A Model for Successful Professional Learning Communities to Meet the Requirement of Vietnam Education Reform
Main Article Content
Abstract
Teachers working in rural areas need professional and teaching skills support. This study was conducted at the Lower Secondary School in Hanoi, Vietnam. This research introduces the policy of Professional Learning Communities to the teachers and it’s a practice at school. This paper shows a model to implement policies regarding the professional development of teachers at school. The results show that the school runs a good model of professional learning communities such as directing the development and implementation of school education plans and professional training activities. Professional Learning Communities is the target of the teachers at school developing teaching profession.
Keywords:
Teachers, policy, Secondary school, lesson study, professional learning communities.
References
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https://doi.org/10.25073/2588-1159/vnuer.4090.
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[24] N. T. H. Nam et al., Theoretical Issues and Practice Experience in Professional Development for High School Teachers, Journal of Science 2011, Vol. 18a, 2011, pp. 128-138.
[25] N. T. B. Ngoc, T. M. Thanh, Special Magazine Reading Club as Professional Development Activities for Teachers, TNU Journal of Science and Technology, Vol. 209, 16, 2019, pp. 93-100.
[2] Resolution No. 29-NQ/TW Dated November 4, 2013 of the 8th Central Conference of the XI Term on Fundamental and Comprehensive Reform of Education and Training (in Vietnamese).
[3] N. X. Thanh, Innovation of Teaching Contents and Methods in New General Education Program, Proceedings of Scientific Conference: Innovation of Education and Training for Sustainable Development Goal, 2020, pp. 20-28.
[4] S. C. Thompson, Gregg, Larry; Niska, M. John, Professional Learning Communities, Leadership, and Student Learning, RMLE Online: Research in Middle Level Education, Vol. 28, No. 1, 2004, pp. 1-15.
[5] D. B. Lam, Innovation of High School Administration Synchronize with Innovation of General Education Program, Proceedings of the First International Conference on Teachers Training Innovation, 2019, pp. 425-431.
[6] M. S. Garet, A. C. Porter, L. Desimone, B. S. F. Birman, K. S. Yoon, What Makes Professional Development Effective? Result from a National Sample of Teachers, American Educational Research Journal, First Publish January 1, 2001.
[7] M. Barber, M. Mourshed, How the World’s Best Performing School Systems Come Out on Top, London: McKinsey and Company, 2007.
[8] K. Kwakman, Factors Affecting Teachers’ Participation in Professional Learning Activities, Teaching and Teacher Education, Vol. 19, No. 2, 2003, pp. 149-170, https://doi.org/10.1016/S0742-051X(02)00101-4.
[9] C. Mitchell, L. Sackney, Profound Improvement: Building Capacity for a Learning Community, Lisse, The Netherlands: Swets and Zeitlinger, 2000.
[10] L. Stoll, R. Bolam, A. McMahon, M. Wallace, S. Thomas, Professional Learning Communities: A Review of the Literature, Journal Of Educational Change, Vol. 7, No. 4, 2006, pp. 221-258, https://doi.org/10.1007/s10833-006-0001-8.
[11] J. Supovitz, J. B. Christman, Small Learning Communities that Actually Learn: Lessons for School Leaders, Phi Delta Kappan, Vol. 86, No. 9, 2005, pp. 649-651, https://doi.org/Article.
[12] N. T. K. Dung et al., Pedagogical Training in the Direction of Vocational Skills for Students in Pedagogical Universities, Publisher of Pedagogical University, 2015 (in Vietnamese).
[13] N. T. K. Dung, D. T. Thuan, Criteria for Assessing Career Adaptability of Undergraduated Student, Hanoi University of Science Journal of Science, Vol. 1A, 2017, pp. 200-206 (in Vietnamese).
[14] VVOB Technical Brief - Professional Learning Communities in Education | VVOB vzw Vietnam, Vietnam.vvob.be, Retrieved 1 December 2021, from https://vietnam.vvob.be/en/resources/vvob-technical-brief-professional-learning-communities-education/, 2021 (accessed on: November 23rd, 2021).
[15] Report Assessing the Performance of the 2018, 2019, 2020 School Year, Nguyen Truc Secondary School.
[16] A. Bhattacherrjee, Social Science Research: Principles, Methods, and Practices, Published Under the Creative Commons Attribution-non Commercial-ShareAlike 3.0 Unported License, 2012.
[17] J. Schilling, On the Pragmatics of Qualitative Assessment: Designing the Process for Content Analysis, European Journal of Psychological Assessment, Vol. 22, No. 1, 2006, pp. 28-37, https://doi.org/10.1027/1015-5759.22.1.28.
[18] D. T. Hoa, In Service Training of Teaching Capacity for Primary Teachers Towards Developing Student Capacity, Educational Journal, Vol. 2, No. 3, 2018, pp. 17-20 (in Vietnamese).
[19] H. T. Tu, N. T. Hanh, Develop Teacher Training Programs to Meet the Requirements of Vietnam General Education Reform, VNU Journal Of Science: Education Research, Vol. 33, No. 2, 2017, pp. 1-9,
https://doi.org/10.25073/2588-1159/vnuer.4090.
[20] L. A. Desimone, Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures, Educational Researcher, Vol. 38, 2009, pp. 181-200, https://doi.org/10.3102/0013189X08331140.
[21] J. Chen, Understanding Teacher Emotions: The Development of a Teacher Emotion Inventory, Teaching and Teacher Education, Vol. 55, 2016, pp. 66-77.
[22] REPORT Assessing the Performance of the 2018, 2019, 2020 School Year and the Key Directions and Tasks for the 2017-2018, Department of Education in Thanh Oai, Hatay District, Hanoi, Vietnam.
[23] L. Stoll, R. Bolam, A. McMahon, M. Wallace, S. Thomas, Professional Learning Communities: A Review of the Literature, Journal Of Educational Change, Vol. 7, No. 4, 2006, pp. 221-258, https://doi.org/10.1007/s10833-006-0001-8.
[24] N. T. H. Nam et al., Theoretical Issues and Practice Experience in Professional Development for High School Teachers, Journal of Science 2011, Vol. 18a, 2011, pp. 128-138.
[25] N. T. B. Ngoc, T. M. Thanh, Special Magazine Reading Club as Professional Development Activities for Teachers, TNU Journal of Science and Technology, Vol. 209, 16, 2019, pp. 93-100.
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