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Pre-recorded Session Oral Presentations (30 minutes)
Oct 16, 2020 12:00 Noon - Aug 31, 2021 01:45 PM(Asia/Ho_Chi_Minh)
20201016T1200 20201016T1345 Asia/Ho_Chi_Minh Reflective Teaching Perceived and Practiced by EFL Teachers - A Case in Vietnam

Reflective teaching (RT) is one of the core components of teacher professional development. Owing to its substantive importance in teacher education, this component has been long recognized and widely examined in various approaches. However, it is not the case in Vietnam. Thus, the present study was done to investigate how RT was perceived and practiced by a local group of in-service EFL teachers in an English language center located in Can Tho City, South of Vietnam. Data were collected via a questionnaire, followed by a semi-structured interview. Results showed that all surveyed teachers held a positive perception towards RT values in professional development, and practiced all three types of in-, on-, for-action reflections. Yet, in effect, they usually opted for only three strategies of workshop/training program, student feedback, and classroom walk-through observation, while other RT strategies, such as journaling/diary-writing and video-recording, were scarcely used due to their workload-induced time constraint, fatigue, and limited knowledge of RT. Thereby, discussions and implications are provided. Keywords: perception, practice, reflection, reflective teaching, EFL teacher.

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org

Reflective teaching (RT) is one of the core components of teacher professional development. Owing to its substantive importance in teacher education, this component has been long recognized and widely examined in various approaches. However, it is not the case in Vietnam. Thus, the present study was done to investigate how RT was perceived and practiced by a local group of in-service EFL teachers in an English language center located in Can Tho City, South of Vietnam. Data were collected via a questionnaire, followed by a semi-structured interview. Results showed that all surveyed teachers held a positive perception towards RT values in professional development, and practiced all three types of in-, on-, for-action reflections. Yet, in effect, they usually opted for only three strategies of workshop/training program, student feedback, and classroom walk-through observation, while other RT strategies, such as journaling/diary-writing and video-recording, were scarcely used due to their workload-induced time constraint, fatigue, and limited knowledge of RT. Thereby, discussions and implications are provided. Keywords: perception, practice, reflection, reflective teaching, EFL teacher.

lecturer
,
Nam Cần Thơ university
No moderator for this session!
Lecturer
,
University of Foreign Language Studies - The University of Danang
Mr. Thao Le
English Teacher
,
Cantho University
Ms. Thuy Tran
Lecturer/ Teacher Educator
,
VNU University of Languages and International Studies
English Language Trainer
,
Provincial Teacher Training College
Ms. Trang Ly
English Lecturer
,
An Giang University, Vietnam National University - Ho Chi Minh City
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