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Dataset of Vietnamese teachers' habits and motivation behind continuous professional development programs participation.
Data Brief. 2020 Dec; 33:106525.DB

Abstract

In every educational system, teacher development has a vital role in its sector and the health of the social, cultural, and economic sectors. For this redeeming feature, all stakeholders such as education policymakers, school superintendents, and school faculties make a big room for teachers' improvement throughout continuous professional development (CPD) provisions. However, to embark on a new educational adventure is a challenging target to meet, especially when the teacher frames their teaching and learning concept years after years. We decided to survey Vietnamese teachers' habits and motivation to trace their origin back to teachers' partaking reason in these programs. This dataset acquisition occurred from 24 Sep 2019 to 26 Mar 2020 and approached public and private schools (using traditional, bi-lingual, or international curriculum). Overall, the dataset includes 464 observations (263 Vietnamese teachers and 202 expatriate teachers) from 48 K-12 schools across Vietnam. The researchers divided this dataset into three main sections, including (i) The demographic information; (ii) Teacher's CPD habits; and (iii) Teacher's perceptions concerning Project-based and Problem-based Learning (PBL).

Authors+Show Affiliations

Reduvation Research Group, Thanh Do University, Hanoi 100000, Viet Nam.Reduvation Research Group, Thanh Do University, Hanoi 100000, Viet Nam. EdLab Asia Educational Research and Development Centre, Hanoi 100000, Viet Nam.EdLab Asia Educational Research and Development Centre, Hanoi 100000, Viet Nam.EdLab Asia Educational Research and Development Centre, Hanoi 100000, Viet Nam. School of Business and Management, RMIT University Vietnam, Hanoi 100000, Viet Nam.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

33294521

Citation

Phan, Thanh-Thao Thi, et al. "Dataset of Vietnamese Teachers' Habits and Motivation Behind Continuous Professional Development Programs Participation." Data in Brief, vol. 33, 2020, p. 106525.
Phan TT, Ta NT, Duong VP, et al. Dataset of Vietnamese teachers' habits and motivation behind continuous professional development programs participation. Data Brief. 2020;33:106525.
Phan, T. T., Ta, N. T., Duong, V. P., & Hoang, A. D. (2020). Dataset of Vietnamese teachers' habits and motivation behind continuous professional development programs participation. Data in Brief, 33, 106525. https://doi.org/10.1016/j.dib.2020.106525
Phan TT, et al. Dataset of Vietnamese Teachers' Habits and Motivation Behind Continuous Professional Development Programs Participation. Data Brief. 2020;33:106525. PubMed PMID: 33294521.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Dataset of Vietnamese teachers' habits and motivation behind continuous professional development programs participation. AU - Phan,Thanh-Thao Thi, AU - Ta,Ngoc-Thuy, AU - Duong,Viet-Anh Phu, AU - Hoang,Anh-Duc, Y1 - 2020/11/14/ PY - 2020/08/31/received PY - 2020/11/07/revised PY - 2020/11/09/accepted PY - 2020/12/9/entrez PY - 2020/12/10/pubmed PY - 2020/12/10/medline KW - Continuous professional development KW - K-12 School KW - Private education KW - Public education KW - Teacher professional development KW - Vietnam SP - 106525 EP - 106525 JF - Data in brief JO - Data Brief VL - 33 N2 - In every educational system, teacher development has a vital role in its sector and the health of the social, cultural, and economic sectors. For this redeeming feature, all stakeholders such as education policymakers, school superintendents, and school faculties make a big room for teachers' improvement throughout continuous professional development (CPD) provisions. However, to embark on a new educational adventure is a challenging target to meet, especially when the teacher frames their teaching and learning concept years after years. We decided to survey Vietnamese teachers' habits and motivation to trace their origin back to teachers' partaking reason in these programs. This dataset acquisition occurred from 24 Sep 2019 to 26 Mar 2020 and approached public and private schools (using traditional, bi-lingual, or international curriculum). Overall, the dataset includes 464 observations (263 Vietnamese teachers and 202 expatriate teachers) from 48 K-12 schools across Vietnam. The researchers divided this dataset into three main sections, including (i) The demographic information; (ii) Teacher's CPD habits; and (iii) Teacher's perceptions concerning Project-based and Problem-based Learning (PBL). SN - 2352-3409 UR - https://www.unboundmedicine.com/medline/citation/33294521/Dataset_of_Vietnamese_teachers'_habits_and_motivation_behind_continuous_professional_development_programs_participation_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S2352-3409(20)31407-4 DB - PRIME DP - Unbound Medicine ER -
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