Implemented Activities of English Language Teachers’ Professional Development

Work thumb

Views: 35

  • Title: Implemented Activities of English Language Teachers’ Professional Development: A Case Study in Hong Linh Province in Vietnam
  • Author(s): Hai-Ngoc Tran , Hong-Thu Thi Nguyen
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Adult, Community and Professional Learning
  • Keywords: English Language Teachers, Professional Development Activities
  • Volume: 26
  • Issue: 2
  • Year: 2019
  • ISSN: 2328-6318 (Print)
  • ISSN: 2328-6296 (Online)
  • DOI: https://doi.org/10.18848/2328-6318/CGP/v26i02/27-41
  • Citation: Tran, Hai-Ngoc , and Hong-Thu Thi Nguyen. 2019. "Implemented Activities of English Language Teachers’ Professional Development: A Case Study in Hong Linh Province in Vietnam." The International Journal of Adult, Community and Professional Learning 26 (2): 27-41. doi:10.18848/2328-6318/CGP/v26i02/27-41.
  • Extent: 15 pages

Abstract

Language teachers’ professional development (TPD) has been regarded as a process that started from teachers’ training at tertiary education and continues in job-embedded learning activities for teachers at their school. Many researchers have found a wide range of professional learning activities used in both several Western and Asian countries. This case-study data came from different sources including the interview with the principal, the questionnaire for English-language teachers, class observation, and documents to identify nine activities used to promote English language teachers’ PD in one secondary school in Hong Linh province in Vietnam. These activities are described in detail and linked to the typical characteristics of the social, economic, cultural, and political context of Vietnam that can provide some implications for educational policymakers, leaders, and teachers themselves.