The Experiences of Vietnamese University Faculty in Relation to Their Faculty Development

Autor/inn/en	Phuong, Tam T.; McLean, Gary N.
Titel	The Experiences of Vietnamese University Faculty in Relation to Their Faculty Development
Quelle	In: Asia Pacific Education Review, 17 (2016) 4, S.599-608 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-016-9454-5
Schlagwörter	Foreign Countries; Faculty Development; Teacher Attitudes; College Faculty; Phenomenology; Teacher Role; Teacher Participation; Performance Factors; Preferences; Program Improvement; Educational Quality; Change Strategies; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Fakultät; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerrolle; Leistungsindikator; Quality of education; Bildungsqualität; Lösungsstrategie
Abstract	As Vietnam higher education has explored ways to integrate into the international community, professional development of faculty is becoming a key element. However, there is a significant shortage of faculty development (FD) in Vietnam, resulting in a large gap in quality, quantity, and qualifications between Vietnamese faculty and their colleagues in Southeast Asia. We conducted a phenomenological study to gain insights into the experiences of Vietnamese faculty in their FD. Four themes emerged: faculty's perceptions of faculty roles, FD activity participation, factors affecting their FD, and FD desires. To improve the quality of FD in Vietnam, we offered a number of recommendations for faculty members, policymakers at different levels, and further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01