Introduction
Introduction
This chapter begins by outlining the study's rationale Then, the study's objectives, research issues, and importance will be discussed Finally, the chapter describes the study's organization.
Rationale
Over the past two decades, Vietnamese education, particularly at the higher education level, has undergone significant transformations to better prepare students for a competitive job market In response to global developments and the Vietnamese government's initiatives to integrate into the international market, it has become essential for the education system to equip students with relevant knowledge and skills that align with both local and international labor demands A crucial skill for students is proficiency in an international language, with English being the most vital due to its widespread use and importance in global communication.
As a result, teacher responsibility is important and expanding in order to assist learners in achieving this aim
The Vietnamese government, through the Ministry of Education and Training (MOET), is actively enhancing teacher training and instructional strategies across all educational levels, including universities This initiative includes organizing professional development (PD) programs for educators, as research indicates that such training significantly boosts teaching competency (Le, 2018; Bell & Gilbert, 1996; Vo).
Professional development (PD) is essential for enhancing student learning outcomes and fostering organizational growth in universities and colleges It plays a crucial role in the careers of individuals, particularly novice teachers who may face challenges due to a lack of experience Without proper training, these teachers risk encountering significant difficulties that can negatively impact their effectiveness and student performance, as well as hinder institutional progress Therefore, it is vital for novice educators to recognize their unique situations to create tailored professional development plans that will support their long-term career advancement.
Research highlights the vital role of professional development for novice teachers, particularly in the context of English as a Foreign Language (EFL) in Vietnam While recent studies have focused on various aspects of professional development programs, including their types and teachers' perceptions, there is a notable lack of research addressing the personal needs and career plans of EFL teachers at the tertiary level This study aims to bridge that gap by exploring the specific needs and planning strategies of novice EFL teachers in Vietnamese universities, ultimately providing a comprehensive understanding of their professional development within the higher education landscape.
Research aims
This study examines the professional development (PD) needs of novice English as a Foreign Language (EFL) teachers at HUFL by analyzing their perceptions of PD and its effects It also assesses how the PD activities offered at HUFL align with the requirements of these beginning educators Additionally, the research explores the relationship between the needs of novice teachers and the PD activities they engage in, and how these factors shape their future PD plans.
In order to reach these aims, this research would be carried out to answer two questions:
1 What are the EFL novice teachers' needs for PD? To what extent do the PD activities at HUFL meet their needs?
2 What are the EFL novice teachers' plans for their PD?
Significance of the study
The current study is significant for several reasons Firstly, it provides teacher training institutions, educational authorities, school administrators, and professional development program providers with insights into the effectiveness of their initiatives aimed at enhancing teachers' learning As noted by Borg (2006), the success of professional development activities hinges on teachers' belief in their value and their willingness to integrate new ideas into their teaching practices Additionally, the study gathers valuable information on teachers' expectations and suggestions for future professional development initiatives tailored to the Vietnamese higher education community.
The study enables participants to evaluate their teaching practices and recognize their growth over the years, while also providing a platform for them to express their concerns and identify areas for further development and improvement.
Organisation of the research
This research paper is structured into five chapters: an introduction, a literature review, a methodology section, a section for findings and discussion, and the last one about implications and conclusions
Chapter One addressed the rationale for this study, the research objectives and questions, and the study's significance This chapter concludes with a presentation of the thesis's outline
Chapter Two evaluates the relevant theoretical literature for the current research, in which prior studies' findings are objectively compared to what should be included in the investigation
Chapter Three outlines the study's methodology, detailing the research design, participant selection, and the instruments utilized It also provides an overview of the techniques employed and the methods of data analysis.
Chapter Four summarizes the study's significant conclusions and discussion with the qualitative data before comparing them to those of other research with a similar focus
Chapter Five, the thesis concluding chapter, presents the study's shortcomings, pedagogical implications, and recommendations for additional research on the topic.
Literature Review
Introduction
This chapter examines the literature on teacher professional development (PD), emphasizing its importance for both teachers and student achievement It begins by defining PD as presented by various scholars and highlights its impact on teachers' beliefs, experiences, and contributions to student learning outcomes, as well as educational innovation Different models of PD are explored, followed by a focus on novice teachers, their specific definitions, and the critical need for PD in their early careers Additionally, the chapter addresses novice teachers' perceptions, needs, and plans Finally, it reviews relevant research on a global and Vietnamese scale to identify the gaps this study aims to address.
Overview of Professional Development
In recent decades, the concept of "Professional Development" (PD) for EFL teachers has garnered significant attention due to the urgent need for educators to enhance their knowledge amidst rapid globalization (Truong, 2017) While various scholars have defined PD in multiple ways, this study specifically concentrates on definitions that pertain to the advancement of teachers, distinguishing it from other fields.
Joyce et al (as cited in Hoang, 2020, p.49) considered PD as both formal and informal programs that teachers attend to improve their professional knowledge as
"educated people, professionals or scholars" to accomplish their career goals and missions Later, a more specific definition for PD given by Gender (as cited in Yadov,
Professional development (PD) encompasses both formal and informal interactions, including attending seminars, participating in professional meetings, and engaging in mentoring, as well as consuming academic journals and relevant documentaries According to Birman et al (2000), PD consists of various programs, such as workshops and seminars, that educators engage in throughout their careers to improve their professional practices.
However, Little (1987, p.87) described PD as an activity that is useful and essential for teachers to enhance their performance at their school:
"PD refers to any activity that is intended partly or primarily to prepare paid staff members for improved performance in the present or future roles in the school districts."
According to Glathorn (1995), teacher professional development (PD) encompasses the growth teachers experience through increased experience and systematic examination of their teaching (p 41) This development includes both external activities, such as workshops and seminars, and internal practices like self-evaluation and personal experience Additionally, teacher PD is often referred to as in-service education or staff development (Ono & Ferreira, 2010), typically delivered through short-term events such as workshops, conferences, and training sessions (p 67) These traditional forms of PD aim to provide teachers with new information and update their knowledge (Kwakman, 2003; Scott & Scott, 2010; Villegas-Reimers, 2003).
