Evaluation of an In-Service Training Program for Primary School Teachers of English in Vietnam

Bui Phu Hung

doi:10.5539/ijel.v6n4p96

Abstract

<p>Project 2020 aims at developing in-service primary school EFL teachers’ profession in Vietnam. This current study investigates in-service teachers’ and administrators’ opinions of different aspects of the project by analyzing their responses to the questionnaire and interviews. Findings show that they are generally in a moderate agreement with aspects of the in-service training program; however, they are concerned about management, training model, and materials and resources. They also want to be given more time to practice and exchange opinions. Their satisfaction with the course greatly depends on the course content. Recommendations are made for future retraining courses.</p>

Highlights

1.1 Background of the StudyIn order to improve Vietnamese students’ English proficiency, Vietnam has carried out several projects, one of which is the National Foreign Languages Project 2008-2020 introduced by the Ministry of Education and Training (MOET)
Project 2020 aims at developing in-service primary school EFL teachers’ profession in Vietnam. This current study investigates in-service teachers’ and administrators’ opinions of different aspects of the project by analyzing their responses to the questionnaire and interviews
Findings show that they are generally in a moderate agreement with aspects of the in-service training program; they are concerned about management, training model, and materials and resources

Summary

Introduction

In order to improve Vietnamese students’ English proficiency, Vietnam has carried out several projects, one of which is the National Foreign Languages Project 2008-2020 introduced by the Ministry of Education and Training (MOET). It is estimated that 12,000 well-qualified teachers will be needed for all Vietnamese primary schools (Hayes, 2008). In-service training (INSET) is worth a concern and MOET has implemented INSETs for EFL primary school teachers throughout Vietnam. Its goals are supposed to basically improve their language competencies to achieve First Certificate in English (FCE) in Common European Framework Reference as well as methodology (MOET, 2011). Each of them is in charge of the planning and implementation of the INSET for the local schools financed by the government. Worshops of similar issues have been carried out by institutions in the hope for supplementing neccessary knowledge and skills for the local teachers

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Conclusion