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Vietnam National University, Hanoi University of Languages and International Studies FACULTY OF POST – GRADUATE STUDIES VŨ THỊ NHUNG TEACHER SELF-EVALUATION IN THEIR OWN PRACTICE: A CASE STUDY AT NHU VAN LAN HIGH SCHOOL (Giáo viên tự đánh giá dạy: Nghiên cứu điển hình trường THPT Nhữ Văn Lan) MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Hanoi, 2011 TIEU LUAN MOI download : skknchat@gmail.com Vietnam National University, Hanoi University of Languages and International Studies FACULTY OF POST – GRADUATE STUDIES VŨ THỊ NHUNG TEACHER SELF-EVALUATION IN THEIR OWN PRACTICE: A CASE STUDY AT NHU VAN LAN HIGH SCHOOL (Giáo viên tự đánh giá dạy: Nghiên cứu điển hình trường THPT Nhữ Văn Lan) MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Dr Tô Thị Thu Hương Hanoi, 2011 TIEU LUAN MOI download : skknchat@gmail.com i DECLARATION I hereby certify that the minor thesis entitled “Teacher Self-evaluation in Their Own Practice: A Case Study at Nhu Van Lan High School” is the result of my own study to fulfill the requirements for the Degree of Master of Arts at College of Foreign Languages, Hanoi National University, and that this minor thesis has not been submitted for any degree at any other universities or tertiary institution The research reported in this thesis was approved by Doctor To Thi Thu Huong, Vietnam National University of Hanoi Signature: Vu Thi Nhung TIEU LUAN MOI download : skknchat@gmail.com ii ACKNOWLEDGMENTS First of all, I would like to express my deepest gratitude to my supervisor, Dr To Thi Thu Huong, from Vietnam National University, Hanoi, University of Languages and International Studies for her thorough reading, critical comments, invaluable guidance and precious corrections on my writing My sincere thanks also go to Assoc Prof Dr Le Hung Tien and all the staff members of the Faculty of Post–graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their interesting and informative lectures that have provided me with useful knowledge of teaching methodology I am also indebted to the teachers of English at Nhu Van Lan high school for their enthusiastic assistance during the process of collecting data and information for my study Last but not least, I am greatly grateful to my husband and my family for their support and encouragement in completing this minor thesis TIEU LUAN MOI download : skknchat@gmail.com iii ABSTRACT In the academic year 2010-2011, Haiphong Department of Education and Training introduced self-evaluation to teachers In an attempt to investigate the reality of teacher selfevaluation at Nhu Van Lan high school, a case-study approach was adopted The main purposes of the research were to find out: (1) English teachers’ attitude toward teacher selfevaluation; (2) English teacher self-evaluation in practice; (3) the main difficulties in implementing teacher self-evaluation The cases in the study were six English teachers at Nhu Van Lan high school The findings were based on semi-structured interviews with teachers, triangulated with group discussion and document analysis The results of the study show that all of the teachers had a positive attitude towards the necessity of teacher self-evaluation in teaching and learning The implementation of selfevaluation raised teachers’ awareness of their teaching practices and somewhat increased the effectiveness of teaching and learning However, they also identified some problems such as lack of official guidelines or training for self-evaluation, the time-consuming factor involved, little improvement in teaching and learning effectiveness and the subjectivity of teacher selfevaluation, etc These findings serve as the basis for several practical recommendations made to encourage teachers to apply self-evaluation as a reflective process in teaching in order to improve their profession and the teaching and learning effectiveness The recommendations are made to Haiphong Department of Education and Training, the leaders of Nhu Van Lan high school and individual English teachers of the school TIEU LUAN MOI download : skknchat@gmail.com iv ABBREVIATIONS HDOET: Haiphong Department of Education and Training NVL: Nhu Van Lan high school TSE: Teacher self-evaluation TIEU LUAN MOI download : skknchat@gmail.com v TABLE OF CONTENTS Declaration……………………………………………………………………………… i ii Acknowledgements……………………………………………………………… iii iv Abstract………………………………………………………………………………… v … vii Abbreviations …………………………………………………………………… Table of contents … ……………………………………………………………………… List of tables ………… ………………………………………………………………… PART A INTRODUCTION… ……………………………………………… Rationale…………………….……………………………………………… The study aims……………………………………………………………… Research questions ………………………………………………………………… 5 6 Method of the study ………………………………………………………………… Scope of the study…………………………………………………… Design of the study………………………………………………………………… 10 12 13 PART B 14 DEVELOPMENT…………………………………………………………… 14 Chapter Literature review……… TIEU LUAN MOI download : skknchat@gmail.com 14 vi ……………………………………… 1.1 Teacher selfevaluation… ……………………………………………… 1.2 Teacher self-evaluation as a reflective process …………………………………… 1.2.1 Definition of teacher self-evaluation as a reflective process ………………… 1.2.2 Benefits of teaching reflection in practice …………………………… 1.2.3 The strengths and weaknesses of teacher self-evaluation as a reflective 19 19 19 21 23 23 27 27 33 33 process 35 …………………………………… 35 1.2.4 Necessary conditions for self-evaluation as a reflective 36 process…………… 1.2.5 Approaches to teacher self-evaluation as a reflective process……………… 1.3 Criteria of effective teaching judgment I III …………………………………………… IV 1.4 Empirical research on teacher self- VI evaluation…………………………………… I Chapter The study….