Reform professional development (PD) activities, as categorized by researchers, involve continuous inquiry into instructional practices and emphasize collaboration over traditional individual-focused methods (Wright, 2017; Huberman & Guskey, 1995) Unlike conventional PD events, which typically feature a presenter and passive teacher-listeners, reform PD encourages active participation among educators This collaborative approach enhances teachers' learning experiences, fostering opportunities for knowledge exchange and professional growth.
Professional development (PD) is crucial for enhancing a person's career, particularly in education, as it significantly improves teachers' knowledge, teaching methods, and values This, in turn, can lead to better student learning outcomes, as highlighted by research from McLeskey & Waldron (2002) and Yoon et al (2007).
2.2.2 The roles of professional development
Research has extensively explored the roles of professional development (PD) in enhancing teaching and learning outcomes Studies indicate that effective PD programs can significantly improve teaching practices and methodologies, ultimately benefiting student learning experiences (Kennedy, 2016) According to Sparks and Hirsh, these findings underscore the importance of continuous professional growth for educators.
Research indicates that enhancing teachers' skills and knowledge positively influences students' knowledge and achievement (Wash & Gamage, 2003) Various studies have explored the effects of teacher professional development (PD) on student learning outcomes, yielding mixed results Notably, Yoon et al (2007) identified key aspects of teacher PD that can significantly impact student learning processes and outcomes.
"Professional development for teachers is a crucial mechanism for improving classroom instruction and student achievement.”
Yoon et al (2007) discovered that students' performance significantly improved when their teachers had undergone substantial professional development (PD) The study further illustrated the positive impact of teacher PD on student achievements through a detailed chart.
Figure 1 How teacher PD could affect students' achievement (Yoon et al., 2007)
Wright (2019) gave a comprehensive conceptual framework (Figure 2) about the connection between teacher PD and students' learning outcomes
Figure 2 Impact of professional development conceptual framework (Wright, 2019)
In figure number two, the elements are: (1) the umbrella of PD; (2) the focus of
PD as defined by the Every Student Succeeds Act (ESEA, 2015); and (3) the PD delivery techniques The core represents teachers who are participating in professional
Professional development activities play a crucial role in enhancing student achievement The framework illustrates the impact of various factors on academic performance, highlighting the connection between these elements This graph suggests potential strategies for improving educational outcomes.
Another conceptual framework developed by Mohan et al (2017) showed the process of how teachers' PD could make impacts on students' learning achievement
Figure 3 How teachers' experience PD could affect learning and teaching outcomes (Mohan et al., 2017)
The professional development (PD) experience of teachers significantly influences the quality of teaching and learning through three key steps Initially, participation in PD activities enhances teachers' expertise Subsequently, they implement the updated knowledge gained from these activities in their lessons, ultimately improving lesson quality.
This aims to improve students’ learning achievement This process is known as the teachers’ change process and effective student learning
Professional development (PD) significantly influences teachers' behaviors and beliefs through various activities, leading to notable changes that encompass "teacher development," "teacher growth," "implementation of innovation or reform," and "cognitive and affective change" (Richardson & Placier, 2001) A comprehensive review by Vescio, Ross, and Adams (2008) analyzed 11 studies, highlighting the positive impact of PD on educators.
Between 1990 and 2005, professional development (PD) significantly influenced changes in teachers' instructional practices Additionally, PD activities enhanced teachers' confidence, enabling them to make more informed decisions in their teaching methods (Gabriel et al., 2011; Mohan et al., 2017).
Based on improvements of teachers in teaching methods and strategies, students' learning outcomes could benefit tremendously from these Since teachers taking part in
PD programs or activities could help students engage more in the learning process, aiding them to accumulate academic knowledge better via engaging lessons ( Hoang, 2020; Le, 2002; Nguyen, 2017)
In short, PD is considered one of the most effective ways to improve teaching methods and strategies (Supovitz & Turner, 2000)
2.2.3 Different models of professional development
Professional development (PD) has significantly positive effects on teaching and learning; however, many PD programs fail to meet the needs of teachers and their instructional strategies.
Professional development (PD) activities come in various forms and focus areas, making it essential for teachers to understand the different types available By identifying the PD options that align with their individual needs and personal growth plans, educators can effectively seek out the most suitable opportunities for their professional advancement.
Man (2005) distinguished between "Professional Development" and "Continuing Professional Development" (CPD), noting that CPD is more focused on personal growth, whereas Professional Development is primarily career-oriented Kennedy (2005) identified nine types of CPD, which include training, award-bearing programs, deficit models, and cascade methods.
(5) standards-based; (6) coaching/mentoring; (7) community of practice; (8) action research; (9) transformative" Kryvonis (2013, p.121) summarised these models' definition as:
Novice teachers and Professional Development
Novice teachers are defined as individuals with limited teaching experience, typically those with less than five years in the profession Kim and Roth (2011) describe novice teachers as facing challenges in their roles, encompassing beginning teachers, neophytes, and pre-service educators Farrell (2012) emphasizes the ambiguity in defining novice teachers but suggests it includes first-time instructors, without specifying a duration for this classification Karatas and Karaman (2013) narrow this definition further, indicating that novice teachers usually have less than two years of teaching experience Day et al (2007) highlight the first three years as a critical phase in a teacher's professional development, while Widiati et al (2018) align with this timeframe, defining novice teachers as those who have completed their pre-service education and possess around three years of teaching experience.
Novice teachers are defined by their experience, as outlined by Moir (1999) and further explored by Curry, Webb, and Latham (2016) During their first year, they typically go through five distinct stages: anticipation, survival, disillusionment, rejuvenation, and reflection Despite variations in definitions across different groups, a commonality exists in how "novice teachers" are characterized, emphasizing their shared journey through these developmental phases.
"novice teachers" are the ones who usually have limited experience of their professionals for less than five years
Novice teachers often encounter significant stress and may feel unprepared to handle the behavioral and academic challenges presented by their students in their first year (Dias-Lacy & Guirguis, 2017) Additionally, throughout their teaching careers, these educators face various ongoing challenges that can impact their effectiveness and well-being.
Novice teachers often struggle with essential pedagogical knowledge and face challenges related to administrative tasks assigned by schools They may find it difficult to develop effective lesson plans tailored to diverse student characteristics and abilities, and they often lack the skills needed to foster a positive classroom environment.
