Swimming in unchartered waters

A case for developing lecturers of English in Vietnam higher education

Abstract

The changing landscape of global higher education, due to the increasing use of educational technology, has become ‘unchartered waters’ for many university lecturers. Continuing professional development (CPD) that aims to support lecturers to ‘swim in the unchartered waters’ has become a priority in many countries. However, CPD tends to be competency-based with little attention given to lecturers’ motivations. This paper presents a conceptual framework that helps to explore CPD for lecturers teaching English as a Foreign Language (EFL) with technology in the Asian context of Vietnam higher education. It unpacks the important elements of CPD for the 21^st century EFL lecturer through the lens of Self-Determination Theory (Deci & Ryan, 1985) and the Technological Pedagogical Content Knowledge Framework (TPACK) (Mishra & Koehler, 2006). Accordingly, three psychological needs for competence, autonomy, and relatedness are identified as being essential elements for CPD, with TPACK specifying lecturers’ competence. This new CPD approach can guide EFL teaching practice and CPD policy in Vietnam and other similar contexts.