Dataset of Vietnamese teachers’ habits and motivation behind continuous professional development programs participation

Abstract

In every educational system, teacher development has a vital role in its sector and the health of the social, cultural, and economic sectors. For this redeeming feature, all stakeholders such as education policymakers, school superintendents, and school faculties make a big room for teachers' improvement throughout continuous professional development (CPD) provisions. However, to embark on a new educational adventure is a challenging target to meet, especially when the teacher frames their teaching and learning concept years after years. We decided to survey Vietnamese teachers' habits and motivation to trace their origin back to teachers' partaking reason in these programs. This dataset acquisition occurred from 24 Sep 2019 to 26 Mar 2020 and approached public and private schools (using traditional, bi-lingual, or international curriculum). Overall, the dataset includes 464 observations (263 Vietnamese teachers and 202 expatriate teachers) from 48 K-12 schools across Vietnam. The researchers divided this dataset into three main sections, including (i) The demographic information; (ii) Teacher's CPD habits; and (iii) Teacher's perceptions concerning Project-based and Problem-based Learning (PBL).

Research overview on training progress for high school teachers

“…The first thing which needs to be modified is about philosophical issues and different perspectives on teacher training. Those are methodological problems, which form the basis for system design and teacher training (Phan et al, 2020;Karlidag-Dennis et al, 2020). In the study "The formation of professional competence of teachers in fostering and improving qualifications" Belyaeva et al (2019), mentioned several key issues related to the capacity in training, profession, social knowledge, the foundation of personality, and other career competences following the experience of the US, Russia and Europe country (Marzano et al, 2001).…”

“…In many countries around the world, the teacher has been prioritized as a relatively high position in society with human respect. Specifically, teaching training is being paid attention to in the comprehensive practising program and focused practical activities (Berseneva, 2015;Egupova, 2020;Phan et al, 2020). The training targets not only the initial education when pedagogical students graduate but also the presentation of an essential career field in society.…”