VIETTESOL INTERNATIONAL CONVENTION 2025

This study investigates how Vietnamese EFL high school teachers align their pedagogical beliefs with classroom practices amid the ongoing English language curriculum reform. Grounded in Teacher Cognition Theory and Sociocultural Theory, the research explores the dynamic relationship between teachers’ professional development, beliefs, and instructional behaviors. Adopting a mixed-methods approach, the study collected data from 120 EFL teachers across multiple provinces using surveys and semi-structured interviews. Results reveal that while the majority of teachers demonstrate awareness of the importance of continuous professional learning and express enthusiasm for innovation, a significant gap persists between their espoused beliefs and classroom practices. Common obstacles include limited access to localized professional development opportunities, lack of institutional support, and insufficient time and resources. Furthermore, reform-related pressures sometimes lead to surface-level compliance rather than meaningful pedagogical change. This research highlights the importance of context-sensitive PD programs that bridge the divide between policy and practice and empower teachers to implement sustainable improvements. Implications are discussed in relation to designing effective PD strategies that respond to the complex realities faced by Vietnamese teachers in both urban and rural educational settings.