Employing Action Research for Professional Development of Efl College Teachers in the Mekong Delta, Vietnam

Van, Phan Thi Tuyet

doi:10.46827/ejes.v7i10.3292

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…Other researchers found that English language teachers neglect reflective teaching due to the more work load it requires [ 78 ]. The results of Van's study [ 86 ] showed that despite the recognized importance of action research, as a form of PF, there were a number of difficulties encountering its implementation.…”

Section: Results Of the Studymentioning

confidence: 99%

The role of educational initiatives in EFL teacher professional development: a study of teacher mentors’ perspectives

Deen

2023

Heliyon

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Section: Results Of the Studymentioning

confidence: 99%

The role of educational initiatives in EFL teacher professional development: a study of teacher mentors’ perspectives

Deen

2023

Heliyon

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“…Abelardo, Lomboy, Lopez, Balaria, and Subia (2019) surveyed 52 teachers in National High School and found that teachers cannot conduct research and report study findings due to a lack of related research training. In Vietnam, several studies on educational action research in administrators and teachers have been conducted so far such as (Anh, 2017;Hien, 2009;Van, 2020). A study by Anh (2017) on 30 teachers in central Vietnam showed that 74% of teachers felt confident to conduct action research, and 90% of those developed the knowledge after participating in an action research course.…”

Section: Literature Reviewmentioning

confidence: 99%

Perceptions of high school administrators, teachers, and staff on their educational action research skills

2021

JETT

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Educational action research is becoming more essential and widespread in teacher education programs, with the ability to improve and address administrators' and teachers' professional needs and teaching practices. As a result, educational action research skills are regarded as one of the most essential aspects of doing educational action research. The main objective of the present study is to investigate perceptions of high school administrators, teachers, and staff on their educational action research skills. The study used the 12-item questionnaire to survey 252 respondents (14 administrators and 238 teachers and staff) from high schools in Ho Chi Minh City, Vietnam. The descriptive analysis was used to assess perceptions of high school administrators, teachers, and staff on their educational action research skills. The results show that administrators, teachers, and staff assess their educational action research skills at a good level. Some of the necessary abilities for doing action research were already presented by high school administrators, teachers, and other staff members, while others needed to be developed further. The present findings provide more information on the current state of educational action research among administrators, teachers and staff in Ho Chi Minh City. It is highly suggested that educational action research training programs, workshops, and educational policies be implemented to reinforce and promote educational action research skills.

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“…Moreover, teachers could learn and enhance their teaching processes. Van (2020) showed that action research played an essential role in teacher professional development.…”

Section: Introductionmentioning

confidence: 99%

High school administrators' and teachers' perceptions of their educational action research skills

2022

JETT

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Educational action research has attracted significant attention from teacher-researchers and school administrators in recent years due to the method's effectiveness in teaching practices. Besides, educational action research skills are regarded as one of the essential aspects of doing action research. The present study aims to examine administrators' and teachers' perceptions of their educational action research skills; compare educational action research skills between the trained and the untrained groups and between the group that conducted the research and the group that did not. Quantitative research was used in this research. The study used the 11-item scale to survey 255 respondents (16 administrators and 239 teachers) from eleven high schools in Binh Duong province, Vietnam. The descriptive analysis was used to assess perceptions of high school administrators and teachers on their educational action research skills. Our results indicate that administrators and teachers assess their educational action research skills at very good. The trained group's educational action research skills are higher than the untrained group. Educational action research skills of the group conducted research are higher than the group that did not. The present findings provide more information on educational action research among administrators and teachers in Binh Duong province. Educational action research training programs, workshops, and educational policies should be implemented to reinforce and promote educational action research skills.

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Employing Action Research for Professional Development of Efl College Teachers in the Mekong Delta, Vietnam

Cited by 5 publications

References 2 publications

The role of educational initiatives in EFL teacher professional development: a study of teacher mentors’ perspectives

The role of educational initiatives in EFL teacher professional development: a study of teacher mentors’ perspectives

Perceptions of high school administrators, teachers, and staff on their educational action research skills

High school administrators' and teachers' perceptions of their educational action research skills

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