Novice teachers often face a range of cognitively, physically, and emotionally demanding experiences as they transition into professional roles (Hayati, 2018; Riesky, 2013) According to Kennetz (2014), these challenges include classroom management, curriculum implementation, administrative responsibilities, fostering relationships with colleagues, engaging with students' parents, and balancing personal and professional life.
As mentioned above, novice teachers usually have many obstacles during their first years of working; therefore, it is vital for novice teachers to take part in appropriate
Beginning teachers often face significant challenges as they are required to perform at the same level as their more experienced colleagues, making their initial years crucial for professional development (Fantilli & McDougall, 2009) Research indicates that novice teachers frequently feel overwhelmed, dedicating substantial time and effort to maintain balance in their work (Marshall, Fittinghoff, & Cheney, 1990) Only after overcoming these early hurdles can they focus on personal growth and long-term strategies to enhance student success Overall, the difficulties faced by novice teachers during their first years can adversely affect their effectiveness, personal development, student outcomes, and the financial resources needed to support them (David, 2000).
Numerous studies have been conducted to better understand the needs and concerns of novice teachers, aiming to help them navigate challenges and enhance teaching quality Research indicates that real-life classroom issues are best addressed through practical experience (Moir, 2003) Consequently, novice teachers often seek guidance or mentorship when facing difficulties (Gagen and Bowie, 2005) However, finding suitable mentors can be challenging due to various factors Gagen and Bowie (2005) emphasize that comprehensive training, coupled with a Q&A section, can significantly assist novice teachers in overcoming early career obstacles Additionally, a study by Jiang et al (2020) involving 67 novice teachers with less than two years of experience highlighted the necessity for policy support to facilitate their learning of new content knowledge and pedagogical techniques.
Beginning teachers greatly benefit from participating in well-designed and well-funded professional development (PD) programs, which help them overcome challenges and enhance their skills Research by Brock and Grady (1998) and Darling-Hammond (2003) highlights the significant advantages of these programs, including opportunities for mentoring that improve problem-solving abilities and reduce feelings of isolation Additionally, organizing such activities fosters stronger relationships among novice teachers, experienced educators, and administrators, as suggested by Fantilli and McDougall (2009).
To support novice teachers in their professional development, it is crucial for them to engage in essential professional development (PD) activities or programs that equip them with the necessary knowledge and skills.
Review of related studies
To enhance teaching quality and effectively utilize financial resources, it is essential to provide relevant professional development (PD) programs for novice teachers that address their specific challenges Research into teachers' needs for appropriate PD activities has increased, highlighting the importance of tailored support in the early years of teaching.
2.4.1 Research on the global scale
According to Doran (2014), there is a growing need to investigate the professional learning experiences that prepare teachers to provide adequate teaching
A case study by Marrero et al (2010) in North America examined the effectiveness of short courses for teacher professional development (PD) The findings indicated that these courses foster a supportive learning environment, allowing educators to comfortably share ideas and engage with peers Connecting with like-minded professionals facilitated open discussions, significantly enhancing their PD experience However, the authors emphasized the importance of teachers fully engaging with the model and content to maximize the benefits of the program.
A case study by Ono and Ferreira (2010) in South Africa examined Continuous Professional Development (CPD) through Japanese lesson study within the Mpumalanga Secondary Science Initiative While not focused on English language teaching, the study highlighted the significant benefits of CPD, revealing that participating teachers experienced improvements in their teaching practices Additionally, the research demonstrated that teachers could adapt their teaching methods swiftly, although personal and professional development typically necessitates a long-term commitment.
A study by Fantilli and McDougall (2009) involving 86 novice lecturers at Ontario University utilized mixed methods to identify the challenges and support systems for beginning teachers Through questionnaires and interviews, the research highlighted key difficulties such as hiring practices, addressing special needs, limited classroom resources, individualized education plans, and English as a Foreign Language (EFL) instruction To alleviate these challenges, the study recommends professional development activities, including pre-service programs and workshops, to enhance teaching methods and strategies for novice educators.
Septiani et al (2019) conducted narrative research to explore the challenges faced by two novice EFL teachers, aged 23 and 26, at boarding schools in West Java after completing their pre-service education Through observations and interviews, the study revealed that restrictions on using technology, such as mobile phones, hindered information access and limited creativity Additionally, the teachers struggled with time management and faced challenges in communicating with students' parents and colleagues However, the findings may not be applicable to other contexts due to the small sample size and the unique technology restrictions in this specific region.
Within the Vietnamese context, recently, a number of studies have been done to investigate the significance of PD in teachers' development and student outcomes
In 2018, Le, Pham, and Truong conducted qualitative research in lower secondary schools in Hue City, Vietnam, to explore EFL teachers' perceptions of professional development (PD) The study revealed that teachers generally viewed PD activities positively, despite facing challenges such as lack of motivation, knowledge, and collaboration among colleagues The most pressing issue identified was the limited time available for participation in PD programs due to their heavy workloads.
Hoang (2020) investigated the enablers and barriers to professional development (PD) for in-service English as a Foreign Language (EFL) teachers in Vietnam's higher education system Utilizing a comprehensive data collection approach that included national and institutional documents, surveys, focus groups, and interviews, the study revealed a unanimous agreement among participants on the importance of PD programs for enhancing teaching abilities Despite their interest in workshops and training programs, teachers faced challenges such as insufficient financial support, limited awareness of PD benefits, and heavy workloads The research underscores the critical need for effective PD initiatives and the resolution of existing obstacles to foster teacher development and improve training quality.
A qualitative study by Truong and Murray (2020) explored the experiences of 19 EFL teachers from 17 schools in northern Vietnam regarding online professional development (PD) programs Through semi-structured interviews, the research revealed that these teachers held positive attitudes towards virtual language teaching courses However, it also identified new challenges, particularly in relation to teachers' technology literacy and self-regulation skills.