……………………………………………………… 2.1 Context of the study…………………………………………………… 2.2 Method of the study……………………………………………………………… 2.3 Data collection…………………………………………………………………… 2.3.1 Participants………………………………………………………………… TIEU LUAN MOI download : skknchat@gmail.com IX vii 2.3.2 Data collection instruments and procedures ……………………………… 2.4 Methods of data analysis…………………………………………… Chapter Results of data analysis and discussions………………….……………… 3.1 Semi-structured interviews ……………………………………………………… 3.2 Document analysis………………………………………………… …………… 3.3 Group discussion ………………………………………………………………… PART C CONCLUSION…………………………………………………….… Summary of the study………………………………………………………………… Limitation of the research ………………… ……………………………………… Suggestions for further study……………………………… ………………………… REFERENCES…………………………………………… …………………… APPENDICES Appendix Guided questions for semi-structured interviews…………………… Appendix Guided questions for group discussion……… ……………………… Appendix The instructions for teacher self-evaluation provided by MOET…… TIEU LUAN MOI download : skknchat@gmail.com viii Appendix The instructions for teaching assessment sheet provided by HDOET Appendix Group discussion transcripts and translation…… ………………… LIST OF TABLES Pages Table ………………………………………………………………………… 19 Table ………………………………………………………………………… 30 Table ………………………………………………………………………… 31 TIEU LUAN MOI download : skknchat@gmail.com PART A INTRODUCTION Rationale How can teachers move beyond the level of automatic or reutilized responses to classroom situations and achieve a higher level of awareness of how they teach, of the kinds of decisions they make as they teach, and of the value and consequences of particular instructional decisions? One way of doing this is through observing and reflecting on one's own teaching, and using observation and reflection as a way of bringing about change At Nhu Van Lan high school (NVL), in the 2010-2011 academic year, basing on the suggestion of the expert of Haiphong Department of Education and Training (HDOET), the administrators asked the teachers to feedback their teaching by noting down some remarks after each teaching session Lesson plans had to be modified in order to be suitable for the characteristics of each teaching class In other words, teachers should self-evaluate their lessons to find out what needs to be changed This indicated that HDOET and the administrators at NVL paid attention to the importance of TSE in developing teacher professionally However, how teachers self-evaluate in reality, how many ways a teacher could use to self evaluate their teaching, based on what criteria, how he/she could take advantages of the self evaluation result to improve teaching and learning effectiveness were questionable In addition, there have not been any researches on teacher self-evaluation conducted at NVL All the above-mentioned reasons encouraged me to conduct the research entitled “Teacher Self-Evaluation in Their Own Practice: A Case Study at Nhu Van Lan High School” in order to find out what are English teachers’ attitudes towards TSE, how they applied teacher self-evaluation in their teaching practice, what problems they encountered when self-evaluating and how to encourage them to make use of self evaluation for teaching and learning effectiveness The study aims: With the above rationale, the main aims of this research are: - To find out English teachers’ attitudes towards TSE TIEU LUAN MOI download : skknchat@gmail.com - To examine how English teachers at NVL apply self- evaluation as a reflective process in their teaching in reality - To investigate the difficulties arisen when English teachers use TSE in their teaching On the basis of the findings, the author recommends some ways to encourage English teachers to apply self-evaluation as a reflective process for effective teaching and learning and ways to overcome the difficulties as well The research questions: With the aims stated above, the researcher proposed the following research questions for the study: What are English teachers’ attitudes towards TSE? How English teachers self-evaluate in reality? What difficulties English teachers have in applying self-evaluation in their teaching? How to encourage English teachers at NVL to apply self-evaluation for effective teaching and learning? The method of the study: The research was conducted as a case study The qualitative method and quantitative method were used to analyze the implementation of TSE as a reflective process of English division at NVL The specific methods used in this study were semistructured interviews, document analysis and group discussion The scope of the study The study focuses on investigating English teachers’ attitudes toward TSE, teacher self-evaluation in practice, the obstacles preventing English teachers at NVL from carrying out self-evaluation as reflective process Then, some suggestions will be recommended to encourage teachers to apply self-evaluation as reflective process in teaching in order to improve their profession and