INTRODUCTION
Background of the study
English is recognized as the official international language and holds significant importance in Vietnam's educational system, particularly for economic integration The National Project for Teaching and Learning Foreign Languages 2008-2020 highlights the need for innovative approaches in English teaching and learning, prompting necessary changes in educational practices Continuous professional development for teachers is essential, focusing not only on student learning but also on enhancing teaching quality Teachers must be adaptable and proactive in improving their methodologies to align with educational reforms Engaging in professional development programs, such as workshops and conferences, is crucial for teachers to enhance their skills and competencies A 2009 survey in Ninh Thuan indicated that both teachers and administrators recognized the necessity of workshops for professional growth, although such opportunities are not frequent.
Engaging in monthly activities for professional growth is essential for English teachers, yet many miss opportunities to share their experiences and challenges As language and teaching methodologies evolve (Brock, 2006), the role of teachers becomes increasingly significant However, the pressures of family, additional employment, and extra classes often reduce their chances to reflect on their teaching practices To enhance their effectiveness, it is crucial to implement effective professional development tools that facilitate this reflection and growth.
Teaching awareness is crucial for teachers to recognize the effectiveness of their lessons, as noted by Head and Taylor (1997) This self-awareness leads to improved teaching practices Teacher diaries, identified by McDonough (1994) as valuable introspective tools, play a significant role in professional development Journal writing encourages reflection, making it an effective strategy for educators McDonough (1994) also highlights diary writing as beneficial for classroom research and personal growth, enabling teachers to address daily challenges while fostering reflective and critical thinking skills (Lakshmi, 2009) This study investigates teachers' perceptions of teaching journals as a professional development tool in upper secondary schools in Quang Binh, focusing on their recognition of its importance for their growth.
Rationale for the study
Teaching journals are a widely accessible and effective method for English teachers abroad to reflect on their teaching practices and enhance their skills In recent years, journal writing has gained increased recognition in second language teacher education Numerous international researchers view maintaining a teaching journal as a valuable tool for professional growth Jeffrey (2007) emphasizes that a teacher diary serves as a personal resource for reflection and development.
Classroom experiences can provide valuable personal insights for teachers, fostering self-awareness that contributes to their professional development According to Bailey, Nunan, and Curtis (2001), maintaining a personal diary about teaching can enhance this growth While discussing classroom issues with colleagues is beneficial, writing down thoughts and observations is essential for deeper reflection Bartlett (1990) emphasizes that recording practices, particularly through writing, facilitates observation and reflection on teaching methods Teaching journals allow educators to share experiences and address teaching challenges effectively Donald Schon (1983) highlights the importance of moving from problem identification to theoretical reframing and action Despite their potential, teaching journals are not widely utilized for professional development in Vietnam A survey by Truong (2010) revealed that few EFL teachers in Hue use journals for this purpose, often viewing them as private records rather than developmental tools Many teachers lack clarity on how to write a teaching journal and its differences from personal diaries This thesis aims to explore the usefulness of teaching journals for professional development among EFL teachers in Quang Binh province, promoting a better understanding of their practice.
As an English teacher at Quang Trach No1 Upper Secondary School, I have selected the topic of teaching journals for my research to examine their role in teachers' professional development My aim is to uncover the advantages that maintaining teaching journals offers educators and to provide valuable suggestions for improving teacher professional growth in the future.
Aims of the study
This study explores upper secondary school teachers' perceptions of teaching journals as a tool for professional development It also examines the actual practice of maintaining teaching journals and identifies the challenges teachers face in this process The findings aim to offer valuable insights for EFL teachers, facilitating effective professional growth and efficient journal-keeping practices.
Research questions
The research aims to answer the following questions:
1 What are teachers' perceptions of teaching journals for their professional development?
2 How are teaching journals implemented by the teachers?
3 What difficulties hinder their keeping teaching journals?
Significance of the study
This research offers valuable insights into the role of teaching journals in enhancing the professional development of EFL teachers in Quang Binh province and beyond It aims to guide EFL teachers in effectively utilizing teaching journals, thereby increasing their awareness of the importance of reflecting on their teaching practices.
The study highlights the significance of teaching journals for educators, emphasizing their role in fostering professional development and encouraging innovation in English teaching and learning.
Scope of the study
This study is carried out on a small scale of 30 teachers of English,10 voluntary interviewees and 3 administrators who are teaching and working at 5 upper secondary schools in Quang Binh province.
Structure of the study
The research proceeds as follows:
Chapter One outlines the study's background and rationale, detailing the research aims, three key research questions, and the scope of the investigation It also highlights the significance of the study and provides an overview of its organization.
Chapter Two outlines the concept of professional development and the role of teaching journals, highlighting their benefits in enhancing educational practices It differentiates between teaching journals and personal diaries, emphasizing their distinct purposes Additionally, the chapter addresses the challenges educators face when maintaining a teaching journal and reviews relevant studies that support these insights.
Chapter Three supplies a comprehension description of the research methodology used in the study It presents the reasons for using a mixed methods approach
Chapter Four presents the findings from questionnaires and interviews conducted with 10 teachers and three administrators at upper secondary schools in Quang Binh province The analysis highlights key issues regarding the use of teaching journals as a professional development tool for EFL teachers Based on the insights gathered, the chapter offers suggestions and implications aimed at enhancing the understanding of the significance of teaching journals in fostering professional growth among educators.
Chapter five gives a brief summary of the results of the study Likewise, the conclusion, implications, and suggestions for further study are also offered
Finally, the appendices of the questionnaire, raw data related to the research paper and the reference sources are also attached at the end of the study
LITERATURE REVIEW
What is professional development?
