kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.20.2.05LPRQUMkvmolur-7Research ArticleСтатьиИсследование факторов, влияющих на эффективность профессионального развития учителей: поисковое исследование на примере ВьетнамаInvestigating the Determinants Affecting the Efficacy of Professional Development for Teachers: An Exploratory Inquiry in the Context of Vietnamhttps://orcid.org/0000-0003-3534-8691Кам-ТуВуCam-TuVu

Кам-Ту Ву 

Ханой

Cam-Tu Vu 

Hanoi

vucamtu@vnu.edu.vnhttps://orcid.org/0009-0009-4664-6054Тхи-НгаХоангThi-NgaHoang

Тхи-Нга Хоанг 

Хайфон

Thi-Nga Hoang 

Hai Phong

ngaht85@dhhp.edu.vnhttps://orcid.org/0009-0001-0949-2107Тхи-БиньВуThi-BinhVu

Тхи-Бинь Ву 

Лаокай

Thi-Binh Vu

Lao Cai

vuthibinh@tnu.edu.vnhttps://orcid.org/0000-0003-4565-6495ТхиХонг-Чи ЛеThiHong-Chi Le

Тхи Хонг-Чи Ле 

Футхо

Thi Hong-Chi Le

Phu Tho

lethihongchi@hvu.edu.vnhttps://orcid.org/0000-0002-6061-5424ТхиХа-Зянг ЧанThiHa-Giang Tran

Тхи Ха-Зянг Чан

Ханой

Thi Ha-Giang Tran5

Hanoi 

tthgiang@daihocthudo.edu.vnhttps://orcid.org/0000-0002-1520-0676ТхиХонг Хань ФамThiHong Hanh Pham

Тхи Хонг Хань Фам 

Ханой

Thi Hong Hanh Pham

Hanoi

phamthihonghanh@hpu2.edu.vnИнститут образования, Вьетнамский национальный университетВьетнамVNU University of Education, Vietnam National UniversityViet NamУниверситет ХайфонаВьетнамHai Phong UniversityViet NamУниверситет Тай НгуенВьетнамThai Nguyen UniversityViet NamУниверситет Хун ВуонгВьетнамHung Vuong UniversityViet NamХанойский столичный университетВьетнамHanoi Metropolitan University, HanoiViet NamХанойский педагогический университет № 2ВьетнамHanoi Pedagogical University 2Viet Nam2025180920252024964Copyright © Кам-Ту В., Тхи-Нга Х., Тхи-Бинь В., Тхи Х., Тхи Х., Тхи Х., 20252025Кам-Ту В., Тхи-Нга Х., Тхи-Бинь В., Тхи Х., Тхи Х., Тхи Х.Cam-Tu V., Thi-Nga H., Thi-Binh V., Thi H., Thi H., Thi H.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/7

Профессиональное развитие (ПР) играет значительную роль в продвижении образовательных реформ на различных уровнях во всех странах. За последние десять лет со стороны Министерства образования и подготовки кадров Вьетнама мероприятиям по профессиональному развитию учителей уделено большое внимание, оказана особая финансовая поддержка, что связано с фундаментальной и комплексной реформой образования в стране. Данное исследование направлено на выявление факторов, влияющих на эффективность профессионального развития учителей Вьетнама, что проявляется в качестве их знаний и навыков, в изменениях их установок и убеждений. Исследование проводилось с использованием количественного метода: с помощью стратифицированной случайной выборки было собрано 1 459 анкетных опросов от учителей, работающих в начальных, средних и старших классах Вьетнама. Результаты исследования свидетельствуют о существенном влиянии всех переменных модели на уровень знаний и навыков учителей, на изменение их установок и убеждений. Особо выделяются такие факторы профессионального развития, как активность обучения и его продолжительность: они оказывают наиболее выраженное воздействие на эффективность ПР учителей. Полученные результаты позволяют рекомендовать корректировку образовательной политики Вьетнама с целью удовлетворения потребности учителей в их профессиональном развитии.

Professional development (PD) is important in promoting educational reform achievements at many levels in all countries. In the last ten years, teacher professional development activities have received more attention and investment from the Vietnam Ministry of Education and Training, especially in the context of fundamental and comprehensive education reform. This study was conducted to identify the factors affecting the effectiveness of professional development for teachers, as manifested by the effectiveness of developing knowledge and skills or changes in teachers' attitudes and beliefs in Vietnam. The study used a quantitative method. By stratified random sampling, 1,459 survey samples were collected from teachers working at the three levels of primary school, secondary school, and high school in Vietnam. The study's findings indicate a substantial influence of all variables within the model on the enhancement of teachers' knowledge and skills and alterations in attitudes and beliefs within the educational context of Vietnam. Notably, active learning and duration emerge as the two factors exerting the most pronounced impact on the efficacy of professional development for teachers in Vietnam. Based on these outcomes, the study provides insights and recommends policy adjustments tailored to the professional development needs of teachers in Vietnam.

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