Vietnamese teachers’ attitudes toward online professional development programs
Keywords:Vietnamese English teachers, professional development programs, virtual training
In addition to the massive deployment of online learning among students worldwide, virtual training has also become a necessity to ensure the demand of teacher professional development. Exploring teachers’ attitudes toward online training programs helps educational stakeholders in understanding their expectations toward professional training modes, which positively contribute to boosting the effectiveness of career development programs. The present study sheds some light on Vietnamese English teachers’ attitudes toward online professional development programs. Twenty-five EFL teachers in Can Tho city Vietname took part in the research by providing answers to the questionnaire delivered using Google Form application; ten of them volunteered to attend further interview sections. The results of pair sample t-tests show that the English teachers preferred face-to-face to online training programs. In addition, the qualitative findings further revealed that they had no offense to online training mode, yet deny its sole implementation for all future professional development activities. Especially, most teachers approved the practice of online training in the context of the COVID-19 pandemic. Moreover, some of them started to acknowledge a blended teacher training program as they are relying in its affordances and accessibility. Considering the crucial role of development programs for teachers, the findings of this study contribute to providing input enhancement for teacher professional training stakeholders in Vietnam.
Adada, N. N. (2007). The role of technology in teachers' professional development. The University of Southern Mississippi.
Adsit, J. N. (2004). Technology-Mediated Professional Development Programs for Teachers and School Leaders. ERIC.
Alzahrani, F. Y., & Althaqafi, A. S. (2020). EFL Teachers' Perceptions of the Effectiveness of Online Professional Development in Higher Education in Saudi Arabia. Higher Education Studies, 10(1), 121-131. https://doi.org/https://doi.org/10.5539/hes.v10n1p121
Barkley, S., & Bianco, T. (2002). Part digital training, part human touch. Journal of Staff Development, 23(1), 42-45.
Bates, M. S., Phalen, L., & Moran, C. (2016). Online professional development: A primer. Phi Delta Kappan, 97(5), 70-73. https://doi.org/https://doi.org/10.1177/0031721716629662
Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 104158. https://doi.org/10.1016/j.compedu.2021.104158
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers I: Evaluating bias in teacher value-added estimates. American Economic Review, 104(9), 2593–2632. https://doi.org/10.1257/aer.104.9.2593
Didion, L., Toste, J. R., & Filderman, M. J. (2020). Teacher professional development and student reading achievement: A meta-analytic review of the effects. Journal of Research on Educational Effectiveness, 13(1), 29-66. https://doi.org/https://doi.org/10.1080/19345747.2019.1670884
Dille, K. B., & Røkenes, F. M. (2021). Teachers’ professional development in formal online communities: A scoping review. Teaching and Teacher Education, 105, 103431. https://doi.org/10.1016/j.tate.2021.103431
Drago-Severson, E. (2002). School Leadership in Support of Teachers' Transformational Learning: The Dramatic Differences Resources Make. ERIC
Drago-Severson, E., & Pinto, K. C. (2003). School Leadership in Support of Teachers' Transformational Learning: Drawing from the Well of Human Resources. ERIC
Hartono, R. (2016). Indonesian EFL teachers' perceptions and experiences of professional development. Indiana University of Pennsylvania.
Hurmerinta-Peltomäki, L., & Nummela, N. (2006). Mixed methods in international business research: A value-added perspective. Management International Review, 46(4), 439-459. https://doi.org/https://doi.org/10.1007/s11575-006-0100-z
Lander, N., Lewis, S., Nahavandi, D., Amsbury, K., & Barnett, L. M. (2022). Teacher perspectives of online continuing professional development in physical education. Sport, Education and Society, 27(4), 434-448. https://doi.org/10.1080/13573322.2020.1862785
Lockee, B. B. (2021). Shifting digital, shifting context:(re) considering teacher professional development for online and blended learning in the COVID-19 era. Educational Technology Research and Development, 69(1), 17-20. https://doi.org/10.1007/s11423-020-09836-8
Louie, C., & Hargrave, S. (2006). Technology in Massachusetts Schools, 2004-2005. Massachusetts Department of Education.
Macaro, E., & Han, S. (2020). English medium instruction in China’s higher education: Teachers’ perspectives of competencies, certification and professional development. Journal of multilingual and multicultural development, 41(3), 219-231. https://doi.org/10/1080/01434632.2019.1611838
McKenzie. (1998). Have IT Your Way with Online Learning. eSchool News.
Mohammadi, M., & Moradi, K. (2017). Exploring Change in EFL Teachers' Perceptions of Professional Development. Journal of Teacher Education for Sustainability, 19(1), 22-42. https://doi.org/10.1515/jtes-2017-0002
Moore, S. D., Kochan, F. K., Kraska, M., & Reames, E. H. (2011). Professional Development and Student Achievement in High Poverty Schools: Making the Connection. International Studies in Educational Administration, 39(2), 65-79.