As presented above, a wide range of research has been carried out in the field of
Professional development (PD) for novice teachers in Vietnam faces significant obstacles and support challenges While existing studies have provided valuable insights into the PD landscape for experienced teachers, the specific needs of novice English as a Foreign Language (EFL) teachers remain underexplored This study aims to address this gap by investigating the PD requirements of EFL novice teachers at the University of Foreign Languages, Hue University The research will focus on three main areas, including the specific needs for PD among EFL novice teachers, with the goal of enhancing their teaching practices, beliefs, and attitudes to improve overall teaching and learning outcomes.
(2) whether the PD activities being held at HUFL meet the needs of these teachers or not, and (3) their PD planning.
Conclusion
To summarise, this chapter reviews related research that is significant to the terms
Professional development (PD) programs play a crucial role in enhancing teaching and learning outcomes, particularly for novice teachers who face significant challenges in their early careers This article explores critical theoretical concepts and various PD models to clarify their impact on educators It highlights the necessity of these programs for beginning teachers and identifies gaps in the existing literature that this research aims to address The following chapter will outline the research methodology employed in this study.
Methodology
Introduction
This chapter outlines the design and execution of a study focused on the personal needs and plans of novice teachers It begins by justifying the chosen research approach and provides detailed descriptions of the participants, including the rationale for their selection and the stages involved The chapter also covers the methods of data collection and analysis, detailing how the data was coded, presented, and interpreted Finally, it concludes by summarizing the key findings of the study.
Research approach
The qualitative approach was conducted in this study According to Heigham and
Croker (2009) emphasizes that qualitative research is a highly valuable method when limited information exists about a phenomenon, as it serves an exploratory purpose This approach aims to uncover new ideas and insights, making it particularly suitable for the current research topic Furthermore, qualitative research is centered on understanding unique and specific situations.
Qualitative research encompasses various methodologies such as observations, case studies, ethnography, and experiments, each with distinct objectives and approaches (Lincoln & Guba, 1985; Robson, 1993; Silverman, 2011) These diverse styles necessitate specific planning and execution methods for effective qualitative studies, as highlighted by researchers like Cohen et al (2011), Maxwell (2005), and Denzin.
Lincoln (1994) suggested that establishing the research's specific objective lays the groundwork for designing qualitative research
This study employs a case study approach, defined as an in-depth examination of phenomena in their natural settings from the participants' perspectives (Gall, Borg, & Gall, 1996) The term "phenomenon" encompasses both tangible and intangible subjects, including individuals, organizations, interactions, and processes (Yin, 2014) The research focuses on the tangible aspects of teacher professional development, specifically EFL teachers and their institutions, while also exploring the less tangible relationships between professional development and sociocultural factors A case study provides a comprehensive analysis of the complexity and uniqueness of initiatives, policies, or systems within real-life contexts (Simons, 2009) This technique allows researchers to maintain the holistic qualities of real-world events, offering insights into group behavior, organizational processes, school performance, and individual transformations (Yin, 2009).
In short, to explore novice teachers' PD personal needs and plans, this research applies a qualitative approach with the case study method.
Participants
3.3.1 Rationale for the selection of research site and participants
Creswell (2012) emphasizes the importance of purposive sampling in research, as it allows for the selection of individuals with a deeper understanding of the primary phenomenon This study focused on participants from the University of Foreign.
Hue University is the sole public institution in Hue that provides English as a Foreign Language (EFL) training, making it a pivotal research site English is a popular foreign language choice among students across various majors Additionally, the University of Foreign Languages at Hue University has implemented numerous professional development programs, activities, and workshops, prompting an evaluation of their effectiveness in addressing the needs of the university's lecturers.
Professional development (PD) for English as a Foreign Language (EFL) teachers at this university is a significant focus due to ongoing updates to the English curriculum The university has hosted various esteemed national and international PD programs centered on linguistics and teaching methodologies Additionally, as a current faculty member, the researcher has convenient access to the research site, facilitating the study (Marshall & Rossman, 2011).
Every EFL teacher must enhance their teaching methodology and have a clear professional development plan However, novice teachers often struggle to identify the right direction for their development.
(Wright, 2019) Therefore, this research decided to select novice teachers as the participants
3.3.2 Procedure for the participant recruitment
According to Arcury and Quandt (1999), selecting participants for ethnographic or qualitative studies is crucial, as it must align with the study's objectives to identify individuals who reflect the research population's characteristics In this study, participant recruitment involved a careful two-stage process, initially selecting lecturers with 0 to 5 years of teaching experience from three faculties that offer courses in English: Faculty of English, Faculty of English for Specific Purposes, and Faculty of International Studies Out of 20 lecturers identified, only ten met the study's criteria, having participated in professional development programs at HUFL and expressed a willingness to share their experiences related to professional development.
The research involved ten EFL instructors from HUFL, representing three faculties: the Faculty of English, the Faculty of English for Specific Purposes, and the Faculty of International Studies Among the participants, there were nine females and one male, with teaching experience ranging from 1.5 to 4.5 years Specifically, five instructors were from the Faculty of English, four from the Faculty of English for Specific Purposes, and one from the Faculty of International Studies Despite varying levels of experience, eight of the lecturers were teaching assistants without a master's degree, while two had completed their master's Their diverse teaching backgrounds included working with young learners, adults, and middle-aged students, allowing them to employ various teaching methodologies.
Significantly, among these ten teachers, six of them graduated with a major in English Language Teaching, three with a Bachelor’s Degree in English Language, and one in International Studies
Table 3.1 Description of participants for interviews
To maintain participant anonymity, the researcher assigned codes to ten teachers, ranging from Teacher 1 to Teacher 10 This approach allowed the researcher to remain unbiased during the analysis of interview data, as they had no knowledge of the identities or personalities behind each pseudonym (Gibbs, 2007).
Data collection
3.4.1 Rationale for data collection method
This qualitative research utilized semi-structured interviews to gather in-depth insights from lecturers regarding their professional development (PD) experiences By allowing participants to express their opinions, feelings, and experiences in detail, the study highlighted the significant impact of PD activities on teaching practices The phenomenological approach combined both emotional and intellectual perspectives, revealing lecturers' reported needs for PD programs shaped by prior work encounters The researcher's firsthand experience as a teacher facilitated a deeper connection with the phenomena studied and informed the study's methodology This qualitative method enabled thorough descriptive interviews, allowing readers to understand the findings on both emotional and intellectual levels, as emphasized by Lincoln and Guba (1985).
