Aims, scope, and significance of the study
Aims and objectives
This research investigates how novice EFL teachers construct their professional identity, focusing on the factors that influence this process By examining the mental processes behind teachers' practices, the study aims to provide insights into the interplay of theoretical, professional, and personal aspects of teaching Understanding the development of professional identity is crucial for researchers to grasp how teachers learn to teach effectively.
The above goals are specified into the following objectives:
- To explore the process of professional identity development by a novice teacher
- To gain the understandings of the internal and external influences on the process of teacher professional identity
To achieve the above-stated aims and objectives, the study was designed to seek answers to the following research questions:
(1) How is the EFL teacher’s professional identity constructed?
(2) What factors influence the (re)construction of her professional identity?
(3) How do these factors influence the (re)construction of her professional identity?
Scope of the study
of her professional identity and factors that affect the process of her professional identity formation As a single case study, the research does not intend to generalize its findings.
Research methods
This study utilizes a qualitative research approach, specifically a longitudinal small-scale in-depth single-case study The primary research methods employed are narrative inquiry and semi-structured interviews The justification for these methodological choices will be detailed in Chapter Two (Methodology) of Part B (Development).
Significance of the study
This research highlights the shared experiences of participants, providing valuable insights for teacher educators in preparing future teachers By understanding the development of teachers' professional identity, educators can better equip prospective teachers with the knowledge and confidence needed to navigate the challenges of their first years in the profession.
CHAPTER 1: LITERATURE REVIEW
Identity
of person and being recognized as such in a given context (Gee, 2001)
According to Erikson (1968), identity is not a fixed possession but a lifelong developmental process This ongoing journey of identity formation involves continuously interpreting and reinterpreting experiences (Kerby, 1991) It is shaped through self-evaluation and social interactions, highlighting that identity is consistently informed, formed, and reformed throughout one’s life (Cooper & Olson, 1996).
Mead (1934) emphasized the connection between identity and self, arguing that the self develops through social interactions and communication within a specific environment He asserted that such interactions enable individuals to understand others' roles and adjust their behaviors accordingly Beijaard et al (2004) echoed Mead's perspective, highlighting the importance of exploring the relationship between self and identity, as well as the contextual influences on professional identity formation, particularly in the realm of teaching Identity is defined as the organized representation of one's theories, attitudes, and beliefs about oneself (McCormick & Pressley, 1997), and can also be viewed as the various meanings individuals attribute to themselves or that others assign to them (Beijaard, 1995) Ultimately, identity serves as a response to the fundamental question, "Who am I at this moment?" (Beijaard et al., 2004, p 108), necessitating self-identification through relationships with others and one’s perspectives within a community of practice.
Teachers’ professional identity
2009) As Beijaard et al (2004) pointed out:
Teachers' professional identity has developed into a distinct research field, yet researchers approach it with varying conceptualizations, explore different topics, and aim for diverse objectives.
In their exploratory study on teachers' perceptions of professional identity, Beijaard, Verloop, and Vermunt (2000) defined three distinct self-conceptions of teachers: as subject matter experts, pedagogical experts, and didactical experts.
Teacher professional identity is fundamental to the teaching profession, serving as a framework for educators to define their roles, actions, and understanding of their work within society (Sachs, 2005) This identity is dynamic and evolves through personal experiences, rather than being a fixed or imposed concept.
Canh (2013) reviewed the literature on teachers’ professional identity and highlighted three major definitions of the concept Firstly, professional identity is viewed as teachers’ concepts of images of self (e.g., Knowles,
Professional identity in teaching encompasses educators' perceptions of their roles, as highlighted by Volkmann and Anderson (1998), and is influenced by their personal experiences and backgrounds, as noted by Tickle (2000) Canh (2013) acknowledges the complexity of this identity, defining it as teachers' self-perception and its connection to their pedagogical practices This perspective aligns with Lasky’s (2005) definition, which emphasizes that teacher professional identity involves how educators define themselves both internally and externally.
In this study, the Vermunt’s (2000) definition is employed as a framework to base on when data are analyzed.
Characteristics of teachers’ professional identity
to these characteristics the aspect of agency by claiming that identity is formed through the activity of the individual
Akkerman and Meijer (2011) argue that basic assumptions about identity are insufficient to fully capture its complexity, as identity also involves a pursuit of stability, continuity, and individuality They emphasize the importance of understanding professional identity development, suggesting that a decentralized view of identity is inadequate A comprehensive definition of professional identity should illuminate how individuals create continuity amidst discontinuous experiences and strive to maintain a stable self-concept in varying contexts (Heikkinen, 2002; Ruohotie-Lyhty, 2013).
Professional identity is a crucial concept that helps individuals understand themselves in relation to their contexts and interactions with others (MacLure, 1993; Coldron & Smith, 1999) For teachers, this identity encompasses their self-perception as professionals, integrating both personal and professional aspects (Eteläpelto & Vähäsantanen, 2006; Beijaard et al., 2004) Research suggests that understanding teachers' professional identity requires examining their relationships with others, as well as the responsibilities, attitudes, and knowledge they embody (Beijaard et al., 2004) Goodson and Cole (1994) highlight that teachers are shaped by various factors both inside and outside the classroom, emphasizing the interplay of personal experiences with social, cultural, and institutional contexts (van den Berg, 2002) Consequently, a teacher's professional identity consists of both personal and contextual elements, leading to the formation of sub-identities These sub-identities can vary in significance, with some being central to the professional identity while others are more peripheral (Beijaard et al., 2004) The alignment of these sub-identities is vital for the development of a cohesive professional identity (Volkmann & Anderson, 1998) Furthermore, Tsui (2007) notes that the interaction of multiple identities can influence changes in the identity of EFL teachers, and conflicts among these sub-identities may result in inauthentic or dual identities.
Professional identity is not a fixed entity but a dynamic continuum shaped through social interactions and ongoing reinterpretations of experiences (Burns & Bell, 2011; Ruohotie-Lyhty, 2013) This continuous process of identity development requires addressing both “Who am I at this moment?” and “Who do I want to become?” aligning with Wenger’s (1998) framework that emphasizes imagination in identity construction Additionally, research by Hamman et al (2010) utilizing Markus and Nurius’ (1986) possible-selves theory indicates that future self-projections play a crucial role in understanding current professional identity.
