The construction of teacher identity among graduates from other majors in vietnam

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐỖ NHƯ QUỲNH THE CONSTRUCTION OF LANGUAGE TEACHER IDENTITY AMONG GRADUATES FROM OTHER MAJORS IN VIETNAM (Quá trình kiến tạo dạng giáo viên ngoại ngữ sinh viên Việt Nam không tốt nghiệp ngành sư phạm) M.A MAJOR PROGRAMME THESIS Field: English Linguistics Code: 8220201.01 Supervisor: Hoàng Thị Hạnh, PhD HANOI – 2021 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐỖ NHƯ QUỲNH THE CONSTRUCTION OF LANGUAGE TEACHER IDENTITY AMONG GRADUATES FROM OTHER MAJORS IN VIETNAM (Quá trình kiến tạo dạng giáo viên ngoại ngữ sinh viên Việt Nam không tốt nghiệp ngành sư phạm) M.A MAJOR PROGRAMME THESIS Field: English Linguistics Code: 8220201.01 Supervisor: Hoàng Thị Hạnh, PhD HANOI – 2021 DECLARATION I hereby certify the thesis entitled “The construction of language teacher identity among graduates from other majors in Vietnam ” as my own work in the fulfillment of the requirements for the Degree of Master of Arts at the University of Languages and International Studies, Vietnam National University, Hanoi Hanoi, 2020 Đỗ Như Quỳnh i ACKNOWLEDGEMENTS Firstly, I would like to convey my utmost appreciation to my supervisor, Dr Hoàng Thị Hạnh, for guiding me through my lost days with her wide-angle research lenses, effective research tools, and, most preciously, her tender care Without her, this study would have been left unfinished Secondly, I am extremely grateful to Mr Ngô Xuân Minh, with whom I had a critical reflection about my past teaching career and came up with the idea for this research Thirdly, I want to send my sincere gratitude to my beloved friend Trần Phương Linh, who supports me a lot with administrative procedures when I am far away from home to make the thesis defense possible Last but not least, I would like to thank myself for being resilient for the last fifteen months of conducting this research ii ABSTRACT The search for the teacher identity among language teachers has been popular for many decades; however, its scope mainly surrounds the mainstream teachers working the field or the students teachers and not yet extends to the graduates of other fields who choose to work as language teachers after graduating from colleges This research is an attempt to invite those “laymen” into the toward-centrum picture of teaching and makes them visible to the researchers of teacher identity In this research, I aim to explore why graduates from other majors pursue the teaching career and how they construct their teacher identity The findings show that the participants form and construct their identity not only from their learning experiences with model teachers, from their real teaching practices, from the vulnerability of teachers’ (in)confidence but also from the social contexts affected by neoliberal tenets To put it concisely, teachers’ identity derives from three areas, namely identity in practice, identity in emotion and identity in neoliberal discourse iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATION v CHAPTER I: INTRODUCTION 1.1 Rationale of the study and aim of the research 1.2 Scope of the study 1.3 Significance of the study 1.4 Organization of the thesis CHAPTER II: LITERATURE REVIEW 2.1 Defining language teacher identity 2.2 Approaches to language teacher identity 2.3 Literature on language teacher identity CHAPTER III METHODOLOGY 17 3.1 Research question .17 3.2 Research methods .17 3.3 Selection of informants .18 3.4 Data collection 22 3.5 Data analysis .24 CHAPTER IV: FINDINGS AND ANALYSIS .26 4.1 Positive experiences with tutoring initiate teacher’s professional interest .26 4.2 Model teachers in extra classes nurture the professional growth 33 4.3 Trials and creativity contribute to teachers’ professional growth 44 4.4 Teaching practices conflict with beliefs, yet align with the selves 50 4.5 Participants’ vulnerability validates their professional identity 53 4.6 Neoliberalism and the teacher-entrepreneur positioning .57 CHAPTER V: DISCUSSION AND CONCLUSIONS 66 5.1 Discussion and conclusions 66 5.1.1 Identity in practice .66 5.1.2 Identity in emotion .68 5.1.3 Identity in neoliberal discourse .69 5.2 Limitations and suggestions for further research 72 References .74 iv LIST OF ABBREVIATION CLT Communicative Language Teaching ESOL English for Speakers of Other Languages GCSE General Certificate of Secondary Education TESOL Teaching English to Speakers of Other Languages v CHAPTER I: INTRODUCTION This chapter states the rationale of the study, research’s aims, the scope of the study, how it can contribute to the current research landscape in English teacher identity It also proposes the research question that serves as the guiding line for the whole research 1.1 Rationale of the study and aim of the research Since the emergence of the concept “identity crisis” of Erik Erikson in the 1950s, more research