INTRODUCTION
Rationale of the study
Foreign language teachers are not just educators but also social entities influenced by various socio-cultural and socio-political factors The complex status of World Englishes raises questions about the roles of native and non-native English speaker teachers This interplay, along with teachers' personal learning experiences, beliefs, and practices, significantly shapes how EFL teachers develop their professional identities.
Teachers' professional identity has gained significant attention among education researchers globally, yet it has only recently been recognized as a vital aspect of bilingual and second/foreign language teacher education In Vietnam, however, this topic has not received adequate focus or research attention.
2013) This leads to the reason why the study is conducted.
Aims and objectives of the study
This study investigates the key elements that shape the professional identity of a Vietnamese EFL teacher during her initial two years of teaching, highlighting the interplay between these factors in the ongoing development of her professional persona.
2 professional identity In order to realize this, the study attempts to answer the following questions:
1 How is the Vietnamese EFL teacher’s professional identity constructed in her first two-year of teaching?
2 What factors contribute to the construction of the Vietnamese EFL teacher’s professional identities in her first two-year of teaching?
3 How do these factors interact with each other in their identity construction process?
Research method
A qualitative research approach was selected to be used in the form of a small-scaled, in-depth single-case study The research instrument was narrative inquiry.
Scope of the study
This study focuses on the professional identity construction of a Vietnamese EFL teacher and the various factors influencing this process As a single case study, it aims to provide insights without attempting to generalize the findings to a broader context.
Significance of the study
This study aims to explore the professional identification of teachers in Vietnam, an area that has seen limited research It does not seek to generalize its findings but encourages discussion and acceptance among interested parties Additionally, the research serves as a valuable resource for teacher educators, aiding in the training of future teachers by highlighting the complexities involved in the development of teacher identity.
Organization of the study
The results are presented into a thesis and overall conclude five chapters
Chapter I: Introduction: deals with the rationale, aims and objectives, significance, scope, and organization of the thesis
Chapter II: Literature Review: provides the definitions of key concepts, previous research, and the limitations of previous research
Chapter III: Methodology: describes the theoretical framework, context of the study, the research genre, data collection method, and data analysis procedure
Chapter IV: Findings and Discussion: presents, analyzes and discuss the findings obtained
Chapter V: Conclusion: summarizes the main points discussed in the research, briefly mentions some limitations of the study and suggestions for further studies
LITERATURE REVIEW
Identity
Identity is a complex and evolving concept defined differently across social sciences and philosophy Notable scholars like Mead (1934) and Erikson (1968) have contributed significantly to this understanding Erikson emphasized that identity is not a fixed attribute but a dynamic process shaped by social contexts and developmental stages, where each stage reflects unique interactions with one's environment According to McCormick and Pressley (1997), the self is an organized representation of personal ideas, attitudes, and beliefs Building on this, Holland et al (1998) highlight that identity is socially and culturally constructed through shared experiences and communication Factors such as social status, gender, and race play crucial roles in shaping one's identity They argue that individuals develop varying degrees of self-awareness as they navigate their identities within these constructed environments, thereby influencing their understanding of themselves.
5 mediation defined by Vygotsky, at least a small amount of agency and influence over their own behaviour(Holland et al 1998: 40)
The construction and maintenance of self-identity occur through compromises within social contexts and the internalization of social roles (Wah Tan, 1997) Recognizing and living one's identity is an ongoing process that involves perceiving and reinterpreting experiences (Kerby, 1991) Continuous self-evaluation, influenced by relationships with others, plays a crucial role in informing, forming, and reforming one's identity over time (Cooper & Olson, 1996).
Identity construction is an ongoing process where individuals define themselves and seek acceptance within specific contexts (Gee, 2001) This process is influenced by everyday experiences and interactions with others, providing a framework for understanding identity (Connelly & Clandinin, 1990; Dewey, 1933; Wenger, 1998) Additionally, the ability to develop, negotiate, and assert ownership of meanings plays a crucial role in shaping one's identity (Tsui, 2007).
The concept of identity is defined in various ways across literature, yet there are shared foundational beliefs that characterize it as a dynamic, evolving, and relational process Moreover, these perspectives collectively dismiss the notion of identity as static, singular, or isolated.
Teachers’ professional identity
Research on the professional identity of teachers has gained considerable attention in general education, but it has only recently become a significant focus within bilingual and second language teacher education, as noted by Beijaard, Meijer, and Verloop (2004).
The professional identity of teachers remains ambiguously defined, as highlighted by Beijaard, Meijer, and Verloop (2004), who note that researchers approach the concept of professional identity from diverse perspectives, exploring various topics and pursuing a range of objectives within this framework.
Beijaard, Verloop, and Vermunt (2000) define professional identity as the interplay between teachers' self-perception as subject matter, pedagogical, and didactic experts This identity shapes how teachers view themselves and influences their teaching behaviors They emphasize that a teacher's personality develops through a continuous cycle of reflecting on and reinterpreting experiences The process of forming professional identity is ongoing, integrating both personal and professional dimensions of teaching Furthermore, it is suggested that efforts to enhance teachers' professional identity should focus on their interactions with others, as well as the roles, attitudes, behaviors, and information they utilize in their practice.
