as students require access to qualified teachers to succeed in their studies and future careers.
“being set back one to three grade levels” in case they are“exposed to an ineffective teacher” (Teacher Induction, 2008)
A significant demand for professional English as a Foreign Language (EFL) teachers necessitates a focus on teacher professionalism, which encompasses specialized knowledge and the ability to navigate challenges using their skills and experiences (Baggini, 2005) Mastery in the field often comes from well-qualified teachers with extensive experience, while new educators, who have recently completed their training, continue to learn within their communities of practice (COP) for professional development (PD) Despite numerous studies on teacher learning in COPs, there remains a gap in understanding the struggles faced by novice teachers in integrating into their EFL communities Addressing this issue is crucial for the success of Project 2020.
Despite the limited attention given to this topic, the researcher is motivated to explore the participation of Vietnamese novice EFL teachers in their Communities of Practice (COP) and the factors that influence their involvement in professional development (PD).
Aims and objectives of the study
This study explores the experiences and participation of Vietnamese novice EFL teachers in professional development (PD) during their initial years of teaching It also aims to identify the contextual factors that influence their engagement in PD activities.
Research questions
1 To what extent do Vietnamese novice EFL teachers participate in professional development in their community of practice?
2 What are the motivating factors behind their participation?
3 What challenges do they encounter in participating in their community of practice?
Significance of the Study
The increasing demand for high-quality EFL teachers in Vietnam necessitates a careful examination of the effectiveness of professional development (PD) for novice teachers within their communities of practice (COP) This study aims to investigate the extent of participation among Vietnamese novice teachers in PD, along with the motivating and inhibiting factors affecting their engagement The findings will serve as a valuable resource for graduating pedagogical students and those in the early stages of their teaching careers, as well as for educational leaders seeking to develop relevant policies and PD programs that support novice teachers' professional growth Ultimately, the research is intended to provide educational authorities with a comprehensive overview of the current state of PD for novice teachers in Vietnam, along with actionable recommendations for improving teacher training curricula.
Scope of the study
This study aims to explore the professional development (PD) experiences of English as a Foreign Language (EFL) teachers at the start of their careers within a Community of Practice (COP) It will examine their perceptions of this process and investigate the factors influencing their participation Additionally, the research will analyze various aspects of the novice teachers' personal and professional lives to determine their impact on the PD experience.
Organization
The thesis is organized into five chapters which are respectively named: Introduction, Literature Review, Methodology, Findings & Discussions and Conclusion
The study begins with an Introduction that outlines the rationale, objectives, settings, and scope The subsequent chapter provides definitions of key terms and a critical review of relevant theoretical literature and studies The Methodology chapter details the participants, data collection, and analysis instruments used in the research Following this, the analysis section interprets the collected data, discusses findings, and addresses the three research questions Lastly, the Conclusion summarizes the main issues discussed, highlights research limitations, and offers suggestions for future studies.
LITERATURE REVIEW
Definition of terminologies
Novice teachers, defined as certificated educators with less than five years of experience, have completed their pre-service training and are beginning their careers in education (Farrell, 2009) Their professional experiences are influenced by prior schooling, the quality of their teacher education programs, and their integration into the educational culture The initial years of teaching are crucial, as this is when educators test their beliefs, expand their teaching strategies, gain practical knowledge, and develop their professional identity (Kang & Cheng, 2014) Therefore, it is essential to investigate this pivotal stage in a teacher's career.
Novice teachers, like their students, are in developmental stages, facing numerous challenges during their initial years in the classroom (Bradley, 2010) Research from the Project on the Next Generation of Teachers highlights that new educators often feel they lack access to clear answers and experience a diminished sense of professional competence (Johnson, 2002).
Novice teachers often question their choice of a teaching career, facing feelings of pessimism and a lack of understanding regarding typical classroom activities and the challenges they may encounter (Berliner, 1987) Tsui (2003) highlighted the professional limitations of new teachers, noting that the key differences between novice and experienced educators lie in their relationships with their work environments and their evolving conceptions of teaching He identified several attributes commonly held by new teachers as they embark on their careers.
- Ability to integrate and uses different kinds of knowledge
- Ability to make sound intuitive judgments based on past experience
- A desire to investigate and solve a wide range of teaching problems
- Understanding on students and students learning
- Awareness of instructional objectives to support teaching
- Understanding and use of language learning strategies
- Awareness of the learning context
- Fluidity and automaticity in teaching
Novice teachers face numerous challenges due to their lack of experience, often feeling a significant gap between themselves and their more seasoned colleagues This realization can serve as a double-edged sword; it may either inspire them to strive for improvement or discourage them from pursuing their teaching careers Such experiences are crucial, as they significantly impact novice teachers' future professional development and the overall quality of education.
This thesis defines novice teachers as individuals in the early stages of their teaching careers, specifically those with 1 to 5 years of experience at a designated educational institution.
