scholarly journals SIGNIFICANCE OF TEACHER PROFESSIONAL DEVELOPMENT IN RESPONSE TO THE CURRENT GENERAL EDUCATION REFORMS IN VIETNAM: PERCEPTIONS OF SCHOOL PRINCIPALS AND TEACHERS

2020 ◽  
Vol 78 (3) ◽  
pp. 449-464
Author(s):  
Ngoc Hai Tran ◽  
Thang Dinh Truong ◽  
Hong-Van Thi Dinh ◽  
Le-Hang Thi Do ◽  
Tu-Anh Thi Tran ◽  
...  
Keyword(s):  
Professional Development ◽  
General Education ◽  
Teacher Professional Development ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Vital Role ◽  
Teaching Methodology ◽  
Education Reforms ◽  
Teacher Professional

Teacher professional development (TPD) plays a vital role in enhancing student achievement and the education quality improvement at general education schools. Vietnam is carrying out the general education reforms including the curriculum, teaching methodology and textbook replacement. In order to make those reforms succeed, a lot of things have been done so far in which TPD is considered a key measure. This qualitative case-study research aimed to find out the perceptions of principals and the teachers in three selected K12 schools on TPD in response to the education reforms implementation in Vietnam using the data from the open-ended interviews with the principals, the questionnaires from teachers, and the school policy-related documents. The importance of TPD related closely to the general education reforms implementation at three schools was highly perceived and highly appreciated by the principals and teachers in similar vein. These made a strong link between their beliefs and TPD practices at their schools for promoting the education reforms. Keywords: education reforms, qualitative case-study, teacher professional development, Vietnamese K12 school.

scholarly journals Principal Leadership and Teacher Professional Development in a Vietnamese High School for Gifted Students: Perspectives into Practice

2021 ◽  
Vol 10 (4) ◽  
pp. 1839-1851
Author(s):  
Ngoc Hai ◽  
Xuan Van ◽  
Vinh Anh ◽  
An Nhu ◽  
Kien The
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Professional Development ◽  
Case Study Research ◽  
Gifted Students ◽  
Ministry Of Education ◽  
Central Vietnam ◽  
Teacher Professional ◽  
Using Data

<p style="text-align: justify;">Teacher professional development (TPD) is an important component of enhancing student learning and school education quality. Vietnamese Ministry of Education and Training is reforming education, including curricula, teaching methods, and textbooks. Many requirements have to been done to effectively implement the reform, and TPD is considered a significant contribution. Using data from an in-depth interview with the principal, teacher questionnaires, and school policy-related documents, this qualitative case-study research in a selected high school for gifted students in Central Vietnam aimed to find out how TPD had been implemented in response to education reforms in Vietnamese high schools. TPD was widely perceived and respected by the principal and teachers in this case study, and these positive perspectives were transferred into practice with numerous effectively employed TPD strategies at this high school for students’ enhanced learning and achievements.</p>

scholarly journals SUBJECT PANELS AS SUSTAINABLE INNOVATION FOR TEACHER PROFESSIONAL DEVELOPMENT

2020 ◽  
Vol 78 (5) ◽  
pp. 799-814
Author(s):  
Godwin Mumhure ◽  
Loyiso C. Jita ◽  
Godsend T. Chimbi
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Teacher Professional Development ◽  
Classroom Practice ◽  
Qualitative Case Study ◽  
History Teachers ◽  
Learner Performance ◽  
Teacher Professional ◽  
Subject Panel

For centuries, teacher professional development has largely been done by external experts who advise teachers on how to improve classroom practice and learner performance. This research explores a relatively unchartered idea of history subject panels/clusters as an innovation meant to break away from orthodox teacher professional development spearheaded by external experts. The research adopts a qualitative case study design. One history subject panel was case studied to examine how teachers initiated and sustained improvements in classroom practice and learner performance. Eight history teachers, who were active participants in the panel, were purposively sampled out of 25 teachers who constituted the history subject panel. Data were gathered through semi-structured interviews, document analysis and focus group discussion. Symbolic interactionism was used as the theoretical lens to gain deeper insights into how teachers socialised and shared ideas in the subject panel. Results indicated that the history subject panel was involved in the induction of new history teachers into the profession and the creation of learning communities for history students; practices hitherto undocumented in existing literature on subject panels and teacher networks. Results also showed that the activities of the history subject panel improved teachers’ classroom practice. The implications of this research are that teacher-led subject panels need to be nurtured and supported so that teacher-driven continuous professional development can be enacted across all the subjects offered in the school curriculum. Subject panels can reduce schools’ dependency on external experts for teacher professional development, making teachers the proverbial doctors who can heal themselves. Keywords: history subject panels/clusters, qualitative case study, teacher induction, student learning communities, sustainable innovation, teacher professional development

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