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VIETNAM NATIONAL UNIVERSITY, HANOI UIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ********************** NGUYỄN PHƯỚC ÁI PHƯƠNG EFL TEACHER PROFESSIONAL IDENTITY CONSTRUCTION: THE CASE OF A NON-NATIVE NOVICE TEACHER (Sự hình thành ngã nghề nghiệp giáo viên Tiếng Anh: trường hợp giáo viên vào nghề) M.A Minor Programme Thesis Major: English Language Teaching Code: 60140111 HANOI - 2015 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ********************** NGUYỄN PHƯỚC ÁI PHƯƠNG EFL TEACHER PROFESSIONAL IDENTITY CONSTRUCTION: THE CASE OF A NON-NATIVE NOVICE TEACHER (Sự hình thành ngã nghề nghiệp giáo viên Tiếng Anh: trường hợp giáo viên vào nghề) M.A Minor Programme Thesis Major: English Language Teaching Code: 60140111 Supervisor: Dr Vũ Thị Thanh Nhã HANOI - 2015 TIEU LUAN MOI download : skknchat@gmail.com CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled EFL TEACHER PROFESSIONAL IDENTITY CONSTRUCTION: THE CASE OF A NON-NATIVE NOVICE TEACHER submitted in partial fulfillment of the requirements for the degree of Master in English Language Teaching Except where the reference is indicated, no other person‟s work has been used without due acknowledgement in the text of the thesis Hanoi, 2015 Nguyen Phuoc Ai Phuong Approved by SUPERVISOR (Signature and full name) Date: i TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGEMENTS This thesis would not have been completed if I did not have the support of many individuals Therefore I would like to extend my sincere gratitude to all of them First and foremost, I would like to express my sincere gratitude to Dr Vu Thi Thanh Nha, my supervisor, who has patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher A special word of thanks goes to the teacher pseudo named Mai without whose participation it would never have been possible for me to have this thesis accomplished Last but not least, I am greatly indebted to my family and friends for the sacrifice they have devoted to the fulfillment of this academic work Their love will always be my sunshine in my road to success ii TIEU LUAN MOI download : skknchat@gmail.com ABSTRACT This present study seeks to explore the construction of professional identity of a novice EFL teacher in Vietnam, identify the factors that have influence on this process and how these factors interact with each other in constructing and complicating the teacher‟s professional identity The instruments for data collection to serve the aim of the research are narrative inquiry and semi – structured interview After a careful long time of collecting and analyzing data, it is revealed in the study that the teachers‟ professional identity construction is highly complex and affected by a number of factors, including personal, contextual and sociocultural factors These factors have interaction and close connection to each other that it is completely hard to isolate them The findings of the research are expected to be significant in providing valuable insights into EFL teachers‟ process of identity formation and reconstruction with reference to a particular working environment iii TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher LIST OF ABBREVIATIONS EFL English as a Foreign Language E Entry I Interview LIST OF TABLES Table Categories of Professional Interests Table Data Analyzing Examples iv TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv TABLE OF CONTENTS v PART A: INTRODUCTION I The context of the research PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 The concept of identity 1.2 The contents and processes of identity 1.2.1 Identity as a socio-cultural construct 1.2.2 Identity and communities of practice 1.3 Teacher professional identity and the benefits of researching teacher identity 1.4 Professional identity construction of novice teachers 1.5 Self-interests 11 1.6 Material interests 12 1.7 Social-professional interests 12 1.8 Chapter summary 12 CHAPTER 2: METHODOLOGY 13 2.1 The research genre: Case Study 13 2.2 Method of inquiry 14 2.3 Research setting 15 2.4 Participants 15 2.5 The role of the researcher 16 2.6 Data collection methods and procedure 16 2.6.1 Journals 16 2.6.2 Semi-structured interviews 17 2.7 Data analysis procedure 17 2.8 Chapter Summary 20 CHAPTER 3: FINDINGS 21 3.1 Self-interests 21 3.1.1 Mai‟s task perception 21 v TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher Patton, M Q (1990) Qualitative evaluation and research methods (2nd ed.) Newbury Park, CA: Sage Publications Pavlenko, A (2003) “I Never Knew I Was a Bilingual": Reimagining Teacher Identities in TESOL Journal of Language, Identity & Education, 2(4), 251-268 Pavlenko, A (2004) Gender and sexuality in foreign and second language education: Critical and feminist approaches In B Norton & K Toohey (Eds.), Critical pedagogies and language learning (pp 53-71) Cambridge: Cambridge University Press Pavlenko, A., & Lantolf, J (2000) Second language learning as participation and the (re)construction of selves In J Lantolf (Ed.), Sociocultural theory in language learning (pp 155-178) Oxford: Oxford University Press Pennycook, A (2001) Critical applied linguistics: A critical introduction Mahwah, NJ: Lawrence Erlbaum Associates Phan, L H (2007) Australian-Trained Vietnamese Teachers of English: Culture and Identity Formation Language, Culture and