FROM TRAINING TO SUSTAINABILITY: A STUDY ON THE LONG-TERM IMPACT OF A CLIL PROGRAM ON TEACHER PRACTICE
Main Article Content
Abstract
Building upon previous research investigating a professional development (PD) program designed to train primary school teachers in Content and Language Integrated Learning (CLIL) methodology, this follow-up study examines the long-term impact of the intervention approximately one year after completion. It aimed to determine the extent to which primary school teachers retain and implement CLIL principles after completing the PD program. The data were collected via multiple instruments, including a CLIL knowledge quiz, classroom observations, lesson plan analysis, and semi-structured interviews. The findings indicated strong short-term retention of the Content and Communication components, with challenges persisting in the implementation of Cognition and Culture. Contextual factors such as peer collaboration, student readiness, and time constraints played a critical role in shaping long-term adoption. The study contributes to understanding teacher learning as a situated, iterative process, and offers implications for designing sustainable CLIL-oriented PD.
Keywords
CLIL, phát triển chuyên môn, tác động dài hạn, nghiên cứu tiếp nối
Article Details
References
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548. https://doi.org/10.1016/j.learninstruc.2009.09.001
Basma, B., & Savage, R. (2017). Teacher professional development and student literacy growth: A systematic review and meta-analysis. Educational Psychology Review, 30(2), 457–481. https://doi.org/10.1007/s10648-017-9416-4
Buczynski, S., & Hansen, C. B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education, 26(3), 599–607. https://doi.org/10.1016/j.tate.2009.09.006
Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher Coaching in a Simulated Environment. Educational Evaluation and Policy Analysis, 42(2), 208-231. https://doi.org/10.3102/0162373720906217
Collinson, V., Kozina, E., Kate Lin, Y., Ling, L., Matheson, I., Newcombe, L., & Zogla, I. (2009). Professional development for teachers: a world of change. European Journal of Teacher Education, 32(1), 3–19. https://doi.org/10.1080/02619760802553022
Copur-Gencturk, Y., & Papakonstantinou, A. (2016). Sustainable changes in teacher practices: A longitudinal analysis of the classroom practices of high school mathematics teachers. Journal of Mathematics Teacher Education, 19(6), 575–594. https://doi.org/10.1007/s10857-015-9310-2
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
King, F. (2013). Evaluating the impact of teacher professional development: An evidence-based framework. Professional Development in Education, 40(1), 89–111. https://doi.org/10.1080/19415257.2013.823099
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
Le, P. H. H., & Yeo, M. (2016). Evaluating in-service training of primary English teachers: A case study in Central Vietnam. The Asian EFL Journal Quarterly, 18(1), 163-191.
Ministry of Education and Training (MOET). (2016, March 17). Official Letter No. 45/CV-DANN on key tasks in 2016 of the National Foreign Languages Project 2020. Thu Vien Phap Luat. https://thuvienphapluat.vn/cong-van/Giao-duc/Cong-van-45-CV-DANN-2016-nhiem-vu-trong-tam-cua-De-an-Ngoai-ngu-Quoc-gia-2020-307261.aspx
National Foreign Language Project 2020 Management Board (NFLP 2020). (2016). Teaching and learning foreign languages in the national education system, period 2008–2020: Results of the 2011–2015 period and implementation plan for the 2016–2020 period [Paper presentation]. The NFLP 2020 Conference on Reviewing Outcomes 2011–2015 and Planning Strategies 2016–2020, Hanoi, Vietnam. https://www.ctu.edu.vn/tin-tuc-su-kien/hoi-nghi-trien-khai-de-an-day-va-hoc-ngoai-ngu-trong-he-thong-giao-duc-quoc-dan-giai-doan-2008-2020.html
Nguyen, H. T. M. (2017). Model of mentoring in language teacher education. Springer. 10.1007/978-3-319-44151-1
Nguyen, H. T. M., & Bui, T. (2016). Teachers’ agency and the enactment of educational reform in Vietnam. Current Issues in Language Planning, 17(1), 88–105. https://doi.org/10.1080/14664208.2016.1125664
Nguyen, H. T. M., Phan, H. L. T., & Le, N. D. (2019). Teachers’ professional learning in the context of language education reforms. In H. T. M. Nguyen, H. L. T. Phan & N. D. Le (Eds.), Teacher professional learning in the context of education reforms (pp. 85-104). Routledge. 10.4324/9780429457371-6
Pham, Q. H. & Nguyen, N. D. (2020). Restructuring the teacher education system in Vietnam. International Journal of Learning, Teaching and Educational Research, 19(4), 29-43. 10.26803/ijlter.19.4.3
Nguyen, T. T. T., & Pham, T. T. T. (2019). Primary English language teachers’ engagement in professional development. VNU Journal of Foreign Studies, 35(1), 1-18. https://doi.org/10.25073/2525-2445/vnufs.4342
Nguyen, V. T., & Mai, N. K. (2018). Professional development as part of English education initiatives in the ASEAN. In K. Hashimoto & V. T. Nguyen (Eds.), Professional development of English language teachers in Asia: Lessons from Japan and Vietnam (pp. 11–25). Routledge. https://doi.org/10.4324/9781315413259
Ono, Y., & Ferreira, J. (2010). A case study of continuing teacher professional development through lesson study in South Africa. South African Journal of Education, 30(1), 59-74. https://doi.org/10.15700/saje.v30n1a320
Opfer, V. D., & Pedder, D. G. (2011). The lost promise of teacher professional development in England. European Journal of Teacher Education, 34(1), 3–23. http://dx.doi.org/10.1080/02619768.2010.534131
Phan, T. T. (2023). Applying CLIL in teaching at primary schools. In Proceedings of the International Conference on New Trends in English Language Training at Multi-disciplinary and Interdisciplinary Universities (pp. 339–364). Vietnam National University Press.
