ORCID Profile
0000-0003-3326-1365
Current Organisations
Ha Tinh University
,
The Vietnam National Institute of Educational Sciences
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Publisher: Informa UK Limited
Date: 30-08-2017
Publisher: Informa UK Limited
Date: 28-01-2021
Publisher: Scientia Socialis Ltd
Date: 15-06-2020
Abstract: Teacher professional development (TPD) plays a vital role in enhancing student achievement and the education quality improvement at general education schools. Vietnam is carrying out the general education reforms including the curriculum, teaching methodology and textbook replacement. In order to make those reforms succeed, a lot of things have been done so far in which TPD is considered a key measure. This qualitative case-study research aimed to find out the perceptions of principals and the teachers in three selected K12 schools on TPD in response to the education reforms implementation in Vietnam using the data from the open-ended interviews with the principals, the questionnaires from teachers, and the school policy-related documents. The importance of TPD related closely to the general education reforms implementation at three schools was highly perceived and highly appreciated by the principals and teachers in similar vein. These made a strong link between their beliefs and TPD practices at their schools for promoting the education reforms. Keywords: education reforms, qualitative case-study, teacher professional development, Vietnamese K12 school.
Publisher: Informa UK Limited
Date: 07-01-2023
Publisher: Elsevier BV
Date: 12-2021
Publisher: Informa UK Limited
Date: 05-01-2020
Publisher: Eurasian Society of Educational Research
Date: 15-01-2023
Abstract: style="text-align: justify " Professional learning communities (PLCs) are important for improving student achievement and school development. According to PLC research, teachers' knowledge and practice in teaching are significantly improved by various PLC forms and favorable working environments. This qualitative research was conducted to find out what forms of PLCs were popular and what challenges were facing three primary schools in a province in Vietnam. The study utilizes a multiple-site case study design relating to PLCs in those schools with the data from interviews with the principals, group leaders and teachers, observations of PLC activities and related policy documents. The two forms of PLCs were identified in this research, including professional groups and groups of core teachers. Besides, four challenges facing PLCS implementation in those schools included the old habit of professional learning in PLCs, structural conditions of schedules and facilities, economic conditions of teachers and motivation for reforms. The study provides recommendations based on the findings for PLC research and practice within and beyond the Vietnamese context.
Publisher: Kamla Raj Enterprises
Date: 02-04-2020
Publisher: International Journal of Advanced and Applied Sciences
Date: 2022
DOI: 10.21833/IJAAS.2022.01.001
Abstract: Human sexual behavior research is a multidisciplinary endeavor that seeks to comprehend one of the most vital and complex aspects of our behavioral science. This study aimed to investigate Vietnamese university students' perception of sexual knowledge as well as the relationship between gender, academic year, and sexual orientation. The questionnaire was sent to 666 Vietnamese undergraduate students in four universities which 418 respondents were considered valid for research purposes. The study results showed that there was a significant difference among the four study groups of different (1) academic year (2) sexual orientations (3) gender and academic year level (4) academic year and sexual orientation (5) gender, academic year, and sexual orientation level when considered jointly on the variables of the three aspects of the Sex knowledge and Attitude Questionnaire II. However, there was no reciprocal relationship between (6) gender (7) gender, and sexual orientation level. The findings of this study will have implications for school policies that attempt to promote and maintain a positive school climate in an effort to address the issue of sexuality education, including sexual knowledge.
Publisher: Hindawi Limited
Date: 20-04-2022
DOI: 10.1155/2022/4585376
Abstract: This qualitative study explored the needs for teacher professional development (PD) of Vietnamese primary school teachers. The participants of the study were ten teachers at ten different primary schools in a large city in Vietnam. The data included in-depth in idual interviews with the participating teachers. Qualitative analysis of the interview transcripts revealed several interesting insights into the teachers’ perspectives on PD, their regular PD activities, and their needs for PD. All the teachers considered PD essential for their demanding teaching job. They reported having attended various PD programs and activities provided by their schools, and the department of education and training at the province and district levels. They also participated in several teacher professional learning communities available on the Internet. However, the teachers expressed a need for more PD programs and activities, especially in the context of curriculum reforms. Notably, they preferred to attend PD courses which were more practical and relevant to their work. In addition, they highly appreciated the hands-on activities and opportunities to interact with teacher trainers and educators. These findings were interpreted and discussed in relation to the sociocultural contexts of Vietnamese primary education. The study also discussed implications for PD course designers and teacher educators in Vietnamese primary school contexts and beyond.
Publisher: National Research University, Higher School of Economics (HSE)
Date: 17-06-2020
DOI: 10.17323/1814-9545-2020-2-128-151
Abstract: Lecturer professional development (LPD) plays a significant role in enhancing student achievement and school improvement. It is a process which starts during lecturer training at tertiary education institutions and extends to include job-embedded and collaborative professional learning opportunities for lecturers at their institutions. Many strategies for lecturer professional development have been proposed in the literature on higher education. This qualitative case study investigation sought to identify various typical strategies employed to promote lecturer professional development at Ha Tinh University in Central Vietnam. Ten strategies were identified, some of which were university-based, while others were offered externally. These strategies are described within the context of significant reforms being implemented in the higher education sector in Vietnam.
Publisher: Eurasian Society of Educational Research
Date: 15-10-2021
DOI: 10.12973/EU-JER.10.4.1839
Abstract: style="text-align: justify " Teacher professional development (TPD) is an important component of enhancing student learning and school education quality. Vietnamese Ministry of Education and Training is reforming education, including curricula, teaching methods, and textbooks. Many requirements have to been done to effectively implement the reform, and TPD is considered a significant contribution. Using data from an in-depth interview with the principal, teacher questionnaires, and school policy-related documents, this qualitative case-study research in a selected high school for gifted students in Central Vietnam aimed to find out how TPD had been implemented in response to education reforms in Vietnamese high schools. TPD was widely perceived and respected by the principal and teachers in this case study, and these positive perspectives were transferred into practice with numerous effectively employed TPD strategies at this high school for students’ enhanced learning and achievements.
Publisher: Informa UK Limited
Date: 25-01-2022
Publisher: Kamla Raj Enterprises
Date: 15-01-2021
DOI: 10.31901/24566322.2021/32.1-3.1157
Abstract: ABSTRACT In today’s competitive higher education environment in Vietnam, higher education institutions have focussed more on quality education services to improve students’ satisfaction, which is considered an important factor for attracting and retaining students and evaluating the success of these higher education institutions, as a result. This research aimed to examine Vietnamese students’ perceptions about the quality of education services offered at Hue University in Vietnam. The data were obtained from the questionnaires completed by 2933 students from four-university members of Hue University in Central Vietnam. The research results showed that the students were generally satisfied with the quality of education services provided by Hue University. In addition, students’ satisfaction at Hue University is most affected by their perceptions about access to education services and the educational environment. The study also provided several implications, for Hue University in particular and other Vietnamese higher education institutions in general, to enhance their education services to improve the level of education service quality for attracting and retaining students.
Publisher: Common Ground Research Networks
Date: 2019
Location: Viet Nam
Location: No location found
Start Date: 2021
End Date: 2022
Funder: Vietnam Ministry of Education and Training
View Funded ActivityStart Date: 2019
End Date: 2021
Funder: National Foundation for Science and Technology Development (Nafosted)
View Funded Activity