Agency is essential to the formation of a teacher's professional identity, as educators must actively engage in its development (Coldron & Smith, 1999) This process mirrors the learning journey, which unfolds through the learner's active participation (Beijaard et al., 2004) Consequently, teacher professional identity is dynamic, shaped by their self-perceptions and aspirations To effectively exercise their agency, teachers leverage available resources to reach their objectives.
Professional identity is defined as an individual's understanding of their role within a community of practice It encompasses the relationships they maintain with other professionals and highlights their efforts to preserve their identity amidst various events and activities.
Construction of Professional Identity in the first year of teaching 11 1.5 The framework of professional identity construction
Professional identity is shaped through interactions within a community of practice and participation in workplace activities (Wenger, 1998) During their first year, teachers establish relationships with colleagues, but these connections are often unstable and subject to change For instance, a participant in Tsui’s (2007) study shifted from a close bond with his students to a more distant relationship to assert his authority, marking a pivotal moment in his identity development Additionally, this initial teaching year is crucial for teachers as they determine which activities to engage in, with their perceptions of these activities evolving based on changes in the work environment and their personal interests.
Student teachers in training develop what are known as "imagined identities" as they envision their future roles as educators (Norton, 2001; Kanno, 2003) This concept broadly encompasses an individual's perceptions of their relationships with others and the world around them, extending beyond their immediate experiences and current context.
‘imagined identities’ (Anderson, 1991; Norton, 2001) When student teachers begin their profession as certified teachers, they “start the first teaching years with imagined identities previously constructed rather than practiced identities” (Xu, 2013, p 80)
However, the imagined identity and the practiced identity, which is
Novice teachers often experience "reality shock" when they face the complexities of authentic educational environments, which differ significantly from their imaginative preconceptions This shock arises from the unpredictable nature of real-life interactions within communities of practice, highlighting the contrast between theoretical knowledge and practical application in the classroom.
New teachers face challenges to their perceived identities as they seek to establish their competence within their communities of practice They must advocate for the recognition of their roles while grappling with the impact of these challenges on their previous beliefs about teaching and their self-concept (Ruohotie-Lyhty, 2013).
Novice teachers face numerous challenges during their initial years, primarily related to their work context With only a developing understanding of their role, they are often perceived as inexperienced yet are expected to perform at the same level as seasoned educators Simultaneously, they undergo a socialization process, navigating an insecure environment where positive evaluations are crucial for job security Research indicates that these early difficulties can negatively impact teachers' professional development, leading to a decline in innovative teaching methods and a shift in their goal orientation.
Research indicates that the initial years of teaching, particularly the first year, are fraught with challenges that significantly impact teachers' identity development Factors such as a painful start and insufficient support contribute to high teacher attrition rates Addressing these challenges through systematic research is essential for improving teacher retention and fostering professional growth.
1.5 The Framework of Professional Identity Construction This study, as several others that take professional identity as the research matter (e.g., Tsui, 2007; Xu, 2013), employed Wenger’s (1998) theory of identity construction because it illuminates the characteristics that have been sketched out in the previous sections According to Wenger (1998), identity formation is a dual process of identification and negotiation of meanings with three modes of belongings that act as the sources of identification: engagement, imagination, and alignment
Engagement involves actively investing in both personal activities and relationships within a community of practice By participating in these practices, individuals gain insights into how to engage effectively, while connections with others foster a deeper understanding of oneself in relation to the group Thus, identification emerges from both experiential involvement and relational interactions.
The concept of "self," as discussed by Mead & Morris (1934), emphasizes that identity is not innate at birth but develops through social experiences and activities This experiential aspect is complemented by the relational aspect highlighted by Beijaard, Verloop, & Vermunt (2000), who assert that professional identity is shaped and sustained through interactions within social contexts and the negotiation of roles within those environments.
Imagination allows individuals to connect with contexts beyond their immediate community, enabling them to transform limited experiences into expansive visions of the world and themselves Wenger (1998) describes imagination as a means to transcend time and space, creating new perceptions of reality, akin to envisioning a tree from an apple seed or picturing a concert hall while practicing piano scales Consequently, imagined identities stem from this imaginative process, where one's sense of self is shaped not only by their actual existence but also by their aspirations and self-perceptions (Xu, 2013).
Alignment serves as a vital source of identification, reflecting an individual's effort to harmonize their actions with the community of practice This process fosters engagement, allowing individuals to invest in activities that resonate with the broader goals of the community Through alignment, the group's identity becomes intertwined with that of its members, achieved through a complex interplay of compliance and allegiance While coercion and oppression can lead to alignment, such forced conformity may ultimately result in feelings of dissociation and alienation.
1998) This might lead to a fake identity, or a dual one
The negotiation of meanings is integral to identity construction within a community of practice, as individuals actively shape and contribute to shared meanings through their participation This dynamic process involves sharing, modifying, and appropriating these meanings among participants Failure to negotiate and claim ownership of significant meanings can lead to alienation or marginalization, resulting in an identity characterized by nonparticipation Consequently, if one cannot demonstrate their significance within the community, they risk establishing an identity of marginality.
This study utilizes Wenger's (1998) dual process of identity construction, which includes identification and negotiation of meanings, to analyze the identity (re)construction of novice teachers The theoretical concepts will be clarified through a detailed examination of the participant's case in the following sections of the thesis.
1.6 Previous studies on Teachers’ Professional Identity Beijarrd et al (2004) reviewed 22 small-scaled, in-depth studies on teachers’ professional identity from 1988 to 2000 and classified these studies into three different research categories depending on the research purposes: (i) studies that aimed to identify characteristics of teachers’ professional identity; (ii) studies that aimed to investigate teachers’ professional identity through teachers’ stories and (iii) studies that aimed to investigate teachers’ professional identity formation Researchers who took on the final category, which is also the focus of the current study, were interested in gaining understanding of two important dimensions
The first dimension examines how changing political contexts influence identity-related self-concepts, highlighting the challenges that arise when one's identity conflicts with their surrounding environment (Hamman et al.).
2010, p 1350) In this regard, researchers were keen to unveil the formation and reformation of professional identity of practicing experienced teachers in educational policy changes
Relevant Vietnamese Studies
Canh (2013) is a notable academic work focusing on the development of teacher professional identity in Vietnam, while Bright (2012) also explored the identity construction of teachers in the same context However, both studies primarily addressed the professional identity of native-English speaker teachers rather than that of local educators.