Postholm, M. B. (2011a). Teachers’ learning in a research and development work project. Educational Action Research, 19(2), 231–244. https://doi.org/10.1080/09650792.2011.569237
Postholm, M. B. (2011b). A completed research and development work project in school: The teachers’ learning and possibilities, premises and challenges for further development. Teaching and Teacher Education, 27(3), 560–568. https://doi.org/10.1016/j.tate.2010.10.010
Saito, E., Khong, T. D. H., & Tsukui, A. (2012). Why is school reform sustained even after a project? A case study of Bac Giang Province, Vietnam. Journal of Educational Change, 13(2), 259–287. https://doi.org/10.1007/s10833-011-9173-y
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reforms. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Sims, S., & Fletcher-Wood, H. (2020). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47-63. https://doi.org/10.1080/09243453.2020.1772841
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J. (2023). Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. Review of Educational Research, 95(2), 213-254. https://doi.org/10.3102/00346543231217480
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington: Ministry of Education. https://www.educationcounts.govt.nz/publications/series/2515/15341
Webb, T. L., & Sheeran, P. (2006). Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence. Psychological Bulletin, 132(2), 249–268. https://doi.org/10.1037/0033-2909.132.2.249
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246. https://doi.org/10.1177/135050840072002
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.
Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (REL 2007-No. 033). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. http://ies.ed.gov/ncee/edlabs
Zeggelaar, A., Vermeulen, M., & Jochems, W. (2020). Evaluating effective professional development. Professional Development in Education, 48(4), 665-682. https://doi.org/10.1080/19415257.2020.1744686
Zwart, R. C., Wubbels, T., Bergen, T., & Bolhuis, S. (2009). Which characteristics of a reciprocal peer coaching context affect teacher learning as perceived by teachers and their students? Journal of Teacher Education, 60(3), 243–257. http://dx.doi.org/10.1177/0022487109336968
Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548. https://doi.org/10.1016/j.learninstruc.2009.09.001
Basma, B., & Savage, R. (2017). Teacher professional development and student literacy growth: A systematic review and meta-analysis. Educational Psychology Review, 30(2), 457–481. https://doi.org/10.1007/s10648-017-9416-4
Buczynski, S., & Hansen, C. B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education, 26(3), 599–607. https://doi.org/10.1016/j.tate.2009.09.006
Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher Coaching in a Simulated Environment. Educational Evaluation and Policy Analysis, 42(2), 208-231. https://doi.org/10.3102/0162373720906217
Collinson, V., Kozina, E., Kate Lin, Y., Ling, L., Matheson, I., Newcombe, L., & Zogla, I. (2009). Professional development for teachers: a world of change. European Journal of Teacher Education, 32(1), 3–19. https://doi.org/10.1080/02619760802553022
Copur-Gencturk, Y., & Papakonstantinou, A. (2016). Sustainable changes in teacher practices: A longitudinal analysis of the classroom practices of high school mathematics teachers. Journal of Mathematics Teacher Education, 19(6), 575–594. https://doi.org/10.1007/s10857-015-9310-2
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
King, F. (2013). Evaluating the impact of teacher professional development: An evidence-based framework. Professional Development in Education, 40(1), 89–111. https://doi.org/10.1080/19415257.2013.823099
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
Le, P. H. H., & Yeo, M. (2016). Evaluating in-service training of primary English teachers: A case study in Central Vietnam. The Asian EFL Journal Quarterly, 18(1), 163-191.