In the realm of English language teaching, terms such as "professional development," "continuing professional development," and "teacher professional development" are increasingly prevalent Professional development (PD) encompasses the skills and knowledge that employees acquire to enhance their personal growth and advance their careers Current educational reforms often integrate teacher professional development as a crucial component of transformative processes However, the interpretation of PD varies among scholars and researchers, leading to diverse definitions proposed by various experts in the field, including Lange (1990), Diaz-Maggioli (2004), Glatthorn (1995), and Richard and Nunan (1990).
Teacher development is a continuous process of intellectual, experiential, and attitudinal growth, as defined by Lange (1990) Glatthorn (1995) emphasizes that it encompasses the professional growth teachers experience through increasing experience and systematic reflection on their teaching practices Professional development (PD) activities are essential for fostering both personal and professional growth, necessitating a commitment to lifelong learning and awareness of evolving trends in the teaching profession.
Teacher development is a continuous process that involves educators transforming theories into effective teaching practices through reflection and self-evaluation (Nunan, 1990) This professional growth is a lifelong journey where teachers refine their methods to better meet student needs (Diaz-Maggioli, 2004) According to Ganser (cited in Villegas-Reimers, 2003), professional development encompasses both formal experiences, such as workshops and meetings, and informal experiences, like reading relevant publications or watching educational documentaries Ultimately, engaging in professional development allows teachers to reflect on their practices, observe classroom activities, and assess their teaching effectiveness, thereby shaping their personal teaching beliefs.
Why is teachers‟ PD important?
Teacher Professional Development, often overlooked by English educators, plays a crucial role in enhancing the teaching and learning experience It encompasses both formal opportunities, like attending courses and conferences or pursuing advanced certifications, and informal avenues such as engaging in teacher chat groups or maintaining a teaching journal (Bailey, Curtis, and Nunan, 2001).
Participating in professional development opportunities is essential for teachers to acquire new knowledge and skills, particularly in light of evolving technology and diverse student needs in language learning Educators trained in innovative techniques and resources are more likely to implement them effectively in the classroom (Chrisman and Crandall, 2007) Additionally, the investment in new educational equipment necessitates that teachers enhance their ability to utilize these tools, ultimately improving their knowledge, skills, and teaching methodologies.
The advancements in educational tools not only enhance language teaching but also address various requirements, such as adapting to updated curricula and employing effective classroom techniques Additionally, these improvements support the pursuit of higher certifications, aligning with the innovative educational needs set forth by the Ministry of Education and Training (MOET).
Professional development (PD) significantly enhances teachers' beliefs and practices, positively influencing student learning and educational reform (Villegas-Reimers, 2003) Successful PD experiences impact teachers both inside and outside the classroom, shaping their goals for students and affecting their behavior (Kallestad & Olweus, 1998) Furthermore, when teachers engage collaboratively in PD activities, they cultivate ownership of their learning, which is crucial for their success and that of their students (Diaz-Maggioli, 2003).
In summary, teachers‟ professional development is believed to be one of the important factors to improve teacher quality Therefore, teachers should take part in PD activities.
Activities for teacher professional development
This study highlights key professional development activities that English language teachers in Vietnamese upper secondary schools commonly pursue The selected tools for their development include analyzing critical incidents, creating teaching portfolios, engaging in reflective teaching, formulating individual development plans, attending conferences, and maintaining teaching journals.
Analyzing unexpected events in the classroom is an effective method of reflective inquiry This process involves teachers documenting the incident, contemplating its causes, and assessing its potential impact on future teaching and learning interactions As noted by Farrell (2008), a critical incident can be either positive or negative; what defines it as "critical" is its ability to prompt reflection and reevaluation of one’s beliefs and perceptions about teaching.
For years, architects, designers, and artists have utilized portfolios to showcase their work's diversity and quality Recently, the portfolio concept has gained traction in educational settings, particularly for evaluating student performance in first and second language classrooms.
A teaching portfolio is defined in various ways by researchers, with Murray (2010) describing it as a collection of documents that showcases the best of one's teaching and facilitates reflection on teaching practices with the same intensity as scholarship Stronge (1997) further elaborates that, in its simplest form, a teaching portfolio serves as a compilation of information regarding a teacher's practice.
As for Richards and Farrell (2005), they consider a teaching portfolio as a
A teaching portfolio is a curated collection of documents and items that highlights various aspects of a teacher's work, effectively illustrating their performance and serving as a foundation for reflection and evaluation According to Brown and Wolfe-Quintero, a portfolio not only showcases a teacher's efforts, skills, and achievements but also narrates their contributions to colleagues, institutions, and the broader community.
In summary, a teaching portfolio provides a good chance for a teacher to see gaps in his/her teaching, to document his/ her strengths, and skills Thus, by
Compiling a teaching portfolio allows educators to reflect on their teaching practices, evaluate their progress, and establish future goals aimed at enhancing teaching quality Such portfolios emphasize essential teaching processes that can be developed and observed in the workplace, enabling teachers to assess their language needs and skills Through reflection, educators learn from direct experiences, reorganize their thoughts, and address challenges in real-world situations.
Reflection refers to thinking about teaching which involves the thought teachers have before, during, and after the actual enactment of a lesson Bartlett
(1990) mentions that critical reflective teaching gives teachers power over their teaching since they start to exercise control and open up the possibility of transforming their classroom life
Reflective teaching, as described by Richards and Farrell (2005), can be conducted by individual educators This process involves teachers and student teachers gathering data on their teaching practices while critically examining their attitudes, beliefs, and assumptions The insights gained from this analysis serve as a foundation for meaningful reflection on their teaching methods.