Kelchtermans (1993) emphasizes the concept of identity in teaching, highlighting the importance of a stable personal center in teachers' self-understanding The professional self encompasses both retrospective and prospective dimensions The retrospective aspect involves a descriptive self-image shaped by narratives, self-esteem, job motivation, and role perception In contrast, the prospective dimension focuses on teachers' future outlook and aspirations regarding their careers and professional development.
The development of teachers' professional identity is a dynamic and context-dependent process influenced by various educational environments, including universities and schools (Beijaard, Meijer, and Verloop, 2004) This identity formation occurs even amidst contradictions to prevailing educational values The transition from high school to university can create a significant gap that educational policies must address to better prepare new teacher candidates Active engagement in university programs plays a crucial role in shaping the professional identity of pre-service teachers, as their perceptions of teaching and learning directly impact their development Additionally, the role of experienced teachers is vital in guiding newcomers through this transition, as they often experience a conflict between idealistic views of education and the realities of classroom practice Therefore, mentoring techniques such as dialogue, positioning, and team teaching are essential for fostering a strong professional identity among novice educators.
Professional identity development is crucial for new teachers as it helps them navigate challenges in their roles Le's study (2013) identifies three key aspects of professional identity: first, it encompasses teachers' self-images; second, it relates to their expectations of their roles as educators; and third, it reflects what teachers value in their professional lives, influenced by their teaching experiences and personal contexts Le (2013) also cautions against oversimplifying professional identity, emphasizing the importance of how teachers perceive themselves in relation to their pedagogy.
Professional identity is shaped by the interplay of teachers' personal experiences and the social, cultural, and institutional contexts they navigate daily (Van den Berg, 2002) Multiple factors, including historical, sociological, psychological, and cultural elements, influence a teacher's self-perception (Cooper & Olson, 1996) Furthermore, professional identity can encompass various sub-identities that may either conflict or align with one another (Mishler, 1999).
Teachers bring valuable prior experiences, personal beliefs, and existing knowledge about teaching to their roles, rather than waiting to be equipped solely with theoretical and pedagogical skills Those entering teacher education programs shape their classroom practices based on this foundation, highlighting the importance of individual backgrounds in effective teaching.
Previous research on teachers’ professional identity construction
The following table on teachers’ professional identity construction belongs to Beijaard et al (2004) They summarized the relevant studies on the
9 formation of professional identity in the period 1988-2000 (this is the time when professional identity of teachers emerged as a research area)
Table 2.1 Overview of the studies on professional identity formation
The socialization and development of instructors without traditional teacher preparation reflect a professional reality shaped by continuous personal and contextual interpretation This ongoing process highlights the unique experiences and perspectives that contribute to their teaching practices.
Self- perception, roles, self- identity
A series of life history interviews with teachers and bi-weekly group discussions throughout the period of the study
*Teachers’ sense of a new p.i depends on their notions of professional community
*The broader institutional context should facilitate the realization of teachers’ personal and professional potential Gardner
To give a historical account of teacher training and how this is related to p.i
No explicit definition; p.i seems to be similar to ‘the profession’
None Open-ended interviews with 44 former school teachers born between 1888 and 1917
*After teacher training, teachers’ professional lives were stable (absence of need for change)
* Further professional development consisted of refinement of
10 skills learned during initial training Antonek
To demonstrate the use of working portfolios as tools that facilitate reflection and the construction of a new p.i and to present a theoretical framework to support this
No explicit definition; p.i is something that one shapes through (self-)reflection
Self (as teacher), reflection, personal and social history
Analyzing the portfolios (conceived of as autobiographi -es) of two foreign language student teachers for meaningful themes
*Both student teachers were successful, but followed different developmental paths
* Forming the self as teacher is a unique and complex process
* p.i is shaped by a combination of many knowledge sources
* portfolios are adequate tools for constructing a p.i
Understanding the key personal and social influences on student teachers' professional identity (p.i.) involves deconstructing p.i This process is part of an ongoing discourse that allows for continuous redefinition, rather than being confined to a fixed set of essential characteristics.
Images, biography, image of teaching
Analysis of interview transcripts of
9 beginning student teachers for emerging themes
*Student teachers identified features of teaching identities
* Lay theories depend on student teachers’ personalities but are shaped by
11 their lay theories which are common to all teachers many other sources as well
* Student teachers’ p.i is tacit and varies in form from theories of teaching Mawhin ney and
To highlight key themes in the reconstruction of the p.i of foreign- trained teachers
No explicit definition; p.i is similar to standards that should be met by teachers
None Etnographic investigation of 7 foreign- trained teachers by identifying emergent themes from observational data, field notes, and interviews
*Candidates took many initiatives in upgrading their professional skills
* Constructing a newprofessional identity as a teacher in English-speaking settings is a long and slow process Volkma nn and
To describe the creation of p.i as a science teacher p.i is a complex and dynamic equilibrium between personal self- image and teacher roles one feels obliged to play
Roles, self, self-image, personal self, professiona l self
Analysis of a year-long teaching journal of one beginning science teacher for emerging themes
*In her struggle tocreate a p.i., the teacher was confronted with a series of teaching dilemas
To take a position in the debate about p.i by emphasizing the p.i is not fixed or unitary; it is not a stable entity that
*p.i of teachers reflects the landscape the teacher is part of
The interplay between agency and social structure highlights how individuals navigate their identities in relation to others and their environments This dynamic relationship underscores the importance of understanding how personal choices and societal influences shape human behavior and self-perception By examining the active role individuals play within their social contexts, we can gain deeper insights into the complexities of human interaction and the factors that drive social change.
