PROFESSIONAL DEVELOPMENT NEEDS OF LECTURERS OF ENGLISH AS A FOREIGN LANGUAGE AT A UNIVERSITY IN THE MEKONG DELTA
Main Article Content
Abstract
This research employed phenomenology as a methodology to gain deeper insights into the perceived needs for professional development of tertiary EFL lecturers at a state university in the Mekong Delta region. Drawing on andragogy theory, this study found that EFL lecturers had a strong need for ongoing, content-focused, career-stage specific, and collaborative professional development (PD) activities in the future. The findings highlight the main issues for academic managers and PD planners to concentrate on when planning, organising, and implementing PD activities.
Keywords
English as a foreign language, lecturers of English, professional development
Article Details
References
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Moustakas, C. E. (1994). Phenomenological research methods. Sage. https://doi.org/10.4135/9781412995658
Nguyen, V. T. (2018). Project 2020 and professional development for high school EFL teachers in Vietnam. In K. Hashimoto & V. T. Nguyen (Eds.), Professional development of English language teachers in Asia: Lessons from Japan and Vietnam (1st ed., pp. 95-108). Routledge. https://doi.org/10.4324/9781315413259-7
Richter, D., Kunter, M., Klusmann, U., Ludtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers' uptake of formal and informal learning opportunities. Teaching and Teacher Education: An International Journal of Research and Studies, 27(1), 116-126. https://doi.org/10.1016/j.tate.2010.07.008
Vietnamese Government. (2010). Decision No.911/QĐ-TTg on the approval of the project entitled “Training doctoral degrees for lecturers at colleges and universities, period 2010-2020”. http://vanban.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_id=2&_page=1&mode=detail&document_id=194252
Vietnamese Government. (2019). Decision No.89/QĐ-TTg on the approval of the project entitled “Enhancing professional competencies for lecturers and academic managers at tertiary institutions in order to meet the needs for fundamental and thorough innovations in education and training, period 2019-2030”. http://vanban.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_id=2&_page=1&mode=detail&document_id=196014
Bates, C. C., & Morgan, D. N. (2018). Seven elements of effective professional development. The Reading Teacher, 71(5), 623-626. https://doi.org/10.1002/trtr.1674
Bui, T. N. T., & Nguyen, T. M. H. (2016). Standardizing English for educational and socio-economic betterment: A critical analysis of English language policy reforms in Vietnam. In R. Kirkpatrick (Ed.), English language education policy in Asia (1st ed., Vol. 11, pp. 363-388). Springer. https://doi.org/10.1007/978-3-319-22464-0
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Dayoub, R., & Bashiruddin, A. (2012). Exploring English language teachers' professional development in developing countries: Cases from Syria and Pakistan. Professional Development in Education, 38(4), 589-611.
Eksi, G., & Aydın, Y. C. (2013). English instructors’ professional development need areas and predictors of professional development needs. Procedia - Social and Behavioral Sciences, 70(2013), 675-685. https://doi.org/10.1016/j.sbspro.2013.01.108
Gong, Y., MacPhail, A., & Guberman, A. (2022). Professional learning and development needs of Chinese university-based physical education teacher educators. European Journal of Teacher Education, 46(1), 154-170. https://doi.org/10.1080/02619768.2021.1892638
Hazaea, A. (2019). The needs on professional development of English language faculty members at Saudi University. The International Journal of Educational Researchers, 10(1), 1-14.
Holton, E. F., III, Swanson, R. A., & Naquin, S. S. (2001). Andragogy in practice: Clarifying the andragogical model of adult learning. Performance Improvement Quarterly, 14(1), 118-143.
Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional Development in Education, 37(2), 177-179. https://doi.org/10.1080/19415257.2010.523955
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge Adult Education.
Lam, T. L. H., & Albright, J. (2018). Vietnamese foreign language policy in higher education: A barometer to social changes. In J. Albright (Ed.), English tertiary education in Vietnam (1st ed., pp. 1-15). Routledge. https://doi.org/10.4324/9781315212098
MacPhail, A., Ulvik, M., Guberman, A., Czerniawski, G., Oolbekkink-Marchand, H., & Bain, Y. (2019). The professional development of higher education-based teacher educators: needs and realities. Professional Development in Education, 45(5), 848-861. https://doi.org/10.1080/19415257.2018.1529610
Moustakas, C. E. (1994). Phenomenological research methods. Sage. https://doi.org/10.4135/9781412995658
Nguyen, V. T. (2018). Project 2020 and professional development for high school EFL teachers in Vietnam. In K. Hashimoto & V. T. Nguyen (Eds.), Professional development of English language teachers in Asia: Lessons from Japan and Vietnam (1st ed., pp. 95-108). Routledge. https://doi.org/10.4324/9781315413259-7
Richter, D., Kunter, M., Klusmann, U., Ludtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers' uptake of formal and informal learning opportunities. Teaching and Teacher Education: An International Journal of Research and Studies, 27(1), 116-126. https://doi.org/10.1016/j.tate.2010.07.008
Vietnamese Government. (2010). Decision No.911/QĐ-TTg on the approval of the project entitled “Training doctoral degrees for lecturers at colleges and universities, period 2010-2020”. http://vanban.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_id=2&_page=1&mode=detail&document_id=194252
Vietnamese Government. (2019). Decision No.89/QĐ-TTg on the approval of the project entitled “Enhancing professional competencies for lecturers and academic managers at tertiary institutions in order to meet the needs for fundamental and thorough innovations in education and training, period 2019-2030”. http://vanban.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_id=2&_page=1&mode=detail&document_id=196014