- Title
- Developing a context-based framework for training ICT skills for in-service EFL teachers in Vietnam
- Creator
- Nguyen, Tuyen Van
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2024
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- The global advanced development of information technology communication (ICT) has weaved new texture of life and transformed the way how people work and entertain. It is also known that the first twenty years of the 21st century has witnessed the rapid technological proliferation around the world. Such development has involved the footprint of success of advanced educational systems. Most governments in the world have been investing in education as a pathway to sustainable social development. In the evolving changing educational environment, the educational landscape is being transformed due to technological advancement, innovative curriculum design and reshaped pedagogical approaches. Over the years, technology has been an irreversible force driving educational transformation. Teachers’ digital competence has become more and more essential for ensuring efficient educational technological application across the curriculum in education and important condition to support quality assurance. However, recent research studies find that the deficit of technological competence of teachers would affect quality of teaching in the digital era. Teachers of English as a foreign language (EFL) in Vietnam are not in exception. Literature suggests a call for teachers’ reskilling and upskilling for ICT use as a solution to continuing professional development (PD). The government of Vietnam has been investing billions of USD in this period on training EFL teachers. This also entails a large body of research in the field of teachers’ PD. However, by reviewing the literature, the researcher has recognized that most previous research focuses on teaching English at tertiary level, leaving a paucity in K-12 teacher in-service education, especially ICT-related EFL K-12 teachers’ PD in Vietnam. A few studies have identified the problems of teachers’ ICT competence in Vietnam. Recent studies reveal that in-service K-12 EFL teachers are facing a challenge of how to effectively integrate their ICT skills in teaching in Vietnam. However, limited research in EFL teacher education has been conducted to explore the impact of teacher professional training on in-service teacher preparation for ICT integration and application in the transformational technology advanced educational context. In accordance with Vietnamese policies on annual in-service teacher training, a context-based framework with guidelines and recommendations for the in-service EFL teacher PD training program is crucial and urgently needed. To bridge this research gap, this current research attempts to explore a context-dependent and culturally responsive training framework for ICT-related EFL teacher (PD) in the current Vietnamese education context. It aims to identify what should be taken into account when an ICT-related teacher training program is implemented. This study employs the mixed methods through surveys, interviews, and document reviews to ensure the breadth and depth of data that helped to triangulate and corroborate the findings. The national wide EFL K-12 teachers in Vietnam were surveyed and interviewed. In the meantime, the document meta-analysis was also conducted as the third research instrument to enhance the research findings. Data analysis in this study were sorted and coded via SPSS and Nvivo software programs. The findings from the data analysis emerged issues that were conceptualized into four main themes, including Competence, Needs, Modality of delivery, and Management. The suggested implementation of the four aspects consisting of Competence to Assessment, Needs to Selection of Contents, Modality to Process of Delivery, and Management to Organisation of training are provided with a set of practical guidelines and recommendations. The new proposed framework addresses a timely research agenda of the Vietnamese Government on their holistic transformation of EFL education in Vietnam. It contributes to expand the literature in the field of K-12 EFL in-service teacher training for ICT skills in the context of Vietnam. This creation of new knowledge should accommodate future PD training activities by undertaking the guidelines and recommendations of the context-based framework throughout the whole process, namely, the planning, implementation, and evaluation stages. The new framework in the current context of language teacher education in Vietnam should drive forward effective professional development via in-service training for ICT skills that benefits teachers and other stakeholders. The study is also significant in bridging the gap between theory and practice of ICT-related teacher PD in Vietnam, and in countries where there are contextual similarities.
- Subject
- technological competence; EFL teachers; context-based framework; education
- Identifier
- http://hdl.handle.net/1959.13/1510248
- Identifier
- uon:56360
- Rights
- This thesis is currently under embargo and will be available from 16.04.2025, Copyright 2024 Tuyen Van Nguyen
- Language
- eng
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