the teaching and learning effectiveness as well TIEU LUAN MOI download : skknchat@gmail.com PART B RESULTS OF DATA ANALYSIS Semi-structured interviews Teachers’ attitudes toward self-evaluation With regard to the teachers’ attitudes to self-evaluation, all of them agreed that teacher self-evaluation is necessary for their professional development and the improvement of teaching and learning effectiveness This indicated that English teachers had positive attitudes toward self-evaluation and realized its importance in teaching The implementation of teacher self-evaluation Concerning the implementation of teacher self-evaluation, all of the teachers said that they self-evaluated their teaching lessons regularly right after each teaching session as the administrators required them to However, the teachers all stated that they were not trained to self-evaluate their teaching when they were at university as well as they did not receive any official guidance for teacher self-evaluation documents They were just asked to without specific guidance Teacher told me that: “We started to self evaluate our teaching lesson only when they were evaluated by the expert of Haiphong Education and Training Department in October 2010 Before that time, we were not required to self-evaluate though, as a teacher, we often consciously or unconsciously evaluate our daily teaching performance After each teaching session we can feel how successful or unsuccessful the lesson is, how we are satisfied with it Nevertheless, we normally not note down but keep it in mind.” This is the reason why, when I asked them about the criteria basing on which teachers used to self-evaluate their lessons, their answers were different Teacher said that: “I often give the criteria to evaluate the teaching lesson on my own such as: the knowledge needed to obtain in the lesson, students’ understanding, students’ participation in the lesson, etc.” Teachers and often self-evaluated basing on the criteria for evaluating a good teaching lesson issued by Haiphong Department of Education and Training (HDOET) and paid more attention to the content of the lesson, teachers’ organizing activities and the TIEU LUAN MOI download : skknchat@gmail.com effectiveness of these activities than other aspects of teaching Meanwhile, the rest of the interviewed teachers often based on the standard of knowledge and skills for each teaching session published by Ministry of Education and Training in which the teachers cared more about students’ acquisition then considered their teaching techniques Regarding the approaches to evaluating the lessons, most of the teachers selfevaluated by comparing the teaching lesson with criteria they have set and writing down some notes at the end of their lesson plan such as what needs to be changed or supplemented for the next lesson Besides, some teachers observed their colleagues’ lessons then learned from their experience The implementation of self-evaluation in teaching brought back more effectiveness in teaching and learning That was an agreement of most of the teachers Various responses on the interviews indicated that TSE raised teachers' awareness of their effectiveness as teachers, improve teaching practices resulting in improved learner outcomes, give teachers control over their own evaluation process and reinforcement their perceptions of their teaching As a result of engaging in self-evaluation, and the subsequent modifications to their reported teaching activities, the teachers have noted significant outcomes for themselves in both their professional and teaching area Teacher stated that she is now more conscious of giving clearer instructions Teacher has noted a modification to his body position in relation to the learners, especially when writing on the board, she stated: “With regard to writing on the board, my instruction has changed Before, when writing on the board, I used to write on it and face while explaining and covering half of the words Therefore, in the classroom my voice is not being projected to them, it's being lost But I learned to write on the board first, and then explain it." Teacher now incorporates more learner feedback into each of her lessons, to assist her with her own evaluation She seeks more input and participation from them She finds this approach to be more effective for herself and for her learners Teacher identified improved organizational skills She stated: “With my lesson planning, it helped me organize my tasks better It also helped make me more aware of the objectives of my lesson so that now I ask myself TIEU LUAN MOI download : skknchat@gmail.com more often, what I want the students to achieve by the end of this lesson and how am I going to that? How am I going to get there? What task is relevant, what task is not? By being more organized, I am being more aware of my students' needs." Teacher discovered that she spoke too much in the classroom She stated: “I felt that I was talking too much and that I could afford a little engagement of the students After all, I have tried to more communicative work within the limitations I have Sometimes I am able to more communicative work when the level balances out." Then teacher has tried to speak less in the classroom She has a goal to shift from a primarily teacher-centred methodology to one that is more communicative and studentcentred