tailieunhanh - Primary English language teachers’ engagement in professional development

This paper outlines a project researching PELTers’ PD in a period of ongoing educational transformation, initiated by the National Foreign Languages Project. The authors highlight a ‘mixed methods’ research design with data collected from 68 surveys and five individual semi-structured interviews in a province in North Vietnam. | PRIMARY ENGLISH LANGUAGE TEACHERS’ ENGAGEMENT IN PROFESSIONAL DEVELOPMENT Nguyen Thi Thom Thom, Pham Thi Thanh Thuy* VNU University of Languages and International Studies, Pham Van Dong, Cau Giay, Hanoi, Vietnam Received 8 September 2018 Revised 24 January 2019; Accepted 31 January 2019 Abstract: Teachers’ professional development (PD) is viewed as the center of educational reforms in many countries, and this topic has been widely researched by scholars such as Avalos (2011), DarlingHammond & McLaughlin (2011), Le (2002), and Whitehouse (2011). However, primary English language teachers (PELTers)’ PD has been under-researched in Vietnamese contexts. This paper outlines a project researching PELTers’ PD in a period of ongoing educational transformation, initiated by the National Foreign Languages Project. The authors highlight a ‘mixed methods’ research design with data collected from 68 surveys and five individual semi-structured interviews in a province in North Vietnam. Both the impact of language policy on Vietnamese PELTers’ PD and their responses to top-down PD requirements and provision are under investigation. Some initial findings are (i) PELTers’ rationales for PD; (ii) their engagement in PD forms and topics; (iii) benefits of PD; (iv)their PD need areas; and (v) factors affecting PD engagement. PELTers’ suggestions for improving PD in their contexts are also discussed. This paper offers significant insights for EFL researchers, policy-makers, EFL teacher training institutions and other educators. Keywords: professional development, EFL teachers, primary English language teaching 1. Introduction 1 Education reform in Vietnam officially started some years after the introduction of the “Doi Moi” or Open Door/Renovation Policy in 1986. In the new context of globalisation, English serves as an important communication tool for economic and social development, and a leading foreign language subject in the school system. Furthermore, general .

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