Interviews are a valuable tool for researchers to understand diverse perspectives, as noted by Patton (2002), while Rossett (1987) emphasized their effectiveness in exploring individuals' emotions and beliefs Moreover, Yin (2003) highlighted their importance as a key information source for case studies This study utilized semi-structured interviews to gather insights from EFL novice lecturers on various professional development (PD) topics, focusing on their current PD state, influencing factors, and personal development plans Thus, this data collection method was well-suited to address the research objectives.
Document analysis is crucial for case study research, as highlighted by Yin (2003), due to its stability, unobtrusiveness, and precision, offering comprehensive insights (Lincoln & Guba, 1985) This method is also recommended for validating and enhancing data collected from other sources, such as interviews and focus groups (Merriam, 1998; Yin, 2003, 2014).
O'Leary (2014) identifies three primary document types: public records, personal papers, and physical evidence This research focuses on personal documents, specifically reflections, to gather qualitative data related to individual ideas and experiences Reflection involves summarizing recent events or programs and analyzing essential components, such as people, resources, and activities, that have impacted the learning process over time (Lutz & Paretti, 2019).
Reflection on one's actions is a powerful tool for enhancing self-awareness and addressing challenges in the educational process (Simonyan, Prokhorova & Frolikova, 2020) It plays a crucial role in personality development within education (Frizen, 2017; Kostenko & Leontiev, 2018) Many educators highlight the significance of reflection for achieving classroom success D Schon (1983) describes teachers as reflective practitioners who continually learn from their experiences through reflection, a concept that has gained considerable acceptance over the years (Olteanu).
3.4.2 Design of the data collection tools
The semi-structured interview utilized a set of 14 questions, following Kennedy's (2005) framework, to achieve the research objectives The initial four questions were designed to create a comfortable environment for interviewees (Galletta & Cross, 2013) and to help the interviewer gain insights into the participants' teaching experiences and perceptions of professional development (PD).
In 2013, the middle segment of the semi-structured interview included specific questions aligned with the research objectives, focusing on participants' professional development (PD) needs and the factors influencing their future PD plans The concluding segment invited interviewees to share any additional thoughts, and the author expressed gratitude for their participation in the research data collection (refer to the Appendix for the interview questions).
The interview prompt featured three key questions designed to explore each participant's perspective on their future professional development (PD) plans The first question encourages participants to reflect on their PD intentions and consider any absence of plans, prompting them to identify underlying reasons The second question focuses on how participants have established their PD goals, providing the researcher with valuable insights into their planning process Lastly, the final question assesses novice teachers' understanding of how PD influences their long-term personal and professional growth.
3.4.3 Procedures for the data collection
Participants were invited to join the interviews through email and social media platforms like Messenger and Zalo Due to the Covid-19 pandemic, in-person interviews were not feasible, prompting the researcher to utilize Google Meet for online sessions As noted by Simons (2009), case studies should emphasize participants' real-life experiences, making it essential to conduct interviews in a comfortable and familiar setting for them (Breg & Lune).
In 2012, the researcher noted that participants felt comfortable during online interviews, as they were in familiar settings like their homes Each interview lasted approximately 40-50 minutes, tailored to individual participants To enhance comfort and ease of expression, semi-structured interviews were conducted in Vietnamese, allowing participants to share their feelings and experiences regarding PD without language barriers.
To gather precise data on EFL novice teachers' perceptions of professional development (PD), the interview topic was disclosed beforehand, while the specific questions remained undisclosed Each online interview was recorded and meticulously noted with the participants' consent Subsequently, the recorded data was transcribed and analyzed for qualitative insights.
Reflection is essential as some interview participants shared their future professional development (PD) plans, but the limited interview time resulted in insufficient responses To gather more detailed insights, participants were prompted to write a short paragraph outlining their PD plans beyond what was discussed in the interview To enhance the analysis, the researcher selected participants from two different age groups who had varying perspectives on their PD goals Ultimately, six teacher participants agreed to provide their reflections.
Each of the six participants was sent the prompt via email and asked to think and write in a week to provide their reflection on their plan for PD.
Data Analysis
There were two sources of data in this study, including interviews and reflection, which enabled the research to answer the research questions
This study used content analysis to analyze and describe the qualitative data and documents
Interview transcripts served as a crucial data source in this study, utilizing qualitative content analysis as defined by Hsieh and Shannon (2005) as a method for subjective interpretation of text data through systematic coding and theme identification This approach is notable for its capacity to condense large volumes of material into concise summaries of key findings (Erlingsson & Brysiewicz, 2017) By employing content analysis, researchers can effectively organize and understand extensive text data, allowing for the identification and development of themes and groups (Bengtsson, 2016; Erlingsson & Brysiewicz, 2017; Krippendorf, 1989; Mayring, 2000; Schreier, 2013; Weber, 1990).
Additionally, qualitative content analysis is beneficial for analyzing text data that includes vocal dialogue, written documents, and visual representations to establish
Content analysis must ensure replicability, which is closely associated with reliability, allowing different researchers to apply the same techniques to study an event across various times and obtain consistent results (Krippendorf, 1989; Lincoln & Guba, 1985) This approach is particularly suitable for investigations focused on description rather than hypothesis creation (Drisko & Maschi, 2015).
The researcher summarized the qualitative data from interviews to capture participants' ideas, then transcribed their responses in Vietnamese for deeper understanding Repeated readings of the transcripts allowed the researcher to grasp the overall meaning and gain insights, which were crucial for the coding process Finally, all quotes were translated into English, reviewed by the supervisor, and labeled by speaker for the reporting of results.
In qualitative research, coding is essential for defining the data being analyzed, as noted by Gibbs (2007) This process involves identifying sections of text or images, recognizing concepts, and establishing relationships among them, making coding more than mere labeling; it connects data to the research topic and other sources Researchers utilize codes to systematically organize data, exploring links between different codes There are two primary coding methods: deductive and inductive Deductive coding starts with pre-established codes applied to the data, while inductive coding generates codes from the data itself For this study, inductive coding was selected.
