Article Sidebar

Download
PDF
Statistic
Read Counter : 26 Download : 18

Main Article Content

Abstract

This paper aims to provide a logical and comprehensive systematic review of MA students’ theses related to professional development (PD) in an educational institution in the Mekong Delta of Vietnam. This systematic review used a qualitative method to analyze 28 unpublished PD theses (2010 – 2020) in a graduate program of a public tertiary institution in the Mekong Delta, Vietnam. There were four main research concerns, including (1) research aims, (2) research methodology, (3) findings, and (4) limitations of the theses. After the review, a list of strengths and weaknesses of these studies is found, evaluated, and presented in this article. The review shows that these studies did contribute diverse knowledge and practices of PD in the educational system of Vietnam, particularly in the Mekong Delta. On the other hand, the data collection instruments and research designs needed improvement to a certain extent. Specifically, observations were not used much in the theses. Besides, the candidate researchers overused a descriptive research design for their theses. Thanks to the analysis, some implications and new ideas for further research in PD are discussed at the end of this paper.


.

Keywords

EFL Teachers Master Theses Mekong Delta Professional Development Systematic Review

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the FOSTER: Journal of English Language Teaching, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with FOSTER: Journal of English Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the FOSTER: Journal of English Language Teaching right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the FOSTER: Journal of English Language Teaching published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
Le, T. T., & Le, X. M. (2022). A Decade of Researching on Professional Development in a Graduate Program: A Systematic Review. FOSTER: Journal of English Language Teaching, 3(1), 55-68. https://doi.org/10.24256/foster-jelt.v3i1.78
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Anastas, J. (2000). Research Design for Social Work and the Human Services. Columbia University Press.
  2. ASEAN Secretariat. (2009). ASEAN Socio-Cultural Community Blueprint. Jakarta: Author.
  3. Author (2020)
  4. Bailey, K. M. (2001). Twenty Questions about Action Research. PASAA: A Journal of Language Teaching and Learning in Thailand, 32, 1-18.
  5. Bayar, A. & Kösterelioğlu, İ. (2014). Satisfaction Levels of Teachers in Professional Development Activities in Turkey. Turkish Studies, 9(2), 321-333.
  6. Boyle, B., While, D., & Boyle, T. (2004). A Longitudinal Study of Teacher Change: What Makes Professional Development Effective?. Curriculum Journal, 15(1), 45-68.
  7. Buczynski, S., & Hansen, C. B. (2010). Impact of Professional Development on Teacher Practice: Uncovering Connections. Teaching and Teacher Education, 26(3), 599-607.
  8. Cochran-Smith, M. (2004). The Problem of Teacher Education. Journal of Teacher Education, 55(4), 295-300.
  9. Darling-Hammond, L. (1999). Target Time Toward Teachers. Journal of Staff Development, 20(2), 31-36.
  10. Duke, D. L. (2004). The Challenges of Educational Change. Allyn & Bacon.
  11. Earley, P., & Porritt, V. (2014). Evaluating the Impact of Professional Development: The Need for a Student-Focused Approach. Professional Development in Education, 40(1), 112-129.
  12. Eddy, S. L., Converse, M., & Wenderoth, M. P. (2015). PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes. CBE Life Sciences Education, 14(2), 14-23.
  13. Friend, M., & Cook, L. (1992). Interactions: Collaboration Skills for School Professionals. Longman Publishing Group, 95 Church Street, White Plains, NY 10601.
  14. Ganser, T. (2000). An Ambitious Vision of Professional Development for Teachers. NASSP Bulletin, 84(618), 6-12.
  15. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What Makes Professional Development Effective? Results from a National Sample of Teachers. American Educational Research Journal, 38(4), 915-945.
  16. Guskey, T. R. (2000). Evaluating Professional Development. Corwin press.
  17. Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching, 8(3), 381-391.
  18. Hargreaves, A., & Fullan, M. G. (1992). Understanding Teacher Development. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027.
  19. Helterbran, V. R., & Fennimore, B. S. (2003). Collaborative Early Childhood Professional Development: Building from a Base of Teacher Investigation. Early Childhood Education Journal, 4(31), 267-271.
  20. Le, V. C., Nguyen, H.T.M., Minh, N.T.T., & Barnard, R. (Eds.). (2019). Building Teacher Capacity in English Language Teaching in Vietnam: Research, Policy and Practice (1st ed.). Routledge. https://doi.org/10.4324/9780429457371
  21. Leisyte, L., & Westerheijden, D. F. (2014). Stakeholders and Quality Assurance in Higher Education. In Drivers and Barriers to Achieving Quality in Higher Education (pp. 83-97). Brill Sense.
  22. Murray, A. (2010). Empowering Teachers Through Professional Development. In English Teaching Forum (Vol. 48, No. 1, pp. 2-11). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
  23. O’Dwyer, J. B., & Atlı, H. H. (2015). A Study of In-Service Teacher Educator Roles, With Implications for a Curriculum for Their Professional Development. European Journal of Teacher Education, 38(1), 4-20.
  24. Opfer, V. D., & Pedder, D. (2011). The Lost Promise of Teacher Professional Development in England. European Journal of Teacher Education, 34(1), 3-24.
  25. Parel, C. P., Caldito, G. C., & Ferrer, P. L. (1973). Sampling Design and Procedures. New York, Singapore: The Agricultural Development Council Inc.
  26. Piasta, S. B., Justice, L. M., Cabell, S. Q., Wiggins, A. K., Turnbull, K. P., & Curenton, S. M. (2012). Impact of Professional Development on Preschool Teachers’ Conversational Responsivity and Children's Linguistic Productivity and Complexity. Early Childhood Research Quarterly, 27(3), 387-400.
  27. Prediger, S., Roesken-Winter, B., & Leuders, T. (2019). Which Research Can Support PD Facilitators? Strategies for Content-Related PD Research in the Three-Tetrahedron Model. Journal of Mathematics Teacher Education, 22(4), 407-425.
  28. Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Ernst Klett Sprachen.
  29. Smith, C., & Gillespie, M. (2007). Research on Professional Development and Teacher Change: Implications for Adult Basic Education. Review of Adult Learning and Literacy, 7(7), 205-244.
  30. Teig, N., Scherer, R., & Nilsen, T. (2019). I Know I Can, but Do I Have the Time? The Role of Teachers' Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science. Frontiers in Psychology, 10, 1697-1697.
  31. Timmermans, A. C., de Boer, H., & van der Werf, M. P. (2016). An Investigation of the Relationship Between Teachers’ Expectations and Teachers’ Perceptions of Student Attributes. Social Psychology of Education, 19(2), 217-240.
  32. Villegas-Reimers, E. (2003). Teacher Professional Development: An International Review of the Literature. Paris: International Institute for Educational Planning.
  33. Zohrabi, M. (2013). Mixed Method Research: Instruments, Validity, Reliability and Reporting Findings. Theory and Practice in Language Studies, 3(2), 254-262.