Ministry of Education and Training (MOET). (2016, March 17). Official Letter No. 45/CV-DANN on key tasks in 2016 of the National Foreign Languages Project 2020. Thu Vien Phap Luat. https://thuvienphapluat.vn/cong-van/Giao-duc/Cong-van-45-CV-DANN-2016-nhiem-vu-trong-tam-cua-De-an-Ngoai-ngu-Quoc-gia-2020-307261.aspx
National Foreign Language Project 2020 Management Board (NFLP 2020). (2016). Teaching and learning foreign languages in the national education system, period 2008–2020: Results of the 2011–2015 period and implementation plan for the 2016–2020 period [Paper presentation]. The NFLP 2020 Conference on Reviewing Outcomes 2011–2015 and Planning Strategies 2016–2020, Hanoi, Vietnam. https://www.ctu.edu.vn/tin-tuc-su-kien/hoi-nghi-trien-khai-de-an-day-va-hoc-ngoai-ngu-trong-he-thong-giao-duc-quoc-dan-giai-doan-2008-2020.html
Nguyen, H. T. M. (2017). Model of mentoring in language teacher education. Springer. 10.1007/978-3-319-44151-1
Nguyen, H. T. M., & Bui, T. (2016). Teachers’ agency and the enactment of educational reform in Vietnam. Current Issues in Language Planning, 17(1), 88–105. https://doi.org/10.1080/14664208.2016.1125664
Nguyen, H. T. M., Phan, H. L. T., & Le, N. D. (2019). Teachers’ professional learning in the context of language education reforms. In H. T. M. Nguyen, H. L. T. Phan & N. D. Le (Eds.), Teacher professional learning in the context of education reforms (pp. 85-104). Routledge. 10.4324/9780429457371-6
Pham, Q. H. & Nguyen, N. D. (2020). Restructuring the teacher education system in Vietnam. International Journal of Learning, Teaching and Educational Research, 19(4), 29-43. 10.26803/ijlter.19.4.3
Nguyen, T. T. T., & Pham, T. T. T. (2019). Primary English language teachers’ engagement in professional development. VNU Journal of Foreign Studies, 35(1), 1-18. https://doi.org/10.25073/2525-2445/vnufs.4342
Nguyen, V. T., & Mai, N. K. (2018). Professional development as part of English education initiatives in the ASEAN. In K. Hashimoto & V. T. Nguyen (Eds.), Professional development of English language teachers in Asia: Lessons from Japan and Vietnam (pp. 11–25). Routledge. https://doi.org/10.4324/9781315413259
Ono, Y., & Ferreira, J. (2010). A case study of continuing teacher professional development through lesson study in South Africa. South African Journal of Education, 30(1), 59-74. https://doi.org/10.15700/saje.v30n1a320
Opfer, V. D., & Pedder, D. G. (2011). The lost promise of teacher professional development in England. European Journal of Teacher Education, 34(1), 3–23. http://dx.doi.org/10.1080/02619768.2010.534131
Phan, T. T. (2023). Applying CLIL in teaching at primary schools. In Proceedings of the International Conference on New Trends in English Language Training at Multi-disciplinary and Interdisciplinary Universities (pp. 339–364). Vietnam National University Press.
Postholm, M. B. (2011a). Teachers’ learning in a research and development work project. Educational Action Research, 19(2), 231–244. https://doi.org/10.1080/09650792.2011.569237
Postholm, M. B. (2011b). A completed research and development work project in school: The teachers’ learning and possibilities, premises and challenges for further development. Teaching and Teacher Education, 27(3), 560–568. https://doi.org/10.1016/j.tate.2010.10.010
Saito, E., Khong, T. D. H., & Tsukui, A. (2012). Why is school reform sustained even after a project? A case study of Bac Giang Province, Vietnam. Journal of Educational Change, 13(2), 259–287. https://doi.org/10.1007/s10833-011-9173-y
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reforms. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Sims, S., & Fletcher-Wood, H. (2020). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47-63. https://doi.org/10.1080/09243453.2020.1772841
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J. (2023). Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. Review of Educational Research, 95(2), 213-254. https://doi.org/10.3102/00346543231217480
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington: Ministry of Education. https://www.educationcounts.govt.nz/publications/series/2515/15341
Webb, T. L., & Sheeran, P. (2006). Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence. Psychological Bulletin, 132(2), 249–268. https://doi.org/10.1037/0033-2909.132.2.249
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246. https://doi.org/10.1177/135050840072002
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.
Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (REL 2007-No. 033). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. http://ies.ed.gov/ncee/edlabs
Zeggelaar, A., Vermeulen, M., & Jochems, W. (2020). Evaluating effective professional development. Professional Development in Education, 48(4), 665-682. https://doi.org/10.1080/19415257.2020.1744686
Zwart, R. C., Wubbels, T., Bergen, T., & Bolhuis, S. (2009). Which characteristics of a reciprocal peer coaching context affect teacher learning as perceived by teachers and their students? Journal of Teacher Education, 60(3), 243–257. http://dx.doi.org/10.1177/0022487109336968