* p.i is manifested in classroom practice and is, to some extent unique
Research by Beijaard et al (2004) highlights that professional identity is an evolving process that intertwines personal and social dimensions of teaching Goodson and Cole (1994) emphasize that teacher identity development is rooted in both personal and professional experiences, while Coldron and Smith (1999) argue that it is not a fixed entity but rather a complex and dynamic balance This balance reflects the professional self-image alongside the diverse roles teachers embody (Volkmann & Anderson, 1998) Coldron and Smith also note the tension between individual perceptions and societal expectations, suggesting that a teacher's identity involves a continuous negotiation of what it means to be seen as a teacher Furthermore, Volkmann and Anderson (1998) assert that the concept of 'self' is integral to this identity formation, as individuals construct their sense of self through personal narratives shaped by their experiences, communicated through storytelling.
Building on Bromme's research from 1991, Verloop et al (2004) explored various factors that influence a teacher's perception of their professional identity Key elements include the teaching contexts in which educators operate, their personal teaching experiences, and their professional biographies.
The teaching background of educators significantly influences their knowledge base, shaped by classroom ecology and school culture, which encompasses the beliefs, norms, and ideas of all participants Key elements of school culture include community standards, the roles of teachers and school board leaders, curriculum mandates, and the physical environment (Duffee & Aikenhead, 1992) The contrast between experienced and novice teachers reveals how experience affects their understanding of professional identity (Verloop et al., 2000) Experts possess a more organized and comprehensive knowledge structure, requiring less cognitive effort and demonstrating enhanced problem-solving abilities compared to novices (Sternberg & Horvath, 1995) Carter and Doyle (1996) highlight that becoming a teacher involves a transformation of personality, aligning personal values with institutional expectations, and determining how to express oneself in the classroom Research focusing on the personal dimension of teaching examines the intersection of teachers' past experiences with their professional roles (Clandinin, 1999; Goodson, 1992), particularly in the context of second or foreign language educators.
The situated learning theory by Lave and Wenger highlights the necessity for second and foreign language teachers to reconstruct their identities in response to evolving organizational challenges This complex process encompasses both "institutional building" and the "personal reconstruction" of identity, as demonstrated in various studies (Tsui, 2007).
The limitations of previous research on teachers’ professional
Previous research on the professional identity of teachers lacks a cohesive theoretical framework, presenting instead a collection of characteristics tied to various theoretical perspectives The exploration of teacher identity has seen diverse topics and approaches, as highlighted by Varghese et al (2009) in "Teacher Identification Theorizing Language." They identify three predominant theoretical structures: the social identity theory by Tajfel (1978), which connects identity to social contexts; Wenger's (1998) social theory of identity creation, emphasizing recognition and meaning exchange through commitment, imagination, and alignment; and Simon's (1995) image-text paradigm, which illustrates how identities develop through language This paper aims to delve into these frameworks, underscoring the importance of narrative experiences in understanding teacher identity development.
15 the social theory of identity formation by Wenger (1998), which is discussed in the following sections
Most studies on professional identity creation have focused primarily on the personal aspects, often overlooking the contextual influences and how the professional identity is shaped within that context (Beijaard et al., 2004) Connelly and Clandinin (1999) emphasized the importance of understanding the impact of context on professional identity development However, previous research has not sufficiently addressed the educational theories that are integral to the teacher's environment and their role in shaping professional identity (Beijaard et al., 2004).
Researchers often overlook the connection between current identity and future behavior, as highlighted by Hamman et al (2010) Most inquiries into teachers' narratives focus on their past and present experiences However, understanding teachers' creativity in envisioning potential scenarios is essential for uncovering their current identity, as proposed by Wenger (1998).
"possible self" (Hamman et al., 2010) and "imagined personality" (Xu, 2013) are the ones used to refer to potential of the future
This study employs Wenger's identity building framework (1998) to explore the construction of professional identity among teachers in Vietnam By considering various contexts and forward-looking elements, the research aims to address specific issues related to identity formation The findings are intended to contribute to the discourse on professional identification within the Vietnamese educational landscape, while emphasizing that the results are open to discussion and interpretation among interested parties, rather than aiming for generalization.
METHODOLOGY
Theoretical framework of identity construction
Wenger's (1998) theory of identity formation provides a robust framework for understanding teacher identity, addressing key issues in the field He posits that identity is shaped not only by self-perception and external perceptions but also through daily lived experiences According to Wenger, identities emerge from the interplay between our various forms of belonging and the meanings we derive from those contexts This process involves both identification—recognizing and defining oneself within social structures—and negotiation of meanings Identification is both reificative, as individuals align with socially structured groups, and participative, reflecting the lived experiences that shape our identities Thus, identity formation is a complex interplay of theoretical understanding and experiential reality.
