Building a supportive teaching culture to increase teaching effectiveness

74 SCIENCE & TECHNOLOGY DEVELOPMENT JOURNAL:<br /> ECONOMICS - LAW AND MANAGEMENT, VOL 2, NO 2, 2018<br /> <br /> <br /> Building a supportive teaching culture to<br /> increase teaching effectiveness<br /> Le Bich Thuy<br /> <br /> <br /> Abstract—This paper investigates the existence of students‘ objective view, it is unlikely to have<br /> a campus supportive teaching culture in a appropriate and reliable outcomes. In addition,<br /> Vietnamese public university that can facilitate good while a lot of factors such as course nature<br /> teaching, basing on three research questions aiming<br /> (mandatory or non-mandatory), teaching hours and<br /> to find out: (1) the availability of supportive teaching<br /> activities at campus and (2) the effectiveness of such teaching practice can influence responses on such<br /> practices from lecturers’ perspectives and (3) the evaluations, rankings are rarely directly<br /> demand for similar or more activities for teaching comparable among courses or instructors.<br /> excellence. The study was conducted in the form of a<br /> survey, with data gathered via an online “There are many kinds of good teaching, in many<br /> questionnaire. From data analysis and findings, a kinds of teaching situations, at many different<br /> number of methods are suggested to enhance or levels. Attempts to reduce it to a formula are<br /> establish a supportive teaching culture in other doomed to failure. There will always be teachers<br /> Vietnamese universities accordingly. who will break all our rules and yet be profoundly<br /> successful. In other words, it is the good teacher,<br /> Key words—Campus culture, teaching excellence,<br /> teaching effectiveness, teaching culture, feedback… not teaching on the abstract that counts” (Peng,<br /> 2014)<br /> In fact, it is undeniable that school cannot<br /> 1 INTRODUCTION succeed unless it focuses on creating the<br /> <br /> R ECENTLY there has been a gradual shift<br /> toward research-oriented universities and the<br /> conditions under which teachers can teach and<br /> teach well. In addition, lecturers‘ quality of<br /> teaching can both positively and negatively<br /> perception is that at an increasing number of<br /> universities, teaching effectiveness is seemingly influenced by institutional cultures and whether<br /> less appreciated than research productivity. Efforts school culture values teaching or not may either<br /> have been made, as a result, with the purpose of demotivate or motivate faculty to excellence in<br /> increasing the number of publications, especially teaching. The aim of this research paper is to find<br /> international ones while teaching quality tends to out the availability of supportive activities that<br /> be regarded as something obviously having been facilitate good teaching at a Vietnamese public<br /> acquired by lecturers. In many Vietnamese higher university and the effectiveness of such practices<br /> institutions, a common current method to assess from lecturers‘ perspectives. The results entail<br /> the lecturers‘ teaching quality mainly bases on suggestions for the establishment or enhancement<br /> student‘s end-of-course feedbacks (in some rare of a supportive teaching culture in other<br /> cases on peers‘ evaluation) and less attention has Vietnamese universities accordingly.<br /> been paid on the encouragement of good teaching,<br /> especially in research-oriented universities. 2 LITERATURE REVIEW<br /> However, it is apparent that once lecturers‘ effort Different researchers define the term ―teaching<br /> and teaching quality are assessed merely basing on effectiveness‖ in different ways. In her study,<br /> the number of courses they teach annually or on when asking those concerned ( teachers, students<br /> and administrators) what the term means to them,<br /> Received: 22-6-2018, Accept: 24-8-2018, Published: 29-<br /> 10-2018.<br /> Maryellen Weimer [22] get result that showed a<br /> Author Le Bich Thuy, University of Economics and Law, list of the three most important abilities including:<br /> VNUHCM, Viet Nam (e-mail: thuylb@uel.edu.vn). cultivate thinking skills, stimulate interest in the<br /> subject, and motivate students to learn.<br /> TẠP CHÍ PHÁT TRIỂN KHOA HỌC & CÔNG NGHỆ: 75<br /> CHUYÊN SAN KINH TẾ - LUẬT VÀ QUẢN LÝ, TẬP 2, SỐ 2, 2018<br /> <br /> Meanwhile, in another study, researchers (mutual respect, support and appreciation among<br /> compared the words and phrases students used to academic staff) is an essential ingredient to<br /> describe effective and ineffective teachers and the fostering good work in the academy [6].