According to Linneberg and Korsgaard (2019), coding data offers several key advantages for researchers It facilitates in-depth and comprehensive insights into the data (Saldaủa, 2015; Miles, Huberman, and Saldana, 2013), while also allowing for easy access and retrieval Additionally, coding aids in categorizing and structuring the data, ensuring transparency and validity Ultimately, this process enhances the researcher’s understanding of participants' experiences.
In this study, both datasets were coded in Vietnamese to prevent misinterpretation from potential mistranslations (Smith, Chen, & Liu, 2008; Van Nes, Abma, Jonsson, & Deeg, 2010) An inductive qualitative content analysis approach was employed for the interview data and reflections The coding process initiated with three predefined key categories derived from the initial research topic and its sub-questions, focusing on (1) professional development activities that EFL novice teachers participated in.
The study aimed to gain a deep understanding of novice teachers' professional development (PD) needs, focusing on the effects of various activities on their teaching and personal growth The researcher meticulously analyzed printed transcripts, taking notes and creating headers as initial codes, which were recorded in the margins to reflect the study's objectives These notes were subsequently transcribed into a coding sheet using Microsoft Excel, following established methodologies (Burnard, 1991; Elo & Kyngọs, 2008; Hsieh & Shannon, 2005) The initial codes were then refined and organized into sub-categories within three main categories, highlighting the specific PD needs of novice teachers.
- Enhance teachers' English teaching methodologies
- Educate teachers on information technology skills and applications
Table 3.2 illustrates how to construct codes and subcategories within the three major categories in the interview and focus group data
Table 3.2: Examples of coding and creating sub-categories in the interview and document data
Raw data Coding Sub-categories Category
Teachers need to have the appropriate teaching methods
The effects of these activities on their teaching and personal development
Due to the Covid-19, teachers need to update some IT skills
Educate teachers on information technology skills and applications
To answer the second question, three more predefined categories were formed: (4) ESP, (5) further education, (6) having no particular plans
The checking stage following coding is crucial, as highlighted by Stuckey (2015) During the coding process, researchers may identify the need for additional codes or the subdivision of existing ones For instance, the overarching code "plans relating to further education" may require further division into specific subcodes like "getting a master's degree" and "getting a doctor's degree." Thus, it is vital for researchers to review and ensure that these codes align with the study's objectives.
This study will present the interview and reflection data in English, utilizing both extracts and quotations to ensure that only the most relevant information related to the research questions is included.
The research will employ thematic analysis to effectively understand the experiences, thoughts, and behaviors of novice teachers regarding their professional development needs and plans This method, as highlighted by Braun and Clarke (2012), is a robust approach suitable for the study's objectives Thematic analysis allows researchers to identify recurring themes within the data set, regardless of the frequency of specific ideas or items related to those themes (Braun & Clarke, 2006; Nowell et al., 2017).
Qualitative analysis focuses on descriptive context rather than numerical values, as noted by Lebbied (2018) This narrative information is gathered through various interpersonal methods and is then organized into themes through a coding process Subsequently, related data is compared to enhance the reliability of the study's findings.
Conclusion
This qualitative case study aimed to identify the professional development needs and plans of novice EFL lecturers at HUFL, utilizing semi-structured interviews and reflections as primary data sources Ten teachers participated in the interviews, with six providing detailed insights into their development plans The data was analyzed through qualitative content analysis, employing an inductive coding approach to enhance the study's validity and reliability The subsequent chapter will present the key findings and discussions related to these insights.
Findings and Discussions
Introduction
This chapter presents key findings from the study to address the research questions, beginning with the perceptions of novice teachers regarding professional development (PD) It then discusses recent PD activities attended by participants and evaluates their effectiveness in meeting the needs of novice teachers Finally, the chapter outlines teachers' plans for their PD based on data collected from interviews and reflections, concluding with a summary and comparison of these findings to previous studies.
Novice Teachers’ Needs for Professional Development
A study conducted through semi-structured interviews revealed that novice teachers recognize the importance of professional development (PD) for their growth, yet they possess limited understanding of its definition and various types Despite this, all participants consistently identified their specific PD needs related to both teaching and personal development The findings are summarized in the table below.
Table 4 Novice Teachers’ Needs for Professional Development
Novice teachers’ perceptions of PD and its impacts
Defining PD Types of PD PD’s impacts Novice teachers’ needs for
Teaching methods Material development and adaptation
Classroom management Testing, Assessment, and Evaluation
4.2.1 Novice teachers’ perceptions of PD and its impacts
The interview findings indicated that all ten participants recognized the crucial role of professional development (PD) in their careers, as they believed it enhances teaching performance and research skills, ultimately contributing to higher student achievement.
To each participant, PD means differently according to each person’s experience and knowledge Several teachers (40%, n=4) had a confusing reaction when being asked to define PD For instance, Teacher 4 expressed that
Despite completing a course on Professional Development (PD) during my Master's program, I still find it difficult to remember its precise definition I only have a general understanding, which refers to various types of professional programs aimed at enhancing skills and knowledge.
I take part in to improve my knowledge or skills.”
Meanwhile, Teacher 10, who had not taken any academic course having the content relating to PD, confessed that
The term "professional development" may seem unusual, but it essentially refers to the process of enhancing one's skills and knowledge through participation in relevant classes and programs that contribute to personal and career growth.
However, other participants (60%, n=6) were confident with explaining what PD meant to them Teacher 6 stated that
The recent class in my MA course has led me to understand that PD refers to professional development, encompassing further education and training aimed at enhancing my expertise and knowledge.
A significant majority of teachers (80%, n=8) reported uncertainty regarding the various forms of professional development (PD) and their academic nomenclature Despite this lack of clarity, many teachers were able to identify numerous activities and programs they considered as PD Notably, Teacher 2 contributed insights by sharing specific examples of such activities.
Professional development (PD) encompasses a variety of activities aimed at enhancing skills, such as attending seminars or workshops Additionally, self-directed learning by educators is also a significant form of PD, contributing to their ongoing professional growth.
“I don’t know specifically how many types of PD there are; however, I think a wide range of activities could be considered as PD programs such as online courses, group work, etc.”
Relating to PD effects, all teachers highly evaluated the influence of taking part in
PD Teacher 6, for example, expressed that
“To me, PD is vital to each person’s career since it not only helps this person to improve their skills but also aids in redeeming the limitations.”