Wenger (1998) identifies three key types of belonging that shape our identity: engagement, imagination, and alignment Engagement, in particular, serves as a powerful source of identity, as it emphasizes the importance of actively participating in our activities and experiences.
Building relationships with community members is essential for self-discovery and personal growth Engaging with others not only helps us understand our identity but also allows us to learn the necessary skills and tasks for active participation in our community.
Imagination serves as a vital source of identification, allowing individuals to connect with the world beyond their cultural practices It enables us to contextualize our experiences within a broader framework, reflecting our relationships with the wider world According to Wenger (1998), imagination involves the creation of self-images and global perspectives that go beyond mere commitments.
Alignment serves as a crucial source of identification within organizations, connecting group members by harmonizing their behaviors and activities with the broader goals of the enterprise This process fosters a collective identity among participants, encouraging them to transcend individual commitments and focus on the overall success of the organization Achieving alignment necessitates effective control, often maintained through a dynamic balance of enforcement and loyalty among members.
Wenger (1998) interprets the development of identity through three interconnected types of belonging: engagement, imagination, and alignment These modes are not mutually exclusive; rather, they interact in a way that enhances understanding For instance, alignment sharpens imagination, while engagement provides a grounding that facilitates realistic negotiation.
The negotiation of meanings plays a crucial role in identity formation, particularly in English as a Foreign Language (EFL) research In this context, 'negotiation' refers to the collaborative process where learners engage in repeating, rephrasing, and restructuring phrases This interaction helps them achieve a clearer understanding of the messages being communicated, ultimately enhancing their learning experience.
According to Wenger (1998), the negotiability of meanings is crucial for identity development, as it determines how individuals can influence and contribute to the meanings they are invested in Meanings emerge through participation, but their significance is subject to negotiation, allowing individuals to assert ownership and control over these meanings Wenger describes this process as the "economies of meanings," highlighting that power imbalances can create a perception of non-participation and marginality Misusing meanings can alienate those who originally created them, as they lose the ability to reclaim their contributions Therefore, meaningful engagement in a culture of practice necessitates both the creation and acceptance of meanings; without recognition, individuals risk forming a marginal identity, especially when their experiences are deemed insignificant.
The identity shaping theory just outlined by Wenger offers a important basis for discussing professional identity training for teachers.
Context of study
3.2.1 Landscape of teaching English in Vietnam
At the Six National Congress in 1986, the Vietnamese Communist Party launched significant economic reforms called "Renovation of Vietnam," which marked the beginning of Vietnam's integration into the global economy and set the stage for substantial growth.
From 1982 to 2008, English was a mandatory subject in upper secondary schools in Vietnam, while it was elective in high schools, using two main syllabuses: a 3-year and a 7-year program Both syllabuses focused heavily on grammar, which dominated the textbooks Since 2009, English has become compulsory in both lower and upper secondary schools, with optional instruction at the primary level.
New 10-year English syllabus was launched in 2010, with the current concept of foreign language teaching that places learners at a focal point and teachers at a facilitator role In the period 2008-2020 students will begin to study English from grade 3 according to Scheme on foreign language teaching and learning in the national education system
In December 2017, Deputy Prime Minister Vu Duc Dam approved revisions to the 2017-2020 foreign language teaching program, emphasizing the need for all education levels to enhance their foreign language curriculum The updated proposal aims to improve students' English proficiency to meet research and job market demands, with a goal of universalizing foreign language education across all schools and colleges by 2025.
The demand for English education in Vietnam has surged outside the formal education system, particularly in major cities Numerous English language centers, both public and private, have proliferated, alongside a variety of international and joint venture schools, university language programs, and professional organizations This rapid expansion highlights the increasing importance of English proficiency in urban areas, driven by government agencies, socio-economic organizations, and private enterprises.
The rise of English as a medium of communication in Vietnam has been significantly influenced by organizations such as the British Council, American Apollo, Cambridge International Exams, and various English proficiency tests like TOEFL, TOEIC, and IELTS These institutions offer a range of English courses and assessments tailored to diverse learner needs The establishment of numerous private English-medium schools in major cities has further accelerated the demand for English education, particularly among affluent families Despite these advancements, the rapid growth of English language learning has led to challenges, notably an imbalance between the high demand for English teachers and the limited supply of qualified native and non-native instructors Many language centers resort to hiring native speakers, often prioritizing their nationality over teaching qualifications, which raises concerns about the quality of education provided by instructors lacking pedagogical experience.
Hoang (2010) emphasized that the significance of English in the context of integration and globalization highlights a critical issue: English language teaching in Vietnam has not sufficiently addressed the need for qualified English speakers.
In Vietnam's rural areas, education quality is low, with students mainly focusing on reading comprehension and grammar while neglecting essential language skills such as listening, communication, and writing Additionally, the teaching and learning environment is poor, with students receiving only 2 to 3 hours of class instruction per week.
