Efl pre service teachers professional identity development the contributions of interactions with studentsy

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE EFL PRE-SERVICE TEACHERS’ PROFESSIONAL IDENTITY DEVELOPMENT: THE EFFECTS OF INTERACTIONS WITH STUDENTS A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By TRẦN THỊ PHƯƠNG LY Supervised by ĐẶNG TẤN TÍN, Ph.D HO CHI MINH CITY, DECEMBER 2018 LETTER OF APOLOGY FOR CHANGING THE RESEARCH TITLE Dear Sir or Madam, I am writing this letter to apologize for the incongruence between the research title on the title page and the real focus of the whole paper As approved by Faculty of English Linguistics and Literature, University of Social Sciences and Humanities – Ho Chi Minh city, the original title of my paper is “EFL Pre-service Teachers’ Professional Identity Development: The Effects of Interactions with Students” The reason why I switched the research’s participants from pre-service teachers to novice ones is the differences in the subjects that they put their focus on In particular, the former group of candidates had the tendency to interact more frequently with their peers and mentors This is understandable because these student teachers were in the period of guided and supervised teaching in order to pursue teaching credentials; therefore, their top priority was to enhance their own teaching knowledge, experience and confidence On the contrary, novice teachers, after the training sessions, to some extent have gained a certain amount of knowledge, experience and confidence in teaching Furthermore, they were officially regarded as qualified teachers and were conscious that at this point of their career, their students should be given the utmost important consideration Hence, such novice teachers spent the majority of their time conversing and interacting with their students As a result, I made a decision to get rid of the original direction, chose early career teachers over pre-service ones because of the possibility of gathering more valuable information for the paper i However, when I realized the problem, my study was overdue for an official change on the title Therefore, the original title is still remained on the title page When you read this paper, please kindly refer to the new title of my study which should be: “EFL EARLY CAREER TEACHERS’ PROFESSIONAL IDENTITY DEVELOPMENT: THE CONTRIBUTIONS OF INTERACTIONS WITH STUDENTS” Once again, I am truly sorry for this problem and any inconveniences it may have caused Yours sincerely, Tran Thi Phuong Ly ii ACKNOWLEDGEMENTS Firstly, I would like to express my deepest thanks to my whole-hearted supervisor, Dr Đặng Tấn Tín, who has provided me with useful advice, great support and encouragement I am deeply grateful to him for helping me formulate the thesis topic by sharing his profound knowledge and experience, providing on-going guidance and endless assistance in order to make sure that potential problems were under control and that the paper was following the right direction Without his expertise, guidance, dedication and kindness, I would not have been able to accomplish this master thesis Secondly, I tremendously appreciate the help and corporation of the four participants who were also former students in the Faculty of English Language at HoChiMinh City University of Technology and Education Being fully informed of the significance of this study, the candidates were extremely enthusiastic and supportive of assisting me in fulfilling such research effectively Specifically, through the act of allowing the researcher to observe their classes and participating in the interviewing sessions, the valuable and voluntary participation of the subjects was illustrated clearly Last but not least, I also own a great debt of gratitude to my family, colleagues and friends who have been a great source of inspiration and encouragement for me Their words of consolation and unconditional support significantly heartened me as well as considerably fortified my determination to finish this paper to the best of my ability iii STATEMENT OF ORIGINALITY I certify that this thesis entitled “EFL EARLY CAREER TEACHERS’ PROFESSIONAL IDENTITY DEVELOPMENT: THE CONTRIBUTIONS OF INTERACTIONS WITH STUDENTS” is my own work This thesis has not been submitted for the award of any degree or diploma in any other institutions Ho Chi Minh City, December 5, 2018 Trần Thị Phương Ly iv RETENTION AND USE OF THE THESIS I hereby state that I, Trần Thị Phương Ly, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Thesis deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purpose