TEACHER CHANGE FOLLOWING PROFESSIONAL DEVELOPMENT ENGAGEMENT: AN INVESTIGATION WITH EFL UNIVERSITY TEACHERS

Abstract

As our world continues to evolve and education reforms are in progress, teacher change has become a focal point of attention. Teachers need to adapt themselves to meet new demands. This study examines teachers' changes due to their engagement in professional development. The study involved thirty-two English as a foreign language teachers from two universities in the Mekong Delta, Vietnam. Data on the changes teachers experienced after participating in professional development were collected using a questionnaire, and descriptive statistical tests were used to analyze the data. The results show that, over their careers, teachers took part in various professional development activities, which helped them make positive changes in their cognitive, behavioral, and affective domains. These findings highlight the potential of professional development to foster teacher change and improve the quality of education.