Aims, scope, and significance of the study
Aims and objectives
This research investigates how novice EFL teachers construct their professional identity, focusing on the factors that influence this development By providing insights into the mental processes behind teachers' practices, the study aims to enhance understanding of the interplay between theoretical, professional, and personal aspects in teacher learning, as highlighted by Edge (1996).
The above goals are specified into the following objectives:
- To explore the process of professional identity development by a novice teacher
- To gain the understandings of the internal and external influences on the process of teacher professional identity
To achieve the above-stated aims and objectives, the study was designed to seek answers to the following research questions:
(1) How is the EFL teacher’s professional identity constructed?
(2) What factors influence the (re)construction of her professional identity?
(3) How do these factors influence the (re)construction of her professional identity?
Scope of the study
This research focuses on the professional identity formation of a single EFL teacher, examining the various factors that influence this process As a case study, it aims to provide in-depth insights rather than generalize its findings.
Research methods
This study utilizes a qualitative research approach through a longitudinal, in-depth single-case analysis, employing narrative inquiry and semi-structured interviews as primary research instruments The justification for these methodological choices will be detailed in Chapter Two (Methodology) of Part B (Development).
Significance of the study
This study enhances the understanding of novice teachers' professional identity in Vietnam, an area with limited prior research It is crucial to note that the findings are not intended for generalization; instead, they invite discussion and consideration among stakeholders interested in this topic.
This research serves as a valuable reference for teacher educators in preparing future teachers by highlighting common features in the experiences of study participants It provides insights into the development of teachers' professional identity, equipping prospective educators with the knowledge and confidence needed to navigate the challenges of their first years in the profession.
CHAPTER 1: LITERATURE REVIEW
Identity
Understanding teachers' professional identity requires a foundational grasp of the broader concept of identity In academic literature, identity is defined in various ways, yet it consistently conveys the idea that it is "not a fixed attribute of a person, but a relational phenomenon" (Oruỗ, 2013, p 207) The development of identity is an ongoing process, involving both self-comprehension and recognition within specific contexts (Gee, 2001).
According to Erikson (1968), identity is not a static possession but a dynamic process that develops throughout one's life This ongoing journey of identity formation involves continuously interpreting and reinterpreting experiences (Kerby, 1991) Additionally, self-evaluation and interactions with others play a crucial role in shaping and reshaping one's identity (Cooper & Olson, 1996).
Mead (1934) emphasized the connection between identity and self, arguing that the self develops through social interactions where communication occurs He believed that understanding others' roles and adjusting our actions is essential in these interactions Similarly, Beijaard et al (2004) highlighted the importance of examining the relationship between self and identity, as well as the influence of context on professional identity formation among teachers Identity encompasses our organized beliefs, attitudes, and theories about ourselves (McCormick & Pressley, 1997) and can be understood as the various meanings we attach to ourselves or those attributed by others (Beijaard, 1995) Ultimately, identity serves as a response to the question, "Who am I at this moment?" (Beijaard et al., 2004), necessitating self-identification through relationships and one's perspectives within a community of practice.
Teachers’ professional identity
Alongside identity, teachers’ professional identity in particular has been attracting great interest from researchers However, the concept has not been clearly nor consistently defined (Beijaard et al., 2004; Beauchamp & Thomas,
2009) As Beijaard et al (2004) pointed out:
Teachers' professional identity has developed into a distinct research field, characterized by diverse conceptualizations, a range of topics explored, and various objectives pursued by researchers.
In their exploratory study, Beijaard, Verloop, and Vermunt (2000) defined teachers' professional identity through three perspectives: as subject matter experts, pedagogical experts, and didactical experts.
Teacher professional identity is fundamental to the teaching profession, serving as a framework for educators to shape their understanding of their roles and responsibilities in society (Sachs, 2005) This identity is dynamic and evolves through personal experiences, rather than being a static or imposed concept.
Canh (2013) reviewed the literature on teachers’ professional identity and highlighted three major definitions of the concept Firstly, professional identity is viewed as teachers’ concepts of images of self (e.g., Knowles,
Professional identity in teaching encompasses educators' perceptions of their roles and what they deem significant in their professional lives, shaped by their experiences and backgrounds Canh (2013) acknowledges the complexity of this concept, defining it as teachers' self-perception and its influence on their pedagogy This aligns with Lasky’s (2005) perspective, which emphasizes that teacher professional identity is fundamentally about how educators define themselves both internally and externally.
In this study, the Vermunt’s (2000) definition is employed as a framework to base on when data are analyzed.
Characteristics of teachers’ professional identity
Teacher professional identity is a complex construct shaped by both psychological and social factors, as defined by Lasky (2005) It is a dynamic concept that evolves over time, influenced by various elements within a living community striving for development According to Akkerman and Meijer (2011), teacher identity is not stable or individual but rather characterized by multiplicity and social nature Ruohotie-Lyhty (2013) emphasizes that multiple factors impact this identity, while Rodgers and Scott (2008) highlight that it is formed in relationships, is context-dependent, and involves meaning-making Beijaard et al (2004) further assert that agency plays a crucial role in identity formation, as it is shaped through individual activities.