<br /> top three words used to characterize teachers with<br /> Building a supportive teaching culture<br /> the highest ratings were: interesting, approachable,<br /> constitutes a context that promotes the availability<br /> and clarity [22]. The definition extracted from<br /> of informative feedback in various forms about an<br /> descriptions of teachers nominated for teaching<br /> individual‘s teaching effectiveness, which in turn<br /> awards used these words: approachable, presents<br /> stimulates teachers‘ motivation for instructional<br /> material well, makes subject interesting, helpful,<br /> excellence. In a supportive teaching culture,<br /> and knowledgeable.<br /> informative feedback is readily available from<br /> Research has suggested that a collaborative several sources- colleagues, chairs, students and<br /> teaching culture may positively impact school teachers themselves- to address the needs of<br /> achievement [15, 7, 9] and that ―student learning faculty for self- determination and excellence in<br /> will improve when lecturers commit themselves to teaching, to provide opportunities to learn and<br /> talking collaboratively about teaching and learning achieve, and to stimulate, inform and support<br /> and then take action that will improve student efforts to improve instruction ( and to sustain these<br /> learning and achievement‖ [17]. When the school improvements over time).<br /> has a collaboration culture that supports teaching<br /> A number of prominent and salient<br /> and learning, not only will students achieve but the<br /> characteristics of cultures that support teaching<br /> school will also benefit in terms of an increase in<br /> and its improvement includes:<br /> faculty members‘ confidence, innovation<br /> expansion as well as methods and materials High- level administrative commitment and<br /> availability to each teacher and ability to test new support: It is significant that senior administrators<br /> ideas and provide greater support for new teachers commit an effort of maintaining excellence in<br /> entering the school [15, 2] (Rebecca DuFour, teaching. When instructional activities are given<br /> 2004). (Bland, 2007) also stated that ―student high visibility by the senior administration, their<br /> believe in their ability to learn because everyone is importance is thereby illustrated [20].<br /> learning. Professional learning communities are a<br /> Faculty involvement, shared values and a<br /> powerful resource for creating the kind of school<br /> sense of ownership: The widespread involvement<br /> that every student and teacher appreciates and<br /> of faculty in every aspects of planning and<br /> values. Therefore, many of the professional<br /> implementing activities that encourage<br /> development activities for teachers center around<br /> instructional excellence and improvement is<br /> improving student achievement through improved<br /> necessary to increase the chances for shared values<br /> teacher practices‖. In fact, schools with higher<br /> between administrators and faculty [13, 16, 19].<br /> levels of teacher collaboration are associated with<br /> stronger student performance [23]. Additionally, Frequent interaction, collaboration and<br /> teachers were more likely to produce student community among faculty: Institutional and<br /> achievement gains if they taught in schools where department cultures that support teaching are<br /> they had strong ties to colleagues with whom they characterized by opportunities for frequent<br /> worked often on instructional issues regardless of interaction among faculty on teaching- related<br /> their education, experience [8]. The development issues. The intrinsic rewards of teaching are the<br /> of a collaborative teaching culture has availability of opportunities to talk about teaching<br /> consequently been suggested as a means of [21].<br /> advancing teacher communication and knowledge<br /> A faculty development program or campus<br /> to improve teaching quality [7, 12] (Fullan)<br /> teaching center: Campus cultures that value<br /> Institutional culture refers to the norms and teaching are also characterized by extensive<br /> values that are embedded in the daily life of an faculty development programs [4], often<br /> organization. In higher educational institutions, coordinated by the staff of a campus teaching<br /> key aspects of academic culture include the centre. The resources and programs of teaching<br /> autonomy and academic freedom, integrity and centers might include some or all of the following:<br /> collegiality. A culture characterized by collegiality individual consultations, department consultations,<br /> 76 SCIENCE & TECHNOLOGY DEVELOPMENT JOURNAL:<br /> ECONOMICS - LAW AND MANAGEMENT, VOL 2, NO 2, 2018<br /> <br /> workshops, seminars, conferences, teaching provided with release time from their teaching,<br /> assistant training programs, annual award usually 50% of their total teaching commitment for<br /> programs, materials on teaching development and an academic year to participate in program<br /> institutional participation in grants and research on activities. Fellows attend a biweekly ―seminar on<br /> teaching and faculty development. university teaching‖, work on a project for their<br /> home academic department (usually the<br /> Supportive and effective department chairs:<br /> development of a new course or the revision of an<br /> Rice and Austin (1990) (Paulsen, 2002) described<br /> existing course), engage in an individual<br /> the essential role of the department chairs as<br /> consultation process (e.g. Class visits, student<br /> follows: ―Department chairs can convey to faculty<br /> feedback) and work with a senior faculty mentor.