Several domestic scholars have focused on the identity of Vietnamese teachers as a central theme in their research Phan (2008), Nguyen (2008), Le and Phan (2013), and Chau (2014) align with international perspectives, arguing that identity is influenced by culture and locality, and is characterized by its multiplicity, fluidity, and potential conflicts Notably, the case study by Le and Phan (2013) provides an in-depth exploration of the cultural aspects shaping the professional identity of Vietnamese teachers.
The domestic research on EFL teacher professional identity in Vietnam is significantly less extensive than the international literature, particularly that from China, which shares cultural similarities with Vietnam However, this does not imply that the two contexts are identical; richer domestic studies could offer essential practical guidance As English training centers proliferate, there is an urgent need for new teachers to receive direction that shapes their professional identities, rather than being solely driven by financial incentives Therefore, it is crucial for Vietnamese scholars to focus on EFL teacher professional identity research, which would enhance local literature and provide a theoretical foundation for teacher educators This research could also uncover unique insights specific to Vietnam, paving the way for future studies that reveal trends and correlations within this emerging field.
Limitations of Previous Research on Teacher Professional Identity ….22 1.9 Chapter Summary
This section aims to present a number of problems or challenges that have been identified from the previous bodies of research and need to be addressed in future research
Much of the research on teacher professional identity lacks a theoretical foundation, as noted by Beijaard et al (2004) This atheoretical approach limits the understanding of how teacher identity influences critical issues such as school reform, certification methods, and teacher retention challenges Hamman et al (2010) suggest that employing theory to investigate the mechanisms and outcomes of teacher identity could enhance the empirical evidence supporting its significance in these areas.
To effectively investigate teachers' professional identity, it is essential to employ a well-established theoretical framework This research utilizes Wenger’s (1998) social theory of identity formation, which will be elaborated upon in the subsequent sections.
Research on teachers' professional identity often overlooks the significant impact of situational and contextual factors, focusing predominantly on personal aspects This imbalance highlights the need to consider the broader environment that shapes teachers' professional identity development (Beijaard et al., 2004) Addressing these contextual elements is essential for a comprehensive understanding of how teachers construct their professional identities (Hamman et al.).
(2010) wrote, contextual considerations are particularly helpful in the way that they can provide a landscape for understanding a wide range of teachers’ professional identity development Cardelle-Elawar, Irwin, and Lizarraga
Teacher identity is situational and evolves based on the contexts in which educators operate, as noted by researchers like 2007 Therefore, theoretical frameworks examining teacher identity development must incorporate contextual considerations (Hamman et al., 2010) Scholars such as Goodson and Cole (1994), Coldron and Smith (1999), and Connelly and Clandinin (1999) have stressed the importance of contextual factors It wasn't until 2007 that educational theories explicitly addressed context (Beijaard et al., 2004), significantly impacting the formation of teachers' professional identity (Tsui, 2007).
Researchers have often overlooked the relationship between present identity and future actions, as highlighted by Conway (2001) and Urzua & Vasquez (2008) in Hamman et al (2010) Many narratives from teachers focus primarily on past and present experiences related to their professional identity formation However, understanding teachers' visions for their future is essential for comprehending their current identities, as emphasized by Wenger (1998) Terms like "possible selves" (Hamman et al., 2010) and "imagined identity" (Xu, 2013) reflect this focus on future potential The increasing use of these concepts indicates a growing recognition among researchers of the importance of future scenarios in shaping identity.
Research on teachers' professional identity predominantly relies on a cognitive perspective, as highlighted by Beijaard et al (2004), which focuses on teachers' personal experiences gathered through interviews and journals However, to fully understand these experiences, it's essential to incorporate a sociological perspective that examines teachers' contexts through observations and evaluations of school documents Additionally, a biographical perspective that considers teachers' life histories within their socio-historical contexts is crucial A comprehensive narrative research approach should integrate cognitive, sociological, and biographical perspectives to provide a more holistic understanding of teachers' professional identity.
This study employs Wenger's (1998) identity formation framework to tackle identified issues, particularly the second and third concerns raised This theoretical foundation emphasizes the significance of engagement, alignment, and imagination, which are crucial for understanding identity construction in various contexts and future-oriented scenarios.
The fourth challenge involved using narratives and interviews to collect data, effectively addressing cognitive and biographical perspectives However, the sociological perspective was only briefly explored, as the researcher had previously taught at the site, allowing for close and systematic observation of the institution.
1.9 Chapter Summary This chapter has reviewed the literature on teachers’ professional identity As disclosed by the literature, the construction and reconstruction of teachers’ professional identity is a dynamic process which involves numerous factors The individual, with biographical information and personal beliefs and assumptions, has a major role in the establishment and development of professional identity Furthermore, contextual elements play an equally important part in professional identity construction and reconstruction
This chapter outlines the current state of English teaching in Vietnam to establish a context for the research It introduces the study's participant along with their biographical information The chosen research approach is then detailed, followed by an explanation of the methods used for data collection and analysis.
2.1 Current Situation of English Teaching in Vietnam English language teaching in Vietnam can be divided into two main periods: before and after 1991 At its Six National Congress (in 1986), the Vietnamese Communist Party initiated an overall economic reform known as Đổi mới (Renovation), opening the door of Vietnam to the whole world This entailed a bright path of development for English learning and teaching in Vietnam However, not until 1991 when the dominance of Russian was broken due to the collapse of the former Xoviet Union did English attain its number-one status as a foreign language in Vietnam A great demand for English training was hastened by an increasing influx of foreign investments, most of which came from capitalist societies such as Taiwan, Singapore, Hong Kong, Australia, Malaysia and others from the European Union, and required English as the means of communication (Thinh, 2006) This paper concentrates on the period after 1991 because of its relevance to the subject of the study This stage itself was characterized with different smaller intervals of time
From 1982 to 2008, English was a compulsory subject in high schools and an elective in secondary schools, utilizing two syllabi: the 3-year syllabus for students starting in grade 10 and the 7-year syllabus for those beginning in grade 6 To ensure fairness, the high school graduation examination focused on the knowledge and skills from the 3-year program However, both syllabi relied on heavily grammar-based textbooks, with grammar sections dominating each unit (Van, 2010).
