The 21st century education tends to train comprehensive human with a range of capacities and working skills in a collaborative environment and towards global citizens, with a particular emphasis on developing critical thinking for learners. People with high level of critical thinking can develop skills, abilities and core values that help them succeed in life. In education, however, critical thinking is not the only goal separate from other important components and it is seen as one of the most important competencies of learner to develop. There has been various ways, methods and techniques to develop critical thinking for students so far. One of those is the flipped classroom model which is used successfully in universities in US, Australia.... This paper aims to introduce such flipped classroom model and its use in the thematic teaching to develop critical thinking for students as well as provide an example for the use of this model in teaching the topic "The use of cosmetics in school -Risks to be learned" for grade 11 students.

The professional development of teacher is an indispensable requirement for a quality education system. This has been demonstrated not only by global innovative education but also by Vietnam's educational development trends. This study was conducted among 293 teachers and managers at high schools in Vietnam. It aims to explore the formats that teachers used to improve their professional development, the frequency of using these formats and teachers' self-assessments about their impact on professional developments. The findings revealed that high school teachers involved themselves in reading, and conducting or participating in research. Teachers expressed their view that professional development based on school's characteristics or on creating a learning community within a school had the highest impact on professional development.

Teacher professional development is considered as one of the important stages of improving the quality of education; Accordingly, teacher professional development assessment also needs to be researched and applied effectively to ensure its contribution to the improvement of teachers’ quality. This study uses the document analysis based on international articles retrieved from databases such as ScienceDirect, Scopus, Google Scholar... on the issue of teacher professional development assessment. Research results show that a number of works have proposed assessment standards, assessment forms and other recommendations necessary to help not only recognize the results of professional development that teachers achieve, thereby helping to further improve the respective professional development process. The analysis also shows that there is currently a major shortage in the development and validation of teacher professional development assessment toolkits, especially in the context of Vietnam. Based on the observations related to international practice on assessment and development of instruments to evaluate teacher professional development, the author proposes a number of recommendations to develop Vietnamese teacher professional development evaluation instruments.

Educational research skill which is considered as a component of professional development competence of Vietnamese teachers, is an indicator of the Vietnamese teacher professional competences standards approved by the Ministry of Education and Training. Many activities have been organizing to enhance the teacher research skills in Vietnamese schools. The article deals with the possibilities of the incorporation of action research – a form of educational research – into teacher professional development; shows a relative status of Vietnamese teachers’ competence on action research; and thus, proposes some orientations on promoting teacher professional development through developing action research skills in Vietnamese schools.

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