Akkerman and Meijer (2011) argue that basic assumptions about identity fall short of capturing its complexity, as identity also involves a pursuit of stability, continuity, and individuality They emphasize that to fully understand the development of professional identity and how individuals preserve their sense of self over time, a decentralized view of identity is insufficient A comprehensive definition of professional identity should focus on how individuals create continuity amidst discontinuous experiences and how they, as active agents, strive to maintain their identity.
9 stable understanding of themselves in shifting contexts (Heikkinen, 2002; Ruohotie-Lyhty, 2013)
Professional identity is a crucial concept that helps individuals understand themselves in relation to their contexts and interactions with others (MacLure, 1993; Coldron & Smith, 1999) For teachers, this identity encompasses their self-perception as professionals, necessitating the integration of their personal and professional lives (Etelọpelto & Vọhọsantanen, 2006; Beijaard et al., 2004) Research should focus on how teachers relate to others, their responsibilities, attitudes, behaviors, and the knowledge they apply (Beijaard et al., 2004) Goodson and Cole (1994) emphasize that teachers are influenced by various internal and external factors that shape their lives and work (p 88) Consequently, professional identity emerges from the interplay between teachers' personal experiences and the social, cultural, and institutional contexts they navigate daily (van den Berg, 2002) Thus, a teacher's professional identity is both personal and contextual, leading to the development of sub-identities.
Teachers' professional identity is shaped by various sub-identities influenced by their unique contexts and relationships Some of these sub-identities are central to their professional identity, while others are more peripheral Achieving harmony among these sub-identities is crucial for the development of a cohesive professional identity Interactions among an individual's multiple identities play a significant role in this process, highlighting the importance of alignment for effective professional growth.
10 change in identity of EFL teachers Conflicts between these sub-identities may lead to fake identities, or dual ones
Professional identity is a dynamic continuum shaped through social interactions and personal experiences (Burns & Bell, 2011; Ruohotie-Lyhty, 2013) It evolves continuously, making it essential to consider not only “Who am I at this moment?” but also “Who do I want to become?” (Beijaard et al., 2004) This aligns with Wenger’s (1998) framework, which emphasizes imagination as a key factor in identity construction Furthermore, research by Hamman et al (2010) highlights that envisioning future selves, based on Markus and Nurius’ (1986) possible-selves theory, aids in understanding current professional identity.
Agency is essential to the professional identity of teachers, as they must actively participate in shaping their own identities (Coldron & Smith, 1999) This process mirrors the learning journey, where growth occurs through active engagement (Beijaard et al., 2004) Consequently, teacher professional identity is dynamic, influenced by their self-perceptions and aspirations To effectively exercise their agency, teachers leverage available resources to reach their objectives.
As a capitulation, professional identity is understandings of a professional in the community of practice, in which the professional operates
11 within relations with other professionals, strives for the continuity of his or her identity through the discontinuity of different events and activities.
Construction of Professional Identity in the first year of teaching 11 1.5 The framework of professional identity construction
Professional identity is shaped through interactions within a community of practice and workplace activities (Wenger, 1998) During their first year, teachers establish relationships with colleagues, which tend to be unstable and adaptable For instance, a participant in Tsui’s (2007) study shifted from a close connection with students to a more distant relationship to uphold his authority, marking a significant change in his identity development Additionally, this initial year is crucial for teachers as they select activities to engage in, with their perceptions of these activities evolving based on changes in the work environment and personal interests.
In addition, student teachers under training have their own images of being a teacher called “imagined identities” (Norton, 2001; Kanno, 2003) Broadly understood, one’s imaginations about the relationships between
12 oneself and other people and things in the time and space that transcend the current context and which one does not have direct contacts with is called
‘imagined identities’ (Anderson, 1991; Norton, 2001) When student teachers begin their profession as certified teachers, they “start the first teaching years with imagined identities previously constructed rather than practiced identities” (Xu, 2013, p 80)
However, the imagined identity and the practiced identity, which is
According to Xu (2013), the distinction between imagination-based learning and practice-based learning is significant, as the latter emerges from genuine interactions within communities of practice (Wenger, 1998) Consequently, novice teachers often experience "reality shock" when faced with the unpredictable nature of real classroom environments, highlighting the challenges of adapting to authentic educational settings (Veenman, 1984).
New teachers face challenges to their perceived identities as they seek recognition and acceptance within their community of practice They must assert ownership of the meanings associated with their roles to establish themselves as competent educators This process often puts their previous beliefs about teaching and their self-perception to the test (Ruohotie-Lyhty, 2013).
Numerous studies highlight the challenges faced by novice teachers in their early career years, primarily linked to their work context These teachers possess a developing understanding of their roles (Jones & Stammers, 1997; Schempp, Sparkes, & Templin, 1998) and are often perceived as inexperienced Despite this, they are expected to perform the same responsibilities as their more seasoned counterparts from the very start (Ruohotie-Lyhty, 2013) Additionally, as new educators learn to teach, they simultaneously navigate the complexities of socialization within the educational environment.