Curriculum, 20(1), 20-35 Phan, L H (2008) Teaching English as an international language: Identity, resistance and negotiation Great Britain: Multilingual Matters Phillipson, R (1992) Linguistic imperialism Oxford: Oxford University Press Phillipson, R (2002) Global English and local language policies ASEAN and Asian cultures and models: implications for the ELT curriculum and for teacher selection In A Kirpatrick (Ed.), Englishes in Asia: Communication, Identity, Power & Education (pp 7-28) Melbourne: Language and Literacy Institute of Australia Poster, M (1989) Critical theory and poststructuralism: In search of a context Ith aca, NY: Cornell University Press Reis, D (2011) Non-native English-speaking teachers (NNESTs) and professional legitimacy: a sociocultural theoretical perspective on identity transformation International Journal of the Sociology of Language, 208, 139-160 Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., & Joseph, G O (2005) Critical discourse analysis in education: A review of the literature Review of Educational Research, 75(3), 365-416 Rots, I., Kelchtermans, G., & Aelterman, A (2012) Learning (not) to become a teacher: a qualitative analysis of the job entrance issue Teaching and Teacher Education, 28(1), 1–10 57 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher Schwartz, S J., Luyckx, K., & Vignoles, V L (2011) Handbook of identity theory and research New York: Springer Sedikides, C., & Brewer, M B (2001) Individual self, relational self, collective self Philadelphia: Psychology Press Sfard, A., & Prusak, A (2005).Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity Educational Researcher, 34(4), 1422 Smith, G S (1996) Identity, Self, and Other in the Conduct of Pedagogical Action: An East/West Inquiry Journal of Curriculum Theorizing, 12(3), 6-12 Tajfel, H., & Turner, J C (1986) The social identity theory of intergroup behaviour In S Worchel & W G Austin (Eds.), Psychology of intergroup relations (pp 7–24) Chicago, IL: Nelson-Hall Taylor, D M (1997) The quest for collective identity: The plight of disadvantaged ethnic minorities Canadian Psychology, 38(3), 174–190 Thomas, L., & Beauchamp, C (2011) Understanding new teachers‟ professional identities through metaphor Teaching and Teacher Education, 27, 762-769 Tsui, A B M (2007) Complexities of identity formation: a narrative inquiry of an EFL teacher TESOL Quarterly, 41 (4), 657-680 Varghese, M (2006) Bilingual teachers-in-the-making in Urbantown Journal of Multilin- gual and Multicultural Development, 27(3), 211–224 Varghese, M., Morgan, B., Johnston, B., & Johnston, K.A (2005) Theorizing Language Teacher Identity: Three Perspectives and Beyond Journal of Language, Identity, and Education, 4(1), 21–44 Vasquez, C (2011) TESOL, teacher identity, and the need for “small story” research TESOL Quarterly, 45(3), 535-545 Veenman, S (1984) Perceived problems of beginning teachers Review of Educational Research, 54(2), 143-178 Wenger, E (1998) Communities of practice: Learning, meaning, and identity Cambridge: Cambridge University Press Yin, R (2003b) Applications of case study research (2nd ed.) Thousand Oaks, CA: Sage 58 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher APPENDIX A Sampled journal entry transcript Name: E2 Entry number: Date: 06-10-2014 Writer: Mai (pseudo name) This is the second week and I have a lot of things to write Last Tuesday I taught in class 10T After warm-up, I divided the class into groups, asking them to discuss to activities in the textbook After that, a reporter of each group told the class about their answers Each group gave only answers to the question the teacher asked (they needed to prepare all the questions) and other groups were allowed to ask questions if their answer was not clear enough The teacher acted like an advisor I was surprised because they were very active and their answers were very clear I didn‟t need to explain any more I found that group work inspired students and competition motivated students Discussing with peers helped them feel more confident And when they presented their answers and their peers applauded or their teacher praised, they felt satisfied with themselves This kind of group work seemed to be very effective for them to learn Grammar, which was always considered a boring lesson However, I had the opposite feelings when I taught in class 10N last Thursday There is a class where students from various classes come together to learn Japanese as their second language This is the class where students learn Japanese/French and English It is rather crowded, 50 students For the first week, only half of them were present because of the storm And this week almost all of them were present This class is very informal without a class monitor, a book of lesson record, without seat plan Students got together in groups of to to … talk privately As soon as I reminded them of private talk and returned to work, noise from private talk came I TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher again When asked to answer the questions, nobody raised their hands although they knew the answers (because of the presence of students from other classes in this class, some told me later) When one student was called to answer the question, other students felt relieved and made noise again I reminded them no more than 10 times to keep the discipline in