Speaker
Description
In today’s rapidly changing educational context, professional development (PD) for English as a Foreign Language (EFL) teachers is greatly paramount. In Vietnam, effective PD programs have become even more crucial because they are bound to various systematic and personal barriers. Grounded in Adult Learning Theory and Cultural-Historical Activity Theory (CHAT), this study adopts an Interpretive phenomenological analysis (IPA) approach to exploring Vietnamese in-service early-career EFL teachers’ lived experiences of PD. Data were collected through semi-structured interviews with seven teachers from public upper and lower secondary schools in the Mekong Delta. Findings show that personal motivations and a strong sense of responsibility drive teachers to engage in self-directed learning. In addition to formal PD, teachers frequently turn to digital tools, peer networks, and online resources. However, their PD efforts are often constrained by heavy teaching loads, limited administrative supports, and PD programs that are poorly aligned with their daily teaching contexts. Teachers in rural and ethnically diverse areas also face additional pressures in meeting national teaching curriculum demands. The study highlights teachers’ needs for PD opportunities that are flexible, practical, and attached to their lived experiences. It also emphasizes the improvement of more supportive environments that enable teachers to take an active role in fortifying their PD.
Biography
I am currently an M.Ed candidate in TEFL at Can Tho University. I work as a freelance English teacher, specializing in IELTS test preparation for learners from diverse backgrounds. In my teaching, I aim to not only help students achieve their desired band scores but also to foster their confidence in using English for real-world communication.
My academic journey began in a different field. I first earned a degree in Pharmacy. However, over time, I discovered a strong passion for language learning and teaching, which led me to pursue a second degree in English Language Studies and later, advanced studies in TESOL and TEFL.
Through my experience teaching IELTS and my graduate studies, I have developed a deep interest in professional development for EFL teachers, language assessment, and practical applications of language pedagogy. This study reflects my commitment to understanding the lived experiences of EFL teachers in Vietnam and contributing to more meaningful and context-sensitive approaches to EFL teachers’ PD.