The transition into a new teaching position often presents an insecure environment where educators must deliver positively assessed performances to ensure their job security Research indicates that the challenges faced during the initial years of teaching can adversely impact professional development, leading to a decrease in innovative teaching methods and a shift in teachers' goal orientation.
Research indicates that the initial years of teaching, particularly the first year, are fraught with challenges that significantly impact teachers' identity development and contribute to high attrition rates Factors such as a painful start and insufficient support exacerbate these issues, underscoring the need for systematic research to address these challenges effectively.
1.5 The Framework of Professional Identity Construction
This study, along with others focused on professional identity (e.g., Tsui, 2007; Xu, 2013), utilizes Wenger’s (1998) theory of identity construction to highlight key characteristics discussed earlier Wenger (1998) posits that identity formation involves a dual process of identification and negotiation of meanings, which are influenced by three modes of belonging: engagement, imagination, and alignment.
Engagement involves actively investing in both personal activities and relationships within a community of practice By participating in experiences, individuals learn how to engage in various activities, while connecting with others helps them understand their identity in relation to fellow members Thus, identification is shaped by both experiential learning and relational interactions.
The concept of "self," as articulated by Mead & Morris (1934), emphasizes that identity develops through social experiences rather than being innate at birth This experiential aspect highlights the importance of social processes in shaping one's identity Additionally, Beijaard, Verloop, & Vermunt (2000) support the relational aspect of identity formation, noting that professional identity is cultivated and sustained through interactions within social environments and the negotiation of roles within those contexts.
Imagination is the ability to connect with contexts beyond one’s immediate experiences, allowing individuals to envision limitless possibilities for themselves and the world around them Wenger (1998) describes imagination as a means of expanding our identity by transcending time and space, enabling us to create new visions of ourselves and our surroundings For instance, seeing an apple seed and envisioning a tree, or practicing piano scales while imagining a grand concert Consequently, our imagined identities are shaped by both our real selves and the identities we aspire to, as noted by Xu (2013), who emphasizes that our self-perception is influenced by who we truly are and who we envision ourselves to be.
Alignment serves as a key source of identification, reflecting an individual's effort to harmonize their actions with the community of practice This process of alignment arises from active engagement in activities that resonate with the overarching goals of the community Through alignment, the collective identity of the group is internalized by its members, shaped by a complex interplay of compliance and allegiance While coercion and oppression can lead to alignment, it is essential to recognize that genuine alignment stems from voluntary commitment rather than force.
15 is created solely in this way can result in dissociation and alienation (Wenger,
1998) This might lead to a fake identity, or a dual one
The process of identity construction involves the negotiation of meanings within a community of practice, where individuals actively shape and contribute to shared understandings These meanings are collaboratively created, modified, and appropriated by participants Failing to negotiate and claim ownership of significant meanings can lead to alienation or marginalization, resulting in an identity characterized by nonparticipation Additionally, if an individual does not demonstrate their significance within the community, they risk establishing a marginal identity.
The dual process of identity construction proposed by Wenger (1998), which includes identification and negotiation of meanings, is instrumental in analyzing the identity (re)construction of novice teachers in this study This theoretical framework will be further illustrated through a detailed examination of the participant's case in the subsequent sections of the thesis.
1.6 Previous studies on Teachers’ Professional Identity
Beijarrd et al (2004) conducted a review of 22 in-depth studies on teachers’ professional identity published between 1988 and 2000, categorizing them into three distinct research purposes: (i) identifying characteristics of teachers’ professional identity, (ii) exploring teachers’ professional identity through their narratives, and (iii) examining the formation of teachers’ professional identity The researchers focused particularly on the third category, which delves into how teachers develop their professional identities over time.
16 which is also the focus of the current study, were interested in gaining understanding of two important dimensions
The first dimension explores how changing political contexts influence identity-related self-concepts, highlighting the challenges that emerge when one's identity conflicts with the surrounding environment (Hamman et al.).
2010, p 1350) In this regard, researchers were keen to unveil the formation and reformation of professional identity of practicing experienced teachers in educational policy changes
Relevant Vietnamese Studies
Canh (2013) is a notable academic work focusing on teacher professional identity development in Vietnam, while Bright (2012) also explored teacher identity construction in the same context However, both studies primarily addressed the professional identity of native-English speaker teachers, overlooking the perspectives of home-based teachers.
Several domestic scholars have focused on the identity of Vietnamese teachers as a central theme in their research Notably, Phan (2008), Nguyen (2008), Le and Phan (2013), and Chau (2014) align with international perspectives, arguing that identity is influenced by culture and locality, and is characterized by its multiple, shifting, and often conflicting nature The case study by Le and Phan (2013) provides an in-depth exploration of these complexities.