has been drawn to the quest of identity Researchers in the education field are inquisitive about how people establish their teacher identity Their studies hitherto has investigated the teacher identity formation among student teachers at college (Moses et al., 2017; Watt et al., 2012), students who are pursuing a master degree in TESOL (Swearingen, 2019; Nguyen & Dao, 2019; O’Brien & Schillaci, 2002), or teachers at schools (Lasky, 2005; Farrell, 2011); however, there has been little work on the groups of graduates who are not majored in teacher education yet now working in teaching profession In Vietnam, English has become increasingly popular Especially after it became a compulsory subject taught in four skills for ten years from Grade to Grade 12 in the general education system (The Prime Minister, 2008), there was higher demand of English learning both in formal and non-formal sectors (Hoang, 2020) It then witnessed the shortage of qualified teachers both in school and in private institutes While some large international language centers are able to recruit foreign teachers to work for them, the small language schools take full advantage of the domestic teacher resources The thing is, when there is a shortage of teachers due to the up-surging demand, many teachers working in private English institutes are competent at English yet not formally trained to work as language teachers These teachers came from a variety of majors like business, marketing or finance Some of them even opened their own classes and established new English centers Interestingly, these teachers persist with the job and their classes attract a large number of students As a teacher and a researcher myself, I was so curious about how these ‘laymen’ take up English teaching jobs and maintain their professional persistence that I decided to carry out this research The investigation on how they become teachers potentially broadened an understanding about the societal shifts in Vietnam recently and, from that requisite understanding, added more values to the comprehensive picture of research on teacher identity The aim of this study is to explore why graduates from other majors pursue the teaching career and how they construct their teacher identity I will use narrative inquiry methods to gain in-depth insight into the intrinsic as well as extrinsic reasons for their choice of profession and the way they build up their teacher image Specifically, the research question that I deal with is: “How graduates from other majors construct their English language teacher identity?” 1.2 Scope of the study This paper investigates the identity formation and construction of four underthirty English teachers who are now working in the private sectors such as home classes or English centers They all major in economics- and business2 related fields in their bachelor degrees, yet pursue the English language teaching career after graduation 1.3 Significance of the study The findings of this study will add values to not only the language teacher identity field but also to the university administrators and the ‘non-mainstream’ teacher community The language teacher identity field, after this research, will be extended, though minimally, to an area that has been unknown to researchers whose works focus on ‘mainstream’ teachers or students teachers For university administrators in teacher education, my research possibly makes them aware of what is happening outside schools; they can therefore reflect upon their curriculums to make any possible adjustments that benefit their students, perhaps to make students more competitive to students from other majors Regarding the ‘non-mainstream’ teacher community, my research may shed some light on why and how they embark on the teaching career and give them a chance to contemplate their future 1.4 Organization of the thesis This chapter has indicated the motivations for this study, the objectives of the research, and the scope of investigation The remaining chapters are organized as follows: Chapter II contextualizes the study in the relevant literature of language teacher identity and reviews several approaches to investigate language teacher identity Besides a sense of companionship, participants also expressed how thankful they were to be a part of the teaching-learning community: “After working here for one year I felt it like a home Time flies so fast, it’s twelve months already, unbelievable! I had a lot of good memories here indeed If I can turn back the time, I still want to work in Center B I really want to thank B’s friends, thanks to you that B has gained today’s achievements Though they are not quite significant, for us, they are a very big step in life Thank you for giving us very sincere feedback and also thank you for the time we spend together That is something that I will not be able to find in any other centers.” (Excerpt 49/Social media/Linh) The