Zeichner and Liston (1996) define reflective teaching as a socially-oriented practice that entails recognizing, examining, and contemplating the implications of one's beliefs, experiences, attitudes, knowledge, and values This process also considers the opportunities and constraints shaped by the social conditions in which the teacher operates.
Stephen Kemmis (as cited in Bailey, Curtis & Nunan, 2001, p 37) emphasizes that reflection transcends individual psychological processes It is an action-oriented practice embedded in historical, social, and political contexts, enabling individuals to situate themselves within the history of a situation, engage in social activities, and take a stance on relevant issues.
An individual development plan, as defined by Díaz-Maggioli (2003), is a structured series of actions designed to enhance a teacher's planning This plan should encompass clear goals and objectives, a schedule of activities for the academic term, specified learning outcomes, and an evaluation process It is essential for teachers to have a well-defined plan to achieve their teaching objectives over a week, a term, or an entire year.
Workshops are essential for preparing teachers for various professional development initiatives, offering opportunities to learn new skills and broaden their knowledge They allow teachers to share challenges and collaborate with peers from different schools, ultimately enhancing their teaching experiences Designed for practical application, workshops enable participants to assess the suitability of new strategies for their classrooms However, the duration of workshops can vary, ranging from a single day to a week, with short-term workshops typically being of limited duration.
According to Richards and Farrell (2005), a workshop is defined as an "intensive, short-term learning activity" aimed at providing participants with the opportunity to gain specific knowledge and skills (p.23).
Keeping a teaching journal is an effective professional development (PD) tool, as it enhances both teaching and learning through reflection According to Jones (2008), evaluating one's teaching methods and outcomes is crucial for professional growth Journals facilitate a unique form of introspection that stands out from other teaching and learning research methods (Hubbs and Brand, 2005; McDonough and McDonough, 1997; Richards and Lockhart, 1996) Additionally, Bailey, Curtis, and Nunan (2001) emphasize the importance of reflective practices in teaching.
Journals serve as valuable tools for data collection in reflective teaching, action research, and diary studies Language learners have utilized intensive journals for years to investigate second or foreign language acquisition Various methods, such as action research, ethnography, and journal writing, are employed to foster a critically reflective approach among teachers (Zeichner & Liston, 1987) Through journal writing, teachers can articulate and examine their teaching practices, enhancing their professional development.
Estacio (cited in Dang, 2007) emphasizes that journals serve as a valuable resource for professional development, enhancing both teaching and learning through reflective practices The researcher aims to define teaching journals and diaries, clarify the distinctions between them, and outline the advantages and disadvantages associated with maintaining teaching journals.
What is a teaching journal?
Journals, also called diaries, logs (Day, 1993; McDonough and McDonough,
Teaching journals, also known as teaching logs or diaries, serve as valuable tools for reflecting on teaching practices Unlike simple logs that merely document events, these journals allow educators to articulate their experiences, observations, and reflections in a more structured and thoughtful manner By engaging in this reflective writing, teachers can enhance their understanding of their teaching activities and foster personal growth In this study, the terms "teaching journal" and "teaching diary" will be used interchangeably.
A teaching journal is defined in various ways by linguists Richards and Lockhart (1996) emphasize that these journals facilitate self-reflection for teachers, enhancing their understanding of the teaching process through critical analysis.
A teaching journal, as defined by Bailey (1990), is a first-person account of language learning or teaching experiences, documented through regular entries and analyzed for patterns or significant events Jeffrey (2007) emphasizes that these diaries involve reflective writing about classroom occurrences, leading to deeper insights According to Richards and Farrell (2005), a teaching journal serves as a notebook where educators regularly document their teaching experiences and related events This practice encourages teachers to reflect on their classroom actions, question their methodologies, and analyze their practices both inside and outside the classroom By recording teaching issues, educators aim to review lessons and engage in meaningful discussions with colleagues.
Estacio (2004) identifies teaching journals as a valuable resource for professional development, highlighting their positive impact on both teaching and learning through the process of teacher reflection (Dang, 2007, p 21).
The difference between keeping teaching journals and writing dairies
Keeping a teaching journal is essential for documenting incidents and challenges during lessons, allowing educators to reflect on both successful and unsuccessful teaching experiences for future reference According to Jeffrey (2007), teacher diaries play a crucial role in professional development by fostering a sense of responsibility and encouraging innovative teaching methods Selecting relevant topics, such as personal growth and classroom challenges, is vital for effective journaling Additionally, successful journal writing requires careful consideration of its goals, focus, and dedicated time for reflection.
A diary is a personal writing tool where individuals document their daily activities, reflecting on both positive and negative experiences (Hamayan, 1989) Typically written at the end of each day, diaries capture a range of thoughts and feelings, including likes and dislikes Writing a diary requires no formal training; it resembles creating a timetable or self-reporting, as it involves detailing daily routines and tasks from morning until night.
Benefits of keeping teaching journals
Maintaining teaching journals is considered one of the most effective methods for teacher development These journals serve as a platform for sharing observations, reflections, and thoughts on teaching and learning They also facilitate collaborative problem-solving and provide a reflective space for generating and exploring ideas through writing.
