Speaker
Description
Reflective teaching (RT) has long been recognized as a cornerstone of teacher professional development (PD), and recent years have witnessed growing interest in lesson study (LS) as a collaborative model to support RT and sustained instructional improvement. This research explores the transformative experiences of English as foreign language (EFL) tertiary teachers in Vietnamese higher education through the integration of LS as a tool of RT. Employing a phenomenological research design and drawing on Mezirow’s (1997) transformative learning theory, the study examines the cognitive, and emotional dimensions of teacher transformation, emphasizing the interplay among reflection-in-action, reflection-on-action, and reflection-for-action. The study is planned to be conducted over two semesters, with each semester including two LS cycles and covering an eight-week period at a private university in the Mekong Delta. Six EFL teachers (two early-career, two mid-career, and two late-career) will participate in these two cycles. Data will be collected through in-depth phenomenological interviews, reflective journals, researcher field notes, and LS artifacts. The findings aim to illuminate the essence of teacher transformation through LS as a reflective and dialogic practice, offering insights into sustainable PD models aligned with Vietnam's educational reform agenda. This research seeks to contribute to the discourse on RT and LS by providing evidence of their synergistic potential to foster teacher agency, teaching quality, collaborative environment, and pedagogical renewal in EFL contexts.
Biography
Pham Trut Thuy is a lecturer at Nam Can Tho University, where she primarily teaches courses on language skills, interpretation, and research methodology. She is currently a PhD student at Can Tho University. Her research interests include reflection, reflective teaching, and teacher professional development.