<br /> members information about how teaching efforts<br /> are valued, how time is most profitably allocated, The celebration of teaching dinner provides an<br /> and on what basis rewards are determined… occasion at which members of the university<br /> Without the support of department chairs, many community across discipline, departments and<br /> incentives to encourage good teaching may be ranks come together to publicly acknowledge and<br /> fruitless‖ (p.39) [13] celebrate the important of teaching. It is not an<br /> award program but rather an event where faculty<br /> Chairs of department are important to<br /> come to hear other faculty talk about their<br /> maintaining high motivation and excellence<br /> teaching. Teaching fellows may have<br /> teaching, as well as improving instruction. One<br /> presentations, dealing with either memorable<br /> way they help is by providing support- financial<br /> experience they have during their teaching career.<br /> and otherwise- to ongoing formal and informal<br /> attempts to improve teaching and to reward A center for teaching development is necessary<br /> existing instructional excellence. Moreover, they to be in charge of offering a range of resources and<br /> are invaluable in defining faculty development and programs for enhancing teaching and learning.<br /> instructional improvements as important They include individual consultations, department<br /> departmental activities. Connecting evaluation of consultations, workshops, seminars, conferences,<br /> teaching to promotion decisions: a common and teaching assistant training programs, annual award<br /> outstanding characteristic of teaching cultures is programs, materials on teaching development and<br /> the use of colleagues and student evaluation of institutional participation in grants and research on<br /> teaching and the connection of this evaluation to teaching and faculty development. The center also<br /> promotion decisions [10]. A range of strategies organizes teaching assistant orientation event in<br /> using colleagues to help improve teaching or to which experienced teaching assistants or lecturers<br /> maintain motivation for instructional excellence share their perspective and advice on becoming a<br /> include the renewed use of team teaching [13] and teaching assistant or a university lecturer.<br /> collegial coaching [3]. Faculty collaboration<br /> through team teaching benefits lecturers by 3 RESEARCH METHODOLOGY<br /> developing or maintaining their teaching abilities,<br /> This research focuses on finding out the<br /> intellectually stimulating them, engaging them as<br /> existence, effectiveness of and a demand for a<br /> self- directed learners and more closely connecting<br /> supportive teaching culture in a chosen<br /> them to the university or college as a community.<br /> Vietnamese public university. The implications<br /> Research has shown persistently that feedback<br /> for building a culture that supports excellence in<br /> from student ratings is of value in improving<br /> teaching and enhances the teaching quality are the<br /> teaching [18].<br /> objectives of the study. In order to successfully<br /> Accordingly, a number of programs have been gain those aims, the following research questions<br /> suggested to create a supportive culture of teaching were designed:<br /> including: a teaching fellows program, a<br /> 1/ What are the impacts of school policies on<br /> celebration of teaching dinner, a center for<br /> the improvement of lecturers‘ teaching<br /> teaching development, an annual teaching assistant<br /> competence?<br /> orientation or deans and chairs conference [11].<br /> 2/ What can be done to improve teaching<br /> In a teaching fellows program, teaching fellows<br /> competence of lecturers at campus?<br /> do not receive any direct compensation but are<br /> TẠP CHÍ PHÁT TRIỂN KHOA HỌC & CÔNG NGHỆ: 77<br /> CHUYÊN SAN KINH TẾ - LUẬT VÀ QUẢN LÝ, TẬP 2, SỐ 2, 2018<br /> <br /> Data was collected through one questionnaire - If lecturers receive negative feedbacks from<br /> containing eight (8) open questions for students (low scores), they face no problems.