Evaluation of Teacher Professional Development: International Experiences and Recommendations for Vietnam
Main Article Content
Abstract
Teacher professional development is considered as one of the important stages of improving the quality of education; Accordingly, teacher professional development assessment also needs to be researched and applied effectively to ensure its contribution to the improvement of teachers’ quality. This study uses the document analysis based on international articles retrieved from databases such as ScienceDirect, Scopus, Google Scholar on the issue of teacher professional development assessment. Research results show that a number of works have proposed assessment standards, assessment forms and other recommendations necessary to help not only recognize the results of professional development that teachers achieve, thereby helping to further improve the respective professional development process. The analysis also shows that there is currently a major shortage in the development and validation of teacher professional development assessment toolkits, especially in the context of Vietnam. Based on the observations related to international practice on assessment and development of instruments to evaluate teacher professional development, the study proposes a number of recommendations to develop Vietnamese teacher professional development evaluation instruments.
Keywords:
Teacher, professional development, teacher professional development, teacher continous training, evaluation of teacher professional development, evaluation instruments.
References
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[14] K. V. Veen, R. Zwart, J. Meirink, What Makes Teacher Professional Development Effective? A Literature Review, In Teacher Learning that Matters: International Perspectives, 2011.
[15] D. Muijs, G. Lindsay, Where are We at? An Empirical Study of Levels and Methods of Evaluating Continuing Professional Development, British Educational Research Journal, Vol. 34, No. 2, 2008, pp. 195-211,
https://doi.org/10.1080/01411920701532194.
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[17] K. Broad, M. Evans, A Review of Literature on Professional Development Content and Delivery Modes for Experienced Teachers, University of Toronto, Ontario Institute for Studies in Education, Oct, 2006, pp. 1-102.
[18] R. Stiggins, J. Chappuis, Using Student-involved Classroom Assessment to Close Achievement Gaps, Theory into Practice, Vol. 44, No. 1, 2005, pp. 11-18, https://doi.org/10.1207/s15430421tip4401_3.
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[20] J. Kelleher, A Model for Assessment-driven Professional Development, Phi Delta Kappan, Vol. 84, No. 10, 2003, pp. 751-756, https://doi.org/10.1177/003172170308401008.
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[22] J. A. Supovitz, H. M. Turner, The Effects of Professional Development on Science Teaching Practices and Classroom Culture, Journal of Research in Science Teaching, Vol. 37, No. 9, pp. 963-980, https://doi.org/10.1002/1098-2736(200011)37:9<963: AID-TEA6>3.0.CO;2-0.
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[24] N. T. K. Dung, N. H. D. Huy, N. T. Hang, D. T. T. Ha, Self-perception of Teachers and Managers of the Impact of Teachers’ Professional Development in Vietnam, Education and Self Development, Vol. 15, No. 2, 2020, pp. 21-30, https://doi.org/10.26907/esd15.2.03.
[25] A. D. Hoang, T. H. Ta, N. T. Ta, Professional Development Habits of Teachers in Vietnamese High Schools, General Education in Vietnam - Transformation and Creation, Dan Tri Publishing House, 2021 (in Vietnamese).
[26] H. Khong, Professional Activities by Lesson Study in Vietnam: Should not be Merely a Tool for Professional Development, 2021 (in Vietnamese).
[27] N. T. H. Nam, T. Q. Lap, B. L. Chi, Professional Development for Teachers: Theoretical Issues and Practical Experience, Proceedings of the National Conference on Educational Science in Vietnam, 2021 (in Vietnamese).
[28] T. H. N. Nguyen, N. H. Le, K. Laws, The Effect of Counseling on Teachers' Professional Development: A Case Study in Elementary Schools in Pedagogical Practice, Can Tho University Journal of Science, Vol. 27, 2013,
pp. 50-60.
[29] N. T. H. Nam, B. L. Chi, T. Q. Lap, Theoretical Issues and Practical Experience in Professional Development for Secondary School Teachers, Can Tho University Journal of Science, Vol. 18a, 2011, pp. 128-138 (in Vietnamese).
[30] P. T. T. Thao, N. T. V. Anh, Exploring the Current Situation of Teacher Professional Development Motivation in Vietnam, Journal of Education, Vol. 2, 2020, pp. 59-64 (in Vietnamese).
[2] C. Brooks, R. Burton, F. van der Kleij, C. Ablaza, A. Carroll, J. Hattie, S. Neill, Teachers Activating Learners: The Effects of a Student-centred Feedback Approach on Writing Achievement, Teaching and Teacher Education, Vol. 105, 2021, pp. 103387, https://doi.org/10.1016/J.TATE.2021.103387.
[3] L. D. Hammond, R. Wei, A. Andree, N. Richardson, S. Orphanos, Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad, 2009.
[4] J. A. D. Vries, A. Dimosthenous, K. Schildkamp, A. J. Visscher, The Impact on Student Achievement of an Assessment for Learning Teacher Professional Development Program, Studies in Educational Evaluation, 2022, pp. 74, https://doi.org/10.1016/j.stueduc.2022.101184.
[5] J. K. Rice, The Impact of Teacher Experience Examining the Evidence and Policy Implications, CALDER Working Paper, August, 2010, pp. 1-8.
[6] C. Day, Developing Teachers: The Challenges of Lifelong Learning, London, Routledge Falmer, 1999.
