NHẬN THỨC CỦA GIÁO VIÊN TIẾNG ANH CẤP 2 VỀ HIỆU QUẢ CỦA CÁC KHÓA PHÁT TRIỂN CHUYÊN MÔN: MỘT NGHIÊN CỨU TẠI VIỆT NAM
Nội dung chính của bài viết
Tóm tắt
Tại Việt Nam, việc Bộ Giáo dục và Đào tạo Việt Nam phê duyệt nhiều bộ sách giáo khoa tiếng Anh mới đã làm gia tăng nhu cầu về các khóa bồi dưỡng cho giáo viên hiện đang công tác tại các trường phổ thông. Nghiên cứu này sử dụng bảng hỏi có thang đo 6 mức để khảo sát nhận thức của 103 giáo viên tiếng Anh trung học cơ sở về hiệu quả của các khóa phát triển chuyên môn mà họ đã tham gia trong suốt một thập kỷ. Nghiên cứu tập trung vào các khía cạnh như: phẩm chất nghề nghiệp, kiến thức chuyên ngành và việc vận dụng kiến thức đã học vào thực tế giảng dạy. Kết quả nghiên cứu cho thấy nhìn chung các khóa bồi dưỡng mà họ từng tham gia có hiệu quả vừa phải, với mức hiệu quả tổng thể được đánh giá ở mức trung bình. Đáng chú ý, nhóm giáo viên có thâm niên từ 11 đến 15 và nhóm có thâm niên từ 21 đến 25 năm cho rằng các khóa phát triển chuyên môn mang lại lợi ích lớn nhất, còn nhóm giáo viên có thâm niên trên 25 năm có đánh giá thấp nhất về hiệu quả của các khóa bồi dưỡng họ tham gia trong vòng 10 năm. Mặc dù loại trường học và giới tính không thể hiện tác động lên việc giáo viên đánh giá hiệu quả của các khóa bồi dưỡng về mặt thống kê, các con số cũng cho thấy giáo viên giảng dạy tại các trường bình thường ở các vùng nông thôn nhận thấy các khóa bồi dưỡng hiệu quả hơn các giáo viên đến từ các trường chọn ở nông thôn. Nghiên cứu cũng chỉ ra một khoảng cách giữa việc nắm bắt kiến thức và việc ứng dụng các kiến thức đó vào thực tiễn giảng dạy, đặc biệt trong việc xử lý tài liệu dạy và giảng dạy các kĩ năng sản sinh. Bên cạnh đó, giáo viên cũng cho biết họ thích các khóa đào tạo ngắn gọn và đáp ứng các nhu cầu của họ hơn là các khóa dài. Những kết quả này nhấn mạnh sự cần thiết phải thiết kế các chương trình bồi dưỡng giáo viên phù hợp với từng bối cảnh dạy học và đáp ứng các nhu cầu của giáo viên để giúp họ phát triển nghề nghiệp của mình.
Từ khóa
phát triển chuyên môn, khóa đào tạo bồi dưỡng, hiệu quả, tiếng Anh như một ngoại ngữ
Chi tiết bài viết
Tài liệu tham khảo
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Alfaidi, S. D. A., & Elhassan, F. A. M. (2020). The role of in-service training programs in teachers’ development. International Journal of Learning and Teaching, 6(3), 191-195. https://doi.org/10.18178/ijlt.6.3.191-195
Alruqi, S., & Alharbi, M. (2022). Teachers' Perceptions Towards Professional Development Training Courses: Exploring the Effects on Teachers' Performance in the Saudi Context. Theory and Practice in Language Studies, 12(9), 1723-1735.
