Teachers’ professionalism in the context of educational reform: Manifestations and development solutions

Mai Quoc Khanh

doi:10.21744/ijss.v7n4.2397

Authors

Mai Quoc Khanh
khanhmq@hnue.edu.vn
Hanoi National University of Education, Hanoi city, Vietnam

Keywords:

Teacher professionalism, educational reform, reflective practice, pedagogical skills, mentoring, professional identity, theory-practice gap, Vietnam education

Abstract

This study explores teacher professionalism in the context of Vietnam’s educational reforms, focusing on its manifestations and development strategies. Conducted at Hanoi National University of Education, the research employs a mixed-methods approach, surveying 200 teachers, interviewing 30, and observing 20 to assess professionalism across subject knowledge, pedagogical skills, ethical conduct, reflective practice, and commitment to professional development. Findings reveal strengths in ethical conduct and subject knowledge but highlight gaps in reflective practice and pedagogical skills, particularly among novice teachers, due to a disconnect between theoretical training and classroom realities. Qualitative insights emphasize the role of mentoring, peer support, and reflective practice in fostering professional growth and identity. Proposed solutions include revamping practicum programs, enhancing mentoring systems, embedding reflective practice, fostering professional identity, and strengthening policy support to develop adaptive, reflective teachers aligned with reform goals.

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