PHÁT TRIỂN CHUYÊN MÔN CỦA GIẢNG VIÊN TIẾNG ANH Ở CÁC TRƯỜNG CÔNG AN DƯỚI GÓC NHÌN CỦA THUYẾT HOẠT ĐỘNG PHÁT TRIỂN CHUYÊN MÔN CỦA GIẢNG VIÊN TIẾNG ANH Ở CÁC TRƯỜNG CÔNG AN DƯỚI GÓC NHÌN CỦA THUYẾT HOẠT ĐỘNG Several studies have investigated EFL teachers’ conceptualization of teacher PD and their engagement in PD, but they predominantly focus on school EFL teachers, with comparatively limite
INTRODUCTION
Background to the study
In today's rapidly changing world, language teaching is also evolving, requiring teachers to continuously adapt to new innovations and developments in their field (Avidov-Ungar, 2016; Darling-Hammond, 2005; Sadeghi & Richards, 2021; Villegas-Reimers, 2003) Unfortunately, pre-service training often falls short in equipping teachers with the necessary skills to perform effectively in this dynamic environment (Gyimah & Ayinselya, 2022; Mizell, 2010; Mohammadi & Moradi, 2017; Richard & Farell, 2005; Yook & Lee, 2016) As a result, professional development (PD) is crucial for teachers to meet societal and institutional demands, enabling them to enhance their knowledge and adapt to changes in the educational landscape (Darling-Hammond et al., 2017; Kelly).
& Cherkowski, 2015), classroom practices (Gusky, 2002; Hung & Yeh, 2013), attitudes and beliefs (Gusky, 2002;Kelly & Cherkowski, 2015), and student’s learning outcomes (Gusky, 2002; Gusky, 2003; King, 2014)
In Vietnam, globalization has positioned English as a crucial key to accessing global opportunities, prompting significant reforms in English language teaching The National Foreign Languages Project, aimed at enhancing foreign language education from 2008 to 2025, prioritizes improving the English proficiency of EFL teachers Specifically, primary and junior secondary teachers must attain Level 4 on the Vietnamese Standardized Test of English Proficiency (VSTEP), while senior secondary and tertiary teachers are required to achieve Level 5 To support this goal, intensive in-service training programs have been implemented for EFL teachers across all educational levels.
At the time of the foreign language education reform, over 90% of the 80,000 EFL teachers in public schools lacked the necessary English proficiency, making the established thresholds appear overly ambitious and unrealistic (Bui & Nguyen, 2016; Dau, 2020; Le, 2020a) Furthermore, the top-down approach to in-service training aimed at improving teachers' English skills and teaching methods has revealed significant shortcomings (Nguyen, 2017) This heavy focus on proficiency and methodology raises concerns, as Le (2020c) questions the adequacy of teachers' subject-matter knowledge.
English language proficiency alone is insufficient for effective classroom performance, highlighting the limitations of training as the primary method for teachers' professional development (PD) Not all PD models, even those with proven benefits, suit every teacher (Avalos, 2011) By 2016, the Project struggled to meet its objectives, with high failure rates in English proficiency among EFL teachers—48.1% for primary, 35.8% for junior secondary, and 52.9% for senior secondary teachers (Ban & Vu, 2018) This outcome underscores that teachers' professional learning is complex and context-dependent, necessitating an examination of the learning process at individual, school, and system levels (Borko, 2004; King, 2023; Opfer & Pedder, 2011).
In the context of globalization, the role of the police extends beyond maintaining internal security to include international cooperation in crime prevention and combat The Ministry of Public Security (MPS) has formed partnerships with 162 law enforcement agencies across 64 countries and is actively involved in 52 international organizations and forums Recognizing the importance of English, the MPS aims to enhance the English proficiency of its staff to align with their professional requirements, with a target for the majority to be proficient by 2030.