In 2008, a new approach to foreign language teaching shifted the focus to learners, positioning teachers as facilitators, leading to the introduction of updated textbooks across all subjects, including English Since then, secondary schools have utilized a single set of textbooks, while high schools offer two options: a standard set for about 96% of students and an advanced set for the remaining 4% English has been mandatory in secondary and high schools since 2009, while it remains optional in primary schools (Van, 2010).
Van (2010) highlighted several challenges in English language teaching in Vietnam Firstly, there is a significant shortage of qualified English-speaking instructors, particularly at the primary and secondary school levels, where many teachers lack adequate qualifications and have not had the opportunity to study in English-speaking countries Additionally, most teachers do not engage in regular English communication, resulting in limited firsthand experience that hinders their ability to facilitate communicative interactions in the classroom Secondly, the overall teaching and learning conditions in typical Vietnamese schools are inadequate, with large class sizes that further impede effective language instruction.
In Vietnam, the education system faces significant challenges, including overcrowded classrooms with 50 students, poorly equipped libraries, and low teacher salaries Class hours are limited to just 2-3 hours per week, hindering effective learning Despite the Vietnamese Ministry of Education and Training's emphasis on developing practical communication skills, traditional teaching methods dominate, focusing primarily on reading comprehension, vocabulary, and grammar This approach is geared towards preparing students for high school graduation and university entrance exams, which prioritize grammar-based assessments.
The research genre: case study
A qualitative research approach was employed in the form of a longitudinal small-scaled yet in-depth single-case study
The choice of a longitudinal research approach for examining a teacher's professional identity is justified for three key reasons Firstly, identity construction is a time-intensive process, making a longitudinal study ideal for capturing its evolution Secondly, qualitative research aims to understand subjects' behaviors within their real contexts, which is crucial for constructing and reconstructing professional identity (Beijaard et al., 2004; Cardelle-Elawar et al., 2007; Hamman et al., 2010) Given that identity is significantly influenced by contextual factors, a case study approach, which focuses on real-life situations (Yin, 2003b) and emphasizes reality (Cohen, Manion & Morrison, 2007), is particularly effective Case studies provide a comprehensive understanding of what it is like in specific circumstances and offer a "thick description" (Geertz, 1973b) of individuals' past experiences, thoughts, and emotions (Cohen et al., 2007) Lastly, Gall, Gall, and Borg have also highlighted the importance of this methodological choice.
Case studies are a prominent qualitative research method in education, as noted by 2003 (p 433) Defined by the investigation process, unit of analysis, or final outcome, qualitative case studies allow for an in-depth exploration of one or more cases (Merriam, 1998, p 34) They involve comprehensive data collection over time, utilizing various information sources that provide rich contextual insights (Creswell, 1998, p 61).
In order to illuminate the nature of the concept of identity that entails “a considerable amount of complexity” (Vignoles, Schwartz & Luyck, 2011, p
This study adopted an interpretivist approach, which is widely recognized as a prevalent method in qualitative case studies within the social sciences, particularly in inductive research (Duff, 2008) Unlike the hypothetico-deductive method used in natural sciences, which is also favored by post-positivists in social science, interpretivism focuses on understanding the subjective meanings and experiences of individuals.
Data collection methods
2.5.1 Narrative Inquiry Firstly, narrative inquiry was adopted, which involved at the heart of it
“eliciting and documenting stories”, and then “interpreting them in view of the literature of a field” (Murray, 2009, p 46)
Connelly and Clandinin (2006) emphasize that narrative inquiry is rooted in the understanding that humans live storied lives, shaping their identities and experiences through the narratives they create and interpret This approach views story as a gateway to understanding the world, making personal experiences meaningful Consequently, narrative inquiry focuses on studying experience through the lens of storytelling, positioning it as a distinct methodology that adopts a narrative perspective on the phenomena being examined.
Narrative has become a significant method and subject of inquiry in teacher education, highlighting the voices and identities of beginning teachers within their social, cultural, and historical contexts (Clandinin & Connelly, 1991; Britzman, 1991) As noted by Pavlenko (2002), narratives have gained prominence beyond literature, serving as a vital research focus and data source in linguistics, particularly in areas such as L1 acquisition, linguistic anthropology, sociolinguistics, and language education.
There were several positive reasons for using narrative to investigate teachers’ professional identity in this study
Narrative inquiry aligns seamlessly with the exploration of teacher identity, as highlighted by Connelly and Clandinin (1999), who refer to professional identity as “stories to live by.” These narratives provide educators with a framework to understand themselves and their practices Beijaard et al (2004) emphasize that through storytelling, teachers engage in narrative theorizing, which allows them to discover and reshape their professional identities, leading to the emergence of new or different stories.
In their 1999 study, Beijaard et al emphasized that understanding teaching practice through narratives is intrinsically linked to the development of self and identity They noted that teachers' professional experiences are influenced by stories, which play a crucial role in shaping their identities This perspective highlights the importance of narrative in the formation of teacher identity, as discussed by Connelly and Clandinin.
Focusing on eliciting teachers' stories can significantly aid narrative inquirers in revealing hidden aspects of teacher identity (1999, p 150) Reis (2011) emphasized that sharing personal narratives allows educators to better understand their experiences and externalize their beliefs and emotions (p 121) Supporting this view, Vasquez (2011) noted that because identity is context-specific and evolves over time, story research can illuminate how identities are constructed and performed in specific local contexts (p 535).
Teacher identity encapsulates the personal practical knowledge acquired through experience and contextual learning, as highlighted by the discussion in 223 Narrative inquiry emerges as an ideal data collection method for this research, given that its primary focus is on the experiences and practical knowledge that contribute to teachers' professional development, as noted by Xu and Connelly (2009).
Narrative inquiry has emerged as a valuable research method in applied linguistics, particularly for exploring participants' thoughts and beliefs Its popularity has surged in recent years, especially in studies focusing on identity (Norton, 2000; Johnson).
Narrative research in TESOL is still in its early stages, as noted by Vasquez (2011), indicating a significant opportunity for researchers in the field to make impactful contributions.