Journal writing serves as a vital tool for teachers, allowing them to document classroom events and observations (Richards and Farrell, 2005) This record enables teachers to recall lessons more effectively and leverage successful teaching experiences for future learning The reflections captured in journals are instrumental in helping educators identify mistakes and develop innovative activities for their classes Ultimately, this process of reflection fosters the development of new teaching skills, enhancing overall teaching effectiveness (Zeichner & Liston, 1996).
A teaching journal serves as a valuable tool for educators, enabling them to question, explore, and analyze their practices both in and out of the classroom According to McDonough (1994), regular writing about teaching enhances teachers' awareness of their daily behaviors, attitudes, and the necessary decisions they must make Farrell (2007) emphasizes that consistent journal writing helps teachers clarify their thoughts, examine their beliefs and practices, and gain a deeper understanding of their teaching styles, ultimately allowing them to monitor their effectiveness more effectively.
A teacher's journal serves as a valuable tool for clarifying thoughts and examining beliefs and practices It documents teaching experiences, allowing others to learn from successful methods and engage in discussions about teaching challenges For peers and supervisors, reading and responding to these journals fosters reflective inquiry and helps address various problems and concerns.
Writing teaching journals allows educators to reflect on their teaching practices, as confirmed by Ho and Richards (1993) Various forms of journal writing, such as individual or dialogue journals, enable teachers to gain insights into their experiences Bailey, Curtis, and Nunan (2001) identify four key benefits of maintaining a teaching journal, starting with the ability to articulate teaching puzzles or problems Journals provide a candid space for teachers to analyze their concerns without an external audience, fostering a more objective perspective on their teaching Additionally, journaling serves as an outlet for frustrations inherent in the high-pressure environment of teaching, helping to manage emotions constructively Finally, keeping a teaching journal aids in recognizing both challenges and successes, leading to a deeper understanding of teaching practices, even if it doesn’t result in immediate changes.
Freeman (1989) emphasizes that change can involve a shift in awareness rather than just altering actions By clearly defining a teaching challenge, reflecting on our responses, and deepening our understanding, we can enhance our professional growth.
Problems of keeping teaching journals
Apart from the benefits mentioned above, of course, there are also pitfalls in keeping a teaching journal
One advantage of maintaining a teaching journal is the privacy it offers, allowing for candid and extensive writing without the pressure of editing However, this privacy can also contribute to feelings of isolation among teachers, as not sharing insights with colleagues limits opportunities for collaboration and the exchange of valuable teaching ideas Additionally, many educators perceive journaling as time-consuming, questioning whether they can afford to dedicate time to it amidst their numerous responsibilities, including lesson planning, student support, and grading Despite these concerns, the benefits of reflective practice in a teaching journal are significant.
Timing plays a crucial role in writing, encompassing not just when and how often we write, but also the length of each writing session Additionally, the overall duration of the journal-keeping process is an important consideration.
Some teachers may perceive journal keeping as unworthy and lacking purpose, as they often find nothing surprising in their reflections McDonough (1994) suggests that journaling may not suit everyone However, maintaining a teaching journal is valuable for documenting both challenges and successes Ho and Richard emphasize that journal writing aims to foster a deeper awareness and responsiveness in teachers.
17 teaching that they would abstain by merely discussing teaching in terms of teaching procedures and lesson plan” (1993, p.15).
Implementing teaching journals
Farrell (2007) emphasizes the importance of reflection for teachers starting a teaching journal by encouraging them to analyze a significant classroom experience, whether positive or negative Teachers should consider key questions such as what occurred before and after the incident, its significance, and what it reveals about their teaching Following this reflection, they document their thoughts in a journal and continue to write as they teach, posing additional questions about their entries Over the course of a month, teachers focus on the selected topic, reviewing their journal weekly to identify emerging patterns This reflective writing process, as noted by Richards & Farrell (2005), aids teachers in enhancing their teaching practices.
Journal writing can take various forms, including computer word processing, electronic mail, and voice recordings for later analysis (Richards & Farrell, 2005, p.71) With technological advancements, electronic journals have become vital for teachers' professional development, allowing for easy sharing with peers, supervisors, and teacher-educators for prompt feedback Collaborative writing between teachers can enhance the interactivity of these journals However, it is crucial to establish specific goals for writing to ensure that teaching journals are practical and effective, ultimately facilitating teachers' professional growth.
The following general procedures are recommended for keeping a written teaching journal by Ho and Richards (1993):
1 Decide on your audience: yourself, a peer, and/or an instructor
2 Decide on your focus: a lesson, technique/ method, a theory, a question posed
3 Make entries on a regular basis ( after a lesson, daily, or once a week)
4 Review what you have written regularly- every 2 or 3 weeks
(As cited in Richards & Farrell, 2005, p.72)
In terms of implementing teaching journals, Richards and Farrell (2005) also suggested a number of factors that need to be kept in mind in order to carry out journal writing successfully
Setting clear goals for journal writing is essential for teachers They must determine their motivations for engaging in this practice, outline their desired outcomes, and establish a specific focus to guide their writing efforts.
Deciding on the target audience is crucial for teachers when writing journals, as it influences both the content and style of their writing Journals written for personal reflection serve as a valuable record of thoughts, feelings, and reactions to teaching, allowing educators to revisit their experiences and learn from them Conversely, when journals are intended for other teachers, they can facilitate sharing and discussion among peers, fostering a collaborative environment This type of writing enables educators to support one another, exchange effective strategies, and address teaching challenges collectively, ultimately enhancing their professional growth and teaching methods.
A journal can be shared with a supervisor, allowing for focused discussions on teaching aspects or inquiries Supervisors may respond to journal entries through discussions or written feedback Additionally, teachers should allocate dedicated time for journal writing and establish a specific timeframe for this activity.