From a similar point of view, Teacher 8 shared that
Professional development (PD) is essential for lecturers, as it is a mandatory activity that facilitates the continuous enhancement of knowledge in their field of expertise Engaging in PD not only keeps educators updated but also significantly boosts their confidence in their teaching abilities.
A marginal number of participants (30%, n =3) mentioned the positive effects that
PD could make on students’ performance Teacher 9 expressed that
Participating in professional development activities can significantly enhance teachers' instructional methods, leading to a more engaging learning experience for students As a result, this approach has the potential to greatly improve students' learning outcomes.
In a rapidly changing world, it is essential for educators to continually update their knowledge By enhancing their expertise, teachers can improve their communication skills and deliver lectures that are current and relevant This approach ultimately boosts students' learning efficiency, enabling them to study more effectively.
There was only one lecturer acknowledging the impacts of teacher PD on an organization’s education quality Particularly, Teacher 3 stated that
Enhancing a teacher's expertise can significantly improve classroom performance, resulting in better training quality for organizations or institutions and ultimately boosting their reputation.
4.2.2 Novice teachers’ needs for PD
Participants exhibited diverse professional development (PD) needs influenced by their personalities and teaching experiences Interview data revealed essential requirements for novice teachers during their initial years, which can be grouped into five key themes: effective teaching methods, materials development and adaptation, classroom management strategies, testing and assessment techniques, and enhancing language proficiency.
During the interviews, all teachers expressed a strong need for professional development (PD) programs focused on teaching practices They unanimously highlighted the importance of enhancing their teaching methods, strategies, material preparation, student engagement, and feedback techniques Notably, improving teaching methods emerged as the primary concern for all participants, with Teacher 1 emphasizing its significance.
Despite completing my MA course, I lack substantial real-world teaching experience To enhance my skills, I am eager to participate in sharing sessions and workshops that focus on effective teaching methods, which I can implement in my classroom to elevate the quality of both teaching and learning.
Adding to this, Teacher 5, who had been teaching for more than three years, expressed that
Continuously enhancing and updating my teaching skills is essential for me, as my existing knowledge and experience alone are insufficient to support my students in the long term Therefore, participating in professional development programs is crucial, as they provide opportunities to diversify and enrich my lessons, making them more engaging for my students.
Furthermore, Teacher 8 explained detailedly why she was in need of PD programs concerning teaching methods,
Recent PD activities and novice teachers’ needs
The table below shows the recent PD activities that novice teachers have attended
Table 5 Novice teachers needs and recent PD activities they attended
Novice teachers needs and recent
Formal PD programs MA course
Training courses Observing experienced teachers’ classes
Sharing sessions with experienced colleagues / Mentoring
4.3.1 Novice teachers needs and recent PD activities they attended
The interview with ten novice teachers at HUFL highlighted their participation in various professional development (PD) programs, both formal and informal They discussed how these programs addressed their needs and the subsequent effects on their teaching practices.
Out of ten interviewees, eight attended the MA program at HUFL, with two having completed their courses and six currently studying The participants highlighted the program's significant impact, noting that it provided them with extensive knowledge in research and specialized fields like evaluation and linguistics (Teacher 4, Teacher 5 & Teacher 8) Furthermore, the course has been instrumental in helping teachers enhance their teaching methods (Teacher 2).
Initially, I had no intention of enrolling in the MA course at HUFL as I aimed to study abroad However, due to the Covid-19 pandemic and job requirements, I chose to participate Surprisingly, the course provided me with valuable insights, particularly in teaching methods and assessment, which have greatly enhanced my teaching skills.
Attending workshops and conferences at HUFL was a common professional development activity among teachers, offering a variety of options tailored to their interests Many of these events are free, which encourages participation, especially among new teachers The primary focus of these activities often revolves around language and teaching practices While most educators found these programs beneficial for their careers, some felt that the workshops only partially addressed their needs, particularly during their initial teaching years This sentiment was attributed to personal challenges, including psychological factors and students' attitudes towards younger teachers.
Participating in workshops and seminars has been valuable for my research journey; however, they have not significantly helped me address the practical challenges I face, such as effective teaching methods and adapting materials.
The workshops and conferences at HUFL were organized not only by the institution itself but also in collaboration with national and international organizations like VietTESOL Novice teachers noted that the involvement of numerous scholars and researchers from various provinces and countries as speakers, particularly in programs hosted by international organizations, significantly captured their interest (Teacher 7).
Some teachers expressed initial enthusiasm for participating in workshops and conferences, but after attending multiple events, they felt dissatisfied as the experiences did not meet their expectations (Teacher 5 & Teacher 6).
HUFL organized annual workshops aimed at enhancing research skills for students and novice educators While many participants, including Teacher 9, reported actively engaging in research and publishing in journals, some, like Teacher 3, expressed that these experiences did not significantly contribute to their knowledge growth.
Teachers expressed their positive experiences with courses offered by HUFL, which enhanced their skills in areas like translation and IT Many coordinators reported that these programs significantly contributed to their professional development, and there is a strong desire among them to engage in similar activities in the future.
The interpretation training course has significantly enhanced my language and interpretation skills, boosting my confidence and refining the teaching techniques I employ for my students in similar courses.
“During the covid-19 pandemic, I had a chance to take part in a course relating to design online courses held by my university coordinating with another organization.”(Teacher 10)
During their probationary year, novice teachers had the valuable opportunity to observe experienced educators, which helped them learn effective lecture delivery and classroom management This hands-on experience significantly benefited beginner teachers as they prepared to conduct their own classes, enhancing their confidence and teaching skills.
Observing experienced teachers has significantly enhanced my understanding of classroom management, a crucial skill I lacked during my undergraduate studies due to my focus away from pedagogy These observations have been invaluable in preparing me for my initial teaching lessons.
Sharing sessions with experienced colleagues / Mentoring
The ten teachers involved in the research, representing three different departments, highlighted that their departments frequently organized programs for lecturers to share their teaching experiences Many teachers reported that these events provided them with diverse practical teaching methods, which greatly supported them during their early years of teaching.