In Vietnam, a significant disconnect exists between English language teaching and testing methods While the teaching approach aims to be communicative, assessments predominantly focus on evaluating students' lexical and grammatical knowledge For instance, the 2018 General Certificate of Secondary Education (GCSE) Examination utilized fifty multiple-choice questions to gauge students' English skills, emphasizing reading comprehension, vocabulary, and structural patterns, while neglecting listening skills entirely.
3.2.2 Participant and setting of the study
The participant’s name, her university, her work place are changed
Ha, an EFL teacher who graduated from ULIS-VNU in 2017, began her teaching career just one month after graduation at ABC English Center in Hanoi Originally from Bac Ninh, she pursued her education there until university In her first year post-graduation, she worked full-time as an English teacher at a public kindergarten affiliated with ABC Center In her second year, she transitioned to HV School, where she taught sixth-grade students.
ABC English Center, headquartered in Hanoi, has branches in Bac Ninh, Thanh Hoa, and suburban areas of Hanoi The center employs around 80 teachers, including 20 foreign instructors from Canada, the USA, South Africa, Holland, and Great Britain It offers two primary curriculums: English for kids and English for teenagers, with a collaborative teaching approach between Vietnamese and foreign teachers on weekdays.
There are 22 public kindergartens catering to children aged 3 to 6 years old The teaching structure comprises 25% foreign teachers and 75% Vietnamese teachers, allowing children to experience 2 lessons with foreign instructors and 6 lessons with Vietnamese teachers each month.
HV school is a private secondary school in Ha Noi English team consists of
The teaching staff consists of 10 educators, including 8 Vietnamese teachers and 2 expatriate teachers In the mornings, students engage with the Ministry of Education's curriculum, while afternoons are dedicated to an English communication program.
3.2.3 Rationale for sampling: Details into Ha’s background
Ha grew up in a poor family in a small village and began learning English in the sixth grade through a grammar-focused secondary syllabus English lessons typically involved the teacher reading a dialogue from the textbook, identifying new vocabulary, and breaking down conversations for translation into Vietnamese The teacher would then explain grammar points, followed by silent exercises that primarily reviewed vocabulary and grammar, with no emphasis on writing, speaking, or listening to native speakers Despite these limitations, Ha developed a passion for English and excelled as one of the top students in her class.
In upper secondary school, English instruction differed from that in lower secondary, focusing on an expanded vocabulary and more intricate grammatical structures The reading comprehension exercises became longer and more challenging, accompanied by a greater number of questions.
23 had to do a lot of drilled exercises in order to pass the National Entrance Exam for university
The Research genre: Case study
This study utilizes a qualitative research methodology through a small-scale, in-depth single-case analysis This approach is selected for several reasons, primarily because qualitative research aims to provide a detailed understanding of the subject's activities, which contributes to the construction and reconstruction of professional identity (Meijer).
P., Bejjaard, D., & Verloop, N., 2004) In addition, for a research issue that is greatly affected by contextual elements as identity, a research approach that studies subjects in real life contexts and strong on reality (Cohen, L., Manion,
A case study is most effective when it involves the examination of multiple cases over time, utilizing comprehensive and in-depth data collection from various sources that provide rich contextual information (Creswell, 1998; L & Morrison, K., 2000).
Data collection method
The investigation into Ha's identity as a teacher utilized narrative inquiry, emphasizing the concept of "stories to live by" as described by Connelly and Clandinin (1999) These stories serve as a narrative thread, helping teachers make sense of their experiences and identities Beijaard et al (2004) highlight that through storytelling, teachers can engage in narrative theorizing, allowing them to discover and shape their professional identities, leading to new narratives Over a period of three months, Ha constructed her narrative by writing seven journal entries that reflected her thoughts and feelings about her teaching experiences, with each entry submitted to the researcher via email, all composed in English.
Data analysis procedure
The analysis of journal entries involved multiple reviews to identify key themes and tentative categories that emerged directly from the data, rather than relying on pre-existing categories (Strauss & Corbin, 1998).
I analyzed entries by highlighting key instances and transforming them into concepts that effectively summarized the data This involved breaking down the information into meaningful units, such as words, phrases, or sentences, allowing me to identify lexical patterns that reflected the teacher's emerging identity After categorizing these concepts, I gathered illustrative quotes from the entries, which enabled me to summarize and classify the lived experiences of the participants.
Next, I simplified categories, combined others, made category-to-category relations and extended categories in terms of their properties
The extracted categories underwent conceptual selective analysis during the selective coding process, resulting in the identification of a core category This core category effectively synthesized all relevant codes, enabling a comprehensive understanding of the professional identity (re)construction process experienced by the research participant.
The findings were discussed within the framework of Wenger’s (1998) social theory of identity formation, according to which identity formation is resulted from three sources: engagement, alignment, and imagination
FINDINGS AND DISCUSSION
Findings
4.1.1 From lower secondary to upper secondary school: The “Deaf-and- Dumb” English learner
Ha began her English studies in the sixth grade, focusing primarily on reading comprehension and grammar tasks throughout her lower and upper secondary education Unfortunately, this approach neglected the development of her speaking, listening, and writing skills.