Vi engaged in reflective journaling to capture her thoughts and emotions throughout her teaching experiences Rather than adhering to a strict schedule, she documented her reflections whenever she felt compelled to express her feelings about events occurring within her community of practice, as noted by Cohen et al.
(2007) justified, “it may be that infrequent, unrepresentative but critical incidents or events occur that are crucial to the understanding of the case” (p
257) Vi began journaling her reflections shortly after accepting the teaching job at BLS in September 2013 Each journal entry was sent to the researcher via e-mail
As was introduced by Oruỗ (2013), “[r]eflective journal writing […] has been an effective tool in data collection in teacher identity studies” (p
Numerous researchers emphasize the growing importance of studying teachers’ narratives to understand their thinking, culture, and behavior (Connelly & Clandinin, 1987, 1999; Carter, 1993; Clandinin & Connelly, 1995, 1998) This significance is the primary reason reflective journals were selected as the main data source for this research.
As a junior familiar with both her former university and workplace, Vi was entrusted to complete the journal entries Prior to the study, we engaged in several phone calls, sharing stories about the university and BLS, while Vi confided about her experiences in the bustling Ho Chi Minh City This relaxed chemistry, combined with a confidentiality agreement, was believed to enhance the accuracy of Vi's reports She comprehended all academic, ethical, and professional expectations, and it was made clear that my insights were solely my own and should not influence her interpretation of the phenomena.
To address the issue of unreliable data in case studies dependent on participant memory (Cohen et al., 2007), Vi was advised to document her reflections immediately following the incidents Vi fully supported this approach, expressing her agreement with the importance of timely reflections.
“all time in the world” to do the writing due to her daytime-free timetable
Vi authored 13 journal entries totaling around 12,000 words, with varying lengths across the entries Her journals featured responses to both general and specific questions, the latter aimed at clarifying any ambiguous details in her narratives All reflections were composed in English.
2.5.2 Interviews Another instrument to collect data for this study was semi-structured interviews As had been suggested by Golombek (1998) as well as Johnson and Golombek (2002), foreign language teachers’ verbalizations of their experiences could provide a window onto their professional identities Accordingly, face-to-face semi-structured interviews were employed as a secondary source of data A semi-structured interview allows the flexibility to examine how teachers’ professional identities has been “shaped at the nexus of local practices and larger ideological influences” (Simon-Maeda,
The significant difference between narrative inquiry and thematic analysis is that the former requires a “restorying” process (Liu & Xu, 2011, p
The face-to-face interviews, complemented by follow-up questions via email, created an immediate setting for the participant to reflect on her past experiences These interactions highlighted significant growth in her identity and confirmed her assertions regarding her proficiency in spoken English.
Data analysis procedures
During the open coding stage, journal entries were analyzed chronologically to create a continuous narrative This process involved documenting insights through memos while evaluating the journals Ultimately, the open coding revealed a visual outline of Vi's evolution in developing teachers' professional identity over time, despite some indistinct internal aspects.
During the axial coding stage, I meticulously reviewed the journals multiple times to identify common themes across different narratives This detailed examination of the lexical items in Vi's journals unveiled distinct sub-identities that emerged within the text.
Vi was actively engaged in categorizing stories into various theme-based groups, which were then shared with participants for validation of the narratives' accuracy During this stage, the characteristics of each theme-based group were also identified.
In the selective coding stage, established categories and their properties were analyzed theoretically, allowing for a comprehensive understanding of the individual stories This theorization provided a conceptual framework with the analytical capability to integrate all codes (Canh, 2013, p 8) Consequently, the process of (re)constructing the professional identity of the participant became increasingly clear.
The findings were presented as a narrative, primarily following a chronological order, although some memories from Vi's undergraduate period disrupted the sequence To create a comprehensive depiction of Vi's identity development, the individual stories were rearranged and returned to her for accuracy verification A chronological storytelling approach was essential to clearly illustrate Vi's growth over time After this process, prominent themes that emerged across multiple narratives were identified These themes were carefully selected based on existing literature, particularly regarding factors influencing identity construction, with considerations of personal background and contextual elements such as educational, cultural, and institutional settings.
The findings were analyzed through the lens of Wenger's (1998) social theory of identity formation, which identifies three modes of belonging: engagement, imagination, and alignment Engagement involves actively participating in practices that foster self-development Imagination encompasses the creation of self-images and worldviews that extend beyond mere engagement.
Chapter Summary
This chapter provides an overview of English teaching and learning in Vietnam, detailing the research approach and data collection methods used in the study Employing a qualitative, small-scale, in-depth single case study design, the research utilized narratives and interviews as primary data collection instruments The data analysis was grounded in grounded theory (Glaser & Strauss, 1967) and interpreted through Wenger’s (1998) social theory of identity formation The findings of this study are discussed in Chapter Three.
FINDINGS AND DISCUSSION
Findings
In high school, Vi was taught solely how to solve reading comprehension tasks Other language skills including listening, speaking, and writing were overlooked
During high school, I lacked the opportunity to learn spoken English or listen to native speakers, as my English classroom was dominated by a teacher who primarily relied on grammar drills She rarely spoke full sentences in English, only occasionally reading words aloud for the class to repeat or delivering brief sentences during exercises.
In high school, Vi followed an outdated syllabus that had been abandoned in earlier grades due to a shortage of teachers Despite being an exceptional English learner and representing her school at the provincial English competition for three consecutive years, her preparation was limited to grammatical drills and reading comprehension exercises during private lessons with her English teacher Ultimately, Vi graduated high school as a third-prize winner in the province, yet she ironically struggled with practical English communication skills, leading to a challenging freshman year at university.
3.1.2 In University: The Suffering Newcomer
As a newcomer at a foreign language university, Vi struggled to integrate into a community where interactions were primarily conducted in English Her difficulty stemmed from her inability to communicate verbally in the target language.
Year one at university was challenging for me, especially since I had no speaking or listening skills My Speaking teacher was from the US, which made it difficult for me to understand her instructions and explanations.
Struggling to grasp her words, I often relied on friends for clarification, highlighting the challenges of communication Overwhelmed for months, she eventually recognized the value of her friendships as a resource for learning Drawing from her own experiences as a former ineffective communicator due to inadequate education, Vi became a certified teacher, driven by a strong commitment to implement a communicative language teaching approach for her students.