<br /> respondents to express their opinions in the most However, if they do not fulfill their research<br /> comfortable way. They were used as the main obligations, their faculties will be named in school<br /> source of data collection in this study for two meetings and their reputation will be negatively<br /> reasons: First, the use of questionnaires allows affected.<br /> investigators to collect a considerable amount of<br /> Concerning the second question asking<br /> data within a relatively short time. Furthermore,<br /> whether faculty members spend more time to<br /> with questionnaires, the respondents can avoid fear<br /> improve their teaching competence or research<br /> and embarrassment of direct contact with the<br /> competence and why they allocate more time<br /> researcher. Questionnaires are distributed to the<br /> for such activities, surprisingly, more than half of<br /> emails of all fulltime lecturers (231 people) of the<br /> answers were for teaching enhancement (60.49 %)<br /> chosen university, including both senior and newly<br /> and nearly half was for research. The lecturers<br /> recruited ones. However, there were only 162<br /> spending more time to improve their teaching<br /> responses. The data was, then, analyzed.<br /> ability than research one claimed that the most<br /> important mission of a lecturer was to teach well<br /> 4 FINDINGS AND DISCUSSIONS<br /> and to inspire students to life long learning and<br /> Among more than two hundred fulltime that if one did not know how to teach well, he/she<br /> lecturers including both senior and junior ones should not be a lecturer. Without good teaching<br /> invited to the online questionnaire, 162 answers methods and profound knowledge in the field from<br /> were collected. faculty members, it is easy for students to lose<br /> concerntration in studying and soon find no<br /> Regarding the question of which competence<br /> motivation for self-development. Moreover, facing<br /> (teaching or research) the university values<br /> the increasingly high demand from learners,<br /> more, most of respondents (88.27 %, including all<br /> lecturers need to be better prepared for each<br /> young lecturers) chose research competence.<br /> lessons in order to win respect from their students.<br /> Clarifying their choices, faculty members gave the<br /> Without good research results, faculty members<br /> following reasons:<br /> may later have troubles with administrators but<br /> - School rewards lecturers with good research without good teaching skills, they surely have<br /> competence basing on the number of publications, immediate problems with their students, like<br /> especially international ones. There are a lot of students‘ frequent absence, bored and sleepy faces<br /> criteria to evaluate research competence such as: in classes, etc. To respondents who reserved more<br /> publications, research projects, articles, etc time for research competence enhancement,<br /> …while there is only one criterion to assess teaching excellence is born, not made, so they<br /> teaching competence (containing a lot of bias and argued that there is not much to do about that<br /> risks) which is students’ end-of-course feedbacks. while research effectiveness can be acchieved with<br /> appropriate training and practices. Furthermore,<br /> - Faculty members with excellence in<br /> they explained that the importance of each courses<br /> publications and numerous research scores are<br /> should be well realized and acknowledged by<br /> highly recognized and appreciated by school<br /> learners themselves. With good realisation and<br /> administrators, especially by the Rector. Their<br /> acknowledgement, students will be more aware of<br /> names are mentioned and complimented in almost<br /> their own learning regardless of teacher‘s teaching<br /> all school meetings.<br /> methodology. In addition, they also reasoned that<br /> - Competition among faculties also bases on the improvement of their research competence was<br /> research competence of faculty members, not their priority in this period for the fact that in<br /> teaching competence; recent years, especially in the year of 2018,<br /> university strategic plans was to focus on research<br /> - There are a lot of supporting activities<br /> organized by both school and faculties to improve competence of faculty members, especially to<br /> increase international publications. The fact that all<br /> lecturers’ research competence while such<br /> efforts of the school clearly and repeatedly<br /> practice is limited in terms of teaching<br /> conveyed by university leaders was to promote<br /> competence;<br /> 78 SCIENCE & TECHNOLOGY DEVELOPMENT JOURNAL:<br /> ECONOMICS - LAW AND MANAGEMENT, VOL 2, NO 2, 2018<br /> <br /> research activities consequently instructed comments;<br /> lecturers to develop themselves towards research<br /> - Some obligatory courses are too academic<br /> improvement rather than teaching. Among the<br /> and less appealing than the others ( like soft skills<br /> abovementioned respondents, twenty five were<br /> classes or language classes). So it is unfair just to<br /> young and newly recruited faculty members.