I began learning English in sixth grade, where lessons typically followed a structured format The teacher would first read a dialogue from the textbook to demonstrate proper pronunciation Next, students identified any new vocabulary, which the teacher would write on the board along with their meanings The conversation was then broken down into smaller segments for student translation into Vietnamese Finally, the teacher illustrated a grammar point, such as the present simple tense, exemplified by the sentence: "She works in a hospital."
(-) She doesn’t work in a hospital
(?) Does she work in a hospital?
The class engaged in silent exercises from the textbook, focusing on vocabulary and grammar review Unfortunately, we did not receive instruction in writing or speaking English, nor did we have exposure to listening to native English speakers or audio recordings.
English was a new and exciting language for her, and she enjoyed discovering new vocabulary alongside her classmates They creatively pronounced words, such as “delete” as “Đe-le-te là xóa” and “teacher” as “tít-chờ là cô giáo.” Her enthusiasm for learning English made her one of the top students in her class, earning her praise and admiration from her peers.
In upper secondary school, she was taught English as the way lower secondary teachers taught
During my upper secondary school experience, I expanded my vocabulary and mastered more complex grammatical structures The reading comprehension texts became longer and more challenging, accompanied by an increased number of questions To ensure students were well-prepared for the National Entrance Exam for university, my school mandated extra classes every afternoon, which included extensive drill exercises.
As a result, she was a complete “deaf-and-dumb” (see Tsui, 2007, p 662) English learner She painfully experienced her freshman year in university
4.1.2 In university: The suffering newcomer
Ha began her university journey with little to no speaking and listening skills in English, making it difficult for her to understand her teachers and keep up with class discussions As a result, she struggled to enjoy her time at school.
In my Listening class, my classmates responded rapidly to the teacher after she paused the audio, leaving me with little time to connect the words I had just heard.
After hard time, she thought she needed to integrate into the new community of practice She had to communicate in English
In year 2, I started to think more positively I tried to speak English as much as possible in discussion time in class At home, I would let me in
“English environment” The tape played anytime With the help from my friends, I learnt much from English speaking webs and programs
In my third year, I joined an English speaking club that met weekly on weekends, where communication was exclusively in English Engaging in lively discussions with both foreign participants and fellow members significantly enhanced my speaking and listening skills.
It worked for her, after hardworking time, she felt more confident when communicating in English
4.1.3 From uncooperative to cooperative co-worker
At the public kindergarten, Ha collaborated with Shane, a foreign teacher from Ireland, twice a month While Shane took on the primary teaching responsibilities, Ha assisted with class management Initially, she felt uneasy working alongside him.
Shane was an energetic teacher whose engaging games often excited my students, but at times, this excitement spiraled into chaos I felt responsible for restoring order, yet I limited my reminders for quiet behavior to moments when Shane was not speaking, believing it showed respect for him However, it appeared that Shane preferred a more chaotic classroom environment, leaving me feeling like an outsider without a voice in our teaching community.
Shane was consistently recruited and viewed as an effective teacher by the director, leading her to believe that cooperation was necessary However, her perspective shifted after attempting to address the issue with him, and thankfully, he responded positively to her concerns.
As our conversations deepened, I shared my experiences with the kids and my solo adventures, while he revealed that he had only recently arrived in Vietnam and was still discovering the culture I introduced him to some must-try dishes and beautiful spots in Hanoi To my surprise, he expressed his affection for Hanoi and Vietnam, even mentioning his desire to marry a Vietnamese woman and settle here long-term This connection allowed me to feel more at ease and actively participate in community activities, becoming an integral part of the local scene.
As a novice teacher in kindergarten, she struggled to maintain control over her lively classroom, where students often spoke loudly in Vietnamese, cried, and ran around Feeling disappointed, she realized the importance of connecting with experienced homeroom teachers who could offer guidance and support in managing her class effectively.
I began to foster friendships by engaging in conversations with my colleagues instead of isolating myself in my room during lunch By joining other teachers in the lunchroom and chatting on the playground, I took advantage of these moments to connect with others Occasionally, I even enjoyed meals out with them, enhancing my sense of community.
After the first year of teaching, she wanted to challenge herself with older kids She applied to a private secondary school and taught students at grade
6 th Her believe about sharing experience was still reinforced in the new environment
Sharing experiences with fellow teachers has proven invaluable for me as an inexperienced educator working with older students Engaging in discussions about lesson plans has allowed me to gain insights from their teaching experiences, providing me with a wealth of knowledge and practical strategies to enhance my own teaching methods.
30 of suggestions for activities that I could use I loved the tips and ideas that they could provide to help me grow as a teacher (Entry 6)
The close connection Ha had made between a teacher and a subject matter expert was not only preserved but also reinforced throughout her practice
Discussion
Ha's experiences illustrate that the development of a teacher's professional identity is a complex interplay of harmonious and conflicting processes These dynamics contribute to the formation of various sub-identities, influenced by personal, educational, and professional contexts The evolution of her professional identity is informed by a blend of past, present, and future experiences, with her personal and educational backgrounds guiding her journey, while the surrounding community of practice necessitates adaptation to new challenges.