3.1.3 A Result of Long-Preserved Beliefs: The Custodian of the Communicative Approach
As a teacher, Vi’s underpinning was for her students to learn how to communicate in English, “whatever level” the “students are at, I would teach them to interact in English”
I am passionate about teaching English through a communicative approach, prioritizing listening and speaking skills over grammar In my classroom, I conduct all discussions in English, including grammar explanations, to encourage student interaction My goal is for students to engage in real-life situations, such as borrowing a pen or clarifying instructions from the teacher, fostering practical language use.
Effective communication can sometimes falter, yet I remind myself that it will eventually improve, especially when I notice confusion among my students While I often explain concepts in Vietnamese, I frequently blend both languages, as I regularly engage in code-switching to enhance understanding.
Despite her initial faith in the communicative approach, she faced disappointing results as few students achieved passing marks, even though they communicated fluently in English This experience led her to recognize that the methods that had worked for her did not translate effectively to her students' success.
Many students struggled with effectively starting and concluding their paragraphs, lacking clarity and logical structure in their writing Instead of directly stating their desired job, they tended to be indirect, reflecting a common conversational style Additionally, their papers were riddled with grammatical errors, further hindering their communication.
Vi felt responsible for her students' failures, leading her to doubt the effectiveness of communicative language teaching She contemplated reverting to traditional methods to better support her students Although they grasped grammar concepts, they struggled to apply them correctly, prompting Vi to believe that additional practice time was essential for their success.
Grouping Strategy: Successful Learned Practices - Failed Outcomes
Vi employs a multi-level grouping strategy in her teaching, inspired by her positive experiences as a student in a class of high-achieving peers, which significantly contributed to her graduation with high distinction She believes that learning alongside better-performing students enhances understanding, so she consistently groups her students by pairing stronger learners with those who may struggle This collaborative approach mirrors her own university experience, where support from classmates was instrumental in her academic success.
However, following the shaking of the plausibly unshakeable belief in communicative approach, Vi’s grouping strategy continued to fail her
I had hoped that multi-level groups would benefit my students as they had benefited me, but the experience was different this time The less proficient students were hesitant to ask questions, while the more advanced students were unwilling to share their knowledge, leading to frustration on both sides This lack of cooperation stemmed from the short duration of their time together at the English center, which resulted in a weak bond among them Consequently, the less skilled students felt too shy to seek help, while the more skilled students did not feel a sense of responsibility to assist their peers.
Similarly to the case of communicative teaching method, as soon as
Vi realized her grouping strategy did not help her students, she abandoned it and opted for a new way, which put students of equivalent levelsin each learning group
3.1.4 A Result of Long-Preserved Beliefs: The Quiet Co-worker
Vi collaborated with expatriate teachers in weekend kiddy classes, taking on the role of both a solo instructor and an assistant teacher As an assistant, she managed the classroom and evaluated students' homework and activities Her first experience was with an enthusiastic Australian teacher named Sheldon, whose engaging lessons and games captivated the students However, the excitement sometimes led to chaos, requiring Vi to restore order by reminding the children to be quiet or focus on their tasks, especially during moments when Sheldon was not speaking.
I believed my silence during Sheldon’s constant chatter was a sign of respect, but it left me feeling like an outsider in the classroom Sheldon was always engaged with the students, which limited my opportunities to manage the class effectively I only felt a sense of belonging on Saturdays when I taught the class myself, rather than just assisting with homework and maintaining order My inability to connect with Sheldon and the students during games made me feel helpless and unwelcome I sensed Sheldon’s dissatisfaction with my performance, leading to my reluctance to communicate with him, both in and out of the classroom This situation caused me significant stress, as I worried that my quiet demeanor might be interpreted as a lack of English proficiency.
Vi experienced stress and feelings of inferiority in her relationship with Sheldon, recognizing that her perceived lack of value affected her interactions both in and out of the classroom She hesitated to engage with him, believing it would be rude to interrupt his speaking, which led her to accept a sense of detachment from the class community and a reputation for incompetence However, her perspective shifted when she was assigned to co-teach with Sheldon again months later.
Discussion
Vi's diverse sub-identities significantly shape her professional identity, influenced by personal, educational, and professional contexts This multifaceted background encompasses past experiences, present situations, and future aspirations Rather than functioning in isolation, these factors interact dynamically, either supporting, conflicting with, or negating one another throughout the development of teachers' professional identities The negotiation of these influential elements is a crucial aspect of this ongoing process.
Vi’s narratives indicate that identification and negotiation of meanings shape teachers’ professional identity, as Wenger (1998) proposes Wenger
Engagement, as defined in 1998, involves investing oneself in relationships and activities that hold personal significance This investment fosters a deeper understanding of one's position within social dynamics The study highlights how Vi's involvement in various activities and relationships showcased a strong sense of agency Through active participation, Vi's professional identity evolved over time, undergoing processes of construction, deconstruction, and reconstruction.
In the early stages of her career, Vi chose to identify as a native speaker to immerse herself in authentic communication and enhance her English skills This decision helped her address the identity questions posed by Sachs (2005).
“how to be?” and “how to act?” This decision-making was in line with Vi’s conception that being a good teacher primarily meant being a language expert
Vi believed that expertise in her subject matter was essential for earning her students' respect, driving her commitment to embody the ideal teacher as a language expert Her competence was recognized by her peers, who acknowledged her as the best Vietnamese English speaker in the school, which played a crucial role in her identity construction This recognition bolstered Vi's confidence in her English oral performance and highlighted her proactive approach, distinguishing her from novice teachers Throughout her first year, Vi actively engaged in decision-making and utilized the native-speaking environment to further her goal of becoming a language expert This dynamic process of professional identity development allowed her to gain clarity about her aspirations and self-concept.
Vi decided to change her seat in the teachers' office to foster friendships with her Vietnamese colleagues while preserving her connections with expatriate co-workers This shift was motivated by her desire to avoid being ostracized from the predominantly Vietnamese faculty, which comprised two-thirds of the staff Additionally, she recognized that while expatriate teachers frequently changed positions, native teachers typically remained longer, making it advantageous for her to maintain positive relationships with them for future opportunities.