The Ministry has set specific targets for the staff in the MPS in terms of English proficiency as follows:
By 2025, it is expected that 50% of personnel in units under the Ministry and 25% of provincial police will achieve Level 4 proficiency (VSTEP), equivalent to B2 level on the Common European Framework of Reference (CEFR) Additionally, 20% of communal police staff will reach Level 3 proficiency, which corresponds to B1 level on the CEFR.
By 2030, it is projected that 60% of personnel within the Ministry units and 35% of provincial police staff will achieve Level 4 proficiency in VSTEP, while 30% of communal police staff will reach Level 3 proficiency, as outlined by the Ministry of Public Security.
By 2025, it is mandated that 60% of teachers and academic managers in higher education institutions (HEIs) must demonstrate proficiency in English for effective teaching, research, and communication, aligning with international integration goals (Ministry of Public Security, 2018) Consequently, the professional development (PD) of English as a Foreign Language (EFL) teachers has become a significant focus for the Ministry of Public Security.
In higher educational institutions (HEI) under the MPS, English teachers undergo professional development through formal training programs and self-initiated activities These formal programs consist of short-term courses designed for selected teachers, emphasizing contemporary pedagogies and technology in education Expert instructors, primarily from teacher training universities such as the University of Languages and International Studies, are often invited to lead these courses.
Many professional development (PD) courses often fail to meet teachers' expectations due to the lack of a comprehensive needs analysis during their planning stages This oversight creates a disconnect between the training provided and the actual teaching environment, as highlighted by Le (2002) The varying motivations among teachers—some eager to enhance their skills while others are content with their current knowledge—complicate the effectiveness of PD programs Additionally, many educators may only participate in mandated PD sessions organized by their institutions Research indicates that both individual and contextual factors significantly impact teachers' engagement with PD opportunities Therefore, further investigation is essential to understand how these factors both hinder and facilitate professional development within the context of Higher Education Institutions (HEIs) associated with the Ministry of Public Service (MPS).
Rationale of the study
Professional development (PD) is essential for improving teaching quality and enhancing student learning (Borko, 2004; Darling-Hammond et al., 2017) It plays a vital role in supporting novice teachers as they transition into the profession, addressing the shortcomings of pre-service training (Feiman-Nemser, 2001; Richard & Farell, 2005) For seasoned educators, PD offers valuable opportunities to stay updated on the latest innovations, thereby expanding their professional knowledge and skills and positively influencing their attitudes and beliefs (Alibakhshi & Dehvari, 2015; Guskey, 2002).
Professional development (PD) programs for English as a Foreign Language (EFL) teachers in Vietnam are primarily top-down initiatives mandated by the Ministry of Education and Training (MOET) (Le, 2020; Nguyen et al., 2020) Common PD activities include formal qualification programs, lesson demonstration workshops, and in-school training courses The cascade model is predominantly used for training EFL teachers, with university lecturers being sent abroad for short training courses to support the National Foreign Languages Project's goals (Bui and Nguyen, 2016) These lecturers play a crucial role in evaluating and training EFL teachers across the country However, such top-down PD initiatives have faced criticism due to their limited positive impact.
4 impacts on teachers’ professional growth (Bayram & Bıkmaz, 2021; Huang & Wang, 2021; Kennedy, 2005) and may lead to some resistance from teachers (Nguyen et al., 2020; Tran,
The rise of top-down professional development (PD) activities in Vietnam has sparked concerns regarding teachers' attitudes, the effectiveness of these tools, and their influence on informal PD participation While several studies have explored English as a Foreign Language (EFL) teachers' perceptions and engagement in PD, most focus on school-level teachers, neglecting those in tertiary education Furthermore, both contextual and individual factors significantly affect teachers' engagement and outcomes in PD However, there is a lack of empirical research examining these influences specifically on tertiary EFL teachers in Vietnam.