22 investigated the cultural dimension in the conceptualization of Vietnamese teachers’ professional identity
The body of research on EFL teacher professional identity in Vietnam is significantly smaller than the international literature, particularly that from China, which shares cultural similarities with Vietnam However, it is important to note that comparable does not equate to identical, and richer domestic academic works could provide valuable guidance for emerging English instructors With the rapid growth of English training centers, there is an urgent need for new teachers to establish their identities beyond mere financial incentives Thus, Vietnamese scholars should focus on researching EFL teacher professional identity to enhance local literature and create a theoretical foundation for teacher educators This research could uncover Vietnam-specific insights and trends, paving the way for future studies in this developing field.
Limitations of Previous Research on Teacher Professional Identity ….22 1.9 Chapter Summary
This section aims to present a number of problems or challenges that have been identified from the previous bodies of research and need to be addressed in future research
Research on teacher professional identity has often lacked a theoretical framework, as noted by Beijaard et al (2004) This atheoretical approach limits the understanding of the roles and values that shape a teacher's professional identity Incorporating theory into the analysis of teacher identity could enhance the field by providing a systematic and empirical basis for understanding its significance in addressing challenges such as school reform, certification methods, and the critical issues of teacher attrition and retention (Hamman et al., 2010).
To effectively investigate teachers' professional identity, it is essential to employ a well-established theoretical framework This research utilizes Wenger's (1998) social theory of identity formation, which will be elaborated upon in the subsequent sections.
Research on teachers' professional identity often overlooks the significant impact of situational and contextual factors, focusing primarily on personal aspects instead This imbalance limits the understanding of how teachers' professional identities develop within their specific environments (Beijaard et al., 2004) Emphasizing the contextual landscape is essential for a comprehensive view of teachers' professional identity development (Hamman et al., 2004).
(2010) wrote, contextual considerations are particularly helpful in the way that they can provide a landscape for understanding a wide range of teachers’ professional identity development Cardelle-Elawar, Irwin, and Lizarraga
(2007) claimed that teacher identity is situational and changes in relation with the contexts within which the teachers are operating Taking these ideas into
Theoretical frameworks examining teacher identity development must incorporate contextual considerations, as highlighted by Hamman et al (2010) Scholars such as Goodson and Cole (1994), Coldron and Smith (1999), and Connelly and Clandinin (1999) have stressed the importance of contextual factors It wasn't until 2007 that educational theories explicitly acknowledged context (Beijaard et al., 2004), significantly impacting the evolution of teachers' professional identities (Tsui, 2007).
Researchers have historically overlooked the relationship between present identity and future actions, as highlighted by Conway (2001) and Urzua & Vasquez (2008) in Hamman et al (2010) Teachers' narratives often focus on past and present experiences linked to their professional identity formation However, it is essential to recognize that teachers' visions of future scenarios significantly shape their current identities, as noted by Wenger (1998) Concepts such as "possible selves" (Hamman et al., 2010) and "imagined identity" (Xu, 2013) emphasize future potential The increasing use of these terms suggests a growing recognition among researchers of the importance of this perspective in understanding identity development.
According to Beijaard et al (2004), a cognitive perspective significantly influences many studies on teachers' professional identity, primarily focusing on their personal experiences gathered through interviews or journals However, to fully understand these experiences, it is essential to consider the teachers' contexts from a sociological standpoint, involving observations and evaluations of school documents and materials Additionally, incorporating a biographical perspective is crucial, as it highlights the importance of teachers' life histories and the socio-historical narratives that shape their identities.
In narrative research on teachers' professional identity, it is essential to integrate cognitive, biographical, and sociological perspectives, as highlighted by Beijarrd et al (2004) This comprehensive approach enriches the understanding of teachers' experiences and identities, fostering a more holistic view of their professional development.
To tackle the identified issues, this study employs Wenger's (1998) identity formation framework, which serves as a theoretical foundation for the research This framework addresses the second and third issues by incorporating both contextual and future-oriented elements—engagement, alignment, and imagination—that play a crucial role in shaping identity construction.
The fourth challenge involved using narratives and interviews for data collection, addressing both cognitive and biographical perspectives However, the sociological perspective was only briefly addressed, as the researcher had previously taught at the institution, allowing for close and systematic observation.
This chapter examines the literature on teachers' professional identity, highlighting that its construction and reconstruction is a dynamic process influenced by various factors Individual biographical information, personal beliefs, and assumptions significantly contribute to the development of professional identity Additionally, contextual elements are equally crucial in shaping and redefining this identity.
CHAPTER 2: METHODOLOGY
Current situation of English teaching in Vietnam
English language teaching in Vietnam has evolved significantly since 1991, following the Vietnamese Communist Party's economic reform known as Đổi mới in 1986 This reform opened Vietnam to global interactions, leading to a surge in the demand for English as a foreign language, especially after the decline of Russian influence post-Soviet Union collapse The influx of foreign investments from capitalist countries necessitated English for effective communication, solidifying its status as the primary foreign language in Vietnam This paper focuses on the developments in English language education after 1991, highlighting various phases of this transformation.
From 1982 to 2008, English was a mandatory subject in high schools and an elective in secondary schools, utilizing two distinct syllabi: the 3-year syllabus for students beginning English in grade 10 and the 7-year syllabus for those starting in grade 6 This structure aimed to ensure fairness in high school graduation requirements.
