Nghiên cứu bài học đối với phát triển chuyên môn của giáo viên tiếng Anh: Đề xuất định hướng phát triển bền vững từ phân tích điểm mạnh, điểm yếu, cơ hội và thách thức
Tóm tắt
In the context of educational reform and growing demand for sustainable professional development, lesson study is deemed a promising approach to supporting English language teachers in improving their professional competence through collaboration, classroom observation, and reflection. However, previous studies have mainly examined its individual effects, while the interaction between internal and external factors has not been systematically analyzed. Therefore, the current study synthesizes 12 peer-reviewed articles published between 2021 and 2026, using conceptual analysis, interpretive synthesis, and SWOT analysis. The findings show that lesson study contributes to improving English language teachers’ pedagogical knowledge, reflective teaching competence, professional collaboration, and instructional practices. At the same time, its implementation continues to face “barriers” including time pressure, difficulties in scheduling, resource disparities, and uneven levels of institutional support. Based on these findings, the study proposes four groups of strategic directions aimed at leveraging strengths, taking advantage of opportunities, addressing weaknesses, and minimizing the effects of threats. The study contributes to the theoretical foundation and strategic analytical framework for teacher professional development, while also providing practical references for educational institutions and managers in designing professional development programs. Future studies should broaden the data sources, strengthen empirical investigations, and examine differences across educational contexts.
Tài liệu tham khảo
Adamhasan, B. G., Sürmeli, M. S., Aslan, E., & Özkan, Y. (2025). Utilising SWOT analysis to improve the School of Foreign Languages. Bartın University Journal of Faculty of Education, 14(4), 993-1008. https://doi.org/10.14686/buefad.1623450
Al-Khamisi, J. H., Al Seyabi, F., & Hammad, W. (2025). Exploring the effect of using lesson study approach on Omani EFL teachers’ reflective thinking. Reflective Practice, 26(5), 772-784. https://doi.org/10.1080/14623943.2025.2497109
Ban Chấp hành Trung ương (2013). Nghị quyết số 29-NQ/TW ngày 04/11/2013 về đổi mới căn bản, toàn diện giáo dục và đào tạo, đáp ứng yêu cầu công nghiệp hóa, hiện đại hóa trong điều kiện kinh tế thị trường định hướng xã hội chủ nghĩa và hội nhập quốc tế.
Bayram, İ., & Bıkmaz, F. (2021). Implications of lesson study for tertiary-level EFL teachers’ professional development: A case study from Turkey. SAGE Open, 11(2), 21582440211023771. https://doi.org/10.1177/21582440211023771
Bộ GD-ĐT (2018). Chương trình giáo dục phổ thông - Chương trình tổng thể (ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT ngày 26/12/2018 của Bộ trưởng Bộ GD-ĐT).
Bộ GD-ĐT (2020a). Thông tư số 28/2020/TT-BGDĐT ngày 04/9/2020 Ban hành Điều lệ Trường tiểu học.
Bộ GD-ĐT (2020b). Thông tư số 32/2020/TT-BGDĐT ngày 15/9/2020 Ban hành Điều lệ trường trung học cơ sở, trường trung học phổ thông và trường phổ thông có nhiều cấp học.