My extensive experience as an EFL teacher in a Higher Education Institution (HEI) within the Ministry of Public Security (MPS) has significantly influenced my professional development (PD) opportunities, which are often tailored for general educators While these PD initiatives aim to enhance teaching methods and provide essential policing knowledge, they frequently include irrelevant content and face contextual challenges that hinder their effectiveness in my classroom As the Dean of the Faculty of Fundamental Sciences and English, I recognize the need for more relevant and targeted PD activities for EFL teachers, particularly in understanding their perspectives and preferences The mixed results from studies on teachers' engagement with PD initiatives highlight the importance of contextual factors, prompting my interest in investigating this issue specifically within Public Security institutions This research aims to identify the strengths and weaknesses of EFL teacher PD in the MPS and offer recommendations for policymakers to improve the design and implementation of PD activities, fostering a more supportive learning environment for EFL educators.
Aims of the study and the research questions
The overarching aim of this study was to gain a comprehensive understanding of EFL teachers’
PD involvement at the HEIs within the MPS The objectives of the study are:
- To examine EFL teachers’ conceptualizations of PD in the context of MPS,
- To identify the preferred PD activities of EFL teachers,
- To evaluate the perceived outcomes of EFL teachers’ PD involvement,
- To examine the factors influencing EFL teachers’ engagement in PD,
In other words, the study seeks to answer the following research questions:
1 How do EFL teachers in Public Security HEIs conceptualize PD?
2 What PD activities are preferred by the teachers?
3 How do the demographic factors relate to teachers’ preferences for PD activities and frequency of PD involvement?
4 What factors influence teachers’ participation in PD?
5 How do teachers perceive the outcomes of PD?
6 How does teachers’ frequency of PD participation correlate with the influential factors and outcomes of PD?
Significance of the study
The findings from the present study are expected to contribute to the field of tertiary EFL teacher PD in terms of theory and practice
This study aims to address the gap in the literature regarding professional development (PD) for tertiary English as a Foreign Language (EFL) teachers within the unique socio-cultural context of the armed forces Additionally, as Activity Theory (AT) has seldom been utilized in Teaching English to Speakers of Other Languages (TESOL) research (Dau, 2020), this study demonstrates AT's relevance and applicability, encouraging researchers to incorporate this theoretical framework when exploring teachers' participation in professional development.
The study provides valuable insights into local professional development (PD) from the perspectives of insiders, benefiting stakeholders such as policymakers, school leaders, academic managers, PD program designers, teachers, and ultimately students By understanding these insights, policymakers and school leaders can create incentives that encourage teacher participation in PD activities Additionally, PD program designers and trainers can tailor their approaches to better meet the needs, preferences, and aspirations of teachers, leading to more effective professional development Ultimately, enhancing teachers' PD practices is expected to improve student learning outcomes, which is the primary objective of the PD process.
Thesis outline
The thesis is organized into seven chapters as follows:
Chapter 1 discusses the background of the study, the rationale for conducting the study, the research questions, the significance of the study, and the structure of the thesis
Chapter 2 presents a review of related studies on teacher PD The literature review is comprised of the concepts of teacher PD, the benefits of PD, PD models, factors influencing teacher PD, and the outcomes of PD involvement The gap in the current literature on teacher PD is identified This chapter also discusses the study’s theoretical framework, the AT, including the definition of AT, the description of the three generations of AT, and the application of AT in this study
Chapter 3 elaborates on the study’s research methodology Firstly, the constructivist ontology and epistemology are justified Then, the research design, the explanatory sequential mixed method, is described This chapter also details the research setting, participants, instruments, data collection, and data analysis Strategies to ensure the validity and reliability of the study and ethical considerations are also presented
Chapter 4 presents the quantitative findings of the study, beginning with the demographic characteristics of the participating teachers It explores teachers' conceptualizations of professional development (PD), their preferences, and the frequency of their participation in various PD tools The chapter also examines how different components of the teacher PD activity system impact their engagement with these tools Lastly, it highlights the perceived outcomes of the PD activities from the teachers' perspectives.
