Áp dụng “Dạy học chiêm nghiệm” vào hoạt động giảng dạy của giáo viên tiếng Anh cấp trung học phổ thông ở khu vực Đồng bằng sông Cửu Long: Thực trạng và khuyến nghị

Tóm tắt

Reflective teaching significantly contributes to teachers’ professional development. However, this method has not been sufficiently prioritized in teachers’ teaching practices in Vietnam. By employing a quantitative research design through the use of questionnaire to collect data, this study aims to examine the current practices of reflective teaching in the professional development of 102 high school English teachers in the Mekong Delta. The findings revealed that the frequency of reflection-in-action, reflection-on-action and reflection-for-action among the participants was low, simple tools such as teaching journals and classroom observation were mainly applied. Factors influencing the practice of reflective teaching included classroom conditions, peer collaboration, work pressure, lack of motivation and lack of methods. Based on these findings, the paper proposes recommendations to enhance the role of reflective teaching in teachers’ teaching practices. This study is the basis for future research to find strategies for integrating reflective teaching in English teacher training programs.