participants also told some behind-the-scene stories to create a sense of casualty and friendliness among students: “I had a secret to tell you A lot of students, both boys and girls, both young and old, in our English house had a crush on Minh However, they stopped crushing when Minh started to tell jokes LOL” (Excerpt 50/Social media/An) “There was a time I ate out alone After nearly finishing my first bowl of noodles, I ordered another bowl However, the waiter brought that bowl to a man sitting near me Of course he told the waiter that bowl was not his Then the waiter asked loudly “whose bowl is it?” I embarrassingly raised my hand and whispering “Me!”” (Excerpt 51/Social media/Linh) 64 As can be seen from Excerpt 55, the teacher-student relationship in neoliberalism discourse was quite a unique one, because there seemed to be a conflict between being teacher-student and being businessperson-customer In particular, the participants in my research did livestream and share their thoughts on social media with the purpose of branding and seeking potential customers, while simultaneously showed their sincerity and true gratitude to the support from students However, there was no conflict here since in neoliberalism the revelation of more privacy to public, as manifested in Excerpt 50, means the more income to the revealers The emotion was genuine and undoubtedly treasurable, yet the motive behind it equally indicated the business mindset of the teachers In short, the teaching practices of four participants bore a lot of patterns of neoliberalism On the one hand, participants looked more like entrepreneurs as they participated in the teaching market They used metricization as a way of branding, set the pricing for the product and advertised their products on media Yet on the other hand, they still perceived themselves as a conventional teacher, who cared for the future of students via the exam results, lowered the tuition fee to make it more affordable, and felt thankful to students The intricate binary of entrepreneur-teacher was what was revealed in this research 65 CHAPTER V: DISCUSSION AND CONCLUSIONS In this chapter, the discussion of the findings is presented in comparison with previous literature At the end, some limitations and suggestions for further research will be presented 5.1 Discussion and conclusions This study explores the formation and construction of language teacher identity of four English teachers who did not major in English teacher education via the question “How graduates from other majors construct their language teacher identity?” To answer this question, the researcher has attempted to elicit their stories since primary school until university and their current working experiences Their detailed sharing are indeed very meaningful for the research’s quest for identity As not formally trained in the teaching field, they build their own career path thanks to their exposure with teaching at both individual level (i.e their interest with the model teachers or their tutoring experiences) and societal level (i.e the influence of neoliberal tenets) Through such discrete interactions with teaching, they gradually take up the teaching positions and feel confident in such a role In short, their identity development is observed in three aspects: identity in practice, identity in emotion and identity in neoliberal discourse 5.1.1 Identity in practice Their very first experience with teaching – the tutoring/assisting job - could be considered as a turning point in their lives because never before could they 66 think of themselves working as a teacher And from that starting point, An, Minh, Linh and Mai have made an attempt to prolong their teaching life They learnt to become teachers through their reflection on what they acquired from model teachers, their observation, and their creative hands-on experiences Firstly, each participant in this research paid tribute to their teaching to one model teacher These model teachers were all portrayed very positively because they not only inspired the participants to learn and love English more, but also helped them gain satisfactory scores in standardized examinations However, meanwhile participants in Nguyen (2017a) were more to be supported emotionally, the participants in this research all received methodological support from their teachers’ distinctive teaching styles (Hayes, 2007) The teaching methods varied from speaking skills (Linh) to writing skills (An) and the subskills like teaching vocabulary and grammar (Mai and Minh) They, at the very beginning of their professional career, adhered to these methods as a solution to their lack of professional capacity Secondly, unlike the participants in Riordan and Farr (2015) and Farrell (2011), the participants in my research did not have the thorough exchange of expertise with senior teachers Instead, their cultivation of expertise mainly came from the "apprenticeship of observation" (Lortie, 1975), and, more interestingly, from the spontaneous facial reactions of students in class In the role of dedicated observers, they developed their expertise by participating in the online lectures of teaching methods or watching sample classes and updating the new trends in foreign language education They were gradually aware of the need to constantly adjust their teaching techniques to increase learners' in-class participation and strengthen their teaching capacity 67 Added to the observation of teaching methods, they trained themselves to be sensitive observer of students, in which, as Minh reported, any minor feedback from students will be counted for teachers' adaptation Though it is uncertain that the students' comments are reliable or not, such teachers' efforts to change implied an image of an attentive teacher Thirdly, though working outside school contexts brought many disadvantages to teachers, for example the lack of expertise exchange and the institutional support, An, Minh and Linh did gain some advantages, among which the most noticeable one was the freedom from institutional constraints When they opened their private class, they were in total control of how many students they wanted per class, or what kind of materials they wished to use By fully authorizing their materials, they could add personal identities into each lesson and made every lesson very unique and lively in their own style The creativity that reflected their characteristics were what made their lessons more appealing to the learners and built up their teacher identity 5.1.2 Identity in emotion After initially experiencing many positive emotions that came from their teaching apprenticeship, An, Minh and Linh transitioned to a stage of worry and vulnerability Same as the participants in research of Zhu (2017) and González-Calvo and Arias-Carballal (2017), they worried about how they could handle the lessons smoothly, how they could bring the best values to students, and more than that is an ethical question of whether they are able to help others Though sharing the same concern, participants in my research had 68 an unique way to overcome that vulnerability: they repositioned themselves as an experienced learner, rather than a teacher By defining themselves in such a way, they have unburdened themselves from holding a "perfect" teacher image and could build up more equalitarian teacher-student relationships When teachers’ emotions are dependent on the nature of the relationships established with their students (Zembylas, 2003, cited in González-Calvo and AriasCarballal, 2007), an intimate connection between an experienced learnerteacher and a junior learner would definitely add more positivity into teachers' professional experiences More than that, they reinforced their confidence by acknowledging the ability to “help” and to “share” as what made a person a valid teacher 5.1.3 Identity in neoliberal discourse If a "normal” teacher experiences the de-professionalization due to neoliberalism (Skerritt, 2018; Hall & McGinity 2015, Revees, 2018), the participants in my research experienced the reverse process For them, neoliberalism has a positive connotation, because the metricization of learning (i.e the high IELTS score) actually enabled them to be teachers in the first place To be specific, they leveraged the neoliberal resources to develop teacher identity The first resource was the autonomy in determining the tuition fee An’s offer of affordable class with metrically observable success attracted students and enabled the formation of a language class Secondly, neoliberalism allowed teachers to decide the number of students The smaller the number was, the more time teachers could spend for each student and help them to improve their capacity Thirdly, in a private class, materials were also tailored to individual needs, rather than the top-down curriculum at school, and 69 tended to fit the learning styles of students more Neoliberalism therefore played a crucial part in transforming teachers-laymen into professional teachers In contrast, the neoliberalism-based teaching practices simultaneously revealed a simplistic view towards the teaching profession and the choice of becoming a teacher To Fendler (2011), “see people learn and succeed” is not what teaching is about, because the experience of teaching should be regarded as “an intrinsic value, not as an instrument means to some end” (p 469) The “intrinsic value” here does not refer to only the care and the good intention that a teacher could bring to students, but it requires a continuous act of “challenging my assumptions about what is good” (p 469) The participants in my research believe that they are exercising the care to students and teach them what they think is good; however, what they believe to be good does not necessarily mean they are doing something “good” to students’ learning