Professionally speaking, these teachers felt that they were more aware and enlightened about their teaching practices Lessons modified as a result of self-evaluation were often taught smoothly, teaching activities were flexible, students were more active, etc The teachers increased confidence in teaching Whereas, teacher did not report on significant modifications to his reported teaching activities, stating that change takes time He felt he needed more time to adjust the teaching practices to meet these changes consistently and successfully When being asked about the way to keep self-evaluation results, the teachers all used their lesson plans to store the results Teacher explained that she would modify her lesson plans in the next academic year based on what she learned from the last experience With what the teachers said about their implementation of self-evaluation after each teaching session, the researcher found that all English teachers at NVL seemly were aware of the importance of self-evaluation and somewhat gained the improvement in teaching and students’ learning as well though self-evaluation was newly introduced and the teachers themselves had not much experience and knowledge about it The difficulties in applying self-evaluation When asking about the difficulties that the teachers encountered in applying self- TIEU LUAN MOI download : skknchat@gmail.com evaluation in teaching, the teachers shared the same ideas In their opinions, the most difficult problem of self evaluation was time-consuming The participants reported that they had to teach at least 20 periods per week (including extra teaching lessons) This did not include lesson planning time Most teachers also engaged in other activities or jobs such as senior master/mastress Teacher complained that he felt tired of writing again and again some common feedbacks while he had a lot of thing to Refer to the most significant weakness, teacher responded: "It took time Just that it was one more thing that I had to think about in addition to all of this teaching and preparation that I normally do” Another concern expressed by teachers was that they did not have enough training A majority of the teachers felt that they needed the appropriate training regarding the selfevaluation approaches and techniques As stated before, the teachers only self-evaluated their lesson when the expert of HDOET came to NVL and suggested teachers to carry out this new technique However, what and how to self-evaluate was not introduced clearly Teacher complained that: “We are forced to and examined, but teacher self-evaluation is a newly and broad concept We not know how to self-evaluate if the expert of HDOET does not give us the adequate guidelines” In addition, self-evaluation is often subjective; therefore, teachers could not realize all their shortcomings when teaching Teacher claimed that sometimes she thought that students understood the lesson, they took part in the lesson enthusiastically and gave the correct answers for all the exercises, but, in fact they did not because the answers had been written in the old textbook The last obstacle was that though self-evaluation brought back the improvement in teaching and learning, the effectiveness in teaching and learning was not much TSE must help teachers to identify areas of improvement and lead to the preparation of individual improvement plans (including professional development) Without a link to professional development and teaching effectiveness, the self-evaluation process is not sufficient, and as a result, often becomes meaningless All the teachers reported that teacher self evaluation results brought back little improvement in teaching and learning Teacher stated that teaching depends on a lot of factors in which teacher’ role is guidance not a decisive factor TIEU LUAN MOI download : skknchat@gmail.com In short, through the interviews with the teachers, the researcher understood more about their attitudes and implementation of self-evaluation in practice It is also indicated that the teachers experienced some difficulties in applying self-evaluation in their teaching Document analysis As stated before, after collecting data from the interview, the researcher continued to analyze English teachers’ lesson plans in order to explore the teachers’ self-evaluation in reality The fact that teachers did self-evaluate their lessons by noting down several lines about the strengths and weaknesses of the lessons The most popular weaknesses are: students were quiet, teachers talked too much, students’ interaction in learning activities were limited However, how to deal with these weaknesses was not expressed in the lesson plan for the next lesson Group discussion The discussion was held after the interview and document analysis In this stage, the researcher summarized the significant difficulties that the teachers faced with selfevaluation Then the researcher and the participants shared the ideas to find out the ways to help teachers apply self-evaluation to improve the effectiveness in teaching and learning Recommendations were offered in terms of the responsibility of HDOET, the administrators of NVL and the teachers themselves Followings are some recommendations teachers made during the discussion: Suggestions to HDOET Concerning the lack of an official document or guidelines from HDOET, all