In recent decades, the importance of professional development (PD) has become a significant concern within the educational community, as highlighted by various researchers Poor student achievement in many schools has often been attributed to insufficient ongoing teacher PD, especially in light of changes in national curricula and student needs Consequently, teachers are encouraged to regularly engage in opportunities to enhance their professional knowledge and skills (Richards & Farrell, 2005) The authors emphasize that effective PD requires teachers to participate in a variety of activities aimed at achieving specific professional goals.
- Engaging in self-reflection and evaluation
- Developing specialized knowledge and skills about many aspects of teaching
- Expanding their knowledge base about research, theory and issues in teaching
- Taking on new roles and responsibilities, such as supervisor or mentor teacher, teacher-researcher, or materials writer
- Developing collaborative with other teachers.”
A different perspective on professional development (PD) emphasizes it as a means to cultivate new knowledge, skills, approaches, and dispositions aimed at enhancing classroom effectiveness (Loucks-Horsley, 1998, p xiv).
In 2004, Killion expanded on previous discussions by defining professional development (PD) as a comprehensive array of processes and activities that enhance educators' learning He emphasized that PD encompasses centralized systems aimed at fostering knowledge, skills, attitudes, aspirations, and behaviors that ultimately improve student achievement This perspective aligns with Guskey's synthesis from 2002, reinforcing the importance of structured professional development in educational settings.
Professional development (PD) is recognized as a systematic process that enhances teacher effectiveness by focusing on their knowledge, skills, and attitudes Researchers unanimously acknowledge the critical importance of PD, particularly its significant impact on student improvement.
Professional development (PD) should focus on shaping teachers' knowledge, beliefs, and attitudes, with success measured by student outcomes (Kubitsky & Fishman, 2007) It encompasses activities designed to help teachers achieve long-term goals and fosters their growth and understanding of their roles as educators (Horn, 2004).
Professional development (PD) can be formalized through various activities, including meetings, conferences, seminars, workshops, and mentoring (Porter, 2002) Knight (2002) later emphasized the importance of engaging with professional publications and discussing relevant issues with colleagues in both formal and informal settings Furthermore, Glatthorn (1995) highlighted that teacher discussions and interactions are essential for enhancing teacher quality.
DuFour, Eaker, and DuFour (2005) highlighted the importance of collaborative interactions in effective professional development frameworks Additionally, Richards and Farrell, in their 2005 publication "Professional Development for Language Teachers," presented a series of tasks derived from earlier research These tasks outline beneficial strategies designed to enhance professional development for educators.
Figure 1: Forms of professional development in language teaching
According to DuFour (2004), the term "Community of Practice" (COP) encompasses various groups of individuals interested in education, including grade-level teams, school committees, departments, and national organizations It refers to a collective of practitioners who share common concerns or passions and enhance their knowledge through continuous interaction (Wenger, McDermott, & Snyder, 2002) The concept is broken down into three fundamental components, as illustrated in the accompanying figure.
Forms of professional development in language teaching
- Workshops - Journal writing - Self – reflection
- Self- monitoring - Peer observation - Team teaching
- Teacher support groups - Teaching portfolios - Action research
- the reading of professional materials
- Analysis & discussion of critical incidents
Figure 2: The three elements of COP
A well-defined domain fosters a shared identity and purpose within a community, legitimizing its value to members and stakeholders alike It inspires individuals to engage and contribute, guiding their learning and imbuing their actions with meaning Therefore, it is crucial for teachers in Communities of Practice (COP) to thoroughly understand the domain By recognizing its boundaries and forefront, members can discern what is valuable to share, how to effectively present their ideas, and which activities to undertake, ultimately allowing them to appreciate the potential in even the most tentative concepts.
A strong community forms the essential social fabric of learning, emphasizing that education involves both belonging and intellectual engagement In such an environment, interactions grounded in mutual respect and trust are nurtured, fostering a willingness to share ideas, acknowledge uncertainties, pose challenging questions, and listen attentively.
• The practice is a set of frameworks, ideas, tools, information, styles, language, stories, and documents that community members share (pp 27-29)
Role of community of practice in professional development
Wenger (1998) emphasizes the concept of "learning as social participation," highlighting that individuals are active participants in the practices of their social communities This process involves constructing personal identities in relation to these communities, underscoring the importance of social interaction in the learning experience.
Learning is deeply influenced by our participation in a Community of Practice (COP), which shapes our actions and identities Successful professional development (PD) programs, particularly for novice teachers, must recognize the significance of COP contributions Research by Richards and Pennington (1998) highlights this importance, demonstrating that the teaching context significantly impacts the classroom practices of first-year teachers.