journey One observable act that might not be good for students is the focus on building teacher image rather than cultivating the expertise Instead of building an offline community of practice among teachers to enhance expertise as in many studies of language teacher identity (Nguyen, 2017b; Teng, 2019), participants in my research built a virtual community for three purposes: the representation/(re-) production of teacher image, the transmission of knowledge, and the advertisement for new classes If a trained teacher relied on a teaching diploma to certify the professional expertise and make them inclusive to the teaching community, these participants followed a reversal process in which they firstly claimed their teacher positionings to the online 70 world and later cultivated their capacity By transmitting some pieces of knowledge on daily posts and sharing students’ scores, they seemed to demonstrate to potential students-customers how qualified they were as teachers and purposefully convinced the students-customers to buy their knowledge-commodity When the students-customers were nearly convinced, the information about new classes would be provided in the following posts In the end, the three purposes rather collaboratively created an effective advertising effect in which the teachers had a chance to both re-strengthen their teacher identity and admit more students to their classes than for teachers to exchange their expertise One more evidence is from the case of Mai The impact of neoliberalism has reduced her teaching to “a technical rather than an ethical, critical or creative act” (Clarke & Phelan, 2015, p 267) Teaching and learning English now simplistically equals to learning to the test This technical teaching act may benefit students’ testing results; however, it burdens too much stress on students as they are installed with a mindset of always “fighting” with others Educationally, that is not a healthy mindset for learning When learners believe that the ultimate goal of learning is just to test and to “fight,” they may lose their passion and autonomy for learning in other learning environments when testing is undervalued Also, the emphasis on testing runs the risk of transforming teaching as a lively and creative act to a monotonous and habitual act The monotony possibly exhausts Mai, disheartens her to pursue the teaching path in the long run, and even takes out her teacher identity Last but not least, the three aforementioned purposes were closely attached to the revelation of personal life Based on observed data, the posts of sharing 71 knowledge were often interleaved with posts about daily activities such as going to café with friends and enjoying dinner with family Interestingly, in these casual posts, the ways they addressed themselves were often “chị giáo” – teacher-sister – or “anh thầy” – teacher-brother, which constantly reminded the Facebook audiences about their profession That inextricability among privacy (the personal life), the professional commitment (the transmission of knowledge) and the entrepreneurial aim (the opening of classes) made the individual-teacher-entrepreneur positionings inseparable from each other 5.2 Limitations and suggestions for further research One limitation of the research is that it explored the teacher identity of the graduates who were all born in middle-income family in Hanoi– which meant they had a great advantage in learning English since early age and seemed to have freer choice in choosing their career, yet did not look into other teachers from low-income family or from less privileged areas Further studies should attempt to the informants from more diverse backgrounds to draw a more comprehensive and comparative picture of these teacher graduates Also about background of the participants, the participants in this research basically have their bachelor training in economic-related fields so it is understandable that they are directly influenced by the neoliberal discourse of metricization, privatization and advertisement, yet how about graduates coming from other majors who also choose the teaching profession? Their stories to become teachers are very promising to bring up new substances for the research on language teacher identity 72 More than that, if the future research could evaluate the teaching competence of formally untrained groups of teachers as well as the progression of English language competence between the group of students learning with formally trained teachers and formally untrained teachers, it could be an invaluable implication not only for teachers to reflect upon the strengths/weaknesses in their teaching but also for university administrators to assess the effectiveness as well as the validity of their teacher-training programs and make any necessary adjustments I suggest the future researchers use both standardized tests for teaching competency and class observations from