As a new teacher, Vi sought to establish her membership within the school community, appearing to have strong connections with both groups However, despite her relational engagement, she only superficially participated in school activities, avoiding meaningful discussions about its operations This lack of deeper involvement hindered her identity formation within the community While she maintained good relations with her colleagues, her reluctance to engage with the Top Notch book series and Smart Board led to a rift Vi's fear of marginalization prevented her from expressing her true opinions, as she felt unable to confront the majority of senior teachers This asymmetrical power dynamic ultimately left her feeling isolated, as she was unable to negotiate her place within the community and fully embrace its shared meanings.
Participation plays a crucial role in identity formation, but nonparticipation is equally significant (Wenger, 1998) In her first class with Sheldon, Vi struggled to cooperate, believing that interrupting him would be disrespectful, a belief rooted in Vietnamese cultural norms where “adults talk, children listen.” Despite being an adult, Vi felt the age difference with the 47-year-old Sheldon created a barrier, as Vietnamese culture emphasizes addressing older individuals with honorifics This cultural context prevented Vi from interrupting Sheldon during class, leaving her feeling marginalized and like an outsider Consequently, her lack of participation contributed to a diminished sense of identity within the classroom dynamics.
Unequal power relationships lead to the marginality in membership (Tsui, 2007) In the relationship with Sheldon, Vi was in an inferior position
Vi, an inexperienced non-native English teacher, felt alienated in her class community, contrasting sharply with Sheldon, a respected native teacher at BLS The prevalent belief in the superiority of native English speakers, known as the native speaker fallacy (Phillipson, 1992), contributed to her feelings of helplessness Despite the students' affection for Sheldon, Vi struggled with the conflict between her beliefs and job requirements, ultimately choosing to adhere to her convictions Sociocultural factors significantly influenced her participation in community activities, impacting her overall experience.
Vi's journals reveal a rich collection of lexical items that reflect her speculations and imagination Frequent phrases such as "I thought," "I will," "they must have thought," and "I imagined" illustrate her thought processes and predictions These expressions highlight her introspective nature and the way she interprets the world around her through her perceptions and assumptions.
Vi believed that Sheldon disliked her and viewed her as incompetent, which led to her reluctance to engage with him in any setting Unlike earlier studies on teachers' professional identity that overlooked the impact of teachers' perceptions, this investigation highlighted the significant role of imagination in shaping identity Vi's belief that she was unloved and misunderstood by her colleague resulted in a strained working relationship, ultimately affecting the quality of her work and her ability to perform her job effectively.
According to Tsui (2007), competence is crucial for identity formation and is linked to legitimate access to practice; when competence is recognized, individuals gain full participation in their field Vi experienced doubts about her competence, leading her to withdraw from class activities and causing her to feel undervalued within the community This lack of participation fostered uncertainty about her self-worth and identity, negatively impacting her collaboration with co-teachers However, in subsequent co-taught classes, Vi adopted a more active role and became attuned to her partners' teaching styles, adapting her approach accordingly.
In Vi's journey as a teacher, imagination played a crucial role in shaping her professional identity, particularly through her envisioned identities as a language communicative teacher and a language expert These identities were influenced by her experiences as a high school student who lacked opportunities for oral English communication, driving her to adopt a communicative approach to empower her students This ambition was further supported by BLS’s policies that emphasized communicative teaching and included speaking assessments Additionally, Vi's aspiration to be a language expert stemmed from her admiration for knowledgeable teachers and the high expectations set by BLS’s demanding students, which necessitated her expertise to navigate the challenging educational environment effectively.
Vi's professional identity development as a teacher was significantly influenced by her imaginative planning and projections before each course Through surveys, she identified her students' needs, allowing her to envision engaging activities that catered to them This proactive approach enabled her to anticipate potential questions and prepare thoughtful responses, fostering a deeper connection with her students Wenger (1998) emphasizes that imagination plays a crucial role in shaping one's identity by creating images of the self and the world, although it can sometimes lead to stereotyping However, Vi effectively utilized pre-course surveys to gain insights into her students' goals and characteristics, resulting in successful lesson forecasts that enhanced student enjoyment and participation in classroom activities.
Imagination played a crucial role in Vi's professional identity development as an IELTS instructor, motivating her during the two weeks leading up to her first class She visualized herself in the classroom, which inspired her to work hard and embrace her identity as a language expert Although she ultimately declined the appointment, her enthusiastic preparation significantly enhanced her knowledge and expertise in the subject, showcasing the powerful impact of her imaginative process.
The current study highlights the significance of the future-oriented aspect of identity in the formation process, a topic that has been overlooked in previous academic research Notably, Tsui (2007) downplayed the importance of imagination in her analysis of a Chinese EFL teacher using Wenger’s (1998) framework Markus and Nurius (1986) introduced the concept of “possible selves,” which serve as behavioral blueprints guiding individuals toward their desired selves or away from feared selves, while also motivating them to achieve their goals Although Wenger's notion of imagination is distinct from possible selves, both share a forward-looking perspective In this study, Vi’s future prospects mirrored these functions, significantly influencing the quality of her teaching Thus, imagination emerges as a crucial factor in the construction, deconstruction, and reconstruction of identity.
Summary of findings
The framework for teacher professional identity suggests that identity formation occurs through a dual process involving both identification and negotiation of meanings This process encompasses three modes of belonging: engagement, alignment, and imagination.
Vi's engagement played a crucial role in shaping her identity, highlighting the importance of both participation and nonparticipation Her selective involvement in activities and her decision to withdraw from others reflected her understanding of identity questions posed by Sachs (2005), such as "how to be?" and "how to act?" (p 15) within her community Through these experiences, she developed a clearer and more profound sense of self.
The alignment between individuals and their communities is shaped by both participation and nonparticipation True alignment occurs when individuals and the collective share practices and objectives, leading to a fusion of identities, as seen in how BLS’s communicative teaching identity became Vi’s own Conversely, without genuine engagement, individuals may experience disassociation and alienation, resulting in dual identities—one authentic yet concealed, and another public but misleading, exemplified by Vi's situation regarding the Smart Board.
Imagination emerged as a pivotal source of identity construction, contrasting sharply with previous studies Vi's imagination provided a blueprint that guided her actions, motivating her to strive for her aspirations, including her goal of becoming a language expert Additionally, it served as a driving force in her pursuit of the IELTS instructor identity, fueling her determination throughout the process.