Communities of Practice (COP) play an essential role in learning, particularly for novice teachers, as traditional learning theories often overlook the social aspects of knowledge acquisition Learning is not merely about internalizing facts; it is a participatory process where knowledge is gained through interactions with others (Lave & Wenger, 1991) This underscores the importance of COP in providing practical opportunities for novice teachers to apply their pedagogical theories in real classroom settings, fostering their professional development beyond just theoretical understanding.
Wood (2007) emphasized that participation in Communities of Practice (COP) empowers teachers to take charge of their professional growth by providing essential strategies to enhance their knowledge This form of professional development equips educators to effectively address the diverse needs of their students.
(2007, p 710) Results of a survey in his investigation suggested that there was
Enhanced trust among professionals fosters collaboration, while a deeper comprehension of student needs leads to improved educational strategies A supportive district climate encourages innovation and risk-taking, ultimately boosting professional confidence and efficacy, all of which contribute to enhanced student learning outcomes.
A Community of Practice (COP) serves as a valuable framework for enhancing teacher learning and professional development, particularly in the context of education in Vietnam By actively and systematically cultivating COPs, schools can unlock their potential as a crucial support structure for novice teachers This study aims to explore the benefits of COPs for novice teachers' participation in professional development, utilizing the concept as a theoretical framework to analyze their engagement levels and the underlying factors influencing their involvement.
Factors affecting teachers‟ participation in PD in their COP
Teachers' participation in professional development (PD) within their communities of practice (COP) is a crucial factor for success, attracting significant attention from researchers globally The Theory of Reasoned Action by Fishbein & Ajzen (1975) highlighted the impact of psychological and sociological factors on teachers' attendance Subsequently, Becker & Gibson (1998) redefined these influences into individual and societal determinants, encompassing personal attitudes and social pressures.
Both individual desires and the influence of others play a crucial role in motivating individuals (Rubenson, 1977) Rubenson emphasized the importance of personal variables, such as prior experiences and personal attributes, alongside environmental factors that include the norms and values of significant others and available educational opportunities In 1982, Darkenwald and Merriam highlighted that socioeconomic status is the most significant factor influencing adult participation in learning Additionally, they proposed that the learning environment can act as a motivating force for further education among teachers.
In the 21st century, modern researchers have restructured and generalized influential factors from established theories, categorizing them into two main groups: internal (individual) factors and external (environmental) factors.
Teachers’ attitudes towards professional development and their self-efficacy are crucial factors influencing their growth Key external elements affecting these attitudes include time management—encompassing work, personal, leisure, and family time—along with funding, such as supplementary salaries Additionally, the influence of school principals, including their support and encouragement, as well as the impact of colleagues and the overall school culture, play significant roles in shaping teachers’ professional development experiences, as highlighted by researchers like Bayindir (2009), Fullan (1995), and Torff & Sessions (2008).
In addition to these factors, the third set of influential elements called “personal characteristics of teachers” has been identified and adjoined by some research Ozer
A study by Beycioglu (2010) reveals that female teachers exhibit more positive attitudes towards professional development (PD) activities compared to their male counterparts, while experienced teachers tend to have negative views on such initiatives The authors highlight that factors such as teachers' age, years of experience, educational qualifications, and the grade levels they teach significantly affect their participation in PD activities.
This study utilizes a comprehensive theoretical framework, as proposed by Bayar (2013), to effectively synthesize existing theories regarding the factors influencing teachers' participation in professional development (PD), addressing the lack of a unified model in this area (Becker & Gibson, 1998) The framework is visually represented in the accompanying figure.
Figure 3 Factors affecting teachers' participation in PD in their COP
Related studies on novice teachers‟ PD in their COP
Extensive research on the challenges faced by novice English as a Foreign Language (EFL) teachers has been documented globally These studies primarily focus on various aspects of their professional lives, including their experiences, motivations, beliefs, difficulties, and autonomy Notable contributions to this field include the works of Farrokhi, Rahimpour, and Papi.
(2011) in Iran,Kang & Cheng (2014) in China, Kumazawa (2011) in Japan, Pineda
Successful instances of qualitative research include studies by Frodden (2008) in Colombia, Dellar (1990) in Morocco, and Akbulut (2007) in Turkey These studies primarily utilize in-depth interviews and case studies to effectively explore their respective subjects, demonstrating the importance of appropriate methodological selection in qualitative research.
15 of researching method has made great contribution to the success of those projects in the field
In addition, due to the popularity of it in education, professional development has become an interest of various researchers Besides some efforts to conceptualize
Numerous studies have examined various aspects of professional development (PD), with researchers like Vail (2011), Brown (2010), Alozie (2010), and Hinds (2007) focusing on influential factors, efficiency, and the value of high-quality PD Additionally, other research, such as that by Bayar (2013) and Gray (2011), specifically analyzes the relationship between PD and teacher characteristics, communities of practice (COP), school principals, and educational policies These studies aim to provide beneficial suggestions and recommendations to enhance the effectiveness of PD within their specific pedagogical contexts.