The examination on the 27th was developed to assess the knowledge and skills acquired during the three-year program It's noteworthy that both syllabi utilized textbooks that focused primarily on grammar, with grammar sections significantly overshadowing other content in each unit (Van, 2010).
In 2008, a new approach to foreign language teaching was adopted, emphasizing learner-centered education and positioning teachers as facilitators This shift led to the introduction of new textbooks across all subjects, including English Since then, secondary schools have utilized a single set of textbooks, while high schools offer two options: a standard set for about 96% of students and an advanced set for the remaining 4% English has been mandatory in secondary and high schools since 2009, while it remains optional in primary schools (Van, 2010).
English language teaching in Vietnam faces significant challenges, as highlighted by Van (2010) The primary issue is the shortage of qualified English-speaking instructors, particularly at the primary and secondary school levels Many teachers lack the necessary qualifications, have not studied in English-speaking countries, and do not engage in regular English communication This deficiency results in a limited ability to facilitate effective communicative interactions in the classroom Additionally, the overall teaching and learning conditions in Vietnamese schools are inadequate, with overcrowded classes further hindering the educational process.
In Vietnam, educational challenges persist with classrooms and libraries lacking adequate resources, and teachers receiving low salaries Students face limited instructional time, averaging only 2-3 hours per week Despite the Ministry of Education and Training (MOET) highlighting the importance of developing practical communication skills, significant improvements are still needed in the education system.
In Vietnam, the predominant approach to English teaching remains traditional, emphasizing reading comprehension, vocabulary, and grammatical structures, as noted by Tien (2013) This method is considered crucial for equipping students for high school graduation and university entrance exams, which are heavily focused on grammar.
Universities' language teacher training programs have adopted the communicative theory of teaching in response to MOET's emphasis on communication skills However, the limited number of newly trained teachers struggles against the entrenched traditional methods of English instruction and the pressure to prepare students for critical examinations As a result, innovative communicative teaching techniques from training courses are often set aside, allowing traditional approaches focused on grammar and vocabulary to persist.
Since 1986, Vietnam has embraced a market-oriented economy and fostered international relations, leading to English becoming the primary language for communication between Vietnamese citizens and the global community In response to the economic and educational advantages associated with English proficiency, many employers now require high English competency for job applicants, with interviews frequently conducted in English Consequently, universities have implemented policies mandating minimum scores on English proficiency exams like IELTS, TOEFL, or TOEIC for graduation This has created significant stress for undergraduates who struggle with English due to previous educational shortcomings, making it increasingly difficult for new graduates to secure quality employment without adequate English skills.
The demand for English teaching and learning in Vietnam has surged, driven by the economic and educational opportunities that proficiency in English provides As a result, the English-teaching market has expanded rapidly, with numerous legitimate and non-legitimate institutions investing in English courses to meet the needs of a growing population eager to master the language Over the past decade, English centers have proliferated to accommodate this increasing demand.
English centers have long utilized the communicative approach in English teaching, attracting motivated students who seek to improve their language skills for various reasons, such as passing exams like IELTS or TOEFL, preparing to study abroad, or succeeding in job interviews These centers focus on developing macro-skills—listening, speaking, reading, and writing—by employing native English-speaking instructors and using teaching materials from native English-speaking countries While reputable centers ensure their teachers meet specific qualifications, less reputable ones often have lower standards, sometimes prioritizing superficial traits over teaching credentials Overall, these for-profit English centers offer a modern and dynamic approach to language education.
The research participant and the context of the study
The participant in this study emphasized the importance of her privacy and requested confidentiality regarding her identity, as well as that of her teachers, colleagues, and the institution Therefore, pseudonyms have been used in this paper, with "Vi" representing the participant and "Bright Language School (BLS)" denoting her workplace Additionally, the names of her colleagues and teachers mentioned in her narratives have also been altered to maintain anonymity.
Vi, a 22-year-old graduate from Hue University - College of Foreign Languages in Vietnam, began her teaching career at BLS English Center in Ho Chi Minh City shortly after graduating in August 2013 BLS is renowned for its professional and effective English training programs The researcher, having attended the same university and worked at BLS at a different time, can empathize with Vi's experiences Introduced by a mutual friend currently at BLS, Vi was selected for this study due to her recent entry into the teaching profession, aligning perfectly with the study's aim to explore the (re)construction of teacher professional identity during the crucial first year of work.
BLS, established in October 1996, employs around 80 teachers, with one-third being native English speakers The institution provides two primary curricula: English for children, held on weekends, and English for adults, scheduled during weekday evenings A key focus of BLS, as highlighted on its official website, is a learner-centered approach to education.
At BLS, communicative teaching is approved and supported with available facilities such as computers and Internet access in each classroom, board
The kiddy corner features 31 engaging games and toys, while the library offers a variety of story and picture books Educators are consistently urged to leverage these abundant resources to inspire students to develop critical thinking skills and creatively tackle problems.
