ENHANCING ENGLISH TEACHERS' CAPACITY: A STUDY ON TEACHERS' PERCEPTIONS OF THE ENGLISH TEACHER COMPETENCY FRAMEWORK IN A VIETNAM CONTEXT

Abstract

The English Teacher Competency Framework has been implemented to assist teachers in enhancing their teaching capabilities and meeting educational reform demands. However, the awareness and application of the English Teacher Competency Framework among teachers of English as a foreign language in Vietnam have not been fully evaluated. This study explores teachers' understanding and self-assessment of the English Teacher Competency Framework and the impact of professional development programs on them. Thirty English teachers from secondary and high schools in the Mekong Delta participated in semi-structured interviews. The results indicate that all teachers regularly self-assess their subject expertise, but their understanding of the guidelines and regulations of the English Teacher Competency Framework remains unclear. Most teachers perceive professional development programs as having a positive impact but lacking practicality. The study suggests the formal implementation of the English Teacher Competency Framework to assess the professional competencies of English teachers annually, aligning with existing documents.