VIETTESOL INTERNATIONAL CONVENTION 2025

This study investigates the influence of professional development (PD) activities on the teaching practices of English teachers at the upper secondary level in Vietnam. The research was conducted with a group of high school English teachers who participated in various PD forms, including workshops, online training, peer observations, and action research.
Using a mixed-methods approach, data were collected through surveys and follow-up interviews to examine changes in teachers’ instructional strategies, use of technology, and classroom interaction. Findings reveal that consistent engagement in PD leads to noticeable improvements in lesson planning, learner-centered teaching, and teacher confidence. Teachers also reported higher motivation and a stronger sense of professional identity.
The study highlights that for PD to be effective, it must be practical, context-sensitive, and supported by school leadership. Participants emphasized the need for ongoing, collaborative, and reflective PD opportunities tailored to real classroom challenges.
This research provides insights for school administrators and policymakers on designing impactful PD programs that support sustainable teaching development. It also calls for more structured support systems to help teachers apply PD learning effectively in their teaching contexts.