Rationale for sampling: Details into Vi’s background
Socio-economically but Gifted Academically
Vi, born in 1991 in Lang Co, a small seaside village in Hue Province, Vietnam, is the youngest of four siblings in a struggling family With her father working as a fisherman and her mother selling fish, the family relied heavily on the sea for their livelihood To support their six-member household, Vi's parents also engaged in various side jobs, including producing and selling rice wine and charcoal, as well as raising pigs.
Vi and her sisters balanced household chores with their involvement in the family business, which included fermenting rice for rice wine production and caring for pigs Despite facing challenging living conditions and demanding work, the children consistently excelled in their studies.
Surprisingly, Vi's parents never pressured their children to excel academically, often too busy with work to focus on their studies While her older sisters occasionally assisted their younger siblings, they mostly concentrated on their own needs Despite the lack of parental incentives—such as the rare candy bar reward for good grades—Vi consistently ranked among the top students in her class Her exceptional aptitude for the Vietnamese language was recognized by her 5th-grade homeroom teacher, who noted that Vi had a natural intuition for understanding words, even those she had never encountered before.
Vi's exceptional writing skills in Vietnamese impressed her teachers, who often shared her essays with pride By the time she reached 6th grade, her family's academic achievements led them to be selected as one of two representatives for their commune at a town meeting Vi felt a deep sense of pride in representing her family, showcasing the academic excellence of both herself and her peers.
Vi began learning English at the age of 11 in sixth grade, where her eldest sister imparted invaluable advice: "The secret of learning English well is putting aside your shyness." This guidance resonated deeply with Vi, motivating her to embrace the language confidently, ultimately making her the top English student in her class.
The secondary school English syllabus was primarily grammar-based, focusing on vocabulary while neglecting speaking, listening, and writing skills Lessons typically followed a five-stage procedure: the teacher read a dialogue from the textbook, the class repeated it, selected students read it aloud, the teacher explained grammatical points, and finally, students worked individually on grammar drills After two years, the school discontinued its English program.
8 th and 9 th grades due to an insufficient provision of English teachers Consequently, Vi’s English learning was interrupted for those two years
Vi resumed her English studies in high school, starting from scratch due to the school's three-year syllabus, which began in grade ten, rather than continuing from her previous seven-year syllabus that started in grade six She found herself re-learning material from her 6th and 7th grades, with the same teaching methods in place The primary distinction was an increased workload, described by Vi as "heaps of papers containing grammar drills," while essential communication skills such as listening, speaking, and writing remained largely neglected in the classroom.
In high school, she excelled in English, likely due to her prior exposure to the language, and was selected to represent her school in provincial English examinations, earning multiple awards Despite her achievements, her preparation focused solely on reading comprehension during private lessons, neglecting essential skills like listening, speaking, and writing This lack of comprehensive English education was a common issue in rural Vietnamese schools, which often lacked resources for effective language instruction In contrast, urban schools, whether state or private, offered more opportunities, with students required to pass rigorous exams and compete in national English competitions that assessed a wider range of language skills.
Despite her strong grasp of English grammar, Vi entered university lacking essential listening, speaking, and writing skills, which made her freshman year a challenging experience She struggled to understand her teachers and often relied on classmates for assistance, feeling ashamed of her dependence after previously being a mentor This led to frustration and a sense of inferiority However, after four years of dedicated training, Vi graduated with high distinction, becoming fully proficient in both oral and written English Reflecting on her remarkable transformation from feeling like a "nobody" to a successful student, she credited her academic environment and the support of her exceptional classmates for her success.
Feeling fortunate to be part of a class filled with exceptional students, she credited her success largely to the support of her friends, stating that much of what she achieved after graduation stemmed from the lessons learned through their friendship.
Her transformative journey was significantly influenced by her active learning experiences outside of school, particularly while working at a bar popular with English-speaking foreigners and co-managing an English-speaking club Additionally, her passion for watching English-language movies contributed to her success by enhancing her listening skills and improving her pronunciation and accent.
After graduating, Vi relocated to Ho Chi Minh City to begin her teaching career and was accepted at BLS, where fresh graduates typically teach weekend children's classes However, Vi was given the opportunity to teach adult classes during the week, initially handling elementary and intermediate levels About a year later, she was offered a position as an IELTS instructor but declined the role due to personal and family commitments that required her to return to her home province.
This study's findings, while not generalizable, highlight the similarities between Vi's experience and those of many novice English teachers from rural Vietnam who begin their careers in urban areas where English education is flourishing This context justifies Vi's selection as the research subject, and my previous connection to the institution further influenced this choice.
The research genre: case study
A qualitative research approach was employed in the form of a longitudinal small-scaled yet in-depth single-case study
The rationale for choosing a longitudinal qualitative research approach to examine a teacher's professional identity is threefold Firstly, identity formation is a time-consuming process, making a longitudinal study ideal for this exploration Secondly, qualitative research aims to understand subjects' behaviors within their real contexts, which is crucial for constructing and reconstructing professional identity (Beijaard et al., 2004; Cardelle-Elawar et al., 2007; Hamman et al., 2010) Given the significant influence of contextual factors on identity, a case study approach is most effective as it allows for in-depth examination of subjects in real-life settings (Yin, 2003b) and emphasizes the importance of reality (Cohen, Manion & Morrison, 2007) Case studies provide a comprehensive depiction of experiences, offering a "thick description" (Geertz, 1973b) of individuals' past narratives, thoughts, and emotions (Cohen et al., 2007).