Regularly reviewing teachers' journal entries is crucial, as it allows educators to reflect on their experiences and extract valuable lessons from their writings.
Evaluating teachers' journal writing experiences is essential for determining whether they meet their intended goals Additionally, revisiting these journals over time helps assess if the original objectives were achieved.
Suggestions for keeping a teaching diary
The following suggestions are some tips which are useful for teachers in their diary keeping, based on Bailey, Curtis and Nunan (2001)
Establishing a dedicated time for maintaining teaching journals is crucial for educators For those involved in regular language classes, it's beneficial to allocate time immediately after each session to document their reflections Even when not actively teaching, immersing oneself in a target language environment warrants a consistent schedule for diary entries Given the demands of teaching multiple hours daily, teachers may find it challenging to capture every detail; therefore, concentrating on specific aspects of their experiences that resonate with them can enhance the journaling process.
Teachers should store their collaborative journals in a secure location to freely express their thoughts without concern for external scrutiny This approach allows them to write candidly, fostering a comfortable environment for reflection and idea sharing.
When recording entries in their original uncensored diary, individuals should focus on capturing complete and accurate information without worrying about style, grammar, or organization, especially if writing in a second language The priority is to document thoughts while the information is still fresh, with the option to refine the presentation later for public sharing.
Carrying a small pocket notebook allows individuals to jot down their language experiences on the go, even when a diary or computer isn't accessible Additionally, teachers should reflect on their lessons by asking, “What worked well in this class? Why?” to enhance their teaching practices.
Many language teaching and learning journals often present intriguing insights that lack sufficient evidence or support, raising questions such as, "Why did it not work well?" and "What evidence backs their claims?"
At the conclusion of each diary entry, teachers should consider jotting down any thoughts or questions that arise, as this practice can help refine their focus during the diary-keeping process.
Types of teaching journals
An intrapersonal journal serves as a private space for teachers to reflect on their daily teaching experiences and concerns, without an audience This type of journal often employs a “stream of consciousness” writing style, allowing educators to express their thoughts freely.
Dialogue journals serve as a valuable tool for comparison, discussion, and reflection in educational settings Defined by Peyton (1993) as written conversations, these journals have been utilized in language and literacy classrooms since their inception (Staton et al., cited in Diaz-Maggioli, 2003), but have only recently gained traction in professional development They provide a means for teachers, especially those unable to meet in person due to time constraints or geographical barriers, to engage in written dialogues with mentors or peers, fostering the exchange of expertise and instructional reflections This method enhances interaction among colleagues and is particularly beneficial for educators with varying levels of experience or distinct professional needs.
Previous studies
Recent studies highlight the significance of reflective teaching in teachers' professional development A survey conducted at Hue University, College of Foreign Languages, by Nguyen, examined teachers' perceptions and practices regarding reflective teaching as a means of enhancing their professional development.
Teachers in both English and English-specific professions are generally aware of and positively inclined towards reflective teaching practices However, there is a need for more practical activities and individual initiatives to share experiences and address challenges in teaching Establishing reflective activities is essential for fostering a community of reflective teaching.
Truong (2010) investigated the professional development (PD) tools utilized by high school English teachers in Thua Thien Hue, revealing that all teachers acknowledged PD as essential for enhancing their professional and subject matter knowledge The preferred tools for daily use included classroom observation, workshops, personal development plans, and portfolios However, the practice of maintaining journals or diaries was infrequent among these teachers, with only a few utilizing teaching journals for their professional growth.
Journal keeping is a valuable process that allows teachers to move beyond mere documentation of classroom events Many educators utilize journals to reflect on their teaching practices, as reflective writing forms, like diaries and journals, are recognized as essential tools for enhancing both professional development and understanding.
Laskshmi (2009) highlights that journal writing can serve as a valuable tool for professional development in ESL classrooms While many teachers engage in regular reflection to enhance their teaching effectiveness, they often lack awareness of the concept of "reflective practice." Therefore, it is essential to provide teachers with knowledge about reflective practice and the benefits of journal writing, enabling them to utilize diaries more effectively for reflection and ultimately improve the productivity and effectiveness of their classes.
Research by Halil Eksi (2007) highlights the significant role of reflective journals in the professional development of pre-service teachers Analyzing and rethinking teaching experiences is essential for their growth Consequently, teacher education institutions should encourage the practice of maintaining reflective journals during student teaching.
A study by Ho and Richards (1993) explored the impact of journal writing on critical reflectivity among ten teachers in an in-service TESOL program in Hong Kong The research aimed to determine the themes of the teachers' journal entries, assess the level of critical reflection in their writing, and evaluate the development of their reflective thinking over time Analysis of the entries revealed that the teachers primarily focused on the challenges they encountered in their teaching and the strategies they employed Additionally, the findings indicated variability in the degree of reflectivity among the teachers, with some demonstrating a more reflective approach to their teaching than others.
The degree of critical reflection among teachers showed minimal change over time When asked about recommending journal writing in in-service teacher education programs, 71% of teachers found it useful, while 25% considered it fairly useful, and only 4% deemed it not useful Those who found it beneficial highlighted that it allowed them to review and reflect on their teaching practices, thereby enriching their knowledge and enhancing their understanding of their students.
Writing journals has long been utilized in research on second or foreign language acquisition, with teachers' journals offering valuable insights that aid researchers in developing educational curricula and enhancing teaching effectiveness For instance, Numrich (1996) conducted a quantitative and qualitative analysis of journals maintained by 26 novice teachers during their practice teaching experiences, highlighting the lessons learned from analyzing these journals as a teacher educator.
