Enhancing Reflective Teaching in Vietnamese Tertiary Education: Exploring the Role of Organizational Support in EFL Teachers’ Professional Development

Abstract

This qualitative study explores the organizational supports necessary for effective reflective teaching practices among Vietnamese tertiary English as a Foreign Language (EFL) teachers and how these supports contribute to their professional development. Conducted within the specific context of Vietnam’s rapidly evolving educational landscape, the study involved semi-structured interviews with nine tertiary EFL teachers from two institutions, representing a range of career stages: novice, mid-career, and near-end career. The thematic analysis revealed a significant need for structured professional development programs focused on reflective teaching methodologies. Teachers across all career stages emphasized the importance of such programs, highlighting their role in enhancing teaching efficacy and pedagogical skills. The findings were interpreted through the lenses of Reflective Practice Theory and Organizational Support Theory, underscoring the importance of institutional support in the professional growth and reflective practices of teachers. The study contributes to the field by highlighting the specific needs and perceptions of Vietnamese tertiary EFL teachers regarding organizational support, offering insights for educational administrators and policymakers. It emphasizes the necessity for tailored professional development initiatives and institutional cultures that foster reflective teaching. These findings have implications for the enhancement of teaching practices and the professional development of EFL teachers, not only in Vietnam but in similar contexts globally.