Case studies are one of the most commonly utilized methods for conducting qualitative research in education (2003, p 433) This approach can be defined as a process that involves in-depth exploration and analysis of specific educational phenomena.
A case study serves as a comprehensive analysis of a specific case or multiple cases, focusing on detailed and in-depth data collection over time It utilizes various sources of information, providing rich contextual insights (Merriam, 1998; Creswell, 1998).
In order to illuminate the nature of the concept of identity that entails “a considerable amount of complexity” (Vignoles, Schwartz & Luyck, 2011, p
In this study, interpretivism was adopted as the primary approach, recognized as one of the most prevalent methodologies for qualitative case studies in the social sciences, particularly in inductive research (Duff, 2008) Unlike the hypothetico-deductive method used in natural sciences, interpretivism effectively explores the diverse realities of identity when applied correctly Moreover, case study research aligns well with the interpretive approach (Elliott & Lukes, 2008) This thesis employed the case study method with an interpretative induction approach, as Merriam (1988) defines qualitative case studies as intensive, holistic analyses of a single entity or social unit, characterized by their particularistic, descriptive, and heuristic nature, relying heavily on inductive reasoning from various data sources.
Data collection methods
Firstly, narrative inquiry was adopted, which involved at the heart of it
“eliciting and documenting stories”, and then “interpreting them in view of the literature of a field” (Murray, 2009, p 46)
Connelly and Clandinin (2006) made an apt remark that,
Arguments for the development and use of narrative inquiry come out of a view of human experience in which humans, individually and socially,
People lead storied lives, shaping their daily experiences through personal and collective narratives Stories serve as portals to understanding the world, allowing individuals to interpret their experiences in meaningful ways Narrative inquiry focuses on studying these experiences as stories, providing a framework for analyzing how individuals perceive and make sense of their lives By adopting narrative inquiry as a methodology, researchers embrace a specific perspective on experience as a phenomenon worthy of exploration.
Narrative has become a significant method and subject of inquiry in teacher education, highlighting beginning teachers' voices and identities within their social, cultural, and historical contexts (Clandinin & Connelly, 1991; Britzman, 1991) As noted by Pavlenko (2002), narratives are increasingly recognized in linguistics and applied linguistics, serving as a valuable focus of research and a rich data source across various fields, including L1 acquisition, linguistic anthropology, sociolinguistics, and language education.
There were several positive reasons for using narrative to investigate teachers’ professional identity in this study
Narrative inquiry aligns seamlessly with the exploration of teacher identity, as it emphasizes the story-based nature of this journey Connelly and Clandinin (1999) describe professional identity as "stories to live by," highlighting that these narratives provide educators with a cohesive storyline that helps them understand and define themselves.
According to Beijaard et al (2004), storytelling allows teachers to engage in narrative theorizing, which helps them explore and shape their professional identity, leading to the development of new or different narratives This concept is further supported by the research of Connelly and Clandinin.
In their research, Beijaard et al (2004) emphasized that comprehending teaching practices through narrative is intrinsically linked to the evolution of self and identity They highlighted that teachers' experiences are influenced by personal stories, which play a crucial role in shaping their professional identities (Connelly & Clandinin, 1999).
Focusing on teachers' narratives can reveal hidden aspects of their identities, as highlighted by research from 1999, which suggests that narrative inquiry is beneficial for understanding teacher self-concept Reis (2011) supports this idea, noting that sharing personal stories helps educators make sense of their experiences and externalize their beliefs and emotions Similarly, Vasquez (2011) emphasizes that identity is context-specific and evolves over time, indicating that story research can shed light on how identities are constructed and performed in various local contexts.
Teacher identity encapsulates the personal practical knowledge acquired through experience, contextual learning, and expression in various practice settings As noted by Xu and Connelly (2009), narrative inquiry aligns perfectly with this research focus, emphasizing the significance of experience and practical knowledge in the professional development of educators.
Secondly, as an insightful method of investigation which provides in- depth knowledge of the participant’s thinking and beliefs, in the field of
39 applied linguistics, narrative inquiry has in recent years gained popularity, especially with research on identity (for a review, see Norton, 2000; Johnson
Narrative research in TESOL is still in its early stages, as noted by Vasquez (2011), indicating a significant opportunity for researchers in the field to make valuable contributions.
Vi engaged in reflective journaling to document her thoughts and emotions throughout her teaching experiences Rather than adhering to a strict schedule for her entries, she chose to write whenever she felt compelled to express her feelings about significant events within her community of practice, as noted by Cohen et al.
