Speaker
Description
English teaching and learning in Vietnam has gained increasing attention in response to globalization and socio-economic development. The Ministry of Education and Training (MOET) has introduced professional development programs which have been directed toward improving teacher quality, including both novice and experienced teachers, limited attention has been given to the unique challenges novice teachers face in their first years of practice. Addressing this gap, the present study investigated novice EFL teachers’ experiences of a mentoring program at a private language center in the Mekong Delta. Using a transcendental phenomenological approach, data were collected through semi-structured interviews with 15 novice teachers. Drawing on Mezirow’s transformative learning theory (1991), the findings revealed that while teachers entered the program with limited awareness of mentoring structures, they demonstrated strong motivation for growth. Novice teachers met early challenges that acted as disorienting dilemmas, prompting reflection and transformation. With mentor guidance and peer support, participants developed confidence, competence, and experienced a shift in beliefs toward more student-centered and communicative approaches. The study affirms the value of mentoring as essential support for novice teachers and offers practical insights for designing effective and sustainable mentoring programs in Vietnam’s ELT sector.
Biography
Le Vu Thuy Vi is a passionate educational researcher and recent Master’s graduate dedicated to elevating the teaching profession. Driven by the belief that supporting educators is the most effective way to transform student outcomes, Thuy Vi focuses her work on designing, analyzing, and optimizing sustainable professional development (PD) frameworks.
She recently earned her Master’s degree in English Teaching Methodologies and Principles from Can Tho University. Bridging the gap between academic theory and organizational reality is at the heart of Thuy Vi’s professional mission. During her graduate tenure, she addressed a critical gap in English Language Teaching (ELT) literature by investigating how mentoring for novice teachers functions within private sectors in Vietnam. As a fresh, forward-thinking voice in educational research, Thuy Vi brings a unique blend of contemporary methodology, analytical rigor, and deep empathy for the teaching community. She is eager to collaborate with private educational institutions, research bodies, and professional networks to build empowering, systemic ecosystems where novice teachers truly thrive.
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