Despite the recognized importance of professional development (PD) for novice teachers in Vietnam, there is limited understanding of their perceptions and participation in communities of practice (COP) Existing research primarily focuses on localized areas and often overlooks the broader analysis of PD participation While some studies have addressed the effectiveness of PD for novice teachers, influential factors such as environmental influences on attendance remain underexplored Additionally, recommendations for novice English as a Foreign Language (EFL) teachers at the start of their careers are scarce This study aims to address these gaps by examining the various factors affecting EFL novice teachers' participation in PD within typical COPs in Vietnam, utilizing a qualitative approach that includes in-depth face-to-face interviews.
METHODOLOGY
Research design
This study aims to investigate the participation of Vietnamese EFL teachers in professional development (PD) within their communities of practice (COP) and the underlying factors affecting their level of participation A qualitative methodology was chosen to gather reliable, culturally specific data regarding values, opinions, emotions, behaviors, and social contexts, particularly focusing on intangible factors relevant to this population Qualitative research emphasizes understanding meaning and how individuals perceive and experience events from their perspectives Additionally, this approach allows researchers to connect various aspects of people's lives, including domestic, professional, and leisure activities Recent studies from around the world, such as Pineda & Frodden (2008) in Colombia and Kang & Cheng (2014) in China, have demonstrated the effectiveness of qualitative methods in educational research, reinforcing the decision to adopt this methodology for the current study.
17 the best method to adopt for this investigation was to inherit from those previous success.
Selection of research participants
Effective research necessitates an appropriate sample size to gather sufficient data, yet researchers often face limitations in accessing potential participants To address this, snowball sampling was utilized as a method in this qualitative study This approach involves initial participants leveraging their social networks to refer the researcher to additional individuals who may contribute to the research Essentially, one participant identifies another, creating a chain of referrals that enhances the study's reach and depth.
1999, p 116) It enabled the researcher to find support in recruiting more hidden participants among their‟ colleagues, acquaintances and friends
The researcher initially reached out to potential participants via email, introducing the study and inviting novice EFL teachers from a specific Vietnamese school to participate Eligible participants must have at least one year but no more than three years of teaching experience While they may lack extensive experience, these teachers should be fluent in English and eager to enhance their skills They are motivated by a strong desire to learn effective strategies for addressing teaching challenges and improving their overall teaching abilities.
Those participants, then, introduced to the researcher the people they think to be suitable for this investigation
Participants of this research were six newly graduated Vietnamese EFL teachers who shared the same educational background and have been working as school
Eighteen teachers, each with one to three years of experience, hold bachelor's degrees in English Language Teacher Education and possess high levels of English proficiency While they may not yet be seasoned professionals in pedagogy, their time in educational environments has provided them with valuable classroom teaching experience and opportunities for professional development These teachers demonstrate exceptional English skills, a deep passion for teaching, a commitment to working with children, and a strong desire to enhance their professional abilities Their specific backgrounds are detailed in the table below.
*ULIS – VNU: University of Languages & International Studies – Vietnam National
Pseudonym Male Age Community of
Dorothy 25 High School 3 years C1 (CEFR) BA (ULIS – VNU)
Diane 26 High School 2 years C1 (CEFR) BA (ULIS – VNU)
Jane 25 High School 3 years TOEFL 105 BA (ULIS – VNU)
Hanah 24 High School 3 years IELTS 8.0 MA (Victoria)
Sam X 25 High School 3 years IELTS 7.0 MA (Victoria)
Lily 25 High School 2.5 years IELTS 6.5
Data collection instruments
To investigate novice EFL teachers' participation in professional development (PD) within their communities of practice (COP) and the influential factors affecting it, an in-depth face-to-face semi-structured interview was utilized as the primary research instrument.
“particularly useful for getting the story behind a participant‟s experiences”, it allows the researcher to “pursue in-depth information around the topic” (McNamara,
In their 1994 study, Barriball & While highlighted the effectiveness of personal interviews for exploring attitudes, values, beliefs, and motives This method is particularly advantageous for investigating the nuanced aspects of novice teachers' participation in professional development within their communities of practice As such, employing personal interviews in this research is a strategic choice to gain deeper insights into the experiences of novice educators.
In 2008, the presence of interviewers facilitated respondents in clarifying their answers and asking questions, leading to the collection of higher-quality data This approach enabled a deeper understanding of the subject matter, effectively addressing the three research questions posed.
Based on theories provided in the literature review chapter, especially by Bayar
In 2013, a set of semi-structured interview questions was developed to explore novice teachers' participation in professional development (PD) The questions addressed motivating and inhibiting factors categorized into three areas based on Bayar's theories: characteristics, internal factors, and external factors The questionnaire was divided into three sections: the first gathered personal information about the teachers, the second focused on their participation in PD, and the third aimed to uncover underlying influential issues Interviewees were asked to discuss their involvement in PD within their communities of practice (COP) alongside aspects of their personal and professional lives.
