Исследование удовлетворенности преподавателей английского как иностранного (EFL): мероприятия по профессиональному развитию в языковом центре в неанглоязычной среде

Данное описательное исследование направлено на изучение уровня удовлетворенности преподавателей английского языка как иностранного (EFL) их деятельностью по повышению квалификации в языковом центре, расположенном в дельте реки Меконг во Вьетнаме. В общей сложности 30 преподавателей EFL были приглашены для предоставления данных с помощью анкеты, а шесть из 30 были отобраны для участия в полуструктурированных интервью. В исследовании использовались два основных метода анализа данных: описательная статистика для количественных и тематический анализ для качественных данных. По результатам исследования можно сделать вывод, что преподаватели EFL продемонстрировали высокий уровень удовлетворенности существующими мероприятиями по профессиональному развитию, которые включали в себя наставничество, наблюдение, обратную связь от экспертов и обучение у коллег. Эти мероприятия способствовали поддержке, сотрудничеству и индивидуальному подходу к профессиональному развитию, что привело к повышению уровня знаний, навыков, мотивации и удовлетворенности работой преподавателей. Полученные результаты свидетельствуют о том, что языковые центры должны применять персонализированный и поддерживающий подходы к профессиональному развитию слушателей, коллективные формы работы с ними, устранять факторы, препятствующие интересу учителей к исследовательской деятельности.

1. Arokiasamy, A. R. A. (2021). The uncharted territory: Plotting the relationships between perceived organizational support, work engagement and expatriate retention in Vietnam. Journal of Asia- Pacific Business, 22(3), 201–225. https://doi.org/10.1080/10599231.2021.1943809

2. Boone Jr, H. N., & Boone, D. A. (2012). Analyzing likert data. The Journal of Extension, 50(2), 1–5. https://tigerprints.clemson.edu/joe/vol50/iss2/48

3. Borg, S. (2015). The benefits of attending ELT conferences. ELT Journal, 69(1), 35–46. https://doi.org/10.1093/elt/ccu045

4. Brannan, D., & Bleistein, T. (2012). Novice ESOL teachers’ perceptions of social support networks. Tesol Quarterly, 46(3), 519–541. https://doi.org/10.1002/tesq.40

5. Brownell, M. T., Adams, A., Sindelar, P., Waldron, N., & Vanhover, S. (2006). Learning from collaboration: The role of teacher qualities. Exceptional Children, 72(2), 169–185. https://doi.org/10.1177/001440290607200203

6. Clement, A., & Murugavel, T. (2018). English for the workplace: The importance of English language skills for effective performance. The English Classroom, 20(1), 1–15.

7. Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81–92. https://doi.org/10.1177/003172171109200622

8. Duong, M. T. (2021). Vietnamese EFL teachers’ perceptions and practices of reflective teaching as a tool for professional development. REiLA: Journal of Research and Innovation in Language, 3(3), 170–180. https://doi.org/10.31849/reila.v3i3.7961

9. Efu, S. I. (2023). Reflection: a means to faculty engagement in meaningful continuing professional development. Teacher Development, 27(2), 234–255. https://doi.org/10.1080/13664530.2022.2159508

10. Esia-Donkoh, K., & Baffoe, S. (2018). Instructional supervisory practices of headteachers and teacher motivation in public basic schools in Anomabo education circuit. Journal of Education and E-Learning Research, 5(1), 43–50. https://doi.org/10.20448/journal.509.2018.51.43.50

11. Fletcher, J. A. (2018). Peer observation of teaching: A practical tool in higher education. The Journal of Faculty Development, 32(1), 51–64.

12. Gordon, C. (2002). Changing practices in evaluating teaching: A practical guide to improving faculty performance and promotion/tenure decisions, by Peter Seldin and associates. Occupational Therapy in Health Care, 16(2/3), 126–129.

13. Guan, Y., Wen, Y., Chen, S. X., Liu, H., Si, W., Liu, Y., ... & Dong, Z. (2014). When do salary and job level predict career satisfaction and turnover intention among Chinese managers? The role of perceived organizational career management and career anchor. European Journal of Work and Organizational Psychology, 23(4), 596–607. https://doi.org/10.1080/1359432X.2013.763403

14. Gunn, F., Lee, S. H., & Steed, M. (2017). Student perceptions of benefits and challenges of peer mentoring programs: Divergent perspectives from mentors and mentees. Marketing Education Review, 27(1), 15–26. https://doi.org/10.1080/10528008.2016.1255560

15. Hairon, S., & Dimmock, C. (2012). Singapore schools and professional learning communities: Teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405–424. https://doi.org/10.1080/00131911.2011.625111

16. Hashimoto, K., & Nguyen, V. T. (Eds.). (2018). Professional development of English language teachers in Asia: Lessons from Japan and Vietnam. Routledge.

17. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

18. Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge.

19. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.

20. Kram, K. E., & Isabella, L. A. (1985). Mentoring alternatives: The role of peer relationships in career development. Academy of Management Journal, 28(1), 110–132. https://doi.org/10.5465/256064

21. Lunsford, L. G., Crisp, G., Dolan, E. L., & Wuetherick, B. (2017). Mentoring in higher education. The SAGE Handbook of Mentoring, 20, 316–334.

22. Mag, A. G., Sinfield, S., & Burns, T. (2017). The benefits of inclusive education: new challenges for university teachers. In MATEC Web of Conferences (Vol. 121, p. 12011). EDP Sciences.

23. Martin, L. E., Kragler, S., Quatroche, D., & Bauserman, K. (2019). Transforming schools: The power of teachers’ input in professional development. Journal of Educational Research and Practice, 9(1), 179–188. https://doi.org/10.5590/JERAP.2019.09.1.13

24. Nguyen, H. T., Warren, W., & Fehring, H. (2014). Factors affecting English language teaching and learning in higher education. English Language Teaching, 7(8), 94–105. https://doi.org/10.5539/elt.v7n8p94

25. Nguyen, L. T. M., Tran, T., Pham, T. V., Le, H. T. T., Nghiem, T. T., La, T. P., ... & Ta, T. N. (2021). Investigation of the relationship between teacher job satisfaction, empowerment and loyalty: the difference between teachers of ethnic majority students and teachers of ethnic minority students in Vietnam. International Journal of Inclusive Education, 28, 1–14. https://doi.org/10.1080/13603116.2021.1991488

26. Prieto, L. P., Magnuson, P., Dillenbourg, P., & Saar, M. (2020). Reflection for action: Designing tools to support teacher reflection on everyday evidence. Technology, Pedagogy and Education, 29(3), 279–295. https://doi.org/10.1080/1475939X.2020.1762721

27. Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.

28. Rowley, J. (2012). Conducting research interviews. Management research review, 35(3/4), 260–271. https://doi.org/10.1108/01409171211210154

29. Sanders, M. (2009). The Power of mentoring: Shaping people who will shape the world. Moody Publishers.

30. Schartel, S. A. (2012). Giving feedback–An integral part of education. Best Practice & Research Clinical Anaesthesiology, 26(1), 77–87. https://doi.org/10.1016/j.bpa.2012.02.003

31. Scott, V., & Miner, C. (2008). Peer coaching: Implication for teaching and program improvement. Transformative Dialogues: Teaching and Learning Journal, 1(3), 1–11.

32. Secomb, J. M., & Smith, C. (2011). A mixed method pilot study: The researchers’ experiences. Contemporary Nurse, 39(1), 31–35. https://doi.org/10.5172/conu.2011.39.1.31

33. Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841

34. Tran, P. M., & Tanemura, K. (2020). English in Vietnam. World Englishes, 39(3), 528–541. https://doi.org/10.1111/weng.12489

35. Tseng, J. J., Lien, Y. J., & Chen, H. J. (2016). Using a teacher support group to develop teacher knowledge of Mandarin teaching via web conferencing technology. Computer Assisted Language Learning, 29(1), 127–147. https://doi.org/10.1080/09588221.2014.903978

36. Van Ginkel, G., Verloop, N., & Denessen, E. (2016). Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and Teaching, 22(1), 101–116. https://doi.org/10.1080/13540602.2015.1023031

37. Vittek, J. E. (2015). Promoting special educator teacher retention: A critical review of the literature. Sage Open, 5(2), 2158244015589994. https://doi.org/10.1177/2158244015589994

38. Vu, T., Winser, W., & Walsh, J. (2020). Teacher attitudes towards the English language curriculum change: The case of Vietnam. TESOL International Journal, 15(6), 84–111.

39. Westwood, P. (2018). Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom. Routledge.

40. Whitty, G., Hayton, A., & Tang, S. (2015). Who you know, what you know and knowing the ropes: A review of evidence about access to higher education institutions in England. Review of Education, 3(1), 27–67. https://doi.org/10.1002/rev3.3038

41. Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher. Harry K. Wong Publications.

42. Zulfikar, T., & Mujiburrahman. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1–13. https://doi.org/10.1080/14623943.2017.1295933