https://www.researchgate.net/publication/363228989_Teachers'_Perceptions_Towards_Professional_Development_Training_Courses_Exploring_the_Effects_on_Teachers'_Performance_in_the_Saudi_Context
Alshumaimeri, Y. A., & Almohaisen, F. M. (2017). Saudi EFL Teachers' Perceptions of Professional Development Activities. Journal of Education & Social Policy, 7(1), 185-193. https://osf.io/preprints/socarxiv/mw3e6_v1
Am, St. A., Nappu, S., & Qalbi, N. (2023). EFL Teachers’ Perceptions of Their Professional Competence After Attending Professional Development for In-Service Teachers. In Proceedings of 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL 2022). https://doi.org/10.2991/978-2-38476-054-1_59
Asad, Z., & Javed, F. (2023). Exploring the effectiveness of in-service training programs for enhancing teaching skills of ESL teachers at higher education level: teachers' perceptions and experiences. Journal of Arts and Social Sciences, 10(1), 198-207. https://doi.org/10.46662/jass.v10i1.367
Ashrafian, M., & Alimohammadi, N. (2025). Exploring EFL Teachers’ Perception of Professional Development Needs in Post- Covid Era: Does Gender Make any Difference? Journal of New Trends in English Language Learning (JNTELL), 3(5). https://doi.org/10.71528/2024.1194612
Ashrafuzzaman, M. (2018). Impact of in-service training on English teachers classroom practice at primary level. Journal of Language and Linguistic Studies, 14(3), 77-103. https://www.jlls.org/index.php/jlls/article/view/890
Averina, F. E., & Kuswandono, P. (2023). Professional development of Indonesian in-service EFL teachers: Perceived impacts and challenges. Englisia: Journal of Language, Education, and Humanities, 10(2), 71-91. https://doi.org/10.22373/ej.v10i2.15589
Babinski, L., Amendum, S., Carrig, M., Knotek, S., & Sánchez, M. (2025). Teaching young multilingual learners: impacts of a professional learning programme on teachers’ practices and students’ language and literacy skills. Journal of Multilingual and Multicultural Development, 47(4), 2445-2464. https://doi.org/10.1080/01434632.2025.2472880
Bandura, A. (1986). Social foundations of thought and action. Prentice-Hall (Englewood Cliffs, NJ). https://www.semanticscholar.org/paper/Social-Foundations-of-Thought-and-Action-Bandura/78c6775fccdbbed66f823dae2cfa01570ecb3c05
Bayar, A., & Kösterelioğlu, İ. (2014). Satisfaction levels of teachers in professional development activities in Turkey. Turkish Studies, 9(2), 321-333. https://doi.org/10.7827/TurkishStudies.6354
Bin-Hady, W., Busabaa, N., & Abdullah, L. (2024). The Role of Communities of Practice in Developing Yemeni EFL Teachers' Continuous Professional Development. Taduction et Langues, 23, 143-160. https://www.researchgate.net/publication/382690420_The_Role_of_Communities_of_Practice_in_Developing_Yemeni_EFL_Teachers'_Continuous_Professional_Development
Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195-216. https://www.researchgate.net/publication/326303648_Evaluating_the_Impact_of_Professional_Development
Bulut, A. (2022). Perceptions of teachers towards in-service training activities. International Journal on Social and Education Sciences (IJonSES), 4(2), 275-289. https://doi.org/10.46328/ijonses.387
Cambridge English. (n.d.). TKT: Modules 1–3 handbook for teachers. https://www.cambridgeenglish.org/images/tkt-handbook-modules-1-3.pdf
Cao, T. M. T., & Bui, D. K. (2023). EFL Teachers' Expectations and Satisfaction Levels of Professional Development. In International Conference on Research in Education and Science. https://files.eric.ed.gov/fulltext/ED654532.pdf
Coldwell, M. (2017). Exploring the influence of professional development on teacher careers: A path model approach. Teaching and Teacher Education, 61, 189-198. https://doi.org/10.1016/j.tate.2016.10.015
Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches. (6th ed.). Sage publications. https://www.scribd.com/document/988702365/Creswell-Research-Design-6th-Ed
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning policy institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://journals.sagepub.com/doi/10.3102/0013189X08331140
Duong, C. N., & Thai, C. D. (2024). Management of Professional Development Activities for Primary School Teachers in Vinh Long City, Vinh Long Province, Vietnam. European Journal of Human Resource Management Studies, 8(1), 82-101. https://oapub.org/soc/index.php/EJHRMS/article/view/1770
Ghasem Tahimash, S., Khani, R., & Shoja, L. (2024). Evaluation of English Language Teacher Professional Development Programs in an EFL context: A mixed method study. Journal of English Language Teaching and Learning, 16(33), 194-213. https://doi.org/10.22034/elt.2024.58933.2578
Lee, M. (2024). A quantitative study of teachers’ experiences with and preferences toward technology-facilitated professional development. Pepperdine University.