of the participants expressed a need for formal training in self-evaluation in order for it to be effective They highlighted a need for training in the methods of self-evaluation as well as training in the overall self-evaluation process including the identification of teaching strengths and weaknesses and the analysis process A more detailed instruction should be provided In the instruction, they should make clear how TSE should be done Formal training in self-evaluation could provide teachers with alternative strategies in selfevaluation Besides, an official policy relating to TSE set by HDOET needs to be enforced so that all the teachers will self-evaluate their teaching with the higher accountability TIEU LUAN MOI download : skknchat@gmail.com HDOET also needs to open workshops for teachers to share experiences in taking advantages of self-evaluation in teaching Suggestions to the leaders of NVL Overloaded teaching work is a big problem for the teachers when implementing self- evaluation Concerning this, the teachers all agreed that they need support from their administrators by cutting down the teaching time The teacher’s schedules were consumed with 12 to 15 teaching lessons and eight to ten extra-lessons per week, time required for lesson planning, along with other personal commitments They were too busy at work which was not corresponding to their rather low salary If teaching time could be reduced, they would self-evaluation better In addition, one teacher suggested reducing evaluation time Instead of self-evaluating right after each lesson, teachers could summarize their strengths and weaknesses after each unit (five lessons) Besides, the teachers expressed a need for positive environmental conditions including contextual support for teacher growth and development If the workplace encourages reflection and self-evaluation activities; TSE entails performance-based career advancement and/or salaries, bonus pay, then teachers are more likely to at their best Finally, teachers still want supervisory evaluation to be a part of the evaluation process Teachers were not comfortable basing the analysis of their teaching effectiveness solely on their own evaluation feedback Teachers felt that they needed additional feedback from their expert and supervisors Several teachers also suggested that teacher self-evaluation needs to be combined with other traditional evaluating techniques such as evaluation from their colleagues or from students This need for additional feedback in the evaluation process is important; after all, self-evaluation doesn't replace but complements the evaluation process Suggestions to the individual English teachers of the school Firstly, the teachers should take primary responsibility for doing evaluation It is the teacher who is the final arbiter of the effectiveness of his/her teaching Self-evaluation is inherent in teaching It must be a task of teacher life-long career It is one of the key skills necessary for the teacher to be a professional Self-evaluation is necessary for the teachers who are interested in teacher's growth and in the development of teaching as a profession TIEU LUAN MOI download : skknchat@gmail.com and want to become effective teachers Teachers need to examine continuously their planning, thinking, assessing, teaching, etc., to ensure that all the students in their classroom are learning and can provide evidence of that learning If done correctly a self evaluation can be a highly dynamic and positive process, which can stimulate debate and empower individuals to express their views Secondly, each teacher of the school should equip the knowledge and skills that are needed for self-evaluation while an official document about TSE has not been introduced This step is a crucial one because teachers make the important decision regarding what language skills, which area of teaching, what techniques to consider for self-evaluation One of the best ways is get information from teaching books, journals and internet publications Thirdly, using an appropriate self-evaluation technique is highly recommended Teachers need to use a self evaluation method that suits their setting, that is manageable and that gives meaningful result In other words, teachers need to take the practicality of selfevaluation into consideration From the researcher’s own experience, TSE model given by Limantoro (2003) seems to be the most useful for teachers to monitor their performance in the classroom and decrease the subjectivity of self-evaluation as well Last but not least, each teacher should be more aware of using teacher self-evaluation result in teaching More important than where teachers are now is what they plan to to improve themselves in the areas that they, as a professional, believe are in need of improvement These modifications declared by the participants in this research may not be long-term modifications Whether teachers will continue to improve in their identified area of weakness will probably be determined by their continuity of reflective activities and ongoing self-evaluation that will reinforce the decisions they make about the necessary improvements required in their teaching According to Clark (1992), "to develop ourselves as professionals we must plan, select, sketch, make errors, and rearrange the familiar furniture of the mind We must design