Data collection procedure
The data collection procedure was conducted respectively as follow:
Step 1: Selecting the participants: An informed email introducing briefly the purposes of the research was sent to selected participants In this email, not only were patients encouraged to take part and share their experiences in the research, but contact details were offered for further questions and arrangement consideration as well (Appendix 1) A consent form was also attached for confirmation and rights clarification when joining the study (Appendix 2) Following their agreement, all participants had been contacted again to schedule meeting time and venue several days before the interview was conducted
Step 2: Interviews preparation: The set of semi-structured interview questions were firstly designed focusing on answering the targeted problems in the three research questions After the stage of recruiting participants, a pilot interview with one of the participants was conducted subsequently to make necessary changes to the set of questions All the questions were categorized into four sections to make the data analysis stage easier Interviewees were expected to tell about their background, their profession, their experience in PD in their COP, and several factors around their individual lives This information will enable the researcher to investigate a number of influential factors behind participants‟ participation in PD The final version of the interview questions is clarified specifically in Appendix 3
Step 3: Data collection: Semi-structured interviews were conducted with participants Each interview lasted for about 30 – 45 minutes, with the presence of merely the researcher and one participant All the interviews were carried out in English since all these EFL teachers are relatively proficient in this language (as detailed in Table 1) Dialogues were entirely recorded Afterwards, the responses were transcribed afterward using the Microsoft One Note application to prepare for the data analysis stage
Data analysis methods
In this study, the qualitative analysis method was selected for data analysis due to its ability to provide a more authentic understanding of complex issues that numerical data cannot capture (Roshan & Deeptee, 2009) This approach enabled the researcher to delve deeper into the subject matter and uncover underlying problems After transcribing the records, the collected data were summarized, highlighting key points before being coded and categorized in relation to the three research questions This analysis examined participants' involvement in professional development (PD) within their communities of practice (COP) and identified influential factors affecting this participation Relationships among the identified groups were also discussed, all within the framework established in the Literature Review chapter.
RESEARCH FINDINGS AND DISCUSSION
Access to PD activities
Novice teachers often experience feelings of uncertainty and question their professional competence, as highlighted by Johnson (2002) This research confirms that all six participants expressed a desire for improvement in their teaching skills Consequently, these educators require effective training activities to enhance their professionalism While various professional development opportunities are available, the benefits participants gain largely depend on their level of engagement, a topic thoroughly explored during the interviews.
The interviews revealed a limited variety of professional development (PD) activities available in teachers' communities of practice (COP) However, several key types of PD were consistently identified among the six participants, highlighting commonalities in their experiences.
Table 2 Teachers' professional development activities in their community of practice
Teacher support groups (Group meeting)
Peer coaching Seminar Training course
The training activities designed to enhance novice teachers' professionalism are notably limited, with participants in this study engaging in only four forms of professional development: peer observation, group meetings, peer coaching, and seminars Notably absent from their experiences are widely recognized practices such as self-reflection, workshops, teaching portfolios, case analysis, team teaching, action research, and professional meetings Additionally, while there is a focus on improving teaching skills, the essential aspect of teachers' English competence is largely overlooked Although participants are encouraged to obtain certifications like IELTS or VSTEP to validate their language proficiency, no organized activities exist to support their improvement in this critical area.
In our school and district, the focus for teachers is solely on developing teaching skills, resulting in a lack of activities aimed at enhancing proficiency Consequently, all projects and initiatives for educators are centered around improving their teaching abilities rather than addressing proficiency levels.
The Teacher Support Group emerged as the most favored component within the Community of Practice (COP), providing novice teachers with essential opportunities to seek guidance from their more experienced peers regarding challenges and solutions in the classroom Additionally, peer observation and coaching were mandatory for all teachers within the COP, requiring them to observe colleagues' classes, take notes, and offer constructive feedback Furthermore, seminars organized by the COP or the local Education Department, along with training courses scheduled at the beginning of the school year or during summer breaks, were instrumental in enhancing teachers' professional development and teaching skills.
The education department in the H.K district offers two to three opportunities each year for teachers to enhance their skills At the end of the first semester, we participated in a seminar featuring a model lesson presented by a fellow teacher Following the lesson, we provided constructive feedback, allowing educators from various schools to collaborate and discover the most effective teaching strategies.
In our open discussion segment, we addressed the challenges encountered during teaching and collaboratively sought solutions This forum also allowed us to explore various teaching techniques and approaches that we were eager to learn and discover.
During our group meetings, we have the opportunity to seek assistance from experienced teachers regarding any questions we may have about knowledge or teaching skills Additionally, we are encouraged to engage and participate actively in discussions.