“By reading their diaries and analyses of their teaching, I was able to discover what was most important to these teachers in their own process and to uncover recurrent
Understanding the "cultural themes" that novice teachers encounter during their early teaching experiences is crucial for recognizing their preoccupations and the factors influencing their choice of teaching techniques This analysis sheds light on the reasons behind their preferences and frustrations regarding effective teaching methods Such insights have significantly informed the development of my own teacher education curriculum.
A study conducted by Brock, Yu, and Wong (1992) involving a group of English language teachers in Hong Kong highlighted the benefits of writing and sharing journals over a 10-week term By regularly sharing their journals instead of maintaining individual ones, the teachers gained valuable insights from both writing and reading each other's entries However, they also recognized that maintaining a journal necessitated discipline and demanded significant time and energy.
In conclusion, numerous studies indicate that writing journals significantly supports reflective teaching and serves as an effective tool for teachers' professional development (PD) The importance of maintaining and sharing journals has been recognized, highlighting their value in enhancing teachers' PD Despite the limited research on the use of teaching journals as a PD tool for EFL teachers in upper secondary schools, they are highly valued by educators.
Summary
This chapter provides an overview of relevant theories related to the research, including key definitions of professional development and teaching journals to highlight their distinctions Additionally, it emphasizes the significance of teachers' professional development and presents various activities designed to enhance this growth.
The researcher aims to provide an overview of professional development tools, highlighting the value of teaching journals while distinguishing them from personal diaries Emphasizing the benefits of teaching journals, the article also addresses the challenges teachers may encounter when implementing them for professional growth Additionally, it outlines procedures for effectively using teaching journals and reviews previous studies related to this topic.
METHODOLOGY
Research approach
This study employs a descriptive research design, utilizing a mixed methods approach that incorporates both qualitative (interviews) and quantitative (questionnaires) methods By integrating these approaches, the researcher aims to mitigate the weaknesses of each while capitalizing on their strengths to enhance the study's effectiveness The focus is on exploring EFL teachers' perceptions and implementation of teaching journals for professional development, with data collected through questionnaires administered directly to teachers in upper secondary schools in Quang Binh province, followed by descriptive analysis.
Research participants and research sites
3.2.1 Research sites and number of participants
This study involved 30 English teachers from five upper secondary schools in Quang Binh province, designated as S1, S2, S3, S4, and S5 for anonymity A questionnaire was administered directly to these participants, and the details of the research sites along with the number of respondents are summarized in Table 3.1.
Table 3.1: Research sites and number of participants for questionnaire
Quang Binh High school for gifted students (= S1)
Bo Trach high school No 1(=S3) 07 06
Bo Trach high school No 3 (=S4) 06 06
Quang Trach high school No 1 (=S5) 08 08
The study involved participants aged 25 to 45 and older, consisting of both male and female teachers As illustrated in Chart 3.1, the gender distribution of the respondents revealed a significant majority of females, accounting for 86.7%, while male participants represented only 13.3% of the total.
Chart 3.2 reveals that teachers aged 35-44 represent the largest percentage among the three age groups at 50.0%, while those over 45 years old constitute the smallest share at 6.7% Additionally, 43.3% of the respondents fall within the 25-34 age range.
Chart 3.2: Participants by age 3.2.2.2 Teaching experience and educational level
According to Table 3.2, the majority of respondents are teachers with 11 to 20 years of experience, accounting for 53.3% Following them are those with 5 to 10 years of teaching experience, making up 40.0% of the respondents, while the smallest group consists of teachers who have over 20 years of experience.
In terms of educational level, the majority of the respondents have BA degrees (86.7%), only two teachers have MA degrees and two other teachers are doing their
Table 3.2: Participants’ teaching experience and educational level
Research instruments
To address the research questions, the study employed a questionnaire to gather quantitative data on teachers' perceptions and the implementation of teaching journals for their professional development Additionally, interviews were conducted to obtain qualitative insights, providing a deeper understanding of teachers' views and practices regarding teaching journals in relation to their professional growth.
The questionnaire, detailed in Appendix 1, was developed by adapting insights from existing literature and the study by Ho and Richards (1993) Close-ended questions were primarily utilized for their efficiency and ease of completion for respondents.
The questionnaire consisted of two sections, with Section A focused on collecting participants' personal information such as gender, age, school of employment, teaching experience, and degree The questions in this section were formatted as gap-filling and multiple-choice to effectively assess teachers' perceptions and their implementation of teaching journals.
PD, the section B was made of 35 items grouped into 4 clusters as follows:
Table 3.3: Summary of the questionnaire
No Clusters/ Sub- clusters Items
Teachers‟ perceptions on teaching journals for their PD 1, 2, 9, 10, 16, 17, 23, 24, 29,
30, 34 The necessity of teaching journal for their PD 1, 2, 9, 10
Teachers‟ implementing teaching journal 3,4,11,12,18,19,25,26,31,32,35 How to keep and share teaching journals 3, 4, 11, 12, 18, 19, 35
When to write teaching journals 25, 26, 31, 32
3 What to include in a teaching journal 5,6,13,14,20, 21, 27, 28, 33
4 Difficulties in keeping teaching journals 7, 8, 15, 22
In this section, teachers provided feedback on various statements using a five-point Likert scale, ranging from "strongly disagree" to "strongly agree." This approach was designed to facilitate participants' responses effectively.
