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Bài báo - Tạp chí
Vol. 11, No. 3 (2019) Trang: 49-56
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Article info.



Received 22 Mar 2018
Revised 03 Jul 2018

Accepted 29 Nov 2019


The study aims to identify whether teachers develop profession and accordingly assist English teachers in realising how appraisal and learner feedback affect teachers’ feeling and professionalism. Teacher appraisal is viewed as an appropriate way to an improved relationship between remuneration, responsibilities and performance (Bartlett, 2000: 26; Haynes et.al., 2003:75). Also, Brennan and Williams (2004) assumed that feedback from students is an integral part of the educational process. Murdock (2000:55) pointed out that a modern system of evaluation should encourage teachers to become reflective practitioners, but in some cases, it creates an invisible barrier for teachers as a result of their subjective thought. Likewise, feedback from students proved to be positive occasionally affects teachers in negative manners. With a view to addressing this problem, a study in this field was conducted with mixed methods of research, which were employed to give answers to the mentioned question, namely questionnaires and interviews. These instruments were delivered to seven high school teachers, 18 English teachers and 100 students at an English language center in Can Tho. The findings from the interviews illustrate that 100% of teachers desires to gain appraisal because it plays an important role of encouragement to the teachers, yet 83 % teacher will have self-evaluation and then try to improve teaching in order to gain appraisal once. More than 90% of the students and teachers alike agreed that the student’s feedback is an effective tool for the faculty development. Majority of the teachers were satisfied with the present format of the feedback system how to adjust their practices in the real settings exposed to learner feedback.


Student feedback, teacher appraisal, teacher professional development

Cited as: Nhan, D.T., Loan, N.T. and Ngoc, H.N.B., 2019. Teacher appraisal and student feedback on teacher professional development and practices. Can Tho University Journal of Science. 11(3): 49-56.


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