https://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?article=2538&context=etd
McMillan, J. H., & Schumacher, S. (2014). Research in Education: Evidence-based Inquiry (7th ed.). Pearson. https://www.scribd.com/document/509539179/James-H-McMillan-Sally-Schumacher-Research-in-Education-Evidence-Based-Inquiry-Pearson-2013
MOET (2010). Decision 3321/QĐ-BGDĐT. English Curriculum Pilot Programs. https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-3321-QD-BGDDT-Chuong-trinh-thi-diem-Tieng-Anh-tieu-hoc-112444.aspx
MOET (2018). The General English Education Curriculum: Foreign Language Curriculum (Circular 32/2018/TT-BGDĐT). https://thuvienphapluat.vn/hoi-dap-phap-luat/chuong-trinh-giao-duc-pho-thong-tong-the-2018-kem-theo-thong-tu-32-138036080.html
Mohammed, A. K., & Gutema, H. (2023). English language teachers’ continuous professional development obstacles. LLT Journal: A Journal on Language and Language Teaching, 26(1), 255-271. https://doi.org/10.24071/llt.v26i1.5912
Nalbantoğlu, Ü. Y., & Bümen, N. T. (2024). Changes in the curriculum adaptation skills of teachers as a result of professional development support: A Turkish case study. Teaching and Teacher Education, 137, 104386. https://doi.org/10.1016/j.tate.2023.104386
Nguyen, H. T. M., Phan, T. D. Q., & Le, M. D. (2019). Teachers’ professional learning in the context of language education reforms. In Building Teacher Capacity in English Language Teaching in Vietnam (pp. 80-98). Routledge. DOI: 10.4324/9780429457371-6
Nguyen, T. T. H., & Nguyen, T. M. H. (2024). Content and language integrated learning in Vietnam: Challenges and Solutions. VNU Journal of Foreign Studies, 40(2), 1-14. https://doi.org/10.63023/2525-2445/jfs.ulis.5246
Nguyen, V. T., Nguyen, T. C., & Ho, B. N. (2023). Using lesson study for teacher development: A case study of Vietnamese EFL teachers’ reflections. CTU Journal of Innovation and Sustainable Development, 15(3), 72-80. https://doi.org/10.22144/ctujoisd.2023.052
Pawlak, M. (2011). The role of in-service training for language teachers in the domain of language competence. Glottodidactica. An International Journal of Applied Linguistics, 38, 21-30. https://doi.org/10.14746/gl.2011.38.2
Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press. https://assets.cambridge.org/97805218/49111/sample/9780521849111ws.pdf
Salkind, N. J. (2022). Exploring Research. (10th ed.). Pearson.
https://api.pageplace.de/preview/DT0400.9781292364339_A42815873/preview-9781292364339_A42815873.pdf
Shang, Y. (2025). Teacher Adaptability and New English Textbooks: Challenges and Strategies in Chinese Junior Middle. In Proceedings of the 2nd International Conference on Educational Development and Social Sciences (EDSS 2025). https://www.atlantis-press.com/proceedings/edss-25/126010919
Utami, I., & Prestridge, S. (2018). How English teachers learn in Indonesia: Tension between policy-driven and self-driven professional development. Teflin Journal, 29(2), 245-265. https://doi.org/10.15639/teflinjournal.v29i2/245-265
Viera, R. T., Jerez, E. L. M., & Pineda, M. L. B. (2024). Challenges in developing productive skills in English: learners’ insights. Salud, Ciencia y Tecnología-Serie de Conferencias, 3(659), 1. https://doi.org/10.56294/sctconf2024.659
Zeng, J. (2023). A theoretical review of the role of teacher professional development in EFL students’ learning achievement. Heliyon, 9(5), e15806. https://doi.org/10.1016/j.heliyon.2023.e15806
Alfaidi, S. D. A., & Elhassan, F. A. M. (2020). The role of in-service training programs in teachers’ development. International Journal of Learning and Teaching, 6(3), 191-195. https://doi.org/10.18178/ijlt.6.3.191-195
Alruqi, S., & Alharbi, M. (2022). Teachers' Perceptions Towards Professional Development Training Courses: Exploring the Effects on Teachers' Performance in the Saudi Context. Theory and Practice in Language Studies, 12(9), 1723-1735.