<br /> rely on students’ satisfactions to evaluate<br /> In relation to the questions of how school lecturers’ teaching quality;<br /> evaluated their teaching quality, all of<br /> - It is inappropriate to let students judge the<br /> respondents informed that student end- of-<br /> teaching effectiveness. They are incapable of doing<br /> course rating was chosen by administrators as<br /> such thing. What they consider inappropriate or<br /> the major channel of evaluation (beside official<br /> not good at present may turn out to be extremely<br /> peer evaluation for newly recruited faculty<br /> useful for them when they work in reality.<br /> members and in some faculties peers observe<br /> classes to give comments). Nineteen faculty At the same time, respondents also remarked<br /> members (11.72%) satisfied with such method and that the current evaluation method using student<br /> stated that students were quite competent to report ratings sometime threatened their face and some<br /> on the extent to which a lecturer appears prepared stated that they did not want to be assessed by their<br /> for class sessions, communicates clearly as well as peers even when their colleagues had more<br /> stimulates interest and demonstrates enthusiasm experience and especially when their colleagues<br /> and respect for students. Meanwhile, one hundred were younger than them. An undeniable fact is that<br /> and forty three lecturers (88.27%) disagreed with in Asia, personal connections and networks are<br /> this evaluation method for many reasons. Among very important. These personal relationships affect<br /> some of the most common reason is the argument all aspects of the work and processes within higher<br /> that it is quite easy to positively affect student educational institutions. Some cultural norms that<br /> feedbacks as long as lecturers are nice to them and frame academic relationships in Asian higher<br /> do not impose heavy workload on them. Some education institutions are the importance of<br /> lecturers argued that students were totally unable hierarchy, the predominant respect for age and<br /> to judge the knowledge of the instructors or especially the domination of ―face‖ keeping (Bank,<br /> scholarly content and that when lecturers focused 2011). While opportunities for early-career faculty<br /> too much on the academic content and were members to learn from their colleagues are<br /> serious about the requirements of class important, the cultural norms in Asia mean that<br /> participation and attendance, there was a high colleagues must typically defer to other faculty<br /> tendency that students would provide negative members in ways that faculty members tend to<br /> feedback. avoid making their colleagues loose faces by<br /> giving comments on their teaching un-<br /> Specifically, some of their comments are as<br /> anonymously. In Vietnam, face keeping is<br /> follows:<br /> especially of great importance and hence any<br /> - Students are not competent enough to judge potential face threatening acts should be seriously<br /> the knowledge of the instructor and which teaching considered. In addition, there is no simple system<br /> method is good for them; for evaluating the quality of faculty teaching so it<br /> is necessary to ensure that the evaluation system<br /> - Students’ view points are so easy to be<br /> adopted is credible and acceptable by faculty<br /> affected by too many factors: If lecturers are<br /> members by letting them be involved in<br /> serious in teaching, they may get unsatisfactory<br /> determining their criteria for effective teaching.<br /> feedbacks; Iif lecturers are easy going and do not<br /> focus too much on the academic knowledge (which Concerning teaching supportive activities<br /> is usually hard to understand)and tell jokes in available for lecturers at campus, it was reported<br /> class or let students play games, students will feel by all respondents that before the year of 2017,<br /> less stressful and give positive comments; there had been very little or even no attention paid<br /> by the school to lecturers‘ professional<br /> - With large classes, whichever techniques will<br /> development activities. From 2017, school began<br /> be ineffective and it is very unlikely that learners<br /> to organize training sessions for faculty members<br /> feel satisfied with the course to give positive<br /> on teaching techniques, including how to design<br /> TẠP CHÍ PHÁT TRIỂN KHOA HỌC & CÔNG NGHỆ: 79<br /> CHUYÊN SAN KINH TẾ - LUẬT VÀ QUẢN LÝ, TẬP 2, SỐ 2, 2018<br /> <br /> courses following CDIO (Conceive- Design- 