These were also opportunities for experienced lecturers to mentor novice ones in many aspects, consisting of teaching methods, handling situations in the classroom, material adaptation, etc ( Teacher 7)
Self-learning was identified as the most beneficial activity by all participants Based on their needs, they had different ways to carry out their self-initiated activities
Reading materials play a crucial role in reinforcing and updating the knowledge gained during undergraduate studies, which helps educators enhance their teaching skills and adapt or design educational materials effectively.
Many educators enhance their teaching abilities by reflecting on their own classes and assessing student performance By observing student attitudes and levels of satisfaction, teachers can gauge the effectiveness of their instruction and determine whether students are successfully acquiring new knowledge.
Adding to this, Teacher 9 said that
Novice Teachers’ Personal Plans for PD
The data from the interview and reflection has revealed that although teachers had distinct goals for engaging in PD, they all agreed that continuing to participate in
PD activities is absolutely vital for them The table below shows the personal plans of novice teachers have for PD from the data of the interviews and reflections
Novice teachers’ personal plans for PD
The impacts of novice teachers’ needs on their PD plans
Attending courses or workshops relating to Pedagogy
The impacts of recent PD activities teachers attended on their PD plans
4.4.1 The impacts of novice teachers’ needs on their PD plans
Attending courses or workshops relating to Pedagogy
Many teachers expressed a lack of confidence in their ability to create engaging lessons, prompting them to seek online or offline courses in the coming years to improve their teaching skills, especially in material preparation and adaptation.
Teacher 1 stated clearly in the reflection that
In my quest to create engaging lesson plans, I often find myself struggling to generate fresh ideas To enhance my teaching strategies, I plan to participate in various programs and activities designed to inspire and support my efforts in developing more interactive and captivating lessons.
Participants plan to enroll in formal courses to enhance their knowledge and skills, aiming to boost their confidence and competence in college, particularly in English for Specific Purposes Teacher 5 highlighted the importance of setting personal goals within this field.
I am committed to advancing my skills in English for Medical Purposes, and due to limited training options, I am exploring online courses in this field Additionally, I am open to participating in any available on-site training sessions With the medical sector offering various sub-specialties, I need to identify the one that aligns best with my interests and career goals.
The majority of teachers expressed a desire to improve and develop their IT skills
They are particularly interested in learning more about developing online courses and engaging students in online classes (Teacher 4) Teacher 10, expressing a similar opinion, stated that
The COVID-19 pandemic necessitated a shift to online classes for teachers and students, revealing significant challenges in effective teaching and learning This experience highlighted my lack of digital literacy for delivering lessons online Recognizing the need to bridge this gap, I am committed to dedicating time to research and enhance my skills in digital education Consequently, my short-term goal is to improve my expertise in this area.
4.4.2 The impacts of recent PD activities teachers attended on their PD plans
For teachers who had not finished their MA degree, this kind of PD program has formed them a goal to get their degree (Teacher 3 & Teacher 4) Similarly, Teacher 6 shared that
"Towards the end of 2021, I will be working on my master thesis in the field of translation and interpreting under the guidance of my thesis supervisor."
Having the same plan, Teacher 2 wrote that
"My utmost plan is completing the master's program in the Theory and Methodology of English Language Teaching."
Trying to get a scholarship and study abroad for another MA course or Ph.D program was also a plan shared by some participants
After completing my MA program, I plan to specialize in the pedagogy of teaching English at the primary school level My goal is to pursue a doctoral degree to enable me to teach courses in this field effectively.
The research workshops in which teachers had participated partly affected their plans for PD, especially the academic ones like doing research
I aspire to present at national and international conferences to enhance my knowledge and research skills, ultimately leading to the publication of research papers in international journals My specific goal is to publish my first research paper within two years, after which I anticipate gaining the experience and skills necessary for future publications.
In summary, while teachers had varied objectives for their professional development, some participants struggled to determine their plans for the upcoming years Teacher 3 expressed this uncertainty.
"To be honest, I have not had a clear and thorough plan for my long-term
PD yet Most of the time, I just go with the flow."
Similarly, Teacher 5 also confessed that
"I haven't given much thought to a detailed professional development plan yet."
Holding the same thought, Teacher 9 stated that
"Being a novice lecturer at University of Foreign Languages, Hue
As a university student, I am currently focused on developing a comprehensive plan for my professional growth However, at this stage, creating a detailed plan with specific goals for my professional development feels overwhelming.
The results indicate that most teachers are eager to enhance their teaching skills and clarify their long-term professional objectives Notably, their goals are primarily driven by personal needs rather than recent professional development (PD) activities This aligns with findings from Richards and Farrell (2005), which show that teachers often create their PD plans based on their individual requirements.
All teachers demonstrated a strong commitment to participating in professional development (PD) activities, aiming to enhance their self-esteem through the expansion of their knowledge, skills, and sociocultural awareness Over time, educators may find their expertise becoming outdated due to evolving departmental needs, leading to a disconnect between their competencies and the institution's requirements (Richards & Farrell, 2005).
Novice teachers often encounter difficulties in defining their future professional paths, largely due to the absence of a specific development plan as they embark on their careers This uncertainty may stem from their inability to recognize their own strengths and weaknesses Despite these challenges, all teachers acknowledge the significance of professional development in fostering teacher growth and driving educational innovation Research by Crevola et al (2006) and Nguyen (2018) supports this view, emphasizing that teacher professional development is essential for the success of educational reforms.
Conclusion
This chapter summarizes key findings from a study on EFL novice teachers' perceptions of professional development (PD) and its impacts, based on interview data While these teachers found it challenging to define PD, they recognized its significant influence on their teaching practices, student outcomes, and organizational growth Their professional development needs encompassed areas such as teaching methods, material adaptation, assessment, classroom management, and language proficiency The research also evaluated recent PD events at HUFL attended by participants, revealing mixed satisfaction levels; some teachers appreciated the activities, while others felt certain sessions were unhelpful Notably, EFL novice teachers expressed a need for PD that is more aligned with their individual requirements and capabilities Lastly, the study highlighted participants' aspirations for further academic education, including opportunities for overseas study.
D degree, formal workshops, or courses that would give them opportunities to enhance ESP knowledge.