Action Research in Vietnamese Schools as a Tool for Teacher Professional Development

Abstract

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.

Exploring the Influences of Teacher Professional Identity on Teachers’ Emotion Among Vietnamese Secondary School Teachers

“…To achieve this goal of education for sustainable development, the most important thing is to determine the essential role of teachers in schools. Accordingly, many factors related to teachers have been investigated, including professional development, professional identity, and the impact of these factors on education quality and sustainability education (Beauchamp & Thomas, 2009;Beijaard et al, 2004;Cabaroglu, 2014;Darling-Hammond, 2000;Kovalcikiene & Buksnyte-Marmiene, 2021;David, 2014;Huy et al, 2018;Trede et al, 2012). Since professional identity formation is an important component of sustainable education (Kovalcikiene & Buksnyte-Marmiene, 2021), professional identity and factors that influence it have attracted attention of many researchers and educators (Hamman et al, 2010;Trent, 2011).…”