32 environment These factors, in turn, do not separately affect, instead, they either support, conflict, negotiated each other throughout the professional identity construction process
Ha's narratives exemplify Wenger's (1998) theoretical framework, which posits that the identification and negotiation of meanings are crucial in shaping teachers' professional identities Wenger argues that engagement involves investing oneself in activities and relationships with others Through this investment, individuals gain insight into their standing in these relationships and identify the activities that hold the most significance for them.
In this study, the activities and human relationships Ha invested in demonstrated a strong agency of the subject
Membership in a community goes beyond mere symbols; it fundamentally involves the competence that comes with being a member According to Wenger (1998), the acknowledgment of one's skills by the community plays a crucial role in shaping identity This competence includes effectively interacting with fellow members, grasping the community's goals, and sharing essential resources To gain full recognition as a member, Ha developed the necessary skills by participating in social discussions and activities while adhering to the community's norms and expectations.
Ha recognized the lack of support from her homeroom teachers during English classes in kindergarten, prompting her to build friendships with them Believing that as a novice teacher she needed guidance, she sought to connect with her colleagues to help her manage the classroom effectively.
To the expatriate teacher Shane, at first, Ha felt uncomfortable when working
Shane was a valuable teacher in the director's eyes, despite ongoing recruitment efforts The belief that native English speakers are superior to nonnative speakers influenced Ha's decision to adapt and cooperate Ultimately, her primary motivation for change stemmed from a desire to avoid unemployment.
Ha appeared to be in harmony with her colleagues, but this superficial camaraderie masked a deeper issue rooted in the unequal power dynamics between her as a novice teacher and the predominantly experienced teaching community.
In Ha’s narratives, it was fairly easy to collect lexical items indicating her imagination Words, phrase, and clause such as: “I thought, I started to notice,
Wenger (1998) posits that identities are shaped through participation in socially significant activities valued by specific communities, suggesting that community membership is integral to our identity (p 152) Imagination plays a crucial role in enabling individuals to envision both their self-image and their worldview, extending beyond mere engagement (p 177) Ha, a university student in her third year, gained confidence in her English communication skills after immersing herself in an English-speaking environment She envisioned making her future lessons engaging as a teacher and reflected on her evolving professional identity Within Wenger’s framework, Ha's aspirations of being well-prepared, flexible, responsible, cooperative, and grateful contribute significantly to her identity development in her ongoing professional journey.
Ha's journey in shaping her professional identity as a teacher was significantly influenced by both her imagination and the contextual factors surrounding her Although she gained valuable insights from collaborative learning during her university experience, she initially hesitated to apply these methods with her young kindergarten students, opting instead to work with older children However, when her older students resisted this approach, Ha took the time to understand their perspectives and made necessary adjustments to facilitate smoother interactions This experience mirrored her internal conflict between wanting to be a strict authority figure and a friendly companion to her students Ultimately, the affection she received from her students challenged her preconceived notions of a serious teacher, leading her to embrace a more nurturing and friendly role in the classroom.
Identity formation involves the crucial ability to engage in both communal and inner negotiations of meaning Communal negotiation occurs among community members, where discussions may involve honest exchanges or concealed thoughts; genuine negotiation fosters a stronger sense of self, while insincerity can lead to the development of a false or dual identity (Tsui, 2007) Conversely, inner negotiation reflects the internal struggle between conflicting identities within an individual For instance, Ha’s identity as an EFL teacher is profoundly influenced by her personal experiences in a context of limited educational resources, driving her to seize every learning opportunity The learning strategies she developed and her careful management of time and space for various learning tasks highlight the complexities of her identity formation.
35 were all parts of the education landscape, which is inseparable from the socio- economic landscape at the time
4.2.5 Personal background and contextual factors
Personal background and contextual factors have undeniable contribution in the process of constructing teachers’ professional identity (Beijaard et al, 2004)
Ha grew up in a disadvantaged family and lacked formal education in English, never having the opportunity to learn through writing, speaking, or listening to native speakers This experience shaped her belief that if she became a teacher, she would create engaging lessons, striving to avoid the methods used by her own teachers.
During her challenging freshman year at university, a student, initially feeling like a "deaf-and-dumb" English learner, recognized the importance of integrating into her new community With determination, she engaged in English communication by participating in clubs, group activities, and utilizing English-speaking resources The study's findings highlight the complexities of teachers' professional identity construction, influenced by personal and contextual factors According to Wenger (1998), the formation of professional identity involves a dual process of identification and negotiation of meanings, encompassing three Modes of Belonging: Engagement, Imagination, and Alignment While Engagement, defined as active involvement in the negotiation of meaning, has been discussed, it is essential to also consider Imagination, which involves envisioning future practices and identities based on personal experiences.
Imagination, within the framework of community of practice theory, is recognized as both an individual and a collective process, serving as a vital component for identity development in professional development programs To foster imaginative processes, teacher educators should facilitate discussions and self-reflection activities Typically, professional development programs aim to align teachers with curricular requirements, where alignment involves activities that adjust practices to fit broader structures and organizational goals.