The negotiation of meanings is a parallel process to identity construction, occurring alongside identification This interplay is evident in engagement, alignment, and imagination processes, which mutually influence each other For example, Vi's inability to negotiate and adopt the meanings associated with the Smart Board led her to develop a marginalized identity in that context.
Power relationships also play a key role in the negotiation of meanings
New teachers often feel compelled to mask their true identities when faced with conflicts with their superiors, as illustrated by Vi's decision to conceal her opinions about the Smart Board and Top Notch book series The development of a teacher's professional identity is significantly influenced by both personal background and contextual factors Vi's early identities were shaped by her upbringing in a rural area and her commitment to communicative teaching, while contextual elements like educational conditions, institutional settings, and sociocultural factors further refined her identities to align with her new environment.
Agency plays a crucial role in shaping professional identity, as individuals make choices to engage in specific activities while opting out of others This decision-making process significantly influences identity formation For instance, Vi's proactive agency has led to meaningful advancements in her professional development.
The study reveals that the construction of teachers' professional identity is a complex process influenced by various factors, including personal backgrounds, individual agency, and contextual elements like institutional and sociocultural settings Notably, imagination plays a significantly larger role in shaping teachers' professional identity than previously indicated in the literature This prominence of imagination may be linked to the participant being a first-year teacher, who approached her career with imagined identities rather than established practices.
Pedagogical implications
In training student teachers, it is essential for educators to consider the future teachers' community and provide a realistic depiction of their future workplace, including insights into the cultural backgrounds of potential students This approach helps shape the imagined identities of trainee teachers, as imagination plays a crucial role in identity formation By creating opportunities for prospective teachers to engage with real communities of practice, such as through teaching practicums that focus not only on skill development but also on understanding institutional contexts and the experiences of in-service teachers, their imagined identities can become more grounded in reality Consequently, this transformation from imagined to practiced identities will be less abrupt, allowing novice teachers to mitigate potential "reality shocks" as they transition into their roles.
Promoting mutual engagement and understanding between beginner teachers and school management is essential for fostering a supportive environment (Liu & Xu, 2011) School administrators should actively encourage newcomers to participate in community activities and engage in meaningful discussions This approach helps align the identities of both the institution and its members, despite inevitable power dynamics By cultivating an open and discussable atmosphere, negative feelings like intimidation or shame can be minimized, creating valuable opportunities for novice teachers to learn from their experienced colleagues.
Encouraging new teachers to actively participate in their professional identity development is crucial While teacher educators and school administrators have defined responsibilities, the primary focus remains on the teachers themselves Therefore, teachers must take a significant role in shaping their own professional identity As highlighted earlier, teachers' agency is essential in this process New educators are advised to set clear goals and work diligently towards achieving them, as emphasized by Sfard and Prusak.
Human beings are active agents who significantly influence the dynamics of social life and shape individual actions (2005, p 15) Recognizing that practiced communities are constantly evolving can better equip individuals to navigate and adapt to reality.
Limitations of the study and suggestions for future research
An unavoidable fact is that this study has limitations These limitations, by all means, point to opportunities for future research
Research on English training in Vietnam is scarce, with Canh (2013) being a notable exception, making it difficult to establish a solid Vietnamese literature foundation This challenge is compounded by Vietnam's recent shift from a grammar-based curriculum to a more communicative approach in English education.
Vietnam's education system emphasizes a communicative approach to English, primarily found in well-funded and established institutions However, the acceptance and implementation of an 'open door' policy in economics, culture, and education require time and careful adaptation.
Vietnam has not yet invested enough time and resources in teacher training, particularly in Teaching English as a Foreign Language (TEFL) Unlike countries like Japan and South Korea, which have established programs such as JET and EPIK that employ native speakers in public schools, Vietnam faces a shortage of well-trained native English teachers As a result, the country's efforts in this area are still in their early stages, leading to a scarcity of literature and peer-reviewed references on the subject.
Vietnam's academic landscape can greatly benefit from more domestic research on EFL teacher professional identity, particularly given the cultural similarities with China While international studies provide valuable insights, local research is essential for practical guidance and enriching the existing literature By focusing on this area, Vietnamese scholars can establish a theoretical foundation for teacher education and uncover unique, Vietnam-specific data that may lead to further research opportunities As Vietnam is still in the early stages of exploring this topic, ongoing studies could reveal important trends, correlations, and insights that have yet to be discovered.
Due to the significant distance between the participant and researcher, direct observations of the teacher within her community were not possible This limitation highlights the potential discrepancies between Vi's perception of Sheldon and his self-view To enhance future research on teacher professional identity, it is recommended that researchers seek opportunities to observe participants in their actual work environments and incorporate insights from colleagues.
The concept of identity is fluid and evolves over time, suggesting that an eight-month study may be insufficient for capturing its full development The participant in this study is currently unemployed, which may hinder the progression of her teacher professional identity However, novice teachers often continue to develop their professional identity beyond their first year Therefore, a longitudinal approach is essential to thoroughly investigate how identity evolves over time, particularly during the critical induction phase of the teaching career, as highlighted by Ruohotie-Lyhty (2013).
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I grew up in a humble family in Lang Co, Hue Province, being the youngest of four siblings—three girls and one boy My parents, now retired, worked tirelessly during my childhood to support us, with my father fishing and my mother selling the catch In addition to fishing, they raised pigs and produced charcoal and rice wine While my brother had fewer responsibilities at home, my sister and I actively assisted our parents with various chores, including fermenting rice for wine and caring for the pigs.
Due to my parents' busy schedules, they were unable to assist us with our studies, often rewarding us with candy bars for good grades instead While they expressed happiness over our achievements, most of our learning was self-directed, with occasional help from my sisters Despite this, we consistently excelled in school, ranking among the top students In fifth grade, my homeroom teacher praised my natural talent for the Vietnamese language, noting my ability to understand words I had never encountered before She even showcased my essays to other teachers, and I overheard their astonishment at my skills, reinforcing my belief that I had a special affinity for the language.
I began my journey of learning English in sixth grade, and before my first lesson, my eldest sister advised me that overcoming shyness is key to mastering the language I heeded her advice, which turned out to be invaluable, as it helped me become a successful English student, despite her not excelling in the subject herself.
In an English class, then, we were taught English vocabulary and grammar A typical