Speaker
Description
This mixed-methods study investigated the impact of training courses on pedagogy for in-service EFL teachers via their responses and use of knowledge in practice. It used an explanatory sequential design and was conceptually grounded in Guskey’s (2002) model for evaluating professional development. 171 in-service EFL teachers working in public primary, secondary, high schools, and private schools from 13 cities, mostly in the Mekong Delta, completed an online survey. Nine teachers participated in online semi-structured interviews. Research participants are mostly experienced - about 63.7% have worked for over 10 years. They were academically qualified with Bachelor’s and/or Master’s degrees. All had experienced several training courses on pedagogy. The findings showed that pedagogy-focused professional development courses significantly influence the teaching profession. Most teachers reported high satisfaction with the course content, increased confidence in teaching, and meaningful improvements. Many respondents are also willing to participate in future training. However, several challenges emerged. The courses should be scheduled in the summer, in teachers’ living places, tailored more to teachers’ needs and interests, instead of too many theories. Most teachers look for online and offline courses focusing on AI applications and teaching strategies, with more demos, and with follow-up support. Courses should be more often, but the participant numbers should not be too large. Virtual courses should be recorded and provided at the end. This study aims to propose evidence-based recommendations for enhancing future training programs.
Biography
Văng Thị Kim Anh is currently a lecturer at FPT Polytechnic Cần Thơ. She has approximately 10 years in teaching English as a foreign language. Her interests relate to communicative language teaching, gamification, and EFL teachers’ continuous professional development. She holds a BA degree in English Translation and Interpretation from Can Tho University and is currently an MA student. In recent years, she has actively participated as well as hosted and/or co-hosted several extra-curricular activities, seminars, and workshops focusing on her interest. Through her work, she aims to bridge the gap between research and classroom practices. She is also dedicated to improving the quality of English language teaching in local educational settings at least. She is currently enthusiastically researching in-service EFL teachers’ continuous professional development.