It is compulsory for us to have peer observation, at least once a week (Lily)
We have very frequent observation with the teachers, my colleagues at my high school So I receive feedback from them and try to improve myself from that (Diane)
Peer observation and group meetings are highly effective activities, as recognized by novice teachers They noted significant learning opportunities, particularly in observing how experienced teachers organize lessons, engage students attractively, and manage classroom dynamics.
I learn the steps they carry out the activities that helps their students understand the lesson more I learn through taking part in the lesson of more experienced teachers (Diane)
I have gained valuable insights from observing how experienced teachers communicate with their students While their teaching methodologies may not be entirely new to me, I appreciate their gentle and effective communication style Although they occasionally raise their voices, this approach proves effective at times Additionally, their use of humor in the classroom also resonates well with students, and I have learned a great deal from these techniques.
I think I can learn a lot from them The first thing I can learn from them is class-management They have very effective techniques And they are very helpful (Lily)
I think that experienced teachers are good examples for me to learn from and sometimes when I do not feel confident enough
In my lesson, I often ask, "May I observe your class to learn from your teaching methods?" This approach allows me to gain valuable insights from experienced educators.
Regarding novice teachers‟ participation in PD, it was surprising to find out that although they were full of hope and eagerness when first joining those activities
This summer, I will participate in a course focused on teaching theories, similar to what I studied in my English Language Teaching program at university I firmly believe that this course will reinforce and refresh my understanding of the concepts I learned during my academic journey.
Over time, their level of participation diminished for various reasons The following sections of this chapter will provide a detailed analysis of the explanations for this phenomenon, addressing the two additional research questions.
In comparison with programs held by COP, self-initiated activities for PD appeared to be more preferable and attracted more efforts among six participants in this study
During the interviews, all six novice teachers expressed a strong passion for their teaching careers, alongside a desire for professional growth and improvement Despite having started their teaching jobs several years ago, they showed no inclination to change careers; instead, their primary focus was on enhancing their skills and becoming more effective educators.
Participants in the COP found that professional development (PD) activities organized by the group were less beneficial compared to their self-initiated efforts This disparity may explain the significantly higher levels of teacher participation in self-study practices, further study courses, and other development programs outside their schools.
Motivating factors behind novice EFL teachers‟ participation in PD
This article explores the motivations driving novice teachers to engage in professional development (PD) by examining underlying issues in their teaching careers through interviews While each of the six participants identified unique influential factors, common themes emerged Notably, these teachers are significantly motivated by their personal needs and attitudes towards professional development.
Many educators find their professional development (PD) opportunities lacking in quality, which negatively impacts their effectiveness and that of their students Additionally, the influence of their community of practice (COP) and existing educational policies further complicates their professional growth.
The novice teachers in this study are young and dedicated to self-improvement, demonstrating a strong desire for ongoing learning and professional development Despite their limited teaching experience, they possess a heightened awareness of the significance of professional development (PD) They recognize their challenges, understand how these issues impact student learning, and are committed to addressing their areas for growth.
Many educators face time constraints during lectures, which can hinder students' understanding of key concepts As Diane notes, the limited time often affects the depth of learning Lily expresses a similar concern, highlighting that her students struggle with speaking practice due to these time limitations She believes that a better grasp of important material would lead to improved exam performance, but regrets that the lack of practice in spoken English may impact their overall success.
Standing in front of my students often makes me feel nervous, as I fear they might notice my mistakes I sometimes lack confidence because the knowledge we acquired in the past differs significantly from what is currently presented in textbooks Everything has evolved.
Despite being well-qualified and fluent in English, novice teachers often faced challenges in their teaching roles, leading to feelings of dissatisfaction This struggle served as a significant motivation for them to engage in professional development (PD) activities.
Teachers’ grade level assignments significantly impact their professional development (PD), as interviews indicate that the level of their students serves as a crucial motivating factor.
A study involving 30 novice teachers revealed that all participants were significantly motivated by their students and the challenges they faced in the classroom Notably, teachers Lily, Diane, and Hanah, who worked with gifted students in specialized schools, encountered greater difficulties in their teaching practices and expressed a stronger desire to enhance their linguistic knowledge compared to their peers.
But I have troubles with the way I use the vocabulary I would like to dig deeper into vocabulary and how to use the language in a more native-like manner (Lily)
Teaching advanced students often leads to challenging questions about language use The most difficult moments arise when unexpected inquiries occur, as a lack of in-depth knowledge can hinder your ability to respond effectively This situation can undermine your confidence, and repeated occurrences may lead to feelings of frustration.
It seems quite absurd for an English teacher to lack real-world experience by not having traveled or lived in different parts of the world How can they authentically convey cultural nuances or idiomatic expressions to their students if they have no personal understanding of these contexts? Without firsthand experience, their insights on what English speakers say may lack credibility and depth.