of study and research in accordance with the normal conditions established by the Library for the care, loan or reproduction of the theses Ho Chi Minh City, December 5, 2018 Trần Thị Phương Ly v TABLE OF CONTENTS Acknowledgements iii Statement of originality .iv Retention and use of the thesis v Table of contents .vi List of abbreviations ix List of tables x List of figures xi Abstract xii Chapter Introduction 1.1 Background of the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Outline of the thesis Chapter Literature review 2.1 Concept of teachers’ professional identity 2.2 Construct of teachers’ professional identity 14 2.3 Concept of imagination of teachers’ professional identity 17 2.4 The development of imagination of teachers 19 2.5 Teacher – student interactions 23 2.6 Contributions of pedagogical interactions to the development of imagination of teachers 24 2.7 Contributions of didactical interactions to the development of imagination of teachers 26 2.8 Research gap 27 vi 2.9 Conceptual framework 28 2.10 Chapter summary 29 Chapter Methodology 30 3.1 Research design 30 3.1.1 Case study 30 3.1.2 Case selection 31 3.2 Participants 31 3.3 Research instruments 33 3.3.1 Semi-structured interviews 33 3.3.2 Class observations 34 3.4 Data collection procedure 35 3.5 Data analysis procedure 37 3.6 The issue of trustworthiness 41 3.7 Chapter summary 42 Chapter Results and discussion 43 4.1 Case 1: An 43 4.1.1 An’s profile 43 4.1.2 The development of imagination of An’s professional identity 45 4.1.3 Summary 54 4.2 Case 2: Binh 55 4.2.1 Binh’s profile 55 4.2.2 The development of imagination of Binh’s professional identity 55 4.2.3 Summary 65 4.3 Case 3: Chi 66 4.3.1 Chi’s profile 66 4.3.2 The development of imagination of Chi’s professional identity 67 4.3.3 Summary 73 vii 4.4 Case 4: Duy 74 4.3.1 Duy’s profile 74 4.3.2 The development of imagination of Duy’s professional identity 74 4.3.3 Summary 84 4.5 Discussion 84 4.5.1 The development of self-image of EFL early career teachers 84 4.5.2 The development of images of school community of EFL early career teachers 86 4.5.3 The development of images of the past and the future of EFL early career teachers 86 4.5.4 The development of images of possibilities of EFL early career teachers 87 4.5.5 The interwovenness of the four images 87 Chapter Conclusion and pedagogical implications 88 5.1 Summary of the current study 88 5.1.1 Brief summary of the findings 88 5.1.2 Contributions of the study 89 5.2 Pedagogical implications 90 5.2.1 Implications for EFL early career teachers 90 5.2.2 Implications for the mentors 5.3 Limitations of the study 91 5.4 Recommendations for further study 92 References Appendices viii LIST OF ABBREVIATIONS EFL English as a foreign language ix Elbaz-Luwich, F (2005) Teacher’s voices: storytelling and possibility Greenwich [Conn.]: Information Age Pub Elbaz, F (1983) Teacher thinking: A study of practical knowledge London: Croom Helm Erikson, E H (1968) Identity: youth and crisis Oxford, England: Norton & Co Ezzy, D (2002) 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How did you learn English? (teaching methods/ language of instruction/….) How did you become an EFL teacher? Have you ever attempted to other jobs? As an EFL teacher, what qualities you think an effective EFL teacher should possess? Which classes are you teaching? How you describe your relationship with the students? IMAGES OF THE COMMUNITY As an EFL teacher, how you understand your job? Can you talk about an English teacher that you admire? Why you admire him or her? What are the similarities and differencies between teaching English at private schools and public schools? What are the similarities and differencies between a novice teacher and an experienced teacher? How you describe novice teachers? IMAGES OF THE SELF Do you perceive yourself as a teacher of English? Did you perceive yourself as a teacher of English when you first started teaching? If Yes, what’s your job as a teacher of English? How you describe your first year of teaching? How you describe yourself as a teacher of English at this time? [If there are changes], what aspects of your practice have influenced this change? How good are you as a teacher of English? Why? Which metaphor you use to describe yourself as a teacher of English? Why? Do you think that your students like you? Why? IMAGES OF THE PAST AND THE FUTURE Do you reflect on your own teaching? How often? How? What aspects of teaching you reflect? Do you plan to other jobs? Why? If No, you have a vision of the kind of teacher you would like to be? Do you have any plan for next semester? IMAGES OF POSSIBILITIES Did you try a wide range of actions in your teaching? What were they? Do you think about different alternatives for one issue? 