the three consecutive lessons This was the first time I had ever taught such a chaotic class and I felt incapable because my voice seemed to disappear into noise I am thinking of giving bonus marks for correct or creative answers and minus marks for talking privately If they have 10 bonus marks, this will be equivalent to a 10 but if they have minus marks, mark will be deducted from the marks of their 15 minute test Let‟s see if it works next week II TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher APPENDIX B Sampled interview questions Name: I.1 Date of interview: 25-01-2015 Length: 20 minutes Interviewer: Phuong Interviewee: Mai (pseudo name) Interview language: English What have happened in this semester that make you feel happy? Probes - In areas of teaching and other work - In areas of your relationships with other colleagues, leaders, students, their parents Why you think these positive events have happened? How you think these positive events affect you? Probes - To what extent? - In terms of your personal growth - In terms of your teaching and extracurricular work - In terms of your relations with other people in your school What have happened in this semester that make you feel unhappy? Why you think these negative events have happened? Have you attempted to anything to deal with negative events? Probes - What have you done? - Why have you decided to so? - Have you noticed whether they are effective or not? - Have you noticed why some have been successful while others have not? III TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher APPENDIX C Sampled interview transcript Name: I.1 Date of interview: 25-01-2015 Length: 20 minutes Interviewer: Phuong Interviewee: Mai (pseudo name) Interview language: English Phuong: I want to say thank you for giving a lot of time on your journal as well as this interview Mai: You‟re welcome Phuong: Ok, now let‟s start with the questions All the questions I sent to you by email may give you an idea about what we are talking today The first question is “What have happened in this semester that make you feel happy?” Mai: In areas of teaching, I feel happy because I had a successful semester with my students Despite of some difficulties at the beginning, my lessons seemed to go smoothly in the following time and the results we got at the end of the semester is quite good About other works, I must say that I had many problems but now I am happy that I did not make any big mistakes Phuong: What about your relationship with other colleagues, leaders, students and their parents? Is there anything that makes you happy? Mai: Well, as I told in my journal, my relationships with young colleagues are quite good, and I am trying to establish a nice relationship with the senior ones About the leaders, I not have many chances to see them but I always respect them by doing the best of my assignments My students seem to be very nice and lovely as they sometimes told me about their life stories and asked me for some advice Also, I am not a form teacher so I don‟t have to deal with the students‟ parents Phuong: Why you think these positive events have happened? IV TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher Mai: Uhm, I‟m not sure why they happened Personally, I think these good things happened partly because I was always trying to achieve the best results Also, I am lucky to be a teacher of Quoc Hoc high school because this school is famous for its traditions and especially its hard-working students Phuong: How you think these positive events affect you? Mai: These events remind me of my role and responsibilities I learn a lot from my experience and my colleagues The fact that I am a teacher at this school makes me feel proud of myself It is clear that I am accepted by my colleagues and students as an English teacher Phuong: Ok, the next question is “What have happened in this semester that make you feel unhappy?” Mai: Because this is the first period in my teaching life, I have to deal with a lot of challenges For example, when my lesson was observed by my former teachers, I did not feel relaxed If they had not been the teachers who used to teach me and knew a lot about me myself, I would have felt more confident and more motivated to affirm myself as a competent teacher I feel that I always don‟t have enough time for my teaching and other works I am stressful when I have to meet a lot of deadlines, this kind of stress is different and even harder when I was a student Phuong: What about the negative things in the relationship with other colleagues and leaders? Mai: Yes, relationships with colleagues is a sensitive issue and sometimes difficult to deal with Because most of teachers in the division are much older than I am Relationships with teachers who are older than my parents require me to be very considerate and respectful Most of them are also my former teachers If I am not satisfied with something, I can‟t say it directly or say it in a soft way And if the mentor doesn‟t give me detailed guidance like other mentors, I ask her for more details in a gentle V TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher (LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher(LUAN.van.THAC.si).EFL.teacher.professional.identity.construction.the.case.of.a.non.native.novice.teacher

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