Canaran, Ö., & Bayram, İ. (2024). English language teacher trainers’ capacity building in sustainable development goals through MOOCs. International Journal of Sustainability in Higher Education, 25(3), 445-469. https://doi.org/10.1108/IJSHE-07-2022-0228
Choi, S., Kusakabe, T., & Tanaka, Y. (2022). Enhancing non-cognitive skills by applying lesson study in lower secondary education: A project in Vietnam. Cogent Education, 9(1), 2082091. https://doi.org/10.1080/2331186X.2022.2082091
Flemming, K. (2010). Synthesis of quantitative and qualitative research: An example using Critical Interpretive Synthesis. Journal of Advanced Nursing, 66(1), 201-217. https://doi.org/10.1111/j.1365-2648.2009.05173.x
Gök, S. Ö., & Michel, M. (2025). Task design for highly educated newcomers: Improvement and implementation through Lesson Study. International Journal for Lesson and Learning Studies, 14(5), 1-16. https://doi.org/10.1108/IJLLS-08-2024-0180
Hosseinnia, M., Gholami Domsky, J., & Rahimian, S. (2025). Unleashing the potential of lesson study in EFL teacher professional development: Exploring perspectives and prospects in the Iranian context. Reflective Practice, 26(1), 55-71. https://doi.org/10.1080/14623943.2024.2421591
Lap, T. Q., Ha, N. T., Tuan, L. C., & Nga, N. H. H. (2024). EFL Teachers’ perceptions and practices of reflective teaching as a means for professional development. Arab World English Journal, 15(4), 400-417. https://doi.org/10.24093/awej/vol15no4.25
Le, M. T., & Nguyen, B. H. (2025). Lesson Study as a Catalyst for Enhancing EFL Teachers’ Instructional Practice. Educational Process: International Journal, 17, e2025366. https://doi.org/10.22521/edupij.2025.17.366
Lee, T. K., & Hung, A. C. Y. (2025). Implementing differentiated instruction through lesson study: Reflections from Taiwanese EFL teachers. International Journal of Educational Research, 133, 102720. https://doi.org/10.1016/j.ijer.2025.102720
Nguyen, A. T., Nguyen, H. T., Phuong, H. Y., Le, T. T., Pham, T. T., & Huynh, T. A. T. (2024). Teachers’ continuous professional development through lesson study: Voices of Vietnamese EFL teachers at university. Qualitative Research in Education, 13(1), 64-82. http://dx.doi.org/10.17583/qre.12145
Nguyen, V. T., Nguyen, T. C., & Ho, B. N. (2023). Using lesson study for teacher development: A case study of Vietnamese EFL teachers’ reflections. CTU Journal of Innovation and Sustainable Development, 15(3), 72-80. https://doi.org/10.22144/ctujoisd.2023.052
Phan, N. T. T., & Locke, T. (2015). Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study. Teaching and Teacher Education, 52, 73-82. https://doi.org/10.1016/j.tate.2015.09.006
Quốc hội (2019). Luật Giáo dục. Luật số 43/2019/QH14, ban hành ngày 14/6/2019.
Sammut-Bonnici, T., & Galea, D. (2015). SWOT analysis. Wiley Encyclopedia of Management, 12(1), 1-8.
Thủ tướng Chính phủ (2008). Quyết định số 1400/QĐ-TTg ngày 30/9/2008 phê duyệt Đề án “Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2008-2020”.
Thủ tướng Chính phủ (2017). Quyết định số 2080/QĐ-TTg ngày 22/12/2017 phê duyệt điều chỉnh, bổ sung Đề án dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2017-2025.
UNESCO (2005). Guidelines and recommendations for reorienting teacher education to address sustainability. https://unesdoc.unesco.org/ark:/48223/pf0000143370
UNESCO (2014). Shaping the future we want: UN Decade of Education for Sustainable Development (2005-2014): Final report. https://unesdoc.unesco.org/ark:/48223/pf0000230171
Uştuk, Ö., & De Costa, P. I. (2021). Reflection as meta-action: Lesson study and EFL teacher professional development. TESOL Journal, 12(1), e00531. https://doi.org/10.1002/tesj.531
Westhues, A., Lafrance, J., & Schmidt, G. (2001). A SWOT analysis of social work education in Canada. Social Work Education, 20(1), 35-56. https://doi.org/10.1080/02615470020028364
Yeh, H. C., Fu, J. S., & Chang, Y. N. (2026). Integrating technology in EFL classrooms: A technology-facilitated lesson study model for developing CALL competencies. International Journal for Lesson and Learning Studies, 15(2), 82-98. https://doi.org/10.1108/IJLLS-09-2025-0254
Yeşilçınar, S., & Aykan, A. (2022). Lesson study and 21st-century skills: Pre-service teachers reason, produce and share. Participatory Educational Research, 9(3), 315-329. https://doi.org/10.17275/per.22.68.9.3
Zhang, Y. (2024). A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: Teachers’ and students’ growth. International Journal for Lesson and Learning Studies, 13(1), 28-40. https://doi.org/10.1108/IJLLS-07-2023-0085
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Bản quyền (c) 2026 Tạp chí Giáo dục
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