In Chapter 5, the qualitative findings to further deepen the quantitative results are presented In addition, the quantitative and qualitative data are connected to yield mixed research results
Chapter 6 discusses the main findings related to teachers’ conceptualization of PD, preferences for PD tools, the factors influencing their PD participation, and their PD outcomes in the light of AT, and existing literature on teacher PD
Chapter 7 concludes the thesis with the major findings of the research In addition, the chapter discusses the implications for policy-makers, academic managers, and EFL teachers Also, the study’s limitations and several suggestions for further research are included in this chapter
LITERATURE REVIEW
Teacher Professional Development
Professional development, in general, is defined as learning opportunities undertaken by professionals to improve their abilities in performing their jobs and grow professionally (Alfaki,
In the literature, various terms are used to describe learning opportunities for educators, including in-service training (INSET), staff development, and continuing professional development (CPD) These concepts emphasize the importance of ongoing education and skill enhancement for professionals in the field.
Life-long learning, continuing learning, and professional learning encompass a range of educational experiences related to an individual's career Defined variably by scholars, these concepts highlight the importance of ongoing education for professionals seeking to enhance their knowledge and skills to improve their practice Engaging in such learning opportunities is essential for individuals across various professions to stay competitive and effective in their fields.
Professional development (PD) for teachers is often seen as a training model aimed at enhancing specific classroom practices, typically delivered through workshops and courses led by experts (Little, 1993; Richter et al., 2011) These top-down, one-size-fits-all initiatives tend to focus on general strategies and content knowledge without considering the diverse experiences and contexts of individual teachers (Díaz-Maggioli, 2003) Consequently, teachers are positioned as passive recipients of information rather than active participants in their own learning, yet this approach remains prevalent in the field (Richter et al., 2011).
An emerging paradigm emphasizes that professional development (PD) extends beyond formal courses and workshops, embracing the concept of lifelong learning (Fraser et al., 2007) In this view, teachers participate in various formal and informal activities throughout their careers, with their goals at work guiding the purpose and direction of these engagements (De Vries et al.).
Professional development (PD) encompasses both formal and informal activities, as noted by Mizell (2010) Formal PD includes conferences, seminars, workshops, and higher education courses, while informal PD can involve individual learning through reading and research, as well as collaborative efforts like discussions and observations among colleagues This contemporary understanding of PD moves beyond traditional concepts, emphasizing a more holistic approach to professional growth.
Job-embedded professional development (JEPD) is a context-specific approach that occurs within schools and classrooms, addressing identified needs and delivered during teachers' contract hours This method integrates professional development into existing routines and processes, ensuring it is relevant and applicable to educators' daily practices (Cavazos et al., 2018; Cirocki & Farrell, 2019; Desimone, 2009; Griffith et al., 2014).
Professional development (PD) plays a crucial role in enhancing education quality by focusing on activities that improve teacher effectiveness and student outcomes Scholars like King (2014) define PD as the growth of a teacher's expertise that leads to changes in practice, ultimately resulting in better pupil learning Additionally, Darling-Hammond et al (2017) describe PD as structured professional learning that transforms teachers' knowledge and practices, thereby boosting student learning outcomes.
Professional development (PD) is viewed by some researchers as a continuous process that starts during pre-service teacher training and extends throughout a teacher's career (Avidov, 2016; Goh & Loh, 2013; Johnson & Golombek, 2011) Conversely, others suggest that PD primarily encompasses career-building activities that occur after the completion of pre-service training (Richards & Ferrell, 2011; Shawer, 2010) In this study, PD is defined as the in-service efforts of teachers to enhance their professional skills.
Professional development (PD) is increasingly recognized for its role in fostering teachers' personal growth According to Goh and Loh (2013), PD encompasses activities aimed at enhancing professional career progression, while Husu and Clandinin (2019) describe it as a process where teachers engage in diverse learning activities to improve their job performance.
Combining the above perspectives, some researchers have proposed more holistic definitions of PD For instance, according to Richter et al (2011), PD is the “uptake of formal and informal
Professional development (PD) encompasses a variety of learning opportunities that enhance teachers' professional competence, including their knowledge, beliefs, motivation, and self-regulatory skills It includes both self-initiated and top-down activities, with clearly defined outcomes in terms of knowledge, skills, and attitudes, as well as their depth and breadth Darling-Hammond and McLaughlin emphasize PD's critical role in fulfilling the demands of educational reform.
