Article info.

ABSTRACT

Received 22 Nov 2019
Revised 24 Mar 2020

Accepted 31 Mar 2020

In this incredibly challenging and complex world, many teaching professionals require continuous learning and support, or professional development. Teachers are always recognized as key players in the education system, and therefore professional development of these teachers is crucial if the quality of education is to be enhanced. At a center for foreign languages in Vietnam, professional development activities are always encouraged. Annually, teachers of every level are required to attend certain workshops and structured training and learning sessions, and their participation in these activities are necessary for their performance evaluation related to teaching contracts and pay for performance. The current study has been undertaken with 51 teachers of English at the Center for Foreign Languages in Can Tho University, Vietnam. An online survey was administered to assess the teachers’ perceptions of the effectiveness of the professional development activities and of the influence of these activites on quality of education. After three years of implementation, these programs of professional development have gained initial positive results. There is an increasing number of teachers who have gained necessary language competency and teaching qualifications. Through practical and effective activities such as implementing a new set of curriculum materials, professional discussions, attending workshops or seminars, teachers have taken up opportunities for further academic growth and consequently could enhance the quality of education. From the current practices, there are important implications. When educational leaders and managers need to enhance the institutional quality, they should provide appropriate teachers’ professional development programs.

Keywords

Effectiveness, performance, professional development, quality

Cited as: Hung, L.N.Q.H., 2020. Teachers’ professional development as a tool to enhance institutional quality: Current practices at a center for foreign languages. Can Tho University Journal of Science. 12(1): 30-36.