5 IMPLICATIONS AND CONCLUSION<br /> Implement-Operate) standards. However, the real<br /> When young faculty starts their lecturer<br /> purpose of such programs was to award faculty<br /> positions, they are often expected to quickly<br /> members with teaching certificates as an official<br /> master teaching techniques within one year after<br /> statutory requirement from the Ministry of<br /> recruitment. However, new faculty have little<br /> Education or to satisfy the requirements of CDIO<br /> training on or exposure to teaching and virtually<br /> project rather than to truly improve their teaching<br /> no experience with the culture of teaching and<br /> competence. As a result, a majority of lecturers<br /> learning communities. Apparently, senior<br /> participated without enthusiasm and in lack of<br /> colleagues could serve as sources of teaching<br /> positive motivation, leading to unnoticeable<br /> support, advice, and feedback for new faculty, but<br /> improvement in teaching effectiveness. Also at the<br /> those new faculty may be reluctant to get involved<br /> end of academic year 2016-2017, school offered<br /> in such relationship for several reasons. One is the<br /> ten awards for ―lecturers of the year‖, totally based<br /> tradition of academic freedom, in which<br /> on student feedbacks, which can be considered as<br /> classrooms are viewed as private worlds where<br /> one of teaching supportive activities.<br /> faculty members have the freedom to conduct their<br /> At faculty level, one among 8 faculties applies courses as they think appropriate. Less<br /> collegial style to support lecturers for the experienced faculty also may be reluctant to share<br /> enhancement of their teaching effectiveness. Peers their ideas and concerns about teaching and<br /> teaching same courses or relevant courses are learning because they fear exposing their<br /> asked to work closely with each other to prepare pedagogical naiveté. Even senior faculty members,<br /> materials for their lessons and share experience in after some years of lecturing, in spite of becoming<br /> teaching as well as prepare lesson plans. more experienced, see the need of being provided<br /> Respondents commented that as long as they were with new teaching methods for the fact that<br /> not judged by their colleagues, they thought the learners are increasingly different from those of<br /> communication between peers to support each the old days as a result of technology revolution. It<br /> other in teaching very fruitful and useful. They is also very useful for them to have a chance<br /> learnt from their peers and felt more confident in listening to younger ones who are energetic,<br /> teaching. enthusiastic and innovative to keep the latest<br /> technology and trend.<br /> Being asked to suggest some supporting<br /> activities at campus with the purpose of Moreover, because the focus of many<br /> improving teaching competence, respondents institutions is productivity in independent research<br /> mentioned the necessity of having appropriate and the pressure to pursue research actively also<br /> policies from school to encourage excellence in makes it difficult for them to gain excellence in<br /> teaching, creating a community where faculty teaching, faculty members may view negatively<br /> members can share experience, materials and assist the time they spend teaching. Without the<br /> each other, organizing sessions to continuously provision of appropriate teaching supporting<br /> equip lecturers with new and effective teaching activities, it is likely that teaching competence of<br /> technique, providing assistance in preparing lecturers will sooner or later be negatively<br /> materials for classes and class management affected.<br /> (especially large size classes). Furthermore, faculty<br /> Findings of the research conducted at the chosen<br /> members also stated a demand for a forum for<br /> public university show that the existence of a<br /> senior lecturers and young faculty to frequently<br /> campus culture supporting teaching excellence is<br /> interact on teaching-related issues, consultations<br /> still vague in such institution although the<br /> and supports on teaching techniques as well as the<br /> characteristics may include a reward system for<br /> urgent need of a fair and reliable award program<br /> teaching excellence (simply based on student end-<br /> basing on reliable evaluation methods and<br /> of-course evaluation) and some teacher<br /> especially the requirement of easing the burden of<br /> development activities offered. However, the lack<br /> teaching duty and researching duty.<br /> of more active and frequent colleague<br /> collaboration in teaching-related issues, the<br /> shortage of adequate school policies to encourage<br /> 80 SCIENCE & TECHNOLOGY DEVELOPMENT JOURNAL:<br /> ECONOMICS - LAW AND MANAGEMENT, VOL 2, NO 2, 2018<br /> <br /> and recognize the improvement and efforts in such effort get more support from administrators.