(2007) justified, “it may be that infrequent, unrepresentative but critical incidents or events occur that are crucial to the understanding of the case” (p
257) Vi began journaling her reflections shortly after accepting the teaching job at BLS in September 2013 Each journal entry was sent to the researcher via e-mail
As was introduced by Oruỗ (2013), “[r]eflective journal writing […] has been an effective tool in data collection in teacher identity studies” (p
Numerous researchers emphasize the growing importance of studying teachers' narratives to understand their thinking, culture, and behavior (Connelly & Clandinin, 1987, 1999; Carter, 1993; Clandinin & Connelly, 1995, 1998) This significance is the primary reason reflective journals were selected as the main data source for the current research.
As a junior with a strong understanding of both my previous university and workplace, I was entrusted with the task of completing the journal entries Prior to starting the study, we engaged in multiple phone conversations to discuss the details.
In a candid exchange about university life and her experiences in the bustling Ho Chi Minh City, Vi and I established a comfortable rapport that fostered trust and confidentiality, ensuring the integrity of her reports She demonstrated a clear understanding of the academic, ethical, and professional expectations placed upon her It is crucial to emphasize that my insights shared with Vi were intended solely as personal perceptions, designed not to influence her interpretation of the phenomena.
To address the challenge of unreliable data in case studies that depend on individual memory (Cohen et al., 2007), Vi was prompted to document her reflections immediately following the incidents Vi fully supported this approach, expressing her agreement and understanding of its importance.
“all time in the world” to do the writing due to her daytime-free timetable
Vi authored 13 journal entries totaling around 12,000 words, with varying lengths across the entries The journals featured her responses to both general and specific questions, aimed at clarifying ambiguous details in her narratives All reflections were composed in English.
Semi-structured interviews served as a vital tool for data collection in this study, aligning with the recommendations of Golombek (1998) and Johnson and Golombek (2002), who emphasized that foreign language teachers' verbal reflections can illuminate their professional identities These face-to-face interviews provided a flexible approach, enabling deeper insights into the teachers' experiences and perspectives.
41 to examine how teachers’ professional identities has been “shaped at the nexus of local practices and larger ideological influences” (Simon-Maeda,
The significant difference between narrative inquiry and thematic analysis is that the former requires a “restorying” process (Liu & Xu, 2011, p
Data analysis procedures
This research utilized grounded theory (Glaser & Strauss, 1967) to analyze data, providing insights into how participants interpret various phenomena (Suddaby, 2006) By not forming hypotheses in advance, the study minimized researcher bias, allowing categories to emerge directly from the data rather than preconceived notions (Canh, 2013) The analysis followed a three-step grounded theory procedure, which included open, axial, and selective coding (Glaser & Strauss, 1967; Strauss & Corbin, 1998; Charmaz, 2006).
During the open coding stage, journal entries were analyzed chronologically to create a cohesive narrative This process involved organizing the stories along a timeline and taking memos for evaluation Ultimately, the open coding revealed a visual outline of Vi's evolution of teachers' professional identity over time, despite some unclear internal aspects.
During the axial coding stage, I meticulously reviewed the journals multiple times to identify common themes across different narratives A detailed analysis of the lexical items in Vi's journals uncovered distinct sub-identities that emerged from her experiences.
Vi undertook the task of categorizing stories into distinct theme-based groups, which were subsequently sent to participants for verification of the narrative accuracy During this stage, the characteristics of each theme-based group were also identified.
In the selective coding stage, established categories and their properties were analyzed theoretically, allowing individual narratives to fit into a conceptual framework that effectively integrated all codes (Canh, 2013, p 8) This analytical strength facilitated a clearer understanding of the participant's journey in the (re)construction of their professional identity.
The findings were presented as a narrative, primarily following a chronological order, though some memories from Vi's undergraduate period disrupted this sequence To create a cohesive depiction of Vi's identity development, the individual stories were rearranged and then sent back to her for accuracy verification A chronological storytelling approach was essential to vividly illustrate Vi's growth over time After this process, key themes that emerged across the narratives were identified, guided by relevant literature on factors influencing identity construction The categories formed were not arbitrary; they were informed by personal background and contextual elements, including educational, cultural, and institutional factors.
The findings of this study were analyzed through Wenger’s (1998) social theory of identity formation, which outlines three modes of belonging: engagement, imagination, and alignment Engagement involves actively participating in practice, leading to a developed sense of self Imagination encompasses creating images of oneself and the world that go beyond mere engagement Alignment refers to the congruence between individual practices and those of the community of practice Wenger’s theory effectively captures the complexities of teacher identity formation, making it a fitting choice for this research on the (re)construction of teachers’ professional identity in an EFL context Tsui (2007) also utilized this framework in her longitudinal study, highlighting its effectiveness in understanding the processes involved.
Chapter Summary
This chapter provides an overview of English teaching and learning in Vietnam, along with details of the case study conducted It outlines the qualitative research approach and the methods used for data collection and analysis Utilizing narratives and interviews as primary tools, this small-scale, in-depth case study analyzes data through grounded theory and interprets findings using Wenger’s social theory of identity formation The results of this study will be presented in Chapter Three.