ourselves, and continue to revise, redesign, and learn from experience" (p 77) TIEU LUAN MOI download : skknchat@gmail.com 10 PART C CONCLUSION Research on effective teaching over the past three decades has shown that effective practice is linked to inquiry, reflection, and continuous professional growth Reflective practice can be a beneficial form of professional development By gaining a better understanding of their own individual teaching styles through reflective practice, teachers can improve their effectiveness in the classroom Self-evaluation is a confidential personal device to help teachers analyze their overall performance and to set goals for selfimprovement The study aims at investigating the application of TSE – a new technique at Nhu Van Lan high school In the first place, the study provides theoretical background which summarizes some researchers’ various views on definitions of teacher self-evaluation, benefits of TSE in foreign language teaching and learning, approaches and criteria to self-evaluate In order to achieve the expected objectives of the study, the data from the interviews with the teachers, the analysis of teachers’ lesson plans and a group discussion were analyzed thoroughly to find out what are teachers’ attitudes toward self-evaluation, how the teachers self-evaluated in practice and the problems that the teachers had to cope with when implementing this newly introduced technique The results of the study show that all of the teachers had a positive attitude towards the necessity of TSE for their profession development and the effectiveness in teaching and learning The implementation of selfevaluation raised their awareness of their teaching practices and somewhat increased the effectiveness of teaching and learning However, upon engaging in self-evaluation, teachers had to face with some difficulties On the basis of the problems arisen, some proposed recommendations for improving the teaching and learning at NVL are presented specifically The recommendations are made to HDOET, the leaders of NVL and an individual English teacher of the school The problems and recommendation related to TSE can be summarized as follows: First of all, self-evaluation was time-consuming The teachers schedules were already consumed with a lot of teaching hours, time required for lesson planning, along with other personal commitments Teachers need to be reduced their teaching work to have more TIEU LUAN MOI download : skknchat@gmail.com 11 time for carrying out self-evaluation Therefore, support from the leaders of NVL is required to make the necessary provisions for an allotment of time for self-evaluation activities so that teachers can go beyond reflection to a more systematic process of evaluating themselves Secondly, because of the subjectivity, teachers were not comfortable basing the analysis of their teaching effectiveness solely on their own evaluation feedback Teachers needed to have additional feedback from their supervisors or colleagues It was recommended that the traditional methods of evaluation as an additional element in the overall evaluation process are profitable Self-evaluation doesn't replace other methods of evaluation but complements them Thirdly, all of the participants did not receive any previous training in self-evaluation which partly reduced the effectiveness of application of self-evaluation in practice Therefore, a formal training in self-evaluation offered by HDOET in order for it to be effective is needed Formal training in self-evaluation could provide teachers with alternative strategies in self-evaluation, as a result, the effectiveness of teaching and learning would be improved Beside that, teachers themselves need to raise their higher accountability for selfevaluating, they must believe in TSE as an essential component in their profession growth and development; otherwise, TSE is only formalistic This means that teachers must engage in self-evaluation as a voluntary work during their own time Teachers also need to be flexible in choosing techniques and methods when undergoing self-evaluation The alternative strategies that teachers employ must suit their setting, be manageable and gives meaningful result Last but not least, teachers need to modify their teaching basing on self-evaluation result for the teaching and learning effectiveness, which is the most significant aim of self-evaluation TIEU LUAN MOI download : skknchat@gmail.com Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger Merge multiple PDF files into one Select page range of PDF to merge Select specific page(s) to merge Extract page(s) from different PDF filesdownload and merge into one TIEU LUAN MOI : skknchat@gmail.com ... self- evaluation to teachers In an attempt to investigate the reality of teacher selfevaluation at Nhu Van Lan high school, a case- study approach was adopted The main purposes of the research... reasons encouraged me to conduct the research entitled ? ?Teacher Self- Evaluation in Their Own Practice: A Case Study at Nhu Van Lan High School? ?? in order to find out what are English teachers’ attitudes...Vietnam National University, Hanoi University of Languages and International Studies FACULTY OF POST – GRADUATE STUDIES VŨ THỊ NHUNG TEACHER SELF- EVALUATION IN THEIR OWN PRACTICE: A CASE STUDY AT
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