1B Vietnamese version THÔNG TIN CÁ NHÂN Tên: Tuổi Thâm niên giảng dạy: Số lớp phụ trách: - Loại: Học vấn: Cử nhân/ Thạc sĩ Tốt nghiệp Đại học trường: - Năm tốt nghiệp QUÁ TRÌNH HỌC TẬP VÀ CƠNG TÁC Thầy/ Cơ bắt đầu học tiếng Anh từ nào? Thầy/ Cô học tiếng Anh nào? Thầy/ Cô trở thành giáo viên Tiếng Anh nào? Tính từ lúc tốt nghiệp, Thầy/ Cô làm công việc khác chưa? Để trở thành giáo viên Tiếng Anh giỏi, theo Thầy/ Cơ cần có tố chất gì? Hiện Thầy/ Cô giảng dạy lớp học nào? Hãy mô tả mối quan hệ Thầy/ Cơ với học sinh? NHÌN NHẬN CỘNG ĐỒNG GIÁO VIÊN DẠY TIẾNG ANH NƠI CƠNG TÁC Thầy/ Cơ hiểu nghề giáo viên Tiếng Anh nào? Thầy/ Cơ chia sẻ vài điều giáo viên Tiếng Anh mà bạn khâm phục? Tại sao? Việc dạy Tiếng Anh trường công lập trường tư thục giống khác nào? Sự giống khác giáo viên vào nghề giáo viên giàu kinh nghiệm gì? Thầy/ Cơ nhìn nhận giáo viên vào nghề nào? NHÌN NHẬN HÌNH ẢNH BẢN THÂN Thầy/ Cơ có cho giáo viên Tiếng Anh? Thầy/ Cơ có cho giáo viên Tiếng Anh bắt đầu vào nghề? Nếu có, theo Thầy/ Cơ nghề giáo viên Tiếng Anh gì? Năm vào nghề, với Thầy/ Cô thứ diễn nào? Thầy/ Cô nhận xét với tư cách giáo viên Tiếng Anh vào thời điểm đó? Giả định có thay đổi, Thầy/ Cơ cho yếu tố chủ quan ảnh hưởng đến thay đổi đó? Thầy/ Cơ giáo viên Tiếng Anh giỏi? Tại sao? Theo lối nói hình tượng, Thầy/ Cơ tự mơ tả với tư cách giáo viên Tiếng Anh? Tại sao? NHÌN NHẬN LẠI KINH NGHIỆM TRONG QUÁ KHỨ VÀ ĐỊNH HƯỚNG TƯƠNG LAI Thầy/ Cơ có thường nhìn nhận lại q trình giảng dạy khơng? Mức độ thường xun? Q trình diễn nào? Thầy/ Cơ có thường nhìn nhận lại khía cạnh nào? Thầy/ Cơ có ý định làm cơng việc khác hay không? Tại sao? Nếu không, Thầy/ Cơ muốn trở thành hình mẫu giáo viên tương lai? CÁC KHẢ NĂNG THAY THẾ Thầy/ Cơ có sử dụng nhiều hoạt động khác việc giảng dạy khơng? Đó hoạt động nào? APPENDIX Sample of the transcript of initial interviews Pre-interview with Binh Researcher: How long have you been working as a teacher? Binh: Counting to this June, I will have officially been teaching for months Before, I also taught at centres or did voluntary teaching at school Researcher: Currently, where you work? Binh: Currently, I am working at Halo which is in contract with Hoa Sen Private school so I taught students from 6th grade to 11th grade At Halo, I mainly teach university students Researcher: For each course, how many class you teach? What are your main categories of learners? Binh: Since Hoa Sen’s schedule changes every week so I not have a fixed class, so I teach from 10A1 to 10A16 Sometimes, in case of teacher shortage, I also teach middle school students Researcher: Regarding the learning programme, what is the students’ learning objectives? Binh: They mostly learn conversational English and after the course, the student can converse in English with confidence, using simple sentences and holding short conversations Researcher: So why you choose Hoa Sen Private school as your place of teaching? Binh: Thanks to Halo, I guess At first, I only thought of teaching at Halo alone but there was a teacher who offered me to teach at Hoa Sen in order to familiarize myself with the environment Despite being a private school, the environment is good and the students are well-disciplined Researcher: Can you tell us a little bit about your first month teaching at Hoa Sen? Binh: At first, I only substitute for absent teachers since I was only a teaching intern at the time At first, the students did not refer to me as ‘teacher’ but only as ‘miss’ They also act mischievously However, when I started the class with something that is different from what they’ve learnt, they were more willing to talk At the beginning, when being asked ‘What’s your name?’, they had the habit to ask around for meaning Gradually, they became more involved in the lesson and after the course, when they asked whether I would continue my teaching there, I felt that I have been successful in creating a good relationship with my students Therefore, I thought that although they were not really assiduous and their academic performance left much to be desired, they had the inclination for learning and the potential for future improvement so I will try my best to continue guiding them Researcher: After graduation, you have any intention to continue your career in pedagogy or just want to experience the job? Binh: After graduation, I thought that I will follow other professions but I believe it must be fate when the centre was in demand for teachers so I just wanted