kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.20.2.04JRWZVGkvmolur-6Research ArticleСтатьиИзучение представлений учителей EFL о самостоятельном обучении для профессионального развития в условиях средней школыExploring EFL Teachers’ Perceptions of Self-Directed Learning for Professional Development in a Context of High Schoolshttps://orcid.org/0000-0003-0410-1047ВанТхи Тует ФанVanThi Tuyet Phan

Ван Тхи Тует Фан 

Кантхо 

Van Thi Tuyet Phan 

Can Tho 

pttuyetvan@ctu.edu.vnhttps://orcid.org/0009-0003-7960-0171ЛиньЛи Кхань ТранLinhLy Khanh Tran

Линь Ли Кхань Тран 

Виньлонг 

Linh Ly Khanh Tran 

Vinh Long 

lykhanhlinhtran@gmail.comhttps://orcid.org/0000-0002-6121-7735КхангДуй НгуенKhangDuy Nguyen

Кханг Дуй Нгуен 

Кантхо 

Khang Duy Nguyen 

Can Tho 

ndkhang@ctu.edu.vnУниверситет КантхоВьетнамCan Tho UniversityViet NamКолледж ВиньлонгаВьетнамVinh Long CollegeViet Nam2025180920252023348Copyright © Ван Т., Линь Л., Кханг Д., 20252025Ван Т., Линь Л., Кханг Д.Van T., Linh L., Khang D.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/6

Исследование посвящено изучению восприятия учителями самостоятельного обучения в целях профессионального развития. Сто четыре учителя EFL из государственных средних школ в провинции, находящейся в дельте Меконга (Вьетнам), добровольно согласились принять участие в описательном исследовании с использованием конвергентных смешанных методов. Авторами статьи были использованы полуструктурированные интервью и анкета для релевантности выборочного метода сбора данных. С целью изучения различий между средними оценками восприятия учителей по 5-балльной шкале Лайкерта были проведены описательный статистический тест SPSS и t-тест с одной выборкой. В работе с качественными данными был применен тематический анализ для углубленного объяснения представлений испытуемых о ролях, преимуществах и проблемах самостоятельного обучения для профессионального развития. Результаты исследования свидетельствуют о том, что учителя EFL положительно оценивают важность самостоятельного обучения для своего профессионального развития. Большинство респондентов часто используют обмен педагогическим опытом и знаниями, занимаются совместным развитием, а также совершенствованием методики преподавания дисциплины. Однако отсутствие институциональной поддержки, финансовые проблемы, семейные обязанности и перегрузка учителей являются основными факторами, препятствующими их самостоятельному обучению в целях профессионального роста. В статье рассматриваются планы и ожидания учителей в отношении самостоятельного обучения для профессионального развития. Результаты данной работы повышают осведомленность учителей о важности их самостоятельного обучения для профессионального роста, информируют менеджеров, работающих в сфере образования, о необходимости создания благоприятной среды для самостоятельного обучения педагогов, способствующего их профессиональному развитию, а также предлагают направления будущих исследований.

This study investigates teachers’ perceptions of self-directed learning for professional development. One hundred and four EFL teachers from public high schools in a province in the Mekong Delta, Vietnam, volunteered to participate in the descriptive study with a convergent mixed-methods design. A questionnaire and semi-structured interview were employed as the two instruments for a convenient sampling method of data collection. An SPSS descriptive statistical test and one-Sample t-test were conducted to evaluate the differences between the mean scores of the teachers’ perceptions from a test value of a 5-point Likert scale. Thematic analysis was applied to the qualitative data for the in-depth explanation of their perceptions of the roles, the benefits, and challenges of self-directed learning for professional development.The results indicate that the teachers show a positive agreement on the significance of self-directed learning for professional development. In addition, sharing teaching experiences and collaborative development, enhancing teaching methods, and exchanging knowledge are frequently employed by most teachers. However, lack of institutional support, financial problems, family responsibilities, and workload are the main factors hindering them from engaging in self-directed learning for professional growth. In the article, teachers’ plans and expectations of self-directed learning for professional development are also addressed.The findings from this study foster the teachers’ awareness of the significance of their self-directed learning for professional growth, inform the educational managers in promoting a conducive environment for self-directed learning for professional development, and suggest research areas in the future.

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The authors declare that there are no conflicts of interest present.