Research Article
English as a Foreign Language High School Teachers’ Expectations of Continuing Professional Development Activities
Trinh Quoc Lap 
,
Le Thanh Thao
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Lap TQ, Thao LT. English as a foreign language high school teachers’ expectations of continuing professional development activities. Eur J Eng Lang Ed. 2021;1(1):25-35. doi: 10.12973/ejels.1.1.25
Lap, T. Q., & Thao, L. T. (2021). English as a foreign language high school teachers’ expectations of continuing professional development activities. European Journal of English Language Studies, 1(1), 25-35. https://doi.org/10.12973/ejels.1.1.25
Lap Trinh Quoc, and Le Thanh Thao. "English as a Foreign Language High School Teachers’ Expectations of Continuing Professional Development Activities," European Journal of English Language Studies 1, no. 1 (2021): 25-35. https://doi.org/10.12973/ejels.1.1.25
Lap, TQ & Thao, L 2021, 'English as a foreign language high school teachers’ expectations of continuing professional development activities', European Journal of English Language Studies, vol. 1, no. 1, pp. 25-35. Lap, Trinh Quoc, and Le Thanh Thao. "English as a Foreign Language High School Teachers’ Expectations of Continuing Professional Development Activities." European Journal of English Language Studies, vol. 1, no. 1, 2021, pp. 25-35, https://doi.org/10.12973/ejels.1.1.25.
Abstract
This paper investigated (1) English as a Foreign Language (EFL) teachers’ expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities. The study followed a mixed-methods approach, using a questionnaire to collect quantitative data from 224 Vietnamese EFL teachers, and individual semi-structured interviews to collect qualitative data from six teachers. The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14). The study also indicated that factors related to age, teaching experience, and field of study at undergraduate level differentiated the teachers’ expectations of CPD activities. Basically, the younger and less experienced teachers desired to participate in the CPD activities more than their counterparts. Moreover, the teachers with degree in teaching EFL expressed their eagerness and willingness to participate in the CPD events more than those holding a degree in English Linguistics and Literature. This paper also suggested recommendations for further studies in the field of CPD.
Keywords: Continuing professional development, the Mekong Delta of Vietnam, EFL teachers’ expectations, teacher demographics.
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