[7] H. Borko, Professional Development and Teacher Learning: Mapping the Terrain, Educational Researcher, Vol. 33, No. 8, 2004, pp. 3-15, https://doi.org/10.3102/0013189X033008003.
[8] L. M. Desimone, Professional, Improving Impact Studies of Teachers’ Conceptualizations, Development: Toward Better and Measures, Educational Researcher, Vol. 38, No. 3, 2009, pp. 181-199.
[9] T. R. Guskey, Evaluating Professional Development, Corwin, 2000.
[10] T. R. Guskey, What Makes Professional Development Effective? Phi Delta Kappan, Vol. 84, No. 10, 2003, pp. 748-750.
[11] J. Hattie, Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement, In Visible Learning: A Synthesis of Over 800 Meta-analyses Relating to Achievement, 2008.
[12] F. King, Evaluating the Impact of Teacher Professional Development: An Evidence-based Framework, Professional Development in Education, Vol. 40, No. 1, 2014, pp. 89-111, https://doi.org/10.1080/19415257.2013.823099.
[13] T. R. Guskey, Gauge Impact with 5 Levels of Data, Journal of Standards and Development, Vol. 37, No. 1, 2016, pp. 32-37.
[14] K. V. Veen, R. Zwart, J. Meirink, What Makes Teacher Professional Development Effective? A Literature Review, In Teacher Learning that Matters: International Perspectives, 2011.
[15] D. Muijs, G. Lindsay, Where are We at? An Empirical Study of Levels and Methods of Evaluating Continuing Professional Development, British Educational Research Journal, Vol. 34, No. 2, 2008, pp. 195-211,
https://doi.org/10.1080/01411920701532194.
[16] H. Borko, Professional Development and Teacher Learning: Mapping the Terrain, Educational Researcher, Vol. 33, No. 8, 2004, pp. 3-15, https://doi.org/10.3102/0013189X033008003.
[17] K. Broad, M. Evans, A Review of Literature on Professional Development Content and Delivery Modes for Experienced Teachers, University of Toronto, Ontario Institute for Studies in Education, Oct, 2006, pp. 1-102.
[18] R. Stiggins, J. Chappuis, Using Student-involved Classroom Assessment to Close Achievement Gaps, Theory into Practice, Vol. 44, No. 1, 2005, pp. 11-18, https://doi.org/10.1207/s15430421tip4401_3.
[19] B. Joyce, M. Weil, Fifth Edition Models of Teaching, Prentice Hall of India, 2003, pp. 1-479.
[20] J. Kelleher, A Model for Assessment-driven Professional Development, Phi Delta Kappan, Vol. 84, No. 10, 2003, pp. 751-756, https://doi.org/10.1177/003172170308401008.
[21] C. Rhodes, M. Stokes, G. Hampton, Coaching, Mentoring and Peer-networking; Changing Practice and Raising Standards, In a Practical Guide to Mentoring, Coaching and Peer-Networking, 2004.
[22] J. A. Supovitz, H. M. Turner, The Effects of Professional Development on Science Teaching Practices and Classroom Culture, Journal of Research in Science Teaching, Vol. 37, No. 9, pp. 963-980, https://doi.org/10.1002/1098-2736(200011)37:9<963: AID-TEA6>3.0.CO;2-0.
[23] L. Ingvarson, M. Meiers, A. Beavis, Factors Affecting the Impact of Professional Development Programs on Teachers’ Knowledge, Practice, Student Outcomes and Efficacy, Education Policy Analysis Archives, Vol. 13, 2005, pp. 1-28, https://doi.org/10.14507/epaa.v13n10.2005.
[24] N. T. K. Dung, N. H. D. Huy, N. T. Hang, D. T. T. Ha, Self-perception of Teachers and Managers of the Impact of Teachers’ Professional Development in Vietnam, Education and Self Development, Vol. 15, No. 2, 2020, pp. 21-30, https://doi.org/10.26907/esd15.2.03.
[25] A. D. Hoang, T. H. Ta, N. T. Ta, Professional Development Habits of Teachers in Vietnamese High Schools, General Education in Vietnam - Transformation and Creation, Dan Tri Publishing House, 2021 (in Vietnamese).
[26] H. Khong, Professional Activities by Lesson Study in Vietnam: Should not be Merely a Tool for Professional Development, 2021 (in Vietnamese).
[27] N. T. H. Nam, T. Q. Lap, B. L. Chi, Professional Development for Teachers: Theoretical Issues and Practical Experience, Proceedings of the National Conference on Educational Science in Vietnam, 2021 (in Vietnamese).
[28] T. H. N. Nguyen, N. H. Le, K. Laws, The Effect of Counseling on Teachers' Professional Development: A Case Study in Elementary Schools in Pedagogical Practice, Can Tho University Journal of Science, Vol. 27, 2013,
pp. 50-60.
[29] N. T. H. Nam, B. L. Chi, T. Q. Lap, Theoretical Issues and Practical Experience in Professional Development for Secondary School Teachers, Can Tho University Journal of Science, Vol. 18a, 2011, pp. 128-138 (in Vietnamese).
[30] P. T. T. Thao, N. T. V. Anh, Exploring the Current Situation of Teacher Professional Development Motivation in Vietnam, Journal of Education, Vol. 2, 2020, pp. 59-64 (in Vietnamese).
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