teaching experts to evaluate the teachers’ professional competence For the students’ English competence, the researchers could design a quantitative longitudinal research with one control group and one experimental group of students taking pretest and posttest in all four skills as well as other elements like learning autonomy or learning interest 73 References Ball, S (2003) The teacher’s soul and the terrors of performativity Journal of Education Policy, 18 (2), 215–228 Barkhuizen, G (Eds.) (2017) Reflections on language teacher identity research New York: Routledge Beauchamp, C., & Thomas, L (2009) Understanding teacher identity: An overview of issues in the literature and implications for teacher education Cambridge Journal of Education, 39(2), 175-189 Bruner, J (2002) Making stories: Law, literature, life Cambridge, MA: Harvard University Press Buchanan, R (2015) Teacher identity and agency in an era of accountability Teachers and Teaching, 21(6), 700-719 Buchanan, R (2015) Teacher identity and agency in an era of accountability Teachers and Teaching: Theory and Practice, 21(6), 700-719 Clarke, M., & Phelan, A (2015) The power of negative thinking in and for teacher education Power and Education, 7(3), 257–271 De Costa, P I (2015) Tracing reflexivity through a narrative and identity lens In Y L Cheung, S B Said, & K Park (Eds.), Advances and current trends in language teacher identity research (pp 135–147) Oxfordshire, UK: Routledge Duff, P A., & Uchida, Y (1997) The negotiation of teachers' sociocultural identities and practices in postsecondary EFL classrooms TESOL Quarterly, 31(3), 451-486 Farrell, T S (2011) ‘Keeping SCORE’: Reflective practice through classroom observations RELC Journal, 42(3), 265-272 Farrell, T S C (2011) Exploring the professional role identities of experienced ESL teachers through reflective practice System: An International Journal of Educational Technology and Applied Linguistics, 39(1), 54-62 Fendler, L (2011) Edwin and Phyllis Stud Philos Edu, 30, 463-469 74 Flores, M A., & Day, C (2006) Contexts which shape and reshape new teachers’ identities: A multi-perspective study Teaching and Teacher Education, 22(2), 219-232 Flores, M A., & Day, C (2006) Contexts which shape and reshape new teachers’ identities: A multi-perspective study Teaching and Reacher Education, 22(2), 219-232 Freeman, D., & Johnson, K E (1998) Reconceptualizing the knowledge-base of language teacher education TESOL Quarterly, 32(3), 397-417 González-Calvo, G., & Arias-Carballal, M (2017) A teacher’s personal-emotional identity and its reflection upon the development of his professional identity The Qualitative Report, 22(6), 1693 Gupta, A (2019) Teacher-entrepreneurialism: a case of teacher identity formation in neoliberalizing education space in contemporary India Critical Studies in Education, 1-17 Ha, P L., & Que, P V (2006) Vietnamese educational morality and the discursive construction of English language teacher identity Journal of Multicultural Discourses, 1(2), 136-151 Hall, D., & McGinity, R (2015) Conceptualizing teacher professional identity in neoliberal times: Resistance, compliance and reform Education Policy Analysis Archives, 23, 88 Hayes, D (2005) Exploring the lives of non-native speaking English educators in Sri Lanka Teachers and Teaching, 11(2), 169-194 Hoang, V V (2020) The roles and status of English in present-day Vietnam: A socio-cultural analysis VNU Journal of Foreign Studies, 36(1), 1-21 Hong, J., Greene, B., & Lowery, J (2017) Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study Journal of Education for Teaching, 43(1), 84-98 Karlsson, M (2013) Emotional identification with teacher identities in student teachers’narrative interaction European Journal of Teacher Education, 36(2), 133-146 Lasky, S (2005) A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform Teaching and Teacher Education, 21(8), 899-916 75 Lave, J., & Wenger, E (1991) Situated learning: Legitimate peripheral participation New York: Cambridge University Press Le, V C (2018) My professional journey: An autobiographical narrative VNU Journal of Foreign Studies, 34(5), 1-11 Li, W (2020) Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China Language Teaching Research, 1-19 Li, W., & De Costa, P I (2017) Professional survival in a neoliberal age: A case study of an EFL teacher in China Journal of Asia TEFL, 14(2), 277 Lortie, D (1975) Schoolteacher: A sociological study London: University of Chicago Press Moses, I., Berry, A., Saab, N., & Admiraal, W (2017) Who wants to become a teacher? Typology of student-teachers’ commitment to teaching Journal of Education for Teaching, 43(4), 444-457 Nguyen, C D (2017a) Connections between learning and teaching: EFL teachers’ reflective practice Pedagogies: An International Journal, 12(3), 237-255 Nguyen, C D (2017b) Creating spaces for constructing practice and identity: Innovations of teachers of English language