The three teachers recognized that failing to address their challenges would negatively impact their students' learning Consequently, they demonstrated a strong commitment to improving their knowledge and teaching skills.
And when it comes to that, I could answer their questions and explain things more clearly then I feel more confidence And I think they do appreciate that (Lily)
My detailed explanations and in-depth exploration of language inspire my students to engage more deeply with the subject This approach not only motivates them to learn but also encourages them to further discover the intricacies of the language.
Dorothy, Jane, and Sam, despite facing challenges in their teaching, chose to concentrate on enhancing their teaching skills Recognizing that their students had lower proficiency levels, they acknowledged the need for greater patience and sought to improve their classroom management, lesson organization, and methods to make learning more accessible Their goal was to effectively engage and motivate their students in English learning.
Due to the overcrowded nature of my classes, organizing activities or facilitating group work can be quite challenging, often resulting in significant noise levels.
Many students often prioritize socializing with friends over learning English, showing a preference for subjects like Math or Literature Additionally, some students believe they lack proficiency in English, leading them to disengage from lessons even when they are attentive This perception causes them to feel that listening to their teacher is a waste of time, prompting them to return to more enjoyable conversations with peers.
4.2.2 Internal factors – Perceptions of PD
According to the interview results, it can be inferred that all the six participants had absolutely positive attitudes toward PD They believed that PD is doubtlessly
CONCLUSION
Summary of findings and conclusion
The study investigates the participation of Vietnamese novice EFL teachers in professional development (PD) during their initial teaching years within their communities of practice (COP) and identifies key factors influencing this engagement Utilizing a qualitative approach, six novice EFL teachers participated in semi-structured interviews to discuss their PD experiences The recorded discussions were transcribed, analyzed, and coded Results indicate that PD activities in Vietnamese COPs are limited, with teachers more actively pursuing self-initiated studies for improvement rather than engaging in school-organized activities The primary reasons for this level of participation include positive teacher attitudes towards PD, student proficiency levels, the poor quality of available PD, and time constraints.
1) Novice teachers’ participation in PD in their COP:
All participants recognized the significance of professional development (PD) for their career growth They acknowledged encountering challenges related to their knowledge and teaching skills during their initial years of teaching, highlighting the need for improvement in various areas.
PD activities within participants‟ COP were remarkably limited in terms of forms, frequency and quality Most of them failed to meet teachers‟ needs and expectation
Among those activities, peer-observations and exchanges of problems and ideas within small interest groups in their COP appeared to be more professionally beneficial to them as novice teachers
Novice teachers also reported that self-initiated PD activities such as self- study at home or practice with friends were more effective to them
2) Motivating factors behind their participation
The study revealed that novice teachers were primarily motivated to engage in professional development (PD) within the community of practice (COP) by their perceptions of PD, the proficiency levels of their students, and the support from colleagues In essence, the assistance from fellow teachers and the needs of their students served as significant driving forces for these educators to enhance their professional skills.
Of all those discovered factors, students‟ proficiency level is considered as the most influential factors to the participation of novice teachers in professional development
Besides, interviewees‟ COP also organized activities and offered incentive policies to encourage them to improve their teaching
3) Challenges novice teachers encountered in participating in PD in their COP
Time constraints, low salaries, and the inadequate quality of professional development (PD) are significant demotivating factors for novice teachers A major challenge is the limited diversity of PD activities available within their communities of practice, which often do not meet their expectations Furthermore, the demands of additional work for higher incomes and increased workloads hinder their ability to engage in self-study and personal growth.
The poor quality of professional development activities within teachers‟ community of practice appeared to be the most inhibiting factors demotivating novice teachers to take part in professional development
Drawing on Bayar's (2013) theories and insights into the factors influencing teachers' participation in professional development within their communities of practice, several recommendations can be offered for novice EFL teachers, school principals, and educational leaders.
- They should be well-qualified and have well preparation before beginning their teaching career It will enables them to be more confident in their teaching
Novice teachers require more training and professional development than their experienced counterparts; therefore, it is essential for them to optimize their daily schedules, allocate sufficient time for their growth, and minimize additional responsibilities By doing so, they can dedicate more time to enhancing their teaching skills and advancing their professional journey.
Novice teachers are encouraged to seek help and advice from their experienced colleagues when encountering challenges in their teaching This collaborative approach not only fosters a supportive learning environment but also accelerates their professional growth and improvement.
2) For other expert teachers, principals, educationalists and educational authorities:
Recognizing the challenges, needs, and expectations of novice teachers is essential for principals and educators to organize more effective professional development (PD) activities that enhance teaching quality Additionally, it is crucial to develop and implement various updated forms of PD to align with contemporary teaching practices.
- Not only teaching skills but also English proficiency should be focused when organizing PD activities Novice teachers are badly in need of practicing and improving those skills
To enhance participation in professional development (PD) among novice teachers, it is crucial to implement additional incentive policies Reducing the workload in schools will alleviate pressure on educators, while offering more scholarships and sponsorships will attract potential teachers to the profession.