CONCLUSION
Summary of findings
The study revealed significant insights addressing the research questions, highlighting that identity construction is a complex process Utilizing Wenger’s (1998) social theory of identity formation provided a robust framework for examining the (re)construction of teachers' professional identities This theory suggests that identity formation involves a dual process of identification and negotiation of meanings, which encompasses three models of belonging: engagement, alignment, and imagination.
Ha's engagement played a crucial role in shaping her identity, as her participation in various activities reflected her exploration of key identity questions, such as how to be and how to act within her community.
The alignment between the individual and the practiced community is established A true alignment is happened between Ha and her students
Imagination emerged as a crucial factor in identity construction, guiding Ha's behaviors and aspirations It not only shaped her actions but also fueled her motivation as she worked towards achieving her purchasing goals.
The other process of identity construction, the negotiation of meanings, was found to be parallel process with the process of identification In other words,
38 it takes place in engagement, alignment and imagination processes and impact each other
Personal background and contextual factors play crucial roles in shaping a teacher's professional identity Ha's early identities were influenced by her personal experiences, while contextual elements like educational conditions, institutional environments, and sociocultural settings further adapted these identities to align with her new surroundings.
Pedagogical implications
Based on the findings, some implications may be discerned
In training student teachers, it is essential for educators to focus on the future teachers' practice community by offering a clear depiction of their upcoming workplace and the cultural backgrounds of potential students Creating opportunities for prospective teachers to engage with the actual community of practice can help alleviate anxiety and prevent reality shocks as they transition into their teaching careers.
Promoting mutual engagement and understanding between beginner teachers and school management is essential Administrators should encourage new teachers to participate in community activities, fostering a sense of belonging Although feelings of inferiority regarding power dynamics may arise, creating an open and discussable atmosphere can help alleviate these negative emotions This approach not only supports newcomers but also provides valuable learning opportunities from experienced educators.
Despite the defined roles of teacher educators and school administrators, the central focus remains on teachers' agency It is essential for teachers to take an active role in shaping their professional identity.
3 Limitations of the study and suggestion for further studies
This study highlights its limitations, which also present opportunities for future research Notably, the scarcity of Vietnamese-based literature reviews indicates a gap in relevant research within the context of Vietnam.
Future researchers should explore opportunities to interview Ha's colleagues and observe the participant in real work settings, as considering colleagues' perspectives can provide valuable insights into the study.
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Question: Can you tell me about your personal background? When did you start learning English? How was a typical English lesson, at lower secondary and upper secondary school?
I grew up in a low-income family in Bac Ninh province, where my parents, both farmers, worked tirelessly to support us As the eldest of four siblings—three girls and one boy—I witnessed the challenges my parents faced in providing for our family.
When I was a kid, my parents were very busy, they did not have time to take care of us in terms of our studies Therefore, we had to study by ourselves However, all of us were good at school At grade 5, I won the second prize in Vietnamese Contest in my province
I began learning English in the 6th grade, where lessons typically followed a structured format The teacher would start by reading a dialogue from the textbook, demonstrating the correct pronunciation Then, students would identify any new vocabulary within the dialogue The teacher would write these new words and their meanings on the board, followed by breaking the conversation into smaller segments for student translation into Vietnamese Finally, the teacher would introduce a grammar point, such as the present simple tense, explaining the structure: S + V(s/es).
(-) She doesn’t work in a hospital
(?) Does she work in a hospital?
The entire class engaged in silent exercises from the textbook, focusing on reviewing vocabulary and grammar Unfortunately, we received no instruction in writing or speaking English, nor did we have the opportunity to listen to English through tapes or real-life conversations.
English native speakers However, English was new to us, and we loved it
Learning new vocabulary was an enjoyable experience for us, as we creatively pronounced words like "delete" as "Đe-le-te là xóa," "teacher" as "tít-chờ là cô giáo," and "student" as "sờ-tiu-đừn là học sinh." Excelling in English not only earned me praise from my peers but also established me as one of the top students in my class.
I was selected for the gifted class in Math, Literature, and English at upper secondary school, where I experienced a more advanced approach to English education compared to lower secondary This included an expanded vocabulary, complex grammatical structures, and longer, more challenging reading comprehension texts with additional questions To further prepare students for the National Entrance Exam for university, my school also mandated extra classes every afternoon.
Throughout my training, I engaged in numerous drill exercises, which sparked my desire to become a teacher However, I was determined to break away from the monotonous repetition I observed in my own teachers' classrooms My goal was to create engaging and dynamic lessons that would captivate my students' interest.
Question: What’s about your Entrance Exam? Any difficulties when studying in university? How could you overcome your difficulties?
When selecting a university for the Entrance Exam, I received recommendations for various institutions, but my dream was to attend Hanoi University of Languages and International Studies I applied to the Faculty of English Teaching Methodology and was fortunate to pass the exam successfully.
My first year at university was challenging due to my limited speaking and listening skills in English I struggled to understand teachers' instructions and explanations, which made it difficult to keep up with class activities In Listening class, my classmates quickly responded to the teacher, leaving me little time to process the information This made my school experience less enjoyable Additionally, group work was unfamiliar to me, and I often felt inadequate compared to my teammates However, I recognized that I could learn a great deal from their skills and experiences.