<br /> teaching and of a complete systems to support and A period of release time to participate in the<br /> maintain teaching excellence does imply the teaching development program can provide faculty<br /> necessity of the establishment of such culture in with additional time to work on research also.<br /> not only the university studied but also in other<br /> Finally, to successfully create a supportive<br /> Vietnamese universities. Among three key aspects<br /> teaching culture at campus, recognition and reward<br /> of academic culture (suggested by Gappa et all,<br /> for excellence teaching should be provided with<br /> 2007), it seems that autonomy and academic<br /> prudence, basing on reliable evaluation methods.<br /> freedom are too respected while the collegiality<br /> All efforts to improve teaching should be taken<br /> requesting the mutual support and appreciation in<br /> noticed and give them as much publicity as<br /> teaching tends to be relatively neglected.<br /> possible. Such efforts include not only<br /> In order to build up a campus culture that distinguished teaching awards but also<br /> support teaching and help a teaching community to opportunities for faculty and academic leaders to<br /> flourish, it is advisable that the following strategies present their ideas and programs on teaching and<br /> should be considered: their efforts are well recognized. Such recognition<br /> can be easily provided through the celebration of<br /> First, it is essential that institutions identify<br /> teaching dinners or the like, school newspaper<br /> existing supports for teaching at campus.<br /> publicity.<br /> Obviously there are a number of faculty and<br /> administrators who have strong commitment to To sum up, to improve teaching quality at<br /> teaching but have not been identified and have no higher education institutions in Vietnam, building<br /> forum to express their support for teaching and a campus supportive teaching culture is of great<br /> meet colleagues with similar views. Engaging importance within the request of more efforts to<br /> these individuals is a first step in building investigate on effective strategies taking into<br /> supportive teaching community. account the cultural factors. The research offers<br /> implications for such purpose by suggesting four<br /> Secondly, a campus teaching development<br /> activities to enhance or establish a supportive<br /> center needs to be set up to help lecturers<br /> teaching culture in Vietnamese universities in<br /> frequently improve their teaching skills. While<br /> general. Limitations of the research may arise as a<br /> faculty who need help in their teaching should be<br /> result of differences in governance between public<br /> welcomed and supported, teaching centers also<br /> and private universities and need further<br /> need to bring together the best teachers on campus<br /> researches.<br /> for the purpose of improving teaching for all<br /> faculty and should use outstanding faculty to<br /> REFERENCES<br /> provide programming and new experiments to<br /> improve teaching . More than that, a community<br /> [1] Bank, A. D. (2011). 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Educational Leadership, 62-<br /> 68.<br /> [17] Thompson, S. C. (2004). Professional Learning<br /> Communities, leadership and student learning.<br /> Retrieved from Research Middle Level Education<br /> Online:<br /> http://www.nmsa.org/Publications/RMLEOnline/tabid/1<br /> 01/Default.aspx<br /> 82 SCIENCE & TECHNOLOGY DEVELOPMENT JOURNAL:<br /> ECONOMICS - LAW AND MANAGEMENT, VOL 2, NO 2, 2018<br /> <br /> <br /> <br /> <br /> Xây dựng văn hóa hỗ trợ giảng dạy nhằm gia<br /> tăng hiệu quả giảng dạy<br /> Lê Bích Thủy<br /> Trƣờng Đại học Kinh tế - Luật, ĐHQG HCM<br /> Tác giả liên hệ: thuylb@uel.edu.vn<br /> <br /> Ngày nhận bản thảo: 22-6-2018, ngày chấp nhận đăng: 24-8-2018, ngày đăng 29-10-2018<br /> <br /> <br /> <br /> Tóm tắt—Bài viết này nghiên cứu sự tồn tại của hoạt động tương tự phục vụ cho việc dạy tốt. Nghiên<br /> văn hóa hỗ trợ giảng dạy tại một trường đại học công cứu được thực hiện dưới dạng khảo sát với dữ liệu<br /> lập ở Việt Nam nhằm thúc đẩy việc dạy tốt, dựa trên được thu thập bằng bảng câu hỏi trực tuyến. Từ việc<br /> ba câu hỏi nghiên cứu với mục đích tìm hiểu (2) phân tích dữ liệu và các kết quả nghiên cứu, bài viết<br /> Thực trạng của các hoạt động hỗ trợ giảng dạy tại đề xuất một số phương pháp để tăng cường hay thiết<br /> học đường và (2) hiệu quả của những hoạt động này lập văn hóa hỗ trợ giảng dạy tại các trường đại học<br /> từ quan điểm của giảng viên và (3) nhu cầu về những khác.<br /> <br /> Từ khóa—Văn hóa học đường, dạy tốt, hiệu quả giảng dạy, văn hóa giảng dạy, phản hồi…<br />