* , Phương Hoàng Yến , Đỗ Thành Nhân Bùi Nhã Quyên

* Tác giả liên hệ (thaole@ctu.edu.vn)

Abstract

In Vietnam, teachers at all levels are required to use English to teach Maths and natural sciences. These teachers’ demand for professional development  is very high. “Teacher Activity Groups” (TAGs), an online form of PD, is designed to solve this problem. This study was conducted to investigate the expectations of 175 teachers at all levels in the Mekong Delta for TAGs. It is to propose a proper model of PD for Vietnamese teachers. The results obtained from teachers through a questionnaire consisting of 21 items showed their high expectations for this project, especially the project’s impact on their knowledge and skills. Therefore, the proposal on accelerating the project implementation in depth and breadth across the country has been raised. In addition, the detailed outputs have also been mentioned in this article.

Keywords: Mekong Delta, K12 Teachers, “Teacher Group Activity” model, online professional development activity

Tóm tắt

Cải cách giáo dục được thực hiện rất quyết liệt nhằm phát triển tối đa tiềm lực của người Việt Nam để cạnh tranh với các nước trong khu vực và quốc tế. Đáng chú ý, giáo viên các cấp được yêu cầu sử dụng tiếng Anh để giảng dạy các môn Toán và khoa học tự nhiên. Do không đáp ứng được về mặt năng lực ngoại ngữ và cả kỹ năng giảng dạy các lớp học trong đó tiếng Anh được sử dụng làm công cụ hướng dẫn, giáo viên Việt Nam gặp phải nhiều khó khăn và quan tâm khá nhiều đến nhu cầu phát triển chuyên môn. “Teacher Activity Groups” (TAGs), một hình thức phát triển chuyên môn trực tuyến, được thực hiện bởi sự hợp tác của nhiều đơn vị trong và ngoài nước nhằm giải quyết vấn đề trên. Nghiên cứu này được thực hiện để thu số liệu từ 175 giáo viên các cấp tại Đồng bằng sông Cửu Long chuẩn bị tham gia TAGs...

Từ khóa: Đồng bằng sông Cửu Long, giáo viên các cấp, mô hình “Teacher Activity Groups”, sinh hoạt chuyên môn

Article Details

Tài liệu tham khảo

Akiba, M., & Liang, G. (2016). Effects of teacher professional learning activities on student achievement growth. The Journal of Educational Research109(1), 99-110.

Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and teacher education27(1), 10-20.

Birman, B. F., Desimone, L., Garet, M. S., Porter, A. C., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.

Canh, L. V., & Barnard, R. (2009). Curricular innovation behind closed classroom doors: A Vietnamese case study. Prospect24(2), 20-33.

Clanton Harpine, E. (2015). Group-centered prevention in mental health. Springer, Cham.

Cohen, J., & Goldhaber, D. (2016). Building a more complete understanding of teacher evaluation using classroom observations. Educational Researcher45(6), 378-387.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.

Darling‐Hammond, L., Newton, X., & Wei, R. C. (2010). Evaluating teacher education outcomes: A study of the Stanford Teacher Education Programme. Journal of Education for Teaching36(4), 369-388.

Dede, C., Jass Ketelhut, D., Whitehouse, P., Breit, L., & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of teacher education60(1), 8-19.

Dutro, E., Fisk, M. C., Koch, R., Roop, L. J., & Wixson, K. (2002). When state policies meet local district contexts: Standards-based professional development as a means to individual agency and collective ownership. Teachers College Record, 104(4), 787-811.

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American educational research journal38(4), 915-945.

Guskey, T. R. (2003). What makes professional development effective?. Phi delta kappan84(10), 748-750.

Guskey, T. R. (2014). Evaluating professional learning. In Billett, S., Harteis, C., & Gruber, H. (2014). International handbook of research in professional and practice-based learning (pp. 1215-1235). Springer, Dordrecht.

Hanno, E. C., & Gonzalez, K. E. (2020). The effects of teacher professional development on children’s attendance in preschool. Journal of Research on Educational Effectiveness13(1), 3-28.

Ibrahim, J. (2001). The implementation of EMI (English medium instruction) in Indonesian universities: Its opportunities, its threats, its problems, and its possible solutions. k@ ta3(2), 121-138.

Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher professional development for TPACK-21CL: Effects on teacher ICT integration and student outcomes. Journal of Educational Computing Research55(2), 172-196.

Kym, I., & Kym, M. H. (2014). Students' perceptions of EMI in higher education in Korea. Journal of Asia TEFL11(2), 35-61.

Mak, B., & Pun, S. H. (2015). Cultivating a teacher community of practice for sustainable professional development: Beyond planned efforts. Teachers and teaching21(1), 4-21.

Nguyen, C. D. (2017). Beyond the school setting: language teachers and tensions of everyday life. Teachers and Teaching23(7), 766-780.

Nguyen, H. T., Fehring, H., & Warren, W. (2015). EFL Teaching and Learning at a Vietnamese University: What Do Teachers Say?. English language teaching8(1), 31-43.

Nguyen, N. T. (2020). Viewpoints of Teachers of Natural Science Subjects on STEM Education at the Secondary School Level in Vietnam. Viewpoints13(6), 825 – 843.

Nguyen, T. P. D. (2020). EMI in Vietnam: What High School Teachers Think and Do. International Journal of Language Teaching and Education4(1), 36-52.

Thủ tướng Chính phủ. (2008). Quyết định về việc phê duyệt Đề án “Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2008 – 2020” (Số 1400/QĐ-TTg). https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-1400-QD-TTg-phe-duyet-de-an-day-va-hoc-ngoai-ngu-trong-he-thong-giao-duc-quoc-dan-giai-doan-2008-2020-71152.aspx

Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International education journal6(5), 567-580.

Tamtam, A. G., Gallagher, F., Olabi, A. G., & Naher, S. (2012). A comparative study of the implementation of EMI in Europe, Asia and Africa. Procedia-Social and Behavioral Sciences47, 1417-1425.

Watson, R. (2015). Quantitative research. Nursing Standard29(31), 44-48.