to young learners in Vietnam Research Papers in Education, 32(1), 56-70 Nguyen, X N C M., & Dao, P (2019) Identity exploration and development in TESOL teacher education: A three-dimensional space narrative inquiry perspective TESOL Journal, 10(4), e492 O'Brien, L M., & Schillaci, M (2002) Why I want to teach, anyway? Utilizing autobiography in teacher education Teaching Education, 13(1), 25-40 Olsen, B (2008) How reasons for entry into the profession illuminate teacher identity development Teacher Education Quarterly, 35(3), 23-40 Olsen, B (2008) Teaching what they learn, learning what they live: How teachers’ personal histories shape their professional development Boulder, CO: Paradigm Publishers Pennington, M C (2015) Teacher identity in TESOL: A frame perspective In Y L Cheung, S B Said, & K Park (Eds.), Advances and current trends in language teacher identity research (pp 135–147) Oxfordshire, UK: Routledge 76 Reeves, J (2018) Teacher identity work in neoliberal schooling spaces Faculty Publications: Department of Teaching, Learning and Teacher Education 370.https://digitalcommons.unl.edu/teachlearnfacpub/370 Riessman, C K (1993) Narrative analysis Newbury Part: Sage Publications Riordan, E & Farr, F (2015) Identity construction through narratives: An analysis of student teacher discourse In Y L Cheung, S B Said, & K Park (Eds.), Advances and current trends in language teacher identity research (pp 135–147) Oxfordshire, UK: Routledge Rodgers, C R., & Scott, K H (2008) The development of the personal self and professional identity in learning to teach Developing a Professional Identity, 732-755 Sachs, J (2005) Teacher education and the development of professional identity: Learning to be a teacher In P Denicolo & M Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp 5–21) Oxford: Routledge Sharkey, J (2004) Lives stories don’t tell: Exploring the untold in autobiographies Curriculum Inquiry, 34(4), 495-512 Skerritt, C (2019) Discourse and teacher identity in business-like education Policy Futures in Education, 17(2), 153-171 Swearingen, A J (2019) Nonnative-English-speaking teacher candidates’ language teacher identity development in graduate TESOL preparation programs: A review of the literature TESOL Journal, 10(4), 1-15 Tarnoff, B (2016, December 13) Neoliberalism turned our world into a business And there are two big winners Retrieved on 23 May, 2017 from https://www.theguardian.com/us-news/2016/dec/13/ donald-trump-siliconvalley-leaders-neoliberalism-administration Teng, F (2020) A narrative inquiry of identity construction in academic communities of practice: voices from a Chinese doctoral student in Hong Kong Pedagogies: An International Journal, 15(1), 40-59 The Prime Minister (2008) Decision on the Approval of the Project “Teaching and Learning Foreign Languages in the National Education System for the Period 2008-2020” (Thủ tướng Chính Phủ, Quyết định việc phê duyệt Đề án Dạy học ngoại ngữ hệ thống giáo dục quốc dân giai đoạn 2008-2020 Ban hành kèm theo Quyết định số 1400/QĐ-TTg ngày 30 tháng năm 2008 Thủ tướng Chính phủ) 77 Tin, T B (2013) Exploring the development of ‘Interest’ in learning English as a foreign/second language RELC Journal, 44(2), 129–146 Tsui, A B (2007) Complexities of identity formation: A narrative inquiry of an EFL teacher TESOL Quarterly, 41(4), 657-680 Varghese, M., Morgan, B., Johnston, B., & Johnson, K A (2005) Theorizing language teacher identity: Three perspectives and beyond Journal of Language, Identity, and Education, 4(1), 21-44 Wang, P (2020) Too many constraints: five first-year EFL teachers’ professional identity construction European Journal of Teacher Education, 1-20 Watt, H M., Richardson, P W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., & Baumert, J (2012) Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale Teaching and teacher education, 28(6), 791-805 Webb, P T., Briscoe, F M., & Mussman, M P (2009) Preparing Teachers for the Neoliberal Panopticon Educational Foundations, 23, 3-18 Wright, T (2010) Second language teacher education: Review of recent research on practice Language Teaching, 43(3), 259-296 Zhu, G (2017) Chinese student teachers’ perspectives on becoming a teacher in the practicum: emotional and ethical dimensions of identity shaping Journal of Education for Teaching, 43(4), 491-4 78 ... certify the thesis entitled ? ?The construction of language teacher identity among graduates from other majors in Vietnam ” as my own work in the fulfillment of the requirements for the Degree of Master... of intuition; however, in many other cases the teachers leaned on their learning experiences as a guideline in their initial years of teaching One illustration is from the research of Hayes in. .. a teacher, yet interlocking-ly enable the prospect of working as a teacher The study of teacher identity is therefore the act of de-layering that collective sequence and making it visible to the