Teacher Professional Development in the Context of Education Reform in Vietnam: Policy and Practice

Abstract

Teacher Professional Development (TPD) plays an important role in the Fundamental and Comprehensive Education Reform in Vietnam. The goal of this study is to describe the situation of TPD in the context of education reform in Vietnam: Describe both the reform policies and practice in school. This study emphasized that Vietnam has actively implemented education policies relating to TPD. Three-dimensional evaluation of TPD included: (i) Teaching plans and materials; (ii) Organization of learning activities; and (iii) Students’ activities. The research results showed a positive moderate to the high correlation between teaching plans and materials and organization of learning activities and Students’ activities. The research results showed an inverse correlation between the average teacher age and the Organization of learning activities. The older teachers tended to underestimate the extent of implementation of Organization of learning activities. This finding led to recommendations to provide older teacher groups with professional development activities.