Professional development (PD) encompasses more than just helping teachers acquire new skills and knowledge; it also creates opportunities for educators to critically reflect on their practices This reflection enables teachers to develop new insights and beliefs regarding content, pedagogy, and their students.
Of all the definitions that consider multiple aspects of PD, Day’s (1999) illustrates the most comprehensive picture of PD as follows:
Professional development encompasses both natural learning experiences and intentional activities aimed at benefiting individuals, groups, or schools, ultimately enhancing classroom education quality It involves teachers reflecting on and renewing their commitment to the ethical dimensions of teaching while acquiring essential knowledge, skills, and emotional intelligence This process supports effective professional thinking, planning, and practice throughout their teaching careers, fostering growth and collaboration with children, young people, and colleagues.
Professional development (PD) is defined as a continuous, life-long process encompassing various formal and informal activities that enable teachers to enhance their knowledge and skills, ultimately improving teaching quality This definition highlights the intricate nature of teaching and the essential role of ongoing professional growth for educators.
PD raised but also teachers’ role as a change agent as well as factors influencing their engagement in PD opportunities are emphasized
Before starting their teaching careers, educators undergo training aimed at equipping them for classroom instruction, often addressing perceived gaps in their knowledge and skills (Phothongsunan, 2018) However, many experts contend that teacher education programs inadequately prepare teachers for long-term effectiveness in their roles (Alfaki, 2014; Mizell, 2010; Mohammadi & Moradi, 2017; Richard & Farrell, 2005; Yook & Lee, 2016) Mizell (2010) emphasizes this concern, highlighting the shortcomings of current teacher preparation practices.
“college and university programs cannot provide the extensive range of learning experiences
To become effective public school educators, graduates must meet state certification requirements and gain practical experience However, a study by Yook and Lee (2016) revealed that secondary EFL teachers in Korea often perceive their pre-service training negatively, viewing it as limited in usefulness This disconnect stems from a significant gap between the content of teacher training programs and the realities of classroom practice Consequently, professional development (PD) is essential for bridging these gaps in knowledge and skills that pre-service training fails to address.
Theoretical framework: Activity Theory
Teacher professional development (PD) is described by Johnson and Golombek (2011) as a complex, lengthy, and deeply personal process influenced by various stakeholders and the specific contexts in which educators operate To effectively understand teacher PD, Activity Theory (AT) serves as a fitting theoretical framework This section will detail the principles of AT and discuss its relevance to the current study on teacher PD.
Activity Theory (AT) serves as a philosophical and interdisciplinary framework for analyzing human activities as interconnected development processes at both individual and social levels (Igira & Gregory, 2009; Kuutti, 1996) Recent advancements in AT highlight the importance of networks, interactions, and boundary-crossings among activity systems, making it valuable for exploring and understanding social interactions within diverse contexts and cultures, as well as the dynamics and evolution of specific activities (Igira & Gregory, 2009, p 435).
Activity Theory (AT), initially formulated by Russian psychologist Lev Vygotsky in the 1920s and further developed by Alexei Leont’ev, emphasizes the interconnectedness of individuals and their environments Vygotsky rejected the mainstream psychological approach that separated the "organism" from its surroundings, advocating instead for the view that consciousness is co-constructed through participation in activities He highlighted the importance of examining the relationship between an individual's mental processes and their interactions within cultural, historical, and institutional contexts to fully understand the formation of human consciousness.
The development of Activity Theory (AT) has evolved through three generations, beginning with Vygotsky's (1978) groundbreaking idea of mediation, which posits that humans interact with their environment indirectly through tools and signs (Igira & Gregory, 2009) Yamagata-Lynch (2010) elaborates on this 'intermediate link,' describing it as a semiotic process that facilitates human consciousness development through engagement with artifacts, tools, and social interactions, ultimately leading individuals to discover new meanings in their surroundings This concept of mediated action is visually represented by a triangular model, commonly recognized as the first generation of AT.