to try out Because after graduation, I wanted to have a brief break which only lasted for a few months and the job opportunity at Halo, in my opinion, was a chance for me to get some income and get more work experience, I decided to start teaching Moreover, with my profession, I thought that after or years of teaching, I would be still able to look for other occupations but I began to take interest in the job of a teacher after working as one Researcher: After a period of time teaching there, how would you rate your relationship with your students? Binh: I believe that there has been a certain solidarity, but I cannot say for 100% of the class There were times they invited me to cinemas or restaurants Sometimes they even asked why I not teach at their class anymore or asked me to continue teaching them APPENDIX Sample of the transcript of post-teaching interviews First post-teaching interview with An Researcher: Hello, today we are going to start the interview about the class period that I’ve asked for observation First, regarding the class’s general information, may I ask about the goal, the total number of students and the duration of the course? An: This course lasts 15 weeks and each week, there is one session which takes up periods The core material is corners which covers the skills that I’ll instruct throughout the course Researcher:: On the observation day, I can notice that you are quite nice with your student and you would commend them after they manage to give an answer May I ask what is the reason? An: I think that before the students could produce a correct answer, they had to contemplate before giving the answer, and I think that was good enough Researcher:A: When the students answered, some of them can give the answer immediately and some stumbled, meaning that you are quite patient What is your motivation to acquire that patience? An: At first, in the last interview, you ask what was my goal and I answered that I wanted all my students to believe that they I can it and whenever they can answer my question, it is a must for me to recognise their effort If I asked them and passed to another student when they could not answer, it would create a really bad habit of passing questions that they cannot answer And I would praise them if they can produce a correct answer Researcher: How about your adding ‘please’? Why not just saying ‘you’ or the name of the students without adding ‘please’? An: Actually, I cannot memorise every student’s name Adding ‘you’, in my opinion, is more polite and without it, sentences, to me, feel a bit lacking and by adding ‘please’, sentences are more whole Researcher: But you think that using ‘you’ make the teacher more powerful? An: That also depends on the tone Researcher: But is setting an authority over the students your goal? An: Oh, I don’t want to set any authority over my students Researcher: For most of the class, your tendency to use English was up to almost 80% I would like to ask for the context or reasons that stimulate you to so? An: Using English is effective in creating an English environment for the students and by doing so, the students’ mind-set is exposed to English more I only use Vietnamese for complex subjects that would be incomprehensible for them if I only used English For example, I often use Vietnamese to explain grammatical points or sometimes I would say something in Vietnamese to lighten the mood since for engineering students, English is quite tough so I’ll try to make it seem easier for them Researcher: Do you think that using English for most of the time in class gives off a sense of professionalism? An: No, I don’t want to give off any sense of professionalism I just want to form an English-speaking habit for my students through using English APPENDIX Observation sheet Teacher’s name: ……………………… Lesson: …….…………… Time of observation: ……………… Date: ……….………… General description: ………………………………………………………… …… Teachers’ activities Pedagogical interactions Didactical interactions Students’ activities ... Concept of teachers? ?? professional identity 2.2 Construct of teachers? ?? professional identity 14 2.3 Concept of imagination of teachers? ?? professional identity 17 2.4 The development of. .. of imagination of Binh’s professional identity 55 Table 4.3 The development of imagination of Chi’s professional identity 67 Table 4.4 The development of imagination of Duy’s professional identity. .. career teachers 84 4.5.2 The development of images of school community of EFL early career teachers 86 4.5.3 The development of images of the past and the future of EFL early career teachers