Implications and applications
This research highlights the challenges faced by Vietnamese EFL teachers at the start of their careers, offering valuable insights for educational researchers, particularly in teacher training and professional development The findings serve as a resource for school principals and authorities in the Ministry of Education and Training, enabling them to formulate effective policies that support teachers' professional growth and ultimately improve student learning outcomes.
This study aims to bridge the professional gap between novice teachers and educational authorities, offering valuable insights for policymakers to develop effective training solutions Findings suggest that peer observation, presentations, workshops, and support groups can significantly benefit novice educators Additionally, this research serves as a useful reference for undergraduates aspiring to become English teachers in Vietnam.
Limitations of the research and suggestions for further study
Despite receiving strong support from supervisors, family, and friends, the researcher faced challenges in participant recruitment due to time constraints and the scope of the graduation paper A larger sample of Vietnamese novice EFL teachers would have enhanced the study, but the researcher was limited to interviewees from advanced classes at the University of Languages and International Studies This restriction hindered the ability to compare influential factors related to educational backgrounds Furthermore, greater diversity in participant demographics, including gender, age, and teaching experience, would have provided a more comprehensive understanding of the subject matter.
Further research is essential to explore the participation of novice teachers in professional development (PD), particularly considering factors such as age, gender, education level, and years of teaching experience Additionally, a focused study comparing novice teachers with local educational backgrounds to those who completed their university education abroad would provide valuable insights into their PD experiences.
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I am Bui Thi Khanh Huyen, an MA candidate at ULIS, VNU, conducting research for my degree in Theory & Methodology in Teaching English I invite you to participate in my study on novice EFL teachers' involvement in professional development within their community of practice.
This study explores the level of engagement among novice EFL teachers in professional development activities within their community of practice, examining both the motivating factors that encourage participation and the inhibiting factors that may hinder it.
If you choose to participate, you will have an interview with me to discuss your experiences in professional development within your working community This meeting will be scheduled at a convenient time and location for both of us and is expected to last around one hour The interview will be recorded for accurate documentation, and the recording will be transcribed and reviewed solely by the researcher, ensuring that no one else has access to the collected data.
To ensure participant confidentiality, all names will be replaced with pseudonyms, preventing identification Identifiable data will be securely stored with password protection, and any subsequent analysis or reuse of the data will be appropriately cited.
You may feel uncomfortable answering some of the questions You do not have to answer any questions that you do not wish to
Participation is confidential Study information will be kept in a secure location at the University of Languages and International Studies, Vietnam National
University The results of the study may be published or presented at professional meetings, but your identity will not be revealed
Participation in the study is completely voluntary; you are not obligated to join if you choose not to You have the freedom to withdraw from the study at any time and can also skip any questions that make you feel uncomfortable.
We will be happy to answer any questions you have about the study You may contact me at email khanhhuyen818@gmail.com or phone number: +84 948-514-
Thank you for your consideration If you would like to participate, please fill in this attached consent form below and send back to me latest on 14/03/2016
Faculty of Post-graduate studies
University of Languages and International Studies (ULIS)
Vietnam National University Bùi Thị Khánh Huyền
Email: dhnn@vnu.edu.vn Email:
Website: http://ulis.vnu.edu.vn/ English/ khanhhuyen818@gmail.com
Novice EFL teachers’ participation in professional development in their community of practice
Bùi Thị Khánh Huyền, MA candidate of ULIS
I have read the information contained in the letter about the above titled study, which describes what I will be asked to do if I decide to participate
I agree to participate in the above research project and give my consent freely
I have had the opportunity to have questions answered to my satisfaction
Signature: (not essential if sent electronically) _
APPENDIX 3 - List of interview questions
In order to answer the three research question above, the researcher intend to collect data from novice EFL teachers based on these following questions
1 Which University did you graduate from?
2 How long have you worked as an EFL teacher?
3 Why did you decide to become an EFL teacher over other jobs?
4 How did you see yourself as a teacher when you first started teaching?
Are there any differences between the way you saw yourself as a teacher then and the way you see yourself as a teacher now? If yes, why is there such a difference?
5 Are you satisfied with your English proficiency?
What areas of English do you think you need to improve?
Why do you think you need to improve those areas?
What have you done to improve them?
How does your improved English proficiency influence the way you teach in the classroom? And students learning?
6 What can you say about your teaching skills?
What problems do you often have in teaching your students?
How did you resolve those problems?
Are you satisfied with your solutions? Why/ why not?
7 Do you have any problems with your students?
If yes how did you overcome them? Can you give one example?
8 Do you continue to learn to improve your English?
If yes what do you learn and how do you learn it?
9 Do you continue to learn to improve your teaching skills?