https://www.researchgate.net/publication/363228989_Teachers'_Perceptions_Towards_Professional_Development_Training_Courses_Exploring_the_Effects_on_Teachers'_Performance_in_the_Saudi_Context
Alshumaimeri, Y. A., & Almohaisen, F. M. (2017). Saudi EFL Teachers' Perceptions of Professional Development Activities. Journal of Education & Social Policy, 7(1), 185-193. https://osf.io/preprints/socarxiv/mw3e6_v1
Am, St. A., Nappu, S., & Qalbi, N. (2023). EFL Teachers’ Perceptions of Their Professional Competence After Attending Professional Development for In-Service Teachers. In Proceedings of 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL 2022). https://doi.org/10.2991/978-2-38476-054-1_59
Asad, Z., & Javed, F. (2023). Exploring the effectiveness of in-service training programs for enhancing teaching skills of ESL teachers at higher education level: teachers' perceptions and experiences. Journal of Arts and Social Sciences, 10(1), 198-207. https://doi.org/10.46662/jass.v10i1.367
Ashrafian, M., & Alimohammadi, N. (2025). Exploring EFL Teachers’ Perception of Professional Development Needs in Post- Covid Era: Does Gender Make any Difference? Journal of New Trends in English Language Learning (JNTELL), 3(5). https://doi.org/10.71528/2024.1194612
Ashrafuzzaman, M. (2018). Impact of in-service training on English teachers classroom practice at primary level. Journal of Language and Linguistic Studies, 14(3), 77-103. https://www.jlls.org/index.php/jlls/article/view/890
Averina, F. E., & Kuswandono, P. (2023). Professional development of Indonesian in-service EFL teachers: Perceived impacts and challenges. Englisia: Journal of Language, Education, and Humanities, 10(2), 71-91. https://doi.org/10.22373/ej.v10i2.15589
Babinski, L., Amendum, S., Carrig, M., Knotek, S., & Sánchez, M. (2025). Teaching young multilingual learners: impacts of a professional learning programme on teachers’ practices and students’ language and literacy skills. Journal of Multilingual and Multicultural Development, 47(4), 2445-2464. https://doi.org/10.1080/01434632.2025.2472880
Bandura, A. (1986). Social foundations of thought and action. Prentice-Hall (Englewood Cliffs, NJ). https://www.semanticscholar.org/paper/Social-Foundations-of-Thought-and-Action-Bandura/78c6775fccdbbed66f823dae2cfa01570ecb3c05
Bayar, A., & Kösterelioğlu, İ. (2014). Satisfaction levels of teachers in professional development activities in Turkey. Turkish Studies, 9(2), 321-333. https://doi.org/10.7827/TurkishStudies.6354
Bin-Hady, W., Busabaa, N., & Abdullah, L. (2024). The Role of Communities of Practice in Developing Yemeni EFL Teachers' Continuous Professional Development. Taduction et Langues, 23, 143-160. https://www.researchgate.net/publication/382690420_The_Role_of_Communities_of_Practice_in_Developing_Yemeni_EFL_Teachers'_Continuous_Professional_Development
Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195-216. https://www.researchgate.net/publication/326303648_Evaluating_the_Impact_of_Professional_Development
Bulut, A. (2022). Perceptions of teachers towards in-service training activities. International Journal on Social and Education Sciences (IJonSES), 4(2), 275-289. https://doi.org/10.46328/ijonses.387
Cambridge English. (n.d.). TKT: Modules 1–3 handbook for teachers. https://www.cambridgeenglish.org/images/tkt-handbook-modules-1-3.pdf
Cao, T. M. T., & Bui, D. K. (2023). EFL Teachers' Expectations and Satisfaction Levels of Professional Development. In International Conference on Research in Education and Science. https://files.eric.ed.gov/fulltext/ED654532.pdf
Coldwell, M. (2017). Exploring the influence of professional development on teacher careers: A path model approach. Teaching and Teacher Education, 61, 189-198. https://doi.org/10.1016/j.tate.2016.10.015
Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches. (6th ed.). Sage publications. https://www.scribd.com/document/988702365/Creswell-Research-Design-6th-Ed
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning policy institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://journals.sagepub.com/doi/10.3102/0013189X08331140
Duong, C. N., & Thai, C. D. (2024). Management of Professional Development Activities for Primary School Teachers in Vinh Long City, Vinh Long Province, Vietnam. European Journal of Human Resource Management Studies, 8(1), 82-101. https://oapub.org/soc/index.php/EJHRMS/article/view/1770
Ghasem Tahimash, S., Khani, R., & Shoja, L. (2024). Evaluation of English Language Teacher Professional Development Programs in an EFL context: A mixed method study. Journal of English Language Teaching and Learning, 16(33), 194-213. https://doi.org/10.22034/elt.2024.58933.2578
Lee, M. (2024). A quantitative study of teachers’ experiences with and preferences toward technology-facilitated professional development. Pepperdine University.