Nordgren, K., Kristiansson, M., Liljekvist, Y., & Bergh, D. (2021). Collegial collaboration when planning and preparing lessons: A large-scale study exploring the conditions and infrastructure for teachers’ professional development. Teaching and Teacher Education, 108, 103513. https://doi.org/10.1016/j.tate.2021.103513
Parsons, S. A., Hutchison, A. C., Hall, L. A., Parsons, A. W., Ives, S. T., & Leggett, A. B. (2019). US teachers’ perceptions of online professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 82(1), 33-42. https://www.learntechlib.org/p/208294/
Philipsen, B., Tondeur, J., Scherer, R., Pynoo, B., & Zhu, C. (2022). Measuring institutional support for online and blended learning professional development: validating an instrument that examines teachers’ perceptions. International Journal of Research & Method in Education, 45(2), 164-179. https://doi.org/10.1080/1743727X.2021.1926973
Portillo, J., & Lopez de la Serna, A. (2021). An international perspective for ‘Improving teacher professional development for online and blended learning: a systematic meta-aggregative review’. Educational Technology Research and Development, 69(1), 25-28. https://doi.org/10.1007/s11423-020-09851-9
Powell, C. G., & Bodur, Y. (2019). Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework. Teaching and Teacher Education, 77, 19-30. https://doi.org/10.1016/j.tate.2018.09.004
Russell, M., Carey, R., Kleiman, G., & Venable, J. D. (2009). Face-to-face and online professional development for mathematics teachers: A comparative study. Journal of asynchronous learning networks, 13(2), 71-87. https://doi.org/10.24059/olj.v13i2.1669
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305
Schellenberg, A. C. P. (2020). The Impact of Professional Development on Student Achievement. Indiana State University].
Sellen, P. (2016). Teacher workload and professional development in England’s secondary schools: Insights from TALIS. Education Policy Institute.
Simpson, A., Rosenberg, M., Ward, B., Thornton, A. L., Derbyshire, A., & Jackson, B. (2022). Primary school teacher outcomes from online professional development for physical literacy: A randomised controlled trial. Psychology of Sport and Exercise, 61, 102199. https://doi.org/10.1016/j.psychsport.2022.102199
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School effectiveness and school improvement, 32(1), 47-63. https://doi.org/10.1080/09243453.2020.1772841
Sokel, F. (2019). The effectiveness of a professional development course: teachers’ perceptions. ELT Journal, 73(4), 409-418. https://doi.org/10.1093/elt/ccz022
Speck, M., & Knipe, C. (2005). Why Can′ t We Get It Right?: Designing High-Quality Professional Development for Standards-Based Schools. Corwin Press.
Zhang, S., Shi, Q., & Lin, E. (2020). Professional development needs, support, and barriers: TALIS US new and veteran teachers’ perspectives. Professional Development in Education, 46(3), 440-453. https://doi.org/10.1080/19415257.2019.1614967
How to Cite
Copyright (c) 2022 Dao Thi Hong Van, Ha Hoang Quoc Thi, Nguyen Duy Khang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of Educational Management and Instruction is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Automotive Experiences is published under the terms of the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). Authors retain copyright and grant the journal right of first publication (online and print) with the work simultaneously. We use the restrictive license (non-commercial) as follows:
BY (attribution): Users are allowed to share, distribute and redistribute the published article in any medium or format, with an identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published and an acknowledgment of its initial publication in this journal.
NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories and indexation services, even if these services operate on a commercial basis. Authors grant Journal of Educational Management and Instruction explicit the right to include the published articles in databases, repositories and indexation services.
License to Publish
The non-commercial use of the article will be governed by the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). The author hereby grants Journal of Educational Management and Instruction an exclusive publishing and distribution license in the manuscript include tables, illustrations or other material submitted for publication as part of the manuscript (the â€œArticleâ€) in print, electronic and all other media (whether now known or later developed), in any form, in all languages, throughout the world, for the full term of copyright, and the right to license others to do the same, effective when the article is accepted for publication. This license includes the right to enforce the rights granted hereunder against third parties.
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
Under the Creative Commons Attribution-Non Commercial 4.0 International (CC BY-NC 4.0) license, the author(s) and users are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Users must give appropriate credit, provide a link to the license, and indicate if changes were made.
Rights of Authors
Authors retain the following rights:
- Copyright, and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in future own works, including lectures and books,
- The right to reproduce the article for own purposes, provided the copies are not offered for sale, and
- The right to self-archive the article.
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.