In this model, the individual engaged in the activity serves as the subject, while the object represents the purpose or motive that sustains the activity and directs its course.
The mediating artefact encompasses various tools, signs, and material, semiotic, and conceptual artifacts utilized by individuals to effect change in the activity's object (Igira & Gregory, 2009, p 436) These artefacts enhance the subject's ability to manipulate and transform the object, while also potentially limiting actions based on the available tools This interplay can lead to the development of improved tools or the creation of entirely new ones (Igira & Gregory).
Engeström (2001) highlights Vygotsky’s groundbreaking concept of incorporating cultural artifacts into human actions, asserting that an individual’s cultural tools are essential for understanding both the individual and society He emphasizes that comprehending societal dynamics is unattainable without recognizing the agency of individuals who utilize and create these artifacts.
Vygotsky’s model of mediated action (Engestrửm, 2001, p 134)
Engestrümp and Miettinen (1999) highlight that while a semiotic and interactional focus is effective for comprehending individual actions within a socio-cultural framework, it poses challenges when analyzing collective practices.
Collective practices within communities and institutions cannot simply be understood as the aggregation of individual actions; they necessitate their own theoretical framework When individual actions are prioritized as the main focus of analysis, collective practices are often viewed merely as an external layer rather than as integral components of social dynamics.
An activity is composed of various actions directed towards a specific goal, yet the first generation of Activity Theory (AT) primarily analyzes individual actions, overlooking the significance of the collective nature of human activity.
Leont’ev (1981) expanded on Vygotsky’s theories by differentiating between individual actions and collective activities, thereby establishing the groundwork for the second generation of Activity Theory (Engeström, 2001) He posited that activities are hierarchically organized and motivated by their objectives, emphasizing the importance of understanding the underlying motives that drive collective engagement.
To achieve the collective activity's objective, individuals with distinct roles engage in goal-oriented actions that contribute to the overall aim These actions are executed through specific operations, ensuring that each participant's efforts align with the common goal of the group.
According to Igira and Gregory (2009), entities do not possess their own goals but instead facilitate the execution and adaptation of actions to specific situations Engeström (2001) visually represented the structure of an activity, highlighting essential elements such as subjects, objects, artefacts, rules, community, and division of labor.
Structure of human activity system (Engestrửm, 2001)
The subjects, whether individuals or groups, engage in activities driven by their motivations to achieve specific goals, known as the object Mediating artifacts, as defined by Igira & Gregory (2009), are culturally produced tools and resources that facilitate this process, including both physical tools and social support from others The activity system is governed by rules—formal or informal regulations that shape and limit how the activity unfolds Additionally, the community consists of social groups sharing a common objective, influencing individual actions and collective efforts The division of labor within this community organizes how tasks are shared and executed, reflecting both explicit and implicit structures in the transformation of the object into outcomes (Kuutti, 1996) Importantly, the components of the activity system are not static; they are dynamic and interact continuously, necessitating a holistic approach to analyzing any activity system (Igira & Gregory, 2009).
2009) Besides, since constitutive elements of the activity system are influenced by other
Imbalances among 37 activities and external factors lead to contradictions, which manifest as misalignments within elements, among activities, and across different stages These contradictions can result in problems, ruptures, breakdowns, and clashes, as noted by Kuutti (1996) However, they are also viewed as catalysts for development within the activity system.
However, since the second generation of AT recognizes a single activity system as a unit of analysis, it has been criticized for its “deep-seated insensitivity toward cultural diversity”
Chapter Summary
This chapter reviews key issues in teacher professional development (PD), including its definition, benefits, models, effective characteristics, influencing factors, and outcomes It provides a comprehensive overview of recent empirical studies on EFL teachers' PD, highlighting a gap in research, particularly in Vietnam Additionally, the chapter discusses the theoretical framework of Activity Theory (AT), detailing its tenets, three generations, and major elements that guided the analysis and interpretation of the study's results The application of AT in this research is also explained.