Abstract
<p style="text-align:justify">This paper investigated (1) English as a Foreign Language (EFL) teachers’ expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities. The study followed a mixed-methods approach, using a questionnaire to collect quantitative data from 224 Vietnamese EFL teachers, and individual semi-structured interviews to collect qualitative data from six teachers. The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14). The study also indicated that factors related to age, teaching experience, and field of study at undergraduate level differentiated the teachers’ expectations of CPD activities. Basically, the younger and less experienced teachers desired to participate in the CPD activities more than their counterparts. Moreover, the teachers with degree in teaching EFL expressed their eagerness and willingness to participate in the CPD events more than those holding a degree in English Linguistics and Literature. This paper also suggested recommendations for further studies in the field of CPD.</p>
Highlights
Two important reasons for this current study to be conducted include the global expansion of English and recent pedagogical reforms in Vietnam related to enhancing English as a Foreign Language (EFL) teachers’ competence
This paper investigated (1) English as a Foreign Language (EFL) teachers’ expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities
The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14)
Summary
Two important reasons for this current study to be conducted include the global expansion of English and recent pedagogical reforms in Vietnam related to enhancing EFL teachers’ competence. Vietnamese EFL teachers’ competence could be interpreted as playing a main role in lifting up students English learning outcomes This current study aims to contribute insights into what EFL teachers in the researched context expect to learn from continuing professional development activities, EFL teacher training institutes might address teachers’ expectations in the courses offered. The ETCF, a working framework, has been used as a reference for planning, designing and organizing CPD activities to promote the quality of Vietnamese EFL teachers In this current study, the framework is used to investigate EFL teachers’ expectations of CDP activities. To the best knowledge of the researchers of this current study, none of them has been conducted and reported Vietnamese EFL high school teachers’ expectations of CPD activities and the effects of their demographics, such as gender, teaching experience, age, and undergraduate major on their expectations of CPD activities. This study addressed two main research questions: 1. What do EFL teachers expect of CPD activities?
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