29 reading and helping them avoid misunderstanding and giving reliable answers, the researcher translated the questionnaire into Vietnamese The Vietnamese version (Appendix 2) was given to the participants
An informal interview with English teachers was conducted alongside a questionnaire to validate their responses and gather insights on their perceptions of implementing teaching journals for professional development The interviews were scheduled at convenient times, ensuring effective communication through prior appointments.
Interviews were conducted with 10 English teachers and 3 administrators from three different high schools, coded as Teacher 1 (T1) through Teacher 10 (T10) and Administrator 1 (A1) through Administrator 3 (A3) These interviews took place on March 20th and 25th, 2013 To foster a comfortable environment for the interviewees to share their thoughts, the researcher conducted the interviews exclusively in Vietnamese.
Procedures of data collection
3.4.1 Administering the piloting of the questionnaire
Prior to distributing the Vietnamese questionnaire to the 35 anticipated respondents, a pilot test was conducted with 10 English high school teachers from three high schools in Quang Binh to assess the appropriateness of the Cronbach's alpha reliability coefficient for the research.
A Vietnamese questionnaire was distributed to 30 English teachers from five high schools in Quang Binh province during an English session meeting The teachers were given two weeks to complete the questionnaire, and all responses were returned, showcasing their enthusiasm for the task.
The 10 teachers of English and 3 administrators of interviewees who came from 3 high schools were volunteers The researcher made individual appointments with each of the interviewees The contents of the interview were sent to the interviewees in advance with the hope that they could prepare well for the interviews The questions for the interview mainly focused on the teachers‟ perceptions and reality of teachers on teaching journal for their PD, the benefits that teaching journals had brought to teachers Their responses were recorded for later transcription and English translation.
Data analysis methods
Data collection was conducted through questionnaires and interviews, with analysis tailored to each method The qualitative data from interviews were examined qualitatively, while the questionnaire data were analyzed descriptively using the Statistical Package for Social Sciences (SPSS version 17.0), and the results were presented in charts and tables.
FINDINGS AND DISCUSSION
The reliability statistics of data collected from the questionnaires
Prior to official implementation in the study, the questionnaires underwent a pilot test with ten participants from two distinct upper secondary schools The reliability analysis of the pilot study's questionnaire is detailed in Table 4.1 below.
Table 4.1: The reliability of the pilot questionnaire
The pilot questionnaire achieved a Cronbach's Alpha of 721, indicating a reliable scale for the research Consequently, this set of questionnaires is suitable for application to 30 teachers in the official study (see Appendix 5).
The analysis of 35 questionnaires using SPSS version 17.0 revealed a Cronbach’s Alpha of 753, indicating a higher than acceptable level of reliability for the questionnaire, thus providing reliable evidence for the study's results.
Table 4.2: The reliability of the official study
Findings and discussion
The questionnaire, detailed in Table 3.3, consists of 35 questions categorized into four main clusters These questions utilize a five-point Likert scale ranging from "strongly disagree" to "strongly agree." Data collected from interviews align with the questionnaire clusters to enhance the understanding of the research results.
4.2.1 Teachers’ perception on teaching journals for their PD
The study aims to explore teachers' perceptions of maintaining teaching journals (TJs) for their professional development (PD) Specifically, responses to items 1, 2, 9, and 10 highlight the necessity of TJs for PD, while items 16, 17, 23, 24, 29, 30, and 34 focus on the benefits that TJs provide for teachers' professional growth.
Table 4.3: The mean scores of teachers’ perception on TJ for their PD
1 Teachers should pay much attention on opportunities PD during their teaching in order to gain new knowledge and skills
2 A TJ is considered as a notebook in which a teacher writes regularly about teaching experience and other events
9 Teacher should practice reflective teaching because it assists teachers' lifelong PD
10 Keeping TJ is one of the most common activities for teachers to reflect their teaching activities Through keeping journals, teachers can identify teaching problems and build their teaching skills
16 Sharing difficulties and concerns with other teachers and colleagues is one of the benefits that keeping TJ brings about
17 Writing TJ provides me an opportunity to describe and explore my own teaching practices
23 Keeping TJ helps me avoid difficulties and have good plans and activities for class
24 Journal writing helps me not only enrich my knowledge about teaching but also enhance my understanding of my students
29 Writing regularly in TJ can help me become more aware of my teaching
30 Journal writing not only helps me think deeply about my teaching and profession but it also gets me improving my English writing skill
34 Keeping TJ is an important departing point to modify more suitable curriculum or lessons
Table 4.3 shows that the mean perception of cluster 1, which focuses on high school English language teachers' views on teaching journals for their professional development, was 4.1788, exceeding the fourth scale of 4.0 on a five-point scale All participants responded positively, leaning towards agreement with the statements Notably, the minimum value recorded was 3.82, surpassing the third scale's value of 3.0.
=undecided), and gradually moved toward value 4 (agree) in the five- point scale The maximum value was 4.73 These results supported the conclusion that high
34 school English language teachers in Quang Binh had positive attitudes toward keeping teaching journals for their PD
The analysis revealed that the mean scores for items 1, 2, 9, 10, 16, 29, and 30 exceeded the fourth scale of 4.0 on a five-point scale, as shown in Table 3.4 Notably, item 1 had the highest mean score of 4.5667 with a small standard deviation of 0.50401, indicating that most teachers either agreed or strongly agreed with the statement Items 2 and 30 also recorded high mean scores of 4.4667, while item 34 had the lowest mean score of 3.5000 Additionally, items 17, 23, and 24 fell within the medium range of values.