https://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?article=2538&context=etd
McMillan, J. H., & Schumacher, S. (2014). Research in Education: Evidence-based Inquiry (7th ed.). Pearson. https://www.scribd.com/document/509539179/James-H-McMillan-Sally-Schumacher-Research-in-Education-Evidence-Based-Inquiry-Pearson-2013
MOET (2010). Decision 3321/QĐ-BGDĐT. English Curriculum Pilot Programs. https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-3321-QD-BGDDT-Chuong-trinh-thi-diem-Tieng-Anh-tieu-hoc-112444.aspx
MOET (2018). The General English Education Curriculum: Foreign Language Curriculum (Circular 32/2018/TT-BGDĐT). https://thuvienphapluat.vn/hoi-dap-phap-luat/chuong-trinh-giao-duc-pho-thong-tong-the-2018-kem-theo-thong-tu-32-138036080.html
Mohammed, A. K., & Gutema, H. (2023). English language teachers’ continuous professional development obstacles. LLT Journal: A Journal on Language and Language Teaching, 26(1), 255-271. https://doi.org/10.24071/llt.v26i1.5912
Nalbantoğlu, Ü. Y., & Bümen, N. T. (2024). Changes in the curriculum adaptation skills of teachers as a result of professional development support: A Turkish case study. Teaching and Teacher Education, 137, 104386. https://doi.org/10.1016/j.tate.2023.104386
Nguyen, H. T. M., Phan, T. D. Q., & Le, M. D. (2019). Teachers’ professional learning in the context of language education reforms. In Building Teacher Capacity in English Language Teaching in Vietnam (pp. 80-98). Routledge. DOI: 10.4324/9780429457371-6
Nguyen, T. T. H., & Nguyen, T. M. H. (2024). Content and language integrated learning in Vietnam: Challenges and Solutions. VNU Journal of Foreign Studies, 40(2), 1-14. https://doi.org/10.63023/2525-2445/jfs.ulis.5246
Nguyen, V. T., Nguyen, T. C., & Ho, B. N. (2023). Using lesson study for teacher development: A case study of Vietnamese EFL teachers’ reflections. CTU Journal of Innovation and Sustainable Development, 15(3), 72-80. https://doi.org/10.22144/ctujoisd.2023.052
Pawlak, M. (2011). The role of in-service training for language teachers in the domain of language competence. Glottodidactica. An International Journal of Applied Linguistics, 38, 21-30. https://doi.org/10.14746/gl.2011.38.2
Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press. https://assets.cambridge.org/97805218/49111/sample/9780521849111ws.pdf
Salkind, N. J. (2022). Exploring Research. (10th ed.). Pearson.
https://api.pageplace.de/preview/DT0400.9781292364339_A42815873/preview-9781292364339_A42815873.pdf
Shang, Y. (2025). Teacher Adaptability and New English Textbooks: Challenges and Strategies in Chinese Junior Middle. In Proceedings of the 2nd International Conference on Educational Development and Social Sciences (EDSS 2025). https://www.atlantis-press.com/proceedings/edss-25/126010919
Utami, I., & Prestridge, S. (2018). How English teachers learn in Indonesia: Tension between policy-driven and self-driven professional development. Teflin Journal, 29(2), 245-265. https://doi.org/10.15639/teflinjournal.v29i2/245-265
Viera, R. T., Jerez, E. L. M., & Pineda, M. L. B. (2024). Challenges in developing productive skills in English: learners’ insights. Salud, Ciencia y Tecnología-Serie de Conferencias, 3(659), 1. https://doi.org/10.56294/sctconf2024.659
Zeng, J. (2023). A theoretical review of the role of teacher professional development in EFL students’ learning achievement. Heliyon, 9(5), e15806. https://doi.org/10.1016/j.heliyon.2023.e15806