Section 4.3.1 highlighted the importance of exploring teachers' perspectives on the necessity and benefits of teaching journals for their professional development.
4.2.1.1 Necessity of teaching journals for PD
The data presented in chart 4.1 indicates that the mean scores for the necessity of teaching journals for professional development (PD) exceed 4 (agree) on a five-point scale The highest mean score, 4.57, was recorded for the statement that teachers should prioritize PD opportunities to acquire new knowledge and skills Although items 9 and 10 had lower mean scores of 4.37, they still received agreement or strong agreement from the majority of teachers Specifically, 63.3% of participants agreed, while 36.7% strongly agreed that reflective teaching practices and maintaining teaching journals are essential for reflecting on their teaching activities Notably, there were no disagreements or neutral responses regarding these items (see Appendix 7).
Most high school English teachers in Quang Binh possess a fundamental understanding of teaching journals and acknowledge their importance for professional growth.
Chart 4.1: The mean scores of teachers’ perception on necessity of TJ
Interviews with teachers T1, T3, and T4 revealed a strong perception of the importance of teaching journals for professional development The majority of the interviewed educators emphasized that maintaining teaching journals serves as a vital tool for enhancing their professional growth T1, T3, and T4 agreed that these journals provide valuable opportunities for reflecting on and reviewing their teaching practices.
Frankly speaking, in order to review or reflect my teaching activities, keeping teaching journals is considered as one of the most useful tools to carry out my intentions
Maintaining teaching journals is crucial for teachers' professional development, as it allows them to reflect on their practices Through this reflection, educators can recognize their strengths and areas for improvement.
Item 1: Paying attention on opportunities
Item 2: TJ is a notebook in which teachers write regularly about teaching experience
Item 9: Practicing relective teaching assists teachers' life long PD.
Item 10: Keeping TJ is a common acitivity for teachers to reflect their teaching
This comment was echoed by T6:
Keeping teaching journals created good chances for me to resee my teaching, identify difficulties and seek suitable solutions for each lesson
The majority of teachers interviewed believe that keeping teaching journals is not a private practice.
Success or difficulties in teaching written in a teaching journal must be shared with other teachers and colleagues with the aims of getting more experiences from them
It is clear that all the data collected from questionnaires and interviews proved that keeping teaching journals was one of the useful forms of professional development activities for teachers.
This sub-cluster, one of two identified in section 4.3.1, includes seven items: 16, 17, 23, 24, 29, 30, and 34 The analysis aims to provide an overview of the advantages of utilizing teaching journals.
Chart 4.2 highlights varying perceptions of the benefits of teaching journals Notably, item 30 received the highest mean score of 4.47, indicating that journal writing significantly enhances both deep reflection on teaching practices and improvement in English writing skills, trending towards a strong agreement.
Teachers generally perceive the value of sharing difficulties and concerns through teaching journals, with a mean score of 4.37 for item 16 Furthermore, item 29, which states that "Writing regularly in a teaching journal can help me become more aware of my teaching," received an even higher mean score of 4.40, indicating strong agreement among teachers These findings suggest that most educators recognize the benefits of reflective writing in enhancing their teaching practices, despite lower mean scores for items 17, 23, 24, and 35.
The analysis revealed that 37 values scored higher than 4 (agree) on a five-point scale, indicating that the mean scores of these items exceeded 3 (undecided) and progressively approached 4 (agree).
The mean score for item 34 is the lowest at 3.50, with a minimum of 2 and a maximum of 4, indicating a significant dispersion of 5.7235 This suggests that while most teachers generally agree with the statement, there is a notable minority that disagrees.
Summary of the findings and discussion
Chapter 4 has just presented the research findings It first discussed teachers‟ perceptions on keeping teaching journals for their PD in terms of teachers‟ perceptions on the necessity and benefits of teaching journals The results revealed that most of the upper secondary school English language teachers in Quang Binh province had a highly positive attitude towards the necessity of keeping teaching journals as well as the benefits that teaching journals had brought about Besides, the results from interview data are parallel to the survey results Obviously, these findings accord with the results of the study by Ho and Richards (1993), which showed the teachers‟ evaluation of the usefulness of journal writing, and the viewpoints of McDonough (1994), Jeffrey (2007), and Farrell (2007) It is the teachers‟ positive attitude towards keeping teaching journals that motivate them keep teaching journals more positively and effectively
The study investigates the implementation of teaching journals by teachers, focusing on their management and sharing practices Most teachers express a positive attitude towards maintaining and sharing these journals These findings align with the research conducted by Brock, Yu, and Wong (1992), highlighting that the practice of keeping and sharing teaching journals provides valuable insights into the experiences of fellow educators.
The study investigates the content of teaching journals to identify the primary topics addressed by participants The results reveal that the challenges encountered in teaching are the predominant theme recorded by most participants, aligning with previous findings.
Ho and Richards (1993) In Ho and Richards (1993)‟s study, it is stated that teachers mainly write about problems faced in their teaching and describe the approaches and procedures they use
The survey results indicate that all teachers (100%) either strongly agreed or agreed that they face significant challenges in maintaining teaching journals due to limited opportunities for exchanging and sharing their teaching experiences.
The survey of 54 journals indicates that time constraints and workload significantly hinder the ability of educators to maintain teaching journals Interview findings corroborate this, highlighting that limited time and heavy workloads are major barriers Additionally, challenges such as difficulty accessing relevant literature, a lack